(now incorporated into SEDA-PDF this information is presented for historical purposes only)
The SEDA Teacher Accreditation Scheme recognises programmes to train new teaching staff in institutions of higher education. Recognised programmes have met strict criteria and standards. By August 2002 over 3100 teachers had been accredited through the Scheme.
The Associate Teachers scheme is a development and recognition framework for part-time teachers, graduate teaching assistants and postgraduate students who teach.
The overall aim of the Teacher Accreditation Scheme is to assure a common and appropriate standard of performance of teachers in higher education who complete recognised programmes of training.
The Scheme recognises programmes of training for teachers in higher education.
Teachers who successfully complete recognised courses are accredited by the Scheme.
Programmes may be run within or among institutions.
A programme will be recognised if it:
- requires teachers to demonstrate the achievement of each of the eight objectives and outcomes , in a way which reflects the six underpinning values and principles.
- involves an appropriate mix of self-, peer- and tutor-assessment.
- is externally examined and/or moderated.
- has a procedure for dealing with appeals against accreditation decisions.
- has a procedure for regular review of the programme.
SEDA Accreditation represents a professional standard in higher education teaching. The standard is guaranteed through the assessment of outcomes underpinned by professional values and principles. The recognised programmes which lead to this Accreditation may also lead to a range of academic qualifications but all must be capable of assessing professional practice.
The development of the Scheme began in November 1990. In Spring 1992 a pilot programme began with eight institutions. The first programmes were recognised in Autumn 1992; at the same time a Steering Group was set up for the Scheme. The Scheme was launched nationally in April 1993.
A teacher will be accredited if they demonstrate that they have met each of the eight objectives in a way which reflects each of the six underpinning principles.
The Approach of the Scheme
The Teacher Accreditation Scheme is not intended to prescribe a particular form of programme of training for teachers in higher education. Rather, the Scheme identifies the underpinning values and principles, and the objectives and outcomes, which any course or programme must show that it assesses.
This approach acknowledges the variety of excellent current provision. Further, it allows institutions flexibility to address their own priorities and resource issues in developing their programmes.
The process of recognition has been designed to be rigorous, clear and developmental. SEDA wishes to empower those who take part as well as to achieve a wide acceptance of the Scheme by those with teaching responsibilities and managers. These aims inform all aspects of the Scheme.