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A17: Adjunct Faculty Program

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Policy #: A17
Responsible authority: Academic Standards and Learning Development
Approval authority: Canadian Police College Executive Director
Approval date: Spring 2021

On this page

  1. Preamble
  2. Purpose
  3. Definition
  4. Directive
  5. General
  6. Application (Intern, assistant and associate instructors)
  7. Review committee: Review of job knowledge and essential instructor skills (intern, assistant and associate instructors)
  8. Recommendation and approval (intern, assistant and associate instructors)
  9. Fellows and Distinguished Fellows
  10. Obligations of the af partner and member, and review process
  11. Onboarding and orientation
  12. Validation and continued participation
  13. Intellectual property
  14. Disclosure of information and/or documents
  15. Related directives
  16. Approval
  17. Appendix 1: Instructor competencies
  18. Appendix 2: Partnership acknowledgement

1. Preamble

The Canadian Police College (CPC) is a national policing service of the RCMP. The CPC continues to expand and modernize its course offerings and relies on subject matter experts (SMEs) and subject matter resources (SMRs) to deliver its mandate.

Many who assist are not employees of the CPC, but are SMEs or SMRs from various RCMP divisions or directorates, or from the greater enforcement community, from government departments within Canada, or internationally, or are contracted personnel.

The Adjunct Faculty (AF) Program will formalize the ad hoc process of bringing in non-contracted resources and will include new processes and rigour in the selection and validation of AF, as well as quality assurance and continuous improvement measures for both the AF Member and the AF Program.

The AF Program is designed to build capacity and add value to the work of CPC program areas; this in turn benefits the enforcement community. The incorporation of AF from a variety of police services and the broader RCMP community provides the opportunity for each community to develop extensive networks and partnerships that support and integrate with their business, learning and development activities.

The recruitment and recognition of AF is part of the process of maintaining strong and vibrant links within the enforcement community and ensures the CPC maintains relevance and currency with emerging issues in policing and in its communities at large. In addition, a partnership acknowledgement and recognition scheme for contributing partner agencies is created, i.e. reduce tuition or facility rental fees based on the scale of the AF Partner's contribution.

The AF Program is a systematic approach to incorporating and integrating non-CPC personnel into the CPC's core activities. Importantly, the AF should have a sense of community, which is self-sustaining and generates a sense of involvement and enthusiasm about their role.

The following activities will help sustain the program:

2. Purpose

The AF Program will select and validate SMEs and SMRs to fill a variety of roles necessary in the delivery of advanced and specialized training under the umbrella of the CPC. It will recognize the contributions of both the individuals and their home agency. The program formalizes the process of bringing in resources, and will include new processes and rigour in the selection and validation of AF, as well as quality assurance and continuous improvement measures for both the AF and the AF Program.

3. Definition

For the purpose of this Directive, the following definitions apply:

Sessional Lecturer
SME or SMR who may instruct, conduct part or all aspects of the evaluation of participants, give formal feedback and works under the guidance/supervision of a CPC instructor on an itinerant or exigent basis and is not a member of the AF.
Intern
A SME or SMR in an instructor developmental role, who may act as a facilitator, mentor or safety supervisor including activities such as supervising demonstrations of technique, explanations, providing informal feedback and assessments, contributing to formal evaluations and normally working under the guidance/supervision of a CPC instructor/Associate Instructor. (Note: This Directive applies to the selection of Explosive Training Unit interns but not their re-certification process).
Assistant Instructor
A SME or SMR who possesses essential instructor skills, whose responsibilities include the role of Intern and who may instruct, conduct part or all aspects of the evaluation of participants, give formal feedback and works under the guidance/supervision of a CPC instructor.
Associate Instructor
A SME or SMR who possesses essential instructor skills, and who is responsible for a course session, leads or co- delivers, coordinates all aspects and may represent the CPC when authorized (i.e. deliver a CPC course off-site).
Fellow
A SME or SMR with experience at the strategic level in their home unit, agency or department, who provides guidance and advice to candidates for their individual development and acts as a coach in the development of the candidate's research project, and may facilitate sessions or activities and evaluate projects.
Distinguished Fellow
A subject matter expert or subject matter resource whom the enforcement community holds in highest regard and is recognized as a renowned authority in their field.
AF Partner
The home unit, department or agency of an AF Member.
Unit commander in-charge
The CPC manager who normally has supervision, human resource and financial authority for a training unit, e.g. Staff Sergeant, NCO i/c Investigative Training Unit.
The Essential Instructor Skills
A body of knowledge necessary to effectively deliver CPC course material to participants and includes: knowledge of facilitation / instructional techniques, concern for safety, knowledge of training course / program design, knowledge of conflict management practices, and records and information management. See also Appendix 2 for Instructor competencies.
Fit
An appropriate combination of qualifications and relevant characteristics for the position, after consideration of the identified job requirements and desirable attributes, if applicable, together with the operational and organizational needs of the CPC.
Creator
A CPC Faculty Member who is the originator of Intellectual Property and includes authors, designers, composers, inventors and similar designations.
Intellectual Property
The actual, tangible or communicable result of any and all intellectual or creative undertraining , effort or endeavor and includes, but is not necessarily limited to scientific, artistic, literary and/or any creative endeavor. It encompasses, in part, discoveries, inventions, designs, patents, copyright, trademarks, manuscripts, book monographs, papers, equisse, paintings, drawings, sculptures, productions, software and presentations.
Agreement to the Contrary
Any Agreement to which a Creator and the CPC are signatories which has the effect of altering the ownership rights of the Creators as set out in this Arrangement.

4. Directive

  1. The provisions of this Directive govern the selection and participation of SMEs and SMRs for the CPC, creating an AF Program, which includes partner acknowledgement.
  2. Roles available for SMEs and SMRs include:
    1. Sessional Lecturer (not considered adjunct faculty, see para 6.3
    2. Intern
    3. Assistant Instructor
    4. Associate Instructor
    5. Fellow
    6. Distinguished Fellow

5. General

AF may participate in the role of intern, assistant instructor, associate instructor, fellow or distinguished fellow and may be drawn from RCMP divisions or directorates, from the greater policing or enforcement community, from government departments (Canadian or international) or other approved sources.

Leadership Development Centre (LDC)

  1. The Leadership Development Centre (LDC) utilizes AF in the delivery of their programs.
  2. LDC will identify appropriate candidates and create an application dossier for review and approval by the CPC Executive Director or their delegate. (See also para)
  3. AF candidates in Professional Development Centre for Indigenous Policing (PDCIP) will follow the application, review, approval and partnership acknowledgement processes outlined in this Directive for Interns, Assistant Instructors and Associate Instructors.

Sessional Lecturer

  1. Is not considered adjunct faculty and therefore not entitled to partnership acknowledgement;
  2. May request or be requested to join the AF Program by the unit commander in-charge of the respective training area.

Financial arrangements

  1. This is an agreement to deliver learning activities for the CPC. AF are paid by their respective home unit, agency or department.
  2. No money will be exchanged between the CPC and the AF Partner or AF member, except for the reimbursement of pre-approved expenses (e.g. travel expenses).
  3. The CPC will provide a reduction in facility rental fees or tuition fees normally paid for candidates attending CPC courses to the contributing AF Partner in accordance with this Directive.

Travel and meals

  1. If an AF Member is required to and agrees to travel, the CPC will be responsible for arranging and approving travel, to make the reservations and, upon reception of receipts, reimburse expenses incurred as required by the National Joint Council Travel Directive.
  2. For courses delivered in the Ottawa area, CPC accommodations and cafeteria will normally be used unless there is no availability.

Partner acknowledgement

  1. The CPC recognizes the important contribution of time and expertise provided by AF and the effect this has on their home unit, agency or department. The CPC and AF partner will enter into an Adjunct Faculty Program Agreement that acknowledges the partnership between the home unit, agency or department of an AF and lays out each party's responsibilities. The AF Partner will be eligible for a reduction in facility rental fees or tuition fees based on the AF member's participation.
  2. Partnership acknowledgement will normally be reported to the Registrar's office using form 4224 and but in all cases, signed by the budget/financial authority of a training unit.
  3. When an AF is called upon and participates in a course/learning activity in the role of Intern, Assistant or Associate Instructor, for each half day, the AF Partner will receive one (1) half day acknowledgement towards a reduction in facility rental fees or the future tuition fee of any participant from the AF Partner (e.g.: one AF member delivers a session in the morning and a session in the afternoon: two (2) x half days = two (2) acknowledgements to the AF Partner).
  4. LDC AF partnership acknowledgement will be calculated by the Director LDC or their delegate, signed by the budget/financial authority and forwarded to the Registrar's office to recognize the AFellow's contribution.(e.g. LDC AF are often recognized with a stipend amount rather than the amount available pursuant to this directive). The acknowledgement will not exceed the amounts outlined in this Directive.
  5. For the role of Fellow, partnership acknowledgement will be calculated by the respective Director or their delegate, signed by the budget/financial authority and forwarded to the Registrar's office to recognize the Fellow's contribution. The acknowledgement will not exceed the amounts outlined in this Directive.
  6. For the role of Distinguished Fellow, partnership acknowledgement will be calculated by the Executive Director or their delegate, signed by the budget/financial authority and forwarded to the Registrar's office to recognize the Distinguished Fellow's contribution.
  7. In some cases, acknowledgement will be granted for pre-approved course preparation time, i.e. preparing for learning activities at the CPC or approved off-site location, this is particularly important as CPC moves to Regionalized and off-site delivery modes.
  8. Preparation of course content completed at the home unit, agency or department and travel time to the training site will not normally result in an acknowledgment.
  9. Applying the acknowledgement reduction for facility rental fees or tuition fees by an AF Partner:
    1. will normally be applied to the tuition of the next course participant that registers for a CPC course from the AF Partner;
    2. may be applied to offset the cost of facility rental fees;
    3. may not be used towards cafeteria expenses;
    4. may not be transferred from one AF Partner to another.
  10. RCMP Divisions/Directorates each will be eligible for a reduction in facility rental fees or tuition fees with the approval of the Division Training Officer/delegate. Protocols and best practices for managing fee reductions may be created locally; however, any fee reductions will usually be applied to the next eligible candidate from the Division/Directorate. The CPC may verify the application of reduced fees with an appropriate local authority (i.e. Division Training Unit) when necessary.
  11. AF Partners may choose not to take advantage of the reduced fees as part of an "in-kind" contribution to the CPC, e.g. Fellows accepting a stipend amount rather than full acknowledgment amount.
  12. Administration of Partnership Acknowledgement:
    1. AF participation is tracked in the College Administration Tool (CAT);
    2. the unit commander in-charge of the respective training area or their delegate will submit the tracking sheets to the Registrar (usually form 4224 Request for Accommodation and Meals);
    3. the unit commander in-charge of the respective training area will pre-approve course preparation time on an as-needed basis;
    4. for the value assigned for partnership acknowledgement, see Appendix 2.

Obligations of the RCMP/CPC

  1. Provide the AF Member with training in adult learning methods, as well as coaching and support during the initial offerings and as required during their tenure.
  2. Provide one-on-one mentoring, classroom feedback, instruction on adult learning principles, techniques and tools, as needed.
  3. Provide recognition and performance feedback to the AF Members for their role in the delivery of training.
  4. Provide a reduction in facility rental fees or tuition fees normally paid for candidates attending CPC courses to the contributing AF Partner in accordance with the Adjunct Faculty Program Directive.
  5. The CPC reserves the right to cancel a course delivery and will notify an affected AF Partner.

Health and safety

  1. The applicable Workers' Compensation Act to which AF Partner is subject will govern any injuries during the term of this Agreement. The CPC will comply with its obligations under Part II of the Canada Labour Code (Occupational Health and Safety) and pursuant Regulations regarding persons granted access to the work place.
  2. The AF Partner will ultimately be responsible for any workers' compensation- related costs, regardless of who was designated responsible by the applicable provincial or territorial workers' compensation board.

Security

  1. The AF Member may be subject to a security screening process if required for carrying out their duties under the AF Agreement.
  2. The AF Member shall comply with the necessary security screening requirements during the AF Program.
  3. The AF Member shall comply, at all times, with the principles provided in the Government of Canada and RCMP security policies and procedures.
  4. The CPC shall brief the AF Member on the security requirements upon their arrival, and debrief the AF Member upon their departure.

Explosives Training Unit

  1. Explosive Training Unit (ETU) utilizes outside resources as Interns. Their participation in or facilitation of ETU training activities subsequently allows their "recertification" in the explosives disposal qualification process. This Directive applies to ETU for the selection of Interns, but does not affect the recertification process, which is separate and distinct.
  2. No reduction in facility rental fees or tuition fees will be applied to home agencies as a result of Interns' facilitation/participation while engaged in personal recertification in ETU.

Association of Canadian Critical Incident Commanders (ACCIC)

  1. The ACCIC has entered into a Memorandum of Understanding (MoU) concerning the selection of adjunct faculty and course delivery of the Critical Incident Command (CIC) Course. This directive and the MoU are complementary; however, the ACCIC MoU will take priority to resolve any conflicting processes.
  2. For greater clarity, adjunct faculty utilized in the preparation or delivery of the CIC Course may be eligible for a reduction in facility rental fees or tuition fees for their home unit, agency or department.

6. Application (Intern, assistant and associate instructors)

  1. Based on the CPC's resource requirements, AF opportunities will be communicated or advertised targeting appropriate communities of practice.
  2. An AF applicant for intern, assistant or associate instructor will complete the following steps:
    1. Provide their professional Curriculum Vitae.
    2. List their education credentials (e.g. bachelor's degree, university name, and year). Provide proof (copy) of education credentials (i.e. degrees, certificates), if applicable.
    3. Provide evidence of current certifications or list with date of completion, if held in HRMIS (e.g. forensic identification apprenticeship (FIATP), Tech Crime Understudy).
    4. Provide evidence of essential instructor skills by providing examples of recent teaching and/or training experience (i.e. certificates, job specific examples, as necessary). See also Appendix 1, Instructor Competencies;
    5. Provide a Letter from their Line Officer setting out general releasability and that the applicant is in good standing.
    6. Provide two Letters of Support documenting their job knowledge skills and abilities (one may be included in the Line Officer Letter of Support, above).
  3. AF Application package will be submitted to the unit commander in-charge of the respective training area.
  4. The unit commander in-charge of the respective training area or their delegate may request clarification or additional information to support the AF's application.

7. Review committee: Review of job knowledge and essential instructor skills (intern, assistant and associate instructors)

  1. Due to the vast array of courses delivered by the CPC and the intricacies of program delivery, the AF selection process will be conducted by a review committee identified by unit commander in-charge of the respective training area or their delegate, which includes representation by Academic Standards and Learning Development (ASLD).
  2. Minimum job requirements will be established by the unit commander in-charge of the respective training area or their delegate, based on present and future program needs in advance of the review of the candidate's job knowledge and essential instructor skill set.
  3. The review committee will evaluate the AF candidate to determine if the candidate meets the minimum requirements for job knowledge and essential instructor skills and advise the unit commander in-charge of the respective training area or their delegate the results of their review.
  4. Developmental activities and practical assessments of the AF candidate may be conducted by the CPC.
  5. Review of job knowledge
    1. The review committee will review and evaluate the application package and supporting documentation to determine if the AF applicant meets the minimum requirements for the AF role sought.
    2. References may be contacted.
    3. The review committee may consult with CPC resources who may provide assistance in the review process.
  6. Review of instructor skills
    1. The review committee will conduct a review of the application package to determine if the AF candidate has demonstrated essential instructor skills. See Appendix 2, Instructor Competencies.
    2. The review committee may consult with CPC resources that may provide assistance in the review process.
    3. Interns will possess basic or higher understanding of the essential instructor skills/competencies, i.e. basic understanding and ability to apply the competency in routine situations).
    4. Assistant Instructors will possess an intermediate or higher level of essential instructor skills, i.e. solid understanding and consistent ability to apply the competency in most situations).
    5. Associate Instructors will possess an advanced or higher level of essential instructor skills, i.e. advanced understanding and ability to apply the competency in a full range of situations).

8. Recommendation and approval (intern, assistant and associate instructors)

  1. AF candidates who meet the AF Program criteria:
    1. Will be reviewed by the unit commander in-charge of the respective training area or their delegate to determine the suitability (right fit) of the candidate. Suitability may be determined through the use of reference checks including peers, supervisors and management.
    2. Meeting the AF Program requirements is not a guarantee that the AF candidate will be accepted into the program. Only sufficient numbers of candidates, across all program lines, as are necessary to meet the CPC's mandate will be accepted, so as to ensure that AF Members have a realistic opportunity to participate in the AF Program.
  2. Selected candidates
    1. Intern role: Application packages and related documentation will be advanced to the unit commander in-charge of the respective training area, or delegate, for the review/support/approval processes. Interns are selected by the unit commander in-charge or delegate.
    2. Assistant instructor role: Application packages and related documentation will be advanced by the unit commander in-charge of the respective training area, or delegate, to the respective Line Officer / OIC or delegate, for consideration and approval.
    3. Associate instructor role: Application packages and related documentation will be advanced by the unit commander in-charge of the respective training area or delegate, to the respective Line Officer / OIC, for consideration. Supported candidates are recommended to the Program Director or delegate for consideration and approval.
  3. For approved candidates
    1. An Adjunct Faculty Program Agreement will be prepared and signed by the Chief of Police or delegate of the partner unit, agency or department or Criminal Operations Officer or their delegate for an RCMP Division or Director General or their delegate for an RCMP Directorate.
    2. The Agreement document will then be signed and forwarded to the CPC for the signature of the Executive Director of the CPC or delegate.
  4. Non-selected and non-supported candidates
    1. Candidates will be advised of their status.
    2. An informal debriefing and feedback is available from the unit commander in- charge of the respective training area. In appropriate circumstances, the AF candidate may be offered a developmental role based on the needs of the CPC, e.g. offered the role of Intern.

9. Fellows and Distinguished Fellows

  1. Fellows are used primarily by the Leadership Development Centre (LDC) in the delivery of their programs; however, this role is available to all program areas.
  2. The role of Distinguished Fellow is available to all program areas.
  3. Program areas will nominate Fellows and Distinguished Fellows by creating an application dossier for review and approval by the CPC Executive Director or their delegate. Ensure a professional Curriculum Vitae is included in the documentation package.
  4. Approval: Fellow/Distinguished Fellow nominations will be reviewed for approval or non-approval by the Executive Director or their delegate:
    1. Review of the nomination dossier.
    2. Suitability may be determined through the use of reference checks including peers, supervisors and management.
    3. For approved candidates an Adjunct Faculty Program Agreement will be prepared and signed by the Chief of Police or delegate of the partner unit, agency or department or Criminal Operations Officer or their delegate for an RCMP Division or Director General or their delegate for an RCMP Directorate. The document will then be signed and forwarded to the CPC for the signature of the Executive Director of the CPC or delegate.
    4. Non-supported candidates may receive appropriate feedback.
  5. Partnership acknowledgement: A partnership acknowledgement level will recognize the Fellow's/Distinguished Fellow's contribution. See paragraph 5.6.

10. Obligations of the af partner and member, and review process

  1. A candidate who is approved as an AF member and accepts such role, commits to participate in learning related activities of the CPC for a period of two (2) years and is reviewed and renewable on an annual basis upon express written agreement of the CPC and the AF Partner/delegated representative.
  2. The review will include:
    1. A review of participation in course delivery;
    2. Determining the Participant's continued interest in course delivery for CPC;
    3. Ensuring the AF is in good standing and has the continued support of the AF Partner.
  3. An AF may allow their tenure to expire and/or the CPC may continue AF tenure or allow it to expire.
  4. AF participation may be paused or terminated by the CPC or AF Partner at any time for cause, e.g. complaint of harassment, misconduct, criminal activity, loss of security clearance or no longer being the right fit.
  5. The unit commander in-charge of the respective training area will track the number of hours the AF Member participates in receiving training directly linked to AF, i.e. number of hours receiving training on instructional technique.
  6. AF Member Roles and Responsibilities
    1. The Adjunct Faculty Members commits to:
      1. Familiarize themselves and comply with the CPC Directives (Academic, Business Operations, and Registration) including the Adjunct Faculty (AF) Program Directive A17.
      2. Attend and deliver learning activities and any other activities or services.
      3. Comply with the Code of Conduct, Instructor Responsibilities and On-going Obligations.
    2. Code of Conduct
      1. The CPC aspires to deliver the highest standard of instruction to its participants. Instructors shall adhere to the Code of Conduct and Instructor Responsibilities and the Values and Ethics Code for the Public Service of Canada, which aims to provide everyone a common set of rules.
      2. A breach of either Code by an instructor shall be deemed to be a breach of the Agreement, entitling the CPC to terminate the service.
    3. Learning Materials
      1. All learning materials and pedagogic approaches used by AF for the delivery of CPC programs must be pre-approved by CPC. See also Intellectual Property, para 13.
      2. AF Members using learning materials from their home unit, agency or department must receive pre-approval from their home unit for their use at the CPC. A copy of such materials will be retained by the CPC in the course file. Ensure AF Member's name and AF Partner's name are clearly identified on the learning materials, e.g. on the cover page of a lesson plan or slide presentation.
      3. All modifications to learning materials and pedagogic approaches for the delivery of CPC programs must be submitted to the unit commander in-charge of the respective training area or their delegate for pre-approval.
      4. AF Members will not use CPC content outside the scope of CPC programs. See also Intellectual Property, para 13.
    4. Instructor Responsibilities - Before a session
      1. Ensure that they are thoroughly prepared, having reviewed all the course materials and the information package provided;
      2. Familiarize themselves with any equipment required to deliver the course (e.g. computer, projector);
      3. Respect the hours of work, and arrive in good time to prepare the classroom and greet participants, usually at least 30 minutes before the class is scheduled to begin. When the course is offered in a location that is unfamiliar to them, on the first day of the delivery, instructors must arrive at least 60 minutes before the class is scheduled to begin; and
      4. Dress appropriately for a professional audience.
    5. Instructor Responsibilities - During a session
      1. Use only course materials provided or approved by the CPC. If the instructor wishes to introduce additional materials, these should be submitted for approval by CPC staff at least 5 working days in advance of the course delivery date;
      2. In any case, where there is a deviation from the approved content, the unit commander in-charge of the respective training area or their delegate will identify the deviation and have the AF/appropriate resource person correct the issue.
      3. Respect the course schedule, including start, finish and break times;
      4. Allow observers into the classroom, if requested by CPC staff;
      5. Show respect for diversity and for the official languages of Canada;
      6. Respect the CPC's policy and strategies for accommodating participants with special needs, e.g. visually impaired, motor impaired, environmental sensitivities;
      7. Refrain from using inappropriate language;
      8. Refrain from soliciting business or competitive advantages from participants (e.g. advertising, sale of products, offering prize draws);
      9. Follow guidelines for the use of copyrighted materials, including published works, music and materials taken from the Internet;
      10. Act as ambassadors of the CPC, and refrain from making any comments that could be perceived as undermining inter-agency/department relationships;
      11. Be willing to promote or distribute the CPC marketing materials within the classroom, if requested by the CPC staff;
      12. Ensure attendance is taken according to the frequency stipulated by the CPC staff.
    6. Instructor Responsibilities - Ongoing obligations
      1. Report any breaches of the Participant Code of Conduct or inappropriate behaviour to CPC staff immediately;
      2. Recognize that the CPC has copyright of its course materials, including those designed by Adjunct Faculty Members (see paragraph 13, Intellectual property).

11. Onboarding and orientation

  1. Onboarding and orientation to the CPC may take place over time, based on the AF Program needs and level of participation and supervision of an AF member, and will cover a variety of topics such as: instructional techniques, providing feedback, completion of CPC administration, e.g. candidate reports, course reports.
  2. Instructor Skills Assessment is role dependent and competency based. Essential instructor skills are evaluated based on the CPC instructor competencies (see Appendix 1).
    1. Intern: minimum basic understanding;
    2. Assistant Instructor: minimum intermediate understanding and performance;
    3. Associate Instructor: minimum advanced understanding and performance.
  3. Options for instructor skills development include:
    1. On-line training;
    2. Academic orientation;
    3. Instructor orientation binder;
    4. Review CPC Instructional tools;
    5. In-class monitoring and evaluation by the unit commander in-charge of the respective training unit/ or their delegate and/or ASLD.

12. Validation and continued participation

  1. The CPC is committed to ensuring AF members continue to meet the minimum requirements for job knowledge and essential instructor skills.
  2. AF members are evaluated by course candidates upon the conclusion of each course session (Kirkpatrick Level 1 Survey (Reaction). These evaluations together with the evaluation of performance by the unit commander in-charge of the respective training area or their delegate, and instructor skills by the unit commander in-charge of the respective training area and/or ASLD, will inform decisions regarding training in job knowledge and essential instructor skills.
  3. In the case where an AF is found to require training, or wishes to move from Intern towards Assistant Instructor, the unit commander in-charge of the respective training area or their delegate and/or ASLD will provide feedback and recommend informal or formal training to improve an area of concern or interest. In some cases, an AF role may be modified to align their skill set to the CPC's course delivery plan.
  4. AF skill sets are validated as follows:
    1. Performance review of five (5) instructor competencies will be evaluated by the unit commander in-charge of the respective training area or their delegate and/or ASLD.
    2. Functional knowledge (subject matter expertise) will be evaluated by the unit commander in-charge of the respective training area or their delegate.
    3. During the delivery of a course/learning activity, AF will be monitored and evaluated by the unit commander in-charge of the respective training area or their delegate to ensure the AF is displaying subject matter expertise and delivering the content of the course/learning activity.
    4. When necessary, the unit commander in-charge of the respective training area or their delegate may pause the AF's participation in the course/learning activity. The matter will be further reviewed at an appropriate time with the appropriate resources.

13. Intellectual property

Subject to any Agreement to the Contrary, ownership of Intellectual Property shall be determined as follows:

  1. Intellectual Property created by an Adjunct Faculty Member in the normal course of their employment duties for the CPC shall be owned by the CPC. This includes but is not limited to course plans, outlines, lesson plans and case studies.
  2. Intellectual Property created by an Adjunct Faculty Member prior to their engagement with the CPC or without use of the CPC's resources shall be owned by the Adjunct Faculty Member. It is the responsibility of the Adjunct Faculty Member to take such steps as they deem appropriate to protect their interests in their intellectual property.

14. Disclosure of information and/or documents

  1. The AF Member shall:
    1. Keep confidential, at all times, any information and/or documents that are classified and/or confidential and/or contain personal information disclosed pursuant to this Arrangement;
    2. Only disclose such information and/or documents for purposes of carrying out their duties;
    3. Return such documents to the RCMP at the end of their tenure;
    4. The AF Member shall not disclose such information and/or documents to any person or organization (including the Adjunct Faculty Partner), except with
    5. the express prior written consent of the RCMP, or unless required by law;
    6. The AF Member shall, where possible, provide notice to the RCMP before any such disclosure required by law.
  2. Both Participants shall ensure that the collection, disclosure, retention, and disposal of information and/or documents pursuant to this Agreement are done in accordance with all applicable laws, regulations, policies and procedures. In particular, the Participants shall take all reasonable and necessary measures to:
    1. Keep confidential, at all times, any information and/or documents that are classified and/or confidential and/or contain personal information disclosed pursuant to this Agreement;
    2. Preserve the integrity of such information and/or documents;
    3. Mark such information and/or documents with the appropriate security classification and keep in a secure environment;
    4. Safeguard against accidental disclosure or unauthorized use.
  3. The Participants shall not disclose such information and/or documents to any person or organization, except with the express prior written consent of the other Participant, or unless required by law. Each of the Participants shall, where possible, provide notice to the other Participant before any such disclosure is required by law.

15. Related directives

16. Approval

Approved by:

A/Commr. Serge Côté
Executive Director of the Canadian Police College
and the Centre for Excellence in Police Leadership

Date

17. Appendix 1: Instructor competencies

Ability to plan for instruction and course delivery

Has an applied knowledge and ability to effectively introduce the learning objectives of the course, select and organize content and teaching methods, create a course syllabus, plans for last minute changes or unforeseen events, plans and follows-up on pre-course requirements.

Category: cognitive or behavior, or psychomotor
Progression: from Awareness to Intermediate during the first year at the CPC

1 = Awareness

Minimal familiarity and ability to apply the competency in limited difficulty situations

Shows an aptitude or potential for delivering training.

Demonstrates a general awareness as to what is required in preparation for a training event.

Demonstrates a minimum understanding as to learning objections and course objectives are the importance they bring to the overall training event.

2 = Basic

Basic understanding and ability to apply the competency in routine situations

Ensures training supports desired performance outcomes.

Familiar with training content and design.

Identifies learner's skills and knowledge prior to the course.

Ensure that necessary resource material is available.

Ability to coordinate logistics.

3 = Intermediate

Solid understanding and consistent ability to apply the competency in most situations

Organizes physical or virtual learning environment.

Accommodates specific learner needs.

Applies principles of adult learning to the classroom and unforeseen issues.

Identifies the impact of the environment on the delivery of the training and on the learner.

Adapts teaching methods to meet the learner needs.

4 = Advanced

Advanced understanding and ability to apply the competency in a full range of situations

Creates messages that accommodate learner needs and characteristics.

Creates or selects visual aids that instruct, orient, or motivate the learner.

Analyzes the risks associated with last minute curriculum changes.

5 = Mastery

Complete understanding and ability to apply the competency creatively in the most complex situations

Effectively manages last minute changes in the syllabus.

Generates multiple solutions to a given problem situation.

Principles of adult learning

Has an applied knowledge and ability to effectively apply principles of adult education as it pertains to learning styles, stimulating learning, motivating the learner, problem-centered and experience-centered learning activities, one- on-one instruction, attitude towards learning, learner development.

Category: cognitive or behavior, or psychomotor
Progression: from Sensibilisation to Intermediate during the first year at the CPC

1 = Awareness

Minimal familiarity and ability to apply the competency in limited difficulty situations

Shows an aptitude or potential for delivering training.

Demonstrates a general awareness as to what is required in preparation for a training event.

Demonstrates a minimum understanding as to learning objections and course objectives are the importance they bring to the overall training event.

2 = Basic

Basic understanding and ability to apply the competency in routine situations

Ensure training supports desired performance outcomes.

Familiar with the different learning styles.

Demonstrates an understanding for the various uses of different teaching styles.

Identify learner's skills and knowledge prior to the course.

3 = Intermediate

Solid understanding and consistent ability to apply the competency in most situations

Apply principles of adult learning to the classroom and unforeseen issues.

Ability to identify the impact of the environment on the delivery of the training and on the learner.

Ability to change teaching methods to meet the learner needs.

Demonstrates an ability to manage diversity in the classroom.

Demonstrates an ability to manage multiple behaviors in the classroom.

4 = Advanced

Advanced understanding and ability to apply the competency in a full range of situations

Create messages that accommodate learner needs and characteristics.

Create or select visuals that instruct, orient, or motivate the learner.

Ability to analyze the risks associated with last minute curriculum changes.

5 = Mastery

Complete understanding and ability to apply the competency creatively in the most complex situations

Ability to accommodate specific learner needs.

Has an understanding to generate multiple solutions to a given problem situation.

Demonstrates an ability to organize learning groups based on learners experience and learning style.

Considering the audience

Has an understanding of learner characteristics, learning styles, levels of learning (cognitive, affective, psychomotor), and is able to manage behaviour.

Category: cognitive or behavior, or psychomotor
Progression: from Awareness to Intermediate during the first year at the CPC

1 = Awareness

Minimal familiarity and ability to apply the competency in limited difficulty situations

Shows an aptitude or potential for delivering training.

Demonstrates a minimal familiarity as to the importance of knowing who your audience is before the delivery of training.

Demonstrates a minimum understanding as how the audience contributes to the learning environment.

2 = Basic

Basic understanding and ability to apply the competency in routine situations

Ensure training supports desired performance outcomes.

Familiar with the different learning styles of the audience.

Demonstrates an understanding for the various experiences the audience brings to a learning environment.

Creates a climate of safety and trust in the classroom.

Promotes a learning environment that is free of stereotype by gender, race, culture, religion, sexual orientation.

Takes into consideration the entry level of experience and behaviors of the audience.

Takes into consideration the different areas that may affect learning such as motivation, age, anxiety, stress, physical needs, perceptual abilities, motor abilities.

3 = Intermediate

Solid understanding and consistent ability to apply the competency in most situations

Apply principles of adult learning to the classroom and unforeseen issues.

Ability to identify the impact of the environment on the delivery of the training and on the learner.

Ability to change teaching methods to meet the learner needs.

Demonstrates an ability to manage difficult behaviors in the classroom.

Demonstrates respect for the culturally diverse learner as it pertains to space, time, communication, and environment.

4 = Advanced

Advanced understanding and ability to apply the competency in a full range of situations

Create messages that accommodate learner needs and characteristics.

Demonstrates an ability to manage disrespectful and racial attitudes in the classroom.

Demonstrates an ability directly discuss with the learner disruptive or counterproductive behaviour.

Uses inclusive and equitable instructional strategies.

Recognizes and accommodates individual learning exceptionalities.

Instructional strategy

Has an understanding of instructional methods, and multimedia.

Category: cognitive or behavior, or psychomotor
Progression: from Awareness to Intermediate during the first year at the CPC

1 = Awareness

Minimal familiarity and ability to apply the competency in limited difficulty situations

Shows an aptitude or potential for delivering training.

Has a general understanding of quality assurance and quality control measures related to training.

Has a general understanding the use of various types of media throughout the training.

Has a general understanding of what is needed in terms of course related materials for the delivery of training.

2 = Basic

Basic understanding and ability to apply the competency in routine situations

Ensure training supports desired performance outcomes.

Familiar with the different learning styles.

Demonstrates an understanding for the various instructional methods such as instructor centered (lectures, questioning, demonstration), interactive (class discussion, group work, peer teaching, labs), individual (independent learning, essays, exams), and experiential (lab work, role-playing, simulations).

3 = Intermediate

Solid understanding and consistent ability to apply the competency in most situations

Apply principles of adult learning to the classroom and unforeseen issues.

Ability to identify the impact of the environment on the delivery of the training and on the learner.

Ability to change instructional methods to meet the learner needs.

Ability to use media and technology to enhance the learning experience of the learner.

Demonstrates an ability to auto- evaluate during training and make adjustments as it pertains to speaker anxiety, spontaneity, voice quality, body language, speed, getting off topic, managing expectations, being questioned.

Demonstrates an understanding of the importance of retaining intellectual property of all lectures and tools used as instructional methods during the delivery of training.

4 = Advanced

Advanced understanding and ability to apply the competency in a full range of situations

Create messages that accommodate learner needs and characteristics.

Demonstrates an ability to work with the learner using one-on- one instructional methods to ensure success of the learner.

Demonstrates an ability to make ethical and professional decisions on the delivery of training.

5 = Mastery

Complete understanding and ability to apply the competency creatively in the most complex situations

Ability to accommodate specific learner needs.

Has an understanding to generate multiple solutions to a given problem situation.

Demonstrates an understanding of having multiple evaluation tools to assess the culturally diverse audience.

Demonstrates an ability to be open to constructive feedback pertaining to the delivery of training, training methods, and the instructor and apply recommendations.

Evaluation

Has an understanding of various evaluation methods and tools. Is able to provide constructive feedback to participant.

Category: cognitive or behavior, or psychomotor

1 = Awareness

Minimal familiarity and ability to apply the competency in limited difficulty situations

Shows an aptitude or potential for training

Has a general understanding of evaluation methods

Has a general understanding of the importance to align the learning objectives to the evaluation methods

2 = Basic

Basic understanding and ability to apply the competency in routine situations

Ensures training supports desired performance outcomes

Familiar with the different learning styles

Gains insight into learner learning while there is still time to make changes understanding

Clearly articulates the evaluation methods to be used throughout the course

Maintains learner records on the progression of learning throughout the training event

Has an understanding of the Kirkpatrick Four Level Evaluation tool

3 = Intermediate

Solid understanding and consistent ability to apply the competency in most situations

Ability to identify the impact of the environment on the delivery of the training and on the learner.

Ability to change instructional methods to meet the learner needs for success.

Ability to use a variety of evaluation tools to meet the different learning styles.

Ability to provide constructive feedback to the participants throughout the training.

Demonstrates an ability to communicate with the learner when success is not achieved in an open, honest, and professional manner.

4 = Advanced

Advanced understanding and ability to apply the competency in a full range of situations

Plans and applies evaluation strategies that address a full range of outcomes, including skills, knowledge, abilities, and attitudes

Demonstrates a solid understanding of the course curriculum and adapts the evaluation tools to meet learner style.

Demonstrates an ability to work with the learner that shows some difficulty in mastering the course curriculum.

Demonstrates an ability to manage other issues pertaining to the learner that may impact learning.

5 = Mastery

Complete understanding and ability to apply the competency creatively in the most complex situations

Ability to accommodate specific learner needs.

Has an understanding to generate multiple solutions to a given problem situation.

Demonstrates an understanding of having multiple evaluation tools to assess the culturally diverse audience.

Demonstrates an ability to be open to constructive feedback pertaining to the delivery of training, training methods, and the instructor and apply recommendations.

References

Bloom's Digital Taxonomy Verbs [Infographic] by Lee Watanabe-Crockett | Jun 11, 2015 | Bloom's Taxonomy

Charney, C., Conway, K. The Trainer's Tool Kit. American Management Association, New York, NY, 2005.

Cranton, Patricia. Planning Instruction for Adult Learners. Brock University, Wall & Emerson1989.

Kirkpatrick, D.L., Kirkpatrick, J.D. Evaluating Training programs: The Four Levels. Berret- Koehler Publishers, Inc. San Francisco, CA, 2006, 3rd edition.

Mark R. McCoy. Teaching Style and the Application of Adult Learning Principles by Police Instructors. Department of Sociology, Criminal Justice and Substance Abuse Studies, University of Central Oklahoma, Edmond, Oklahoma, USA Policing: An International Journal of Police Strategies & Management, Vol. 29 No. 1, 2006, pp. 77-91. Emerald Group Publishing Limited

Richey, R.C., Fields, D.C., Foxon, M. Instructional Design Competencies: The Standards. Clearinghouse on Information & Technology, Syracuse, New York. 2001, 3rd edition

Russ-Eft, D., Bober, M.J., et al. Evaluator Competencies: Standards of Practice of Evaluation in Organizations. Jossey-Bass a Wiley Imprint, San Francisco, 2008, 2nd edition.

18. Appendix 2: Partnership acknowledgement

Eligibility for a reduction in facility rental fees or tuition fees to the home unit, agency or department for the AF contributions are as follows:

  1. AF Half Day (up to 5 hours) = 1 acknowledgement = $225 reduction in CPC tuition or facility fee
  2. AF Full day (up to 10 hours) = 2 acknowledgements = $450 reduction in CPC tuition or facility fee
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