Relevant Ideas

• The Skills Approach argues that leadership skills can be intentionally learned and developed.

• Professional competencies improve through instruction, practice, and feedback.

• Servant Leadership emphasizes developing the capacity of others.

• Leadership development is viewed as a continuous learning process.

How Leadership Informed This Decision

The Skills Approach directly supports one of the central assumptions of Belonging by Design: professional skills should be taught rather than assumed. Rather than expecting students to acquire teamwork through experience alone, the framework provides explicit opportunities to learn, practice, and reflect on those skills. Servant Leadership complements this perspective by emphasizing intentional investment in the growth and development of others.

Included Theories

• Skills Approach

• Servant Leadership

Relevant Ideas

• Learning occurs through modeling, guided practice, feedback, and reflection.

• Professional competencies develop through authentic application.

• Explicit instruction supports transfer to new contexts.

How Learning Theory Informed This Decision

Explicit instruction creates opportunities for students to observe, practice, receive feedback, and reflect before independently applying professional skills. These learning experiences support the development of confidence and competence while preparing students for collaborative professional practice.

Relevant Ideas

• Students are more likely to participate when expectations are clear.

• Professional competence contributes to confidence and participation.

• Skill development supports meaningful contribution within collaborative learning environments.

How Belonging Informed This Decision

Teaching professional skills explicitly creates opportunities for students to participate more confidently in collaborative learning experiences. As students become more competent in teamwork, they are more likely to contribute meaningfully and develop a stronger sense of belonging within their learning community.

Relevant Ideas

• Carol Basile's work on preparing future educators for collaborative professional practice.

• Next Education Workforce's emphasis on teamwork as an essential professional competency.

• Professional Learning Hub resources supporting professional skill development.

How Institutional Resources Informed This Decision

Institutional initiatives consistently emphasize that effective teaching requires more than content knowledge. These resources reinforced the importance of intentionally developing professional competencies that prepare future teachers for collaborative school environments.

Relevant Findings

• Professional skills are increasingly recognized as essential components of teacher preparation.

• Students benefit from explicit instruction rather than implicit expectations.

• Teamwork, communication, and collaboration require intentional development.

How Research Evidence Informed This Decision

The literature consistently suggests that professional skills should be intentionally developed rather than assumed. This evidence reinforced the decision to make explicit instruction a central design feature of the framework.

Relevant Considerations

• Faculty already teach professional skills informally.

• Existing coursework provides authentic opportunities for skill development.

• Explicit instruction can be embedded within current courses without adding separate curriculum requirements.

How Practical Considerations Informed This Decision

Embedding explicit skill instruction within existing coursework makes implementation feasible while strengthening instructional practice rather than increasing faculty workload.

Alternatives

• Assume professional skills develop naturally.

• Focus only on academic content.

• Offer standalone professional skills workshops.

Why They Were Not Selected

Professional skills develop most effectively when intentionally integrated into authentic learning experiences. Embedding instruction within educator preparation courses allows students to immediately practice and apply these skills in meaningful contexts.

Original Decision

The intervention focused on explicitly teaching teamwork before collaborative assignments.

Revisions

The framework evolved from teaching a single skill toward a broader philosophy that professional skills should be intentionally developed throughout educator preparation. Teamwork remains the first competency, but the framework is designed to support additional professional skills over time.

Remaining Considerations

• Which professional skills should be incorporated after teamwork?

• How should explicit instruction vary across educator preparation courses?

• How do faculty perceive explicit instruction in higher education?

Current Stage

Emerging

Created

July 2026

Last Updated

July 2026

Next Steps

• Expand learning theory connections.

• Add literature on explicit instruction in higher education.

• Refine the relationship between teamwork and other professional competencies.