Appendix A: Indigenized Integral Professional Competency Framework
The Indigenized integral professional competency framework (the framework) provides the foundation for the self-assessment in Section 3 of this guide. The self-assessment is a new tool developed for this professional learning series, so it does not have a history of testing and revision. However, you can adapt and modify the assessment to suit your institution’s priorities on Indigenization, decolonization, and reconciliation. The framework follows the format of the Indigenized integral model (intention, community, behaviour, and systems fit) while the competencies amalgamate and sort other competency models for post-secondary service professionals.
The framework provides staff in post-secondary institutions with the tools to assess their levels of competency working with Indigenous students and communities. It’s an opportunity to systematically measure a level of baseline professional competency and skill for monitoring, as well as to regularly track competency levels for professional development.
This framework is informed by and reflects the following models and scholarship:
- Indigenized integral model [PDF][1] shared by the Indigenization Project Steering Committee (2017) as the framework for the learning series
- Scholarship of Pidgeon (2018, 2016) and others
- ACPA/NASPA Professional Competencies [PDF][2]
- CACUSS Student Affairs and Services Competency Model[3]
- Truth and Reconciliation Commission’s (2015) Calls to Action [PDF][4]
Holism guides our perspective on students and student development and differs from traditional views of student development theory and the role of the institution. The CACUSS Competency Model has “student-centred and holistic” as a value (defined as one that “recognizes and values all aspects of a student’s life including physical, intellectual, financial, spiritual, emotional, personal and social” [CACUSS, 2017, p. 7]).
The framework measures three areas of professional competencies for working with Indigenous Peoples and community partners: general skills and knowledge, interactive competencies, and self-mastery. These three levels provide front-line staff, advisors, and student services staff with the ability to self-reflect on their current knowledge and create a learning plan to deepen their understanding and change their practice to be more holistic and balanced for all students who seek services and support at post-secondary institutions.
General skills and knowledge: encompasses a foundational knowledge and understanding of Indigenous Peoples and territory on which your institution resides. This foundational competency will also include knowledge of Indigenous history and impact of colonization, the connection to land, and responsible relationships along with an understanding of the rich diversity of Indigenous Peoples, ways of knowing and being, and languages across BC and Canada. General skills will include the ability to identify on- and off-campus resources for Indigenous students as well as the relationship of the institute with local Indigenous communities.
Interactive competencies: measures your capacity to assess the ability to provide services to Indigenous students and to understand the systemic barriers faced by Indigenous students. Individuals will be able to identify ways to mitigate systemic challenges within the scope of their role and authority. Engage in trauma-informed practices and build relationships with Indigenous colleagues, Elders, students, and Indigenous community members.
Self-mastery: is your deep level of self-awareness and practice. Individuals will be proficient in providing guidance to other units in ways of respecting Indigenous protocols and ways of being within the academy. Additionally, you will demonstrate ongoing commitment and responsibility to decolonize and Indigenize policies and practices across the institution.
The framework explores individual intentions and behaviours within a community and institutional system. Each aspect of the framework (intention, behaviour, community, and systems fit) helps individuals assess their own professional understandings and competencies to decolonize, Indigenize, and reconcile services to Indigenous Peoples. Each aspect does not run sequentially, so when you do the self-assessment and realize there are gaps in your perceptions and knowledge, you can focus on an aspect of the framework and then move to another aspect.
Proficiency level | Self-assessment criteria |
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General knowledge and skills | I am able to:
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Interactive competencies |
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Self-mastery |
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Proficiency level | Self-assessment criteria |
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General knowledge and skills | I am able to:
|
Interactive competencies | I am able to:
|
Self-mastery | I am able to:
|
Proficiency level | Self-assessment criteria |
---|---|
General knowledge and skills | I am able to:
|
Interactive competencies | I am able to:
|
Self-mastery | I am able to:
|
Proficiency level | Self-assessment criteria |
---|---|
General knowledge and skills | I am able to:
|
Interactive competencies | I am able to:
|
Self-mastery |
|
- Indigenized integral model: http://solr.bccampus.ca:8001/bcc/file/c0a932f4-8d79-4d3d-a5d4-3f8c128c0236/1/Audience%20Profiles%20portrait.pdf ↵
- ACPA/NASPA Professional Competencies: http://www.myacpa.org/docs/acpa-naspa-professional-competency-areas-short-versionpdf ↵
- CACUSS Student Affairs and Services Competency Model: https://www.cacuss.ca/Student_Affairs_and_Services_Competency_Model.html ↵
- Truth and Reconciliation Commission's (2015) Calls to Action: http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf ↵