Abstract
This article describes and documents a step-by-step, iterative process of competency modelling – a way of identifying, generating and disseminating professional knowledge-based competencies in the field of drama therapy. The authors, the Education Competency Team (ETC) designated by the North American Drama Therapy Association (NADTA) board, discuss the significance of and the need for knowledge competencies, as well as the importance of transparency in their design. Relevant literature defining competency-based learning, its connection to skill, employment and equity, as well as a detailed outline of the three-tiered recursive method used collaboratively to create this inaugural document are included. We conclude with a discussion of limitations and future directions for the model, which also evidences as a living document.
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