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Home > Professional Development > Teacher Accreditation > Associate Teachers
The Accreditation of Associate
Teachers
(now incorporated into SEDA-PDF this information is presented for
historical purposes)
A development and accreditation framework for part-time teachers,
graduate teaching assistants and postgraduate students who teach (here referred
to generically as part-time teachers)
The
Scheme
-
1997 SEDA began piloting, as part of
the Teacher Accreditation Scheme, a title of Associate Teacher, and a
definition of the objectives and outcomes required to be demonstrated by an
Associate Teacher.
- The first programme to gain
recognition under the scheme was the Graduate Teaching Assistants Course at
the University of Plymouth. The certificate was formally awarded at the SEDA
Winter 1997 Staff and Educational Developers conference in Birmingham.
- Since then programmes at the universities of Aston, Brighton,
Coventry, Exeter, Keele, Liverpool John Moores and Oxford Brookes have also
been recognised under the Associate Teacher Scheme, as well as at the Open
University and Thames Postgraduate Medical and Dental Education (University
of London)
- To be accredited as an Associate
Teacher, a part-time teacher must demonstrate attainment of a defined
minimum set of outcomes.
- They must also show how their
performance of these outcomes
is informed by the full set of SEDA values.
- The Associate Teacher Scheme follows
the broad pattern of the Teacher Accreditation Scheme, where programmes are
'recognised' and individuals are 'accredited'.
- Associate Teacher programmes should
normally run alongside programmes recognised under the SEDA Teacher
Accreditation Scheme. (Associate Teacher programmes may be developed,
recognised and in part run as a sub-set of a 'full' SEDA programme, with
some additional sessions specifically for part-time teachers to deal with
their particular issues.)
- Those designing and operating courses
for part-time teachers may also wish to include the may elements from the outcomes, as these provide a developmental
bridge from Associate Teacher towards Accredited Teacher status. However
this is not a requirement.
Assessment, Profiling and AP(E)L
Because of the narrow range of duties undertaken by some Associate
Teachers, it is necessary to allow performance in simulated situations to be
accepted as evidence of achieving some of the objectives. The use of simulations
will be limited. No objective or value may be demonstrated wholly through
simulation. An account of a simulated task must be accompanied by a reasoned
account of how this simulated task would be carried out in a real situation.
A further requirement is that Associate Teachers must show at
least one complete cycle of their own learning as a teacher. That is, to be
accredited, the Associate Teacher must first show how they have planned,
undertaken and reviewed a substantial piece of teaching or assessment. Then they
must show how they have analysed and made sense of the teaching or assessment,
and drawn at least tentative conclusions about why the work produced the effects
which it produced. And then they must show how they have applied what they have
thus learned about their teaching or assessment to the planning of a future
major piece of teaching or assessment. This requirement is made in order to
bring to life the idea that teachers continue to learn from and develop and
extend their practice.
Programme leaders are encouraged to develop profiling systems. The
resultant profiles of Associate Teachers should be expressed in terms of the
SEDA list of objectives for Accredited Teacher status. These profiles should
facilitate the Associate Teacher making any subsequent AP(E)L claims towards
full SEDA Accredited Teacher status via a recognised programme. |
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