Guide to the accreditation process - Australian Institute for Teaching ...

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TEMPLATE CAPPLICATION FOR ACCREDITATION OR RE-ACCREDITATIONOF AN INITIAL TEACHER EDUCATION PROGRAMProgram Standards Mapping MatrixThis template requires providers to identify how the Program Standards will be, or are, met intheir program. In the case of re-accreditation, all required information should be provided, even ifdetails have not changed since any previous accreditation. Attention should be drawn to any areasthat have changed since the original submission.This template is designed to:• assist higher education providers to indicate how the program meets the Program Standardsand possible sources of evidence• help higher education providers to ensure that the program addresses all the ProgramStandards• assist the accreditation panel to identify where in the program each Program Standard is met• assist the panel in making its decision.The completed template must be included for all program applications for accreditation.Completion of the template should include cross-referencing to the relevant section(s) in programdocumentation and any supporting material.Use of the matrix is not intended to be onerous for either providers or panels. Providers needonly to provide sufficient evidence and do not need to reference every single location wherea standard is addressed. The template should be completed electronically so that the cells canbe expanded as required.The provider should indicate the evidence which would be provided at the site visit if the Authorityrequires one. The requirement for a site visit is at the discretion of the Authority.C1
Template C: PROGRAM STANDARDS‘Response to Program Standards’ column should: In most cases, indicate where (with reference to page numbers) in the programdocumentation this standard is met. (Included below are examples of possible evidence for each standard.)If a standard is addressed in a number of places in the program, it is necessary only to include major examples.Standard 1: Program outcomes Examples of evidence Response toProgram Standard1.1 At the time of initial accreditation, providers must show that graduates of theirNote: for transitional arrangements 3 see To be provided inprograms will meet the Graduate career stage of the National Professional Standards for footnotetemplate BTeachers and how this will be demonstrated.1.2 At the time of re-accreditation, providers must demonstrate that graduates of theirprograms meet the Graduate career stage of the National Professional Standards for• Feedback from graduates, employersand other stakeholdersTo be provided intemplate BTeachers.• How feedback is used to improve theprogram1.3 Programs meet the requirements of the Australian Qualifications Framework (AQF) sothat, on satisfactory completion, the graduate has a four-year or longer full-timeequivalenthigher education qualification structured as:• a three-year undergraduate degree providing the required discipline knowledge, plusa two-year graduate entry professional qualification 4 , or• an integrated qualification of at least four years comprising discipline studies andprofessional studies, or• combined degrees of at least four years covering discipline and professional studies,or• other combinations of qualifications identified by the provider and approved by theteacher regulatory authority 5 (‘the Authority’) in consultation with AITSL to beequivalent to the above, and that enable alternative or flexible pathways into theteaching profession 6 .••Program outline including the programstructure, sequencing and durationWhere a program submitted representsan ‘other combination of qualifications’,a rationale for choosing the particularstructure and presenting it asequivalent to the approvedqualifications should be provided.3 For initial accreditation (under the national approach to accreditation of initial teacher education programs) of an existing program the provider will also provide evidence that graduates of the programmeet the Graduate Teacher Standards. This may include evidence of feedback from graduates, employers and other stakeholders, and evidence that this has been used to improve the program.4 In this document, references to the duration of academic programs or elements of them should be read in terms of ‘equivalent full time student load’ (EFTSL). This defines the amount of study requiredfor completion rather than the calendar duration.5 While in most jurisdictions the accreditation functions will be undertaken by teacher regulatory authorities, jurisdictions may choose to make other arrangements, including cooperative arrangements withother regulatory authorities. In this document, the teacher regulatory authority or other body performing this function in a jurisdiction is referred to as ‘the Authority’.6 The Authority will make an initial determination about the eligibility of a program for accreditation, based on Program Standard 1.3. Where a program is “(an)other combination of qualifications” asprovided for in the standard, the Authority will report its determination to AITSL, who will confer with all of the teacher regulatory authorities and either endorse or recommend reconsideration of thedetermination before a final decision is reached by the Authority .C2
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