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Teacher Accreditation Objectives
(This page is for Historical purposes only - see SEDA-PDF)

The accredited teacher has shown how they have, in a way which is informed by the principles and values of the scheme:

Designed a teaching programme or scheme of work from a course outline, document or syllabus

Evidence may be based on:
  • writing learning objectives
  • structuring the teaching programme/scheme to meet the needs of the learners in attaining the specified learning objectives
  • choosing teaching methods appropriate to the group of learners, the mode of study, the subject material and the resources available
  • choosing appropriate assessment methods to test the attainment of learning objectives.

Used a wide and appropriate range of teaching and learning methods effectively and efficiently inorder to work with large groups, small groups and one-to-one

Evidence may be based on:
  • making presentations (e.g. lectures, demonstrations)
  • facilitating group learning (e.g. through seminars, discussion groups, projects)
  • working with individual learners
  • where appropriate, facilitating practical or laboratory classes
  • using effectively the appropriate technology for the teaching and learning method, (eg overhead projector, whiteboard, chalkboard, handouts and information technology
  • supervision.

Provided support to students on academic and pastoral issues in a way which is acceptable to a wide range of students

Evidence may be based on:
  • working in a way which takes account of individual student needs and perspectives
  • reviewing with students their progress
  • offering educational guidance, and where necessary, referring to specialist services
  • negotiating and working within appropriate boundaries.

Used a wide and appropriate range of assessment techniques to support student learning and to record achievement

Evidence may be based on:
  • generating and using assessment criteria
  • giving feedback to students
  • justifying gradings.

Evaluated their own work with a range of self, peer and student monitoring and evaluation techniques

Evidence may be based on:
  • monitoring their own teaching
  • evaluating their teaching programmes
  • contributing to the evaluation of the courses on which they teach.

Performed effectively their teaching support and academic administrative tasks

Evidence may be based on:
  • keeping appropriate records
  • using the timetabling and accounting procedures of the institution
  • being an effective member of appropriate groups, eg course team, teaching committee, examinations committee.

Developed personal and professional strategies appropriate to the constraints and opportunities of their institutional setting

Evidence may be based on:
  • adequately managing their time and administration to cope with the pressures of the job
  • operating successfully within available resources
  • recognising and managing stress
  • working with change.

Reflected on their own personal and professional practice and development, assessed their future development needs, and made a plan for their continuing professional development.
 
Many of the terms used here can be defined in more than one way. In preparing for accreditation a teacher should make, and if necessary justify, their own definition of such terms.
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