Using ACPA/NASPA Competencies to Inform Your Professional Development

1. Using ACPA/NASPA Competencies to Inform Your Professional Development Kelley Woods-Johnson Assistant Dean of Students, Virginia Tech

2. Welcome • Session Overview • Competency-Based Professional Development Planning • NASPA/ACPA Competencies • Competency-Based Planning & Tools in Action • NASPA/ACPA Opportunities for Case Management Professional Development • Questions, Sharing

3. Learning Outcomes After attending this session, individuals will be able to: • articulate the purpose and value of competency-based professional development planning. • describe one way the ACPA/NASPA competencies could guide their professional development planning. • use one tool for setting a professional development goal related to a ACPA/NASPA competency.

4. VT Context • The Dean of Students Office at Virginia Tech is housed in the Division of Student Affairs and functions solely in an advocacy role. Our mission is to advocate for and empower Virginia Tech students and their support networks in times of personal, academic, and community crisis. • We are a relatively sizable team with the Dean, an Associate Dean, three Assistant Deans, and an Administrative Manager. • Our functions are non-clinical and include general support and case management for students, consulting with family and faculty/staff, convening university Care Team, student conduct and Title IX advising, emergency financial resources, verification of absence, academic grievances, hospital visits, on-call crisis response, Veteran student support, coordination of response to student death, and training and outreach. • The DSA at VT engages in individual professional development goal setting as part of the formal performance evaluation process.

5. Competency-Based Professional Development Planning • Conceptual information here • Practitioner version of clinical competency models

6. Why Competency-Based Planning? • Justifications and benefits

7. Why ACPA/NASPA Competencies? • Many of us are embedded within Student Affairs units. These competencies have been developed for broad application in student affairs settings and are not discipline-specific. • CAS is developing standards for Case Management, but that is still in the works.

8. ACPA/NASPA Competencies • Document is easily accessed online without password protection • 10 Areas • Personal & Ethical Foundations • Values, Philosophy, & History • Assessment, Evaluation, & Research • Law, Policy, & Governance • Organizational & Human Resources • Leadership • Social Justice & Inclusion • Student Learning & Development • Technology • Advising & Supporting

9. Competency-Based Planning in Action • Determine how professional development planning works in your office • Individual or group • Personal use or tied to performance • Decide which competencies are most important for your work right now • Same or different • One or multiple • Select or create appropriate tools for mapping plans, setting goals, and defining achievement

10. Additional ACPA/NASPA Resources This isn’t a specific endorsement; rather, it’s a linking of our seemingly isolated functional area to resources to which many of us may already have access through our divisions ACPA NASPA Closing the Achievement Gap Conference Symposium on Collegiate Financial Wellbeing Assessment & Persistence Conference Journal of Student Affairs Research & Practice Online Learning Opportunities • Conference on College Men • Assessment Institute • About Campus • Journal of College Student Development

11. Share your experiences & questions Additional questions or comments can be directed to Kelley Woods-Johnson at kjwoods@vt.edu