New calls for proposals to support AI in teaching
From March 16, two new calls for proposals will be published aimed at supporting the use of artificial intelligence in teaching at MU.
A Common Language of Teaching Quality: Masaryk University Presents a Competency Framework for University Teachers
Since August of last year, the competency framework for university teachers is being introduced at the faculties of Masaryk University. The academic staff are discussing the form and vision of teaching quality based on it.
At MU, we know what teaching quality looks like
In recent years, universities have clearly recognized a deficit in the area of teaching quality. They have been identifying this issue both jointly and independently and proposing various ways forward to address it.
Education is the university’s primary mission. At MU, the Quality Office together with the Pedagogical Competence Development Centre (CERPEK), other central units, and the faculties, is working to embed this principle more deeply into different processes across the university. Their efforts are based, among other things, on collaboration and exchange with the Ministry of Education, Youth and Sports, the National Accreditation Bureau for Tetriary Education, and other Czech universities.
“Three years ago, in various forums, we started repeatedly asking the question: What does high-quality teaching look like? The path to teaching quality is not simple. We see it as a complex system of activities and processes, starting with appropriate learning spaces, the use of adequate teaching methods, care for teachers, and even including the proper completion of accreditation documentation.”
Kateřina Oleksíková
Director of the Quality Office
The need to foster teaching quality is undeniable. The shared goal is for MU to have a clearly defined, monitored, appropriately rewarded, and well-supported concept of quality teaching that can flexibly respond to individual needs and developments both inside and outside the university. Activities under the KompassMUNI project currently play a key role in achieving this goal.
A definition is the first step on this journey. This is why the Competency Framework: Pedagogical Competencies of University Teachers was created — it concisely describes how to recognize high-quality teaching. Its content is based on long-term experience with effective teaching at our university across all disciplines. The framework contains five competencies capturing the processes of planning, delivering, and evaluating teaching. All competencies are general in nature, as they can be better interpreted in relation to teachers’ professional identity and teaching experience. They are universal, meaning they do not address discipline-specific factors of individual degree programs, and they create space for teachers at all career stages. The foundation on which the teaching described in the framework stands is the professional expertise and identity of the teachers themselves.
This set of cross‑disciplinary pedagogical competencies was developed last year by a working group led by Prof. Klára Šeďová. The group consisted of experts in pedagogy, adult education, and psychology from the Department of Education (Faculty of Education), the Institute of Education (Faculty of Arts), the Quality Office, and CERPEK. Their work drew on the Draft Competency Framework: Pedagogical Competencies of University Teachers prepared at the national level, extensive reviews of scholarly studies, selected competency frameworks from foreign universities, and examples of good practice at MU.
How can teachers use the competency framework?
The competency framework is designed to help teachers develop their teaching. For example, they may start with self‑reflection and feedback sources to identify their current level of competence — that is, the areas in which their teaching is strong and those they wish to improve. Based on this, they can set goals, work toward them, and evaluate their progress. Each competency description thus represents a goal toward which teachers can aim. When working with the framework, each teacher can determine how close they currently are to this goal and plan their professional growth accordingly.
It is entirely natural that teachers perform better in some areas than others. Likewise, it should be natural for them to choose which competencies they want or need to focus on at any given moment. In addition, the competency framework can serve as a tool for discussions with colleagues on setting teaching quality standards within their departments or for sharing experiences.
Examples of Teaching Development Using the Competency Framework
Self‑assessment
- Choose one competency you want to focus on and develop at the moment.
- Create, for example, a checklist containing indicators you select, adapt, and specify according to your own needs. Use this checklist for (self‑)evaluation immediately after a lesson, continuously throughout the semester, or at the beginning and end of the semester.
- Example checklist for Competency 1.2: Based on the teaching objectives, the teacher determines verifiable learning outcomes for the respective teaching unit.:
- Do the learning outcomes correspond to the level of study (Bachelor’s, Master’s, Doctoral)?
- Are the learning outcomes aligned with the graduate profile of the degree programme?
- Are the learning outcomes formulated based on the learning goals?
- Are the learning outcomes specific and unambiguous?
- Are the learning outcomes phrased using active verbs (e.g., analyses, designs, explains, creates)?
- Is there a clear alignment between the learning outcomes and the method of assessment?
- Are the learning outcomes verifiable?
- Are the learning outcomes shared with students?
- Example checklist for Competency 1.2: Based on the teaching objectives, the teacher determines verifiable learning outcomes for the respective teaching unit.:
- Make notes on what you observe in relation to the indicators you selected (e.g., how well you manage to meet them). It is completely fine to have more notes for some indicators — this may indicate that these particular indicators can serve as the basis for further developing your teaching. We recommend selecting indicators gradually, one or two at a time, rather than trying to work on many simultaneously.
- Based on the results of the previous step, develop one new strategy to apply in your teaching, and define how you will recognize whether it has been successful.
- Then try out the newly designed strategy and observe its effects, reflecting on them afterward. You can then either reinforce this new strategy or go one step back and design a different one.
- Continuously check whether the new strategies are not in conflict with the desired level of teaching quality.
Sharing Teaching Experiences
Use the competency framework to align the common language you use when discussing teaching quality within your department. The goal is not to compare who teaches better, but to exchange experiences and gain new perspectives you can work with further. Invite colleagues to observe your teaching. Direct their attention to situations in which you are uncertain or about which you would like to gain more information from another perspective.
Teaching Portfolio
Use the competency framework as the foundation of your teaching portfolio. Collect examples of your good practice and allow yourself to be inspired. This can encourage and support you, for example, in moments when you do not feel confident about your teaching performance. You will map your professional development and gather data for planning your next development goals.
Discussing Teaching Quality
A system for ensuring teaching quality begins with its definition — the competency framework — but it certainly does not end there. Teaching quality must also be monitored, evaluated, supported, and addressed in response to events that affect it.
When designing support offer, the competency framework serves as the starting point.
“We understand that without actively integrating the competency framework into everyday practice, the document would remain only on paper. This is why, since the autumn semester of 2025, we have been using it as a key guiding principle for all educational events and activities offered by CERPEK, which you can find on our website www.cerpek.muni.cz. Each event or activity now includes a reference to the specific competency it helps develop. This is our contribution to ensuring that the competency framework truly comes to life.”
Petr Pokorný
CERPEK Director
The competency framework helps establish a shared language and clearly and comprehensibly name pedagogical situations. As a result, it is also a useful tool for opening discussions about teaching quality and the role of teachers (and others) in the processes of ensuring it. At present, the Quality Office is discussing these topics and future steps with individual faculties, preparing a communication campaign, and planning informal meetings on teaching quality not only for teachers but also for students.
“We have already met with representatives from several faculties and are planning our next steps together. The aim of these meetings is to open up adiscussion on the topic of teaching quality. We want to co‑create this change with the faculties and identify areas of mutual support.”
Kateřina Oleksíková
Director of the Quality Office
This website was created with the support of the KompassMUNI project, reg. no.: CZ.02.02.XX/00/23_022/0008922.
