Instructor Core Competencies Policy
Introduction to this policy
- This policy summarises the core competencies that the BIT expects and seeks to develop and maintain in all of its instructors.
- A copy of this policy is available from the theatre offices, or by emailing the Bristol Improv Theatre Board of Directors at the following address: email@example.com.
- If your vision is impaired arrangements can be made, in special circumstances, for an audio version to be made available.
- This policy is maintained by the BIT Board of Directors, who can be contacted via the above email address. The Board of Directors undertake to review and update this policy both at regular intervals and following any upheld complaints where it is deemed necessary to do so.
About Core Competencies
- The BIT does its best to monitor its instructors, both employed and associate, together with their methods, syllabuses and behaviours to ensure that its improv and theatre classes are of the highest quality.
- This document forms the basic assessment criteria for instructor competencies. The following are a guide to the competencies that the BIT seeks in its associate instructors and their work.
- Instructor behaviour is also managed via the BIT's Safe Space Policy.
To create an environment conducive to learning, the instructor or facilitator:
- Conveys energy, enthusiasm and personal warmth
- Appears relaxed, alert and well prepared.
- Communicates in an assured, open manner, verbally and non-verbally
- Chooses language to influence participants positively
- Makes good use of the physical working environment, including seating arrangements
- Acts as a good host and is attentive to participants' comfort and needs
- Recognises and handles any issues of discrimination and power imbalance
- Harnesses positive tension and defuses damaging tension
To create relationships that are conducive to learning, the instructor or facilitator:
- Establishes and maintains rapport with each participant
- Encourages everyone to participate
- Accepts and values contributions from all participants
- Encourages participants to talk about what matters to them, through use of open questions
- Demonstrates active listening through giving full attention, prompting, paraphrasing and reflecting back to participants what they have said.
- Uses awareness of participant's non-verbal communication
- Builds a conversation, avoids interview, investigation or interrogation
- Maintains a good airtime balance between instructor and participants
- Uses silence positively to encourage contribution
- Allows for expressions of emotion by recognising respecting and responding to them
- Uses humour effectively
To establish and maintain a safe and fair workshop structure, the instructor or facilitator:
- Establishes confidence in the learning process with participants
- Demonstrated familiarity with procedures, ground rules and responsibilities
- Behaves throughout as a facilitator of participant experiences, NOT a guardian of knowledge
- Ensures equal opportunities to participate.
- Uses non-judgemental language
- Encourages free participation
- Is alert to ethical dilemmas and handles them safely
- Is alert to complaints and handles them in accordance with organisational policy
To ensure the positive and active delivery of workshop, content, concepts and ideas, the instructor or facilitator:
- Makes decisions about the order of content
- Demonstrates good time management
- Where necessary keeps notes discreetly
- Uses any visual or other teaching aide purposefully
- Manages transitions between sessions and keeps all participants informed
- Takes time for reflection between sessions and manages own pace, energy level and emotions
- Enables participants to see situations from a broader perspective including others points of view.
- Generates an atmosphere of creative problem solving
- Establishes common ground and shared understandings/experience between participants
- Helps parties to reframe the value of unexpected outcomes, including failure.