In recent years, Large Language Models (LLM) have rapidly appeared in the educational landscape. Until the advent of Artificial Intelligence (AI), nearly all new digital educational tools benefited the learner by providing unprecedented access to information through the internet, access to countless novel educational applications, or even gamification. However, at this time, AI stands to render many conventional teaching methods and teachers ineffective. Furthermore, the development of AI does not appear to be slowing, and further degrees of redundancy in traditional education relevancy should be expected. This has highlighted the need for teachers to possess advanced language model skills, which is now referred to as Pedagogical Language Model Competence (PLMC). PLMC could be summarized as the ability to effectively utilize the requisite outlook, awareness, and skills required to stay relevant alongside emerging technology by staying current with ongoing AI development, identifying gaps in AI capability, and the exploitation of such gaps. The study establishes the need for PLMC through sampling. Furthermore, it defines and discusses skills, habits, and perspectives that constitute PLMC by analyzing existing research regarding the intersection of pedagogy and proposes a system of competency guideposts and metrics for improved pedagogical LLM integration in the post-secondary classroom.