Outcomes for Members and Associate Members of the ILT
A. Design and Plan a Course (Module or Unit of Study) (Outcomes 1-5)
Outcomes / Guidelines for Evidence / Guidelines for Reflection1.Specify the learning outcomes for a course (module or unit of study).
2.Plan a structured programme of content and learning activities/teaching strategies appropriate to the student group and the aims and objectives of the course.
3.Plan the separate learning activities/teaching sessions and the student work assignments associated with them.
4.Design and/or select a range of appropriate learning resources for the course.
5.Design appropriate ways of informing students of the outcomes and standards expected of them. / In showing how they meet the outcomes in column 1 applicants will be expected to provide evidence that they have
taken into account other courses (modules or units) in the students’ programme
clearly specified intended learning outcomes, including the subject-specific and personal/transferable skills that students will be expected to acquire
identified students’ learning needs in the context of their range of backgrounds and the academic level of the course
designed/selected appropriate learning strategies that meet these needs
planned the course so that it builds on students’ prior development and achievement and links teaching sessions, learning activities and assigned work in a way that supports the students’ development and progression
designed/selected appropriate learning resources, both paper-based (eg course handbooks, textbooks, study guides and workbooks, handouts and worksheets) and electronic, and identified the specific contribution each can make to teaching and learning
prepared effective ways of informing students of the purpose and structure of the course and of the tasks and standards expected of them / In looking at the reflection on the evidence, an assessor will ask whether applicants have demonstrated a professional level of
attention to how students learn, different learning styles and approaches to learning
awareness of the diversity of learning needs within the student group
consideration of a range of teaching and learning strategies and the arguments for using/rejecting them
enquiry into the range of resources available locally and nationally and their merits and drawbacks
consideration of current research/scholarship in the subject and the impact it should have on the content and structure of the course
B. Teach and Support Learning in the Subject (Outcomes 6-12)
Outcomes / Guidelines for Evidence / Guidelines for Reflection6.Structure and present ideas, information and instruction in different ways according to the teaching/learning situation (eg in lectures to groups of different size, shorter presentations to seminars/classes, demonstrations and briefings in practical sessions).
7.Encourage and support students’ active learning (eg through individual written assignments, projects and oral presentations, practical classes, fieldwork and work placements).
8.Encourage and support interactive and co-operative learning (eg through question and answer sessions, debate and discussion, group projects and team exercises, problem solving classes and case studies).
9.Provide appropriate opportunities for both informal contact and planned tutorials with individual students.
10.Make appropriate use of teaching resources (eg handouts, reading lists, audio-visual aids, C & IT).
11.Identify ways of developing students’ transferable and study skills.
12.Create opportunities for appropriate innovation in learning and teaching practice. / In showing how they meet the outcomes in column 1 applicants will be expected to provide evidence that they have
established a supportive learning environment in which students feel secure and confident
created a working atmosphere in which challenging but appropriate expectations are held for all students
developed presentation and facilitation skills appropriate to different teaching and tutoring situations
employed teaching methods that have provided a variety of modes of learning appropriate to the varied needs of the students in the group and to the intended outcomes of the course
developed students’ transferable and study skills, including research skills of critical enquiry, interpretation and evaluation
used appropriate resources to provide opportunities for structured independent learning
been alert to opportunities for innovation and experiment
taken account of opportunities to place their work in a wider context within the institution or outside it (eg by making an active contribution to teaching and learning committees, subject associations or professional and statutory bodies, by assisting with staff development activities or faculty initiatives) / In looking at the reflection on the evidence, an assessor will ask whether applicants have demonstrated a professional level of
critical appraisal of the methods used to establish a supportive learning environment and effective working atmosphere
analysis of the extent to which course plans have had to be altered during the delivery of a course and the reasons for this
awareness of levels of student engagement and understanding and the need for adjustments to the content, structure and teaching strategies in individual teaching sessions
analysis of the extent to which individual teaching and learning situations achieve their objectives and help to increase students’ understanding of the subject and to develop both study and transferable skills
understanding of the range of communication and facilitation skills required in HE teaching
critical appraisal of the effectiveness of the resources used to support independent learning
understanding of the relationship between research and teaching and ways of developing appropriate research skills in students
critical appraisal of tutoring strategies used
analysis of the impact of any new initiatives taken in learning and teaching practice
C. Assess Students’ Learning Achievements (Outcomes 13-16)
Outcomes / Guidelines for Evidence / Guidelines for Reflection13.Develop an assessment strategy for a course (module or unit).
14.Devise assessment criteria, questions and marking schemes for a range of student tasks and different types of evidence of student learning.
15. Implement an assessment programme, marking, recording, interpreting and justifying results in accordance with agreed criteria and marking schemes.
16.Use assessed work formatively to review students’ progress and help them to improve. / In showing how they meet the outcomes in column 1 applicants will be expected to provide evidence that they have
an understanding of the range of assessment strategies available and the ways in which they influence teaching and learning priorities and methods
specified assessment strategies appropriate to the level of the course and the chosen teaching and learning methods
taken opportunities to calibrate standards of assessment through discussion with colleagues and external examiners
established a systematic process for monitoring, recording and reviewing students’ progress (observing and listening to students, analysis of their work, recording recurrent difficulties and errors)
provided clear, prompt and constructive feedback to students on all assessed work and related this feedback to the course objectives and goals for particular tasks
checked that this feedback has been understood and acted upon by students / In looking at the reflection on the evidence, an assessor will ask whether applicants have demonstrated a professional level of
awareness of the strengths and weaknesses of both the chosen and rejected assessment strategies
consideration of the extent to which the assessment criteria and marking schemes match the intended learning outcomes and support the desired skills development
reflection on how to maintain impartiality and fairness in implementing assessment procedures
critical appraisal of the extent to which the comments of colleagues and external examiners have been fed into the assessment scheme and course design
reflection on conclusions that might be drawn from the experience of monitoring, recording and reviewing students’ progress
D. Contribute to the Maintenance of Student Support Systems (Outcomes 17-20)
Outcomes / Guidelines for Evidence / Guidelines for Reflection17.Work within established regulations and professional codes of conduct.
18.Maintain professional relationships and work productively with colleagues.
19.Provide appropriate personal support for individual students.
20.Anticipate and respond to changes in the learning environment. / In showing how they meet the outcomes in column 1 applicants will be expected to provide evidence that they have
followed agreed procedures with respect to record-keeping, administrative systems and organisational responsibilities
acted as a personal tutor and given advice to students on professional and personal matters
informed themselves about the institution’s careers advisory service and support services for students with learning difficulties, disabilities and personal problems
worked effectively as a member or leader of a group, taking account of the contribution of others and representing their views (eg on teaching and learning committees, at staff meetings, to students)
liaised with others to maintain and improve teaching and learning (eg by seeking advice on the design, implementation and assessment of a course and/or supporting others in their teaching by mentoring less experienced colleagues and/or observation of teaching sessions)
observed subject, institutional and national regulations (eg with respect to equal opportunities, health and safety)
responded to current and anticipated changes in the internal and external learning environment (eg the impact of new technologies; developments in the discipline and profession; the emergence of national subject benchmarks; new teaching and learning resources; changes in the student population, in HE policy, in educational priorities / In looking at the reflection on the evidence, an assessor will ask whether applicants have demonstrated a professional level of
contribution to the administrative and organisational work of their department
critical appraisal of the experience of working with colleagues
attention given to relevant subject, national and institutional regulations (eg with regard to equal opportunities, health and safety)
analysis of any service given to internal and/or external committees and bodies concerned with teaching and learning
critical appraisal of the guidance given to students as a personal tutor
reflection upon current and anticipated changes in the internal and external learning environment
E. Evaluate and Improve the Teaching Process (Outcomes 21-24)
Outcomes / Guidelines for Evidence / Guidelines for Reflection21.Review and evaluate their contribution to the design/planning process (see A).
22.Review and evaluate their work in teaching and support of learning (see B).
23.Review and evaluate their contribution to assessment (see C).
24.Review and evaluate their contribution to the maintenance and improvement of student support systems (see D). / In showing how they meet the outcomes in column 1 applicants will be expected to provide evidence that they have
followed relevant subject, professional, institutional and national quality assurance guidelines
sought and used feedback from students and, where appropriate, other interested parties
made use of peer observation/feedback and, where appropriate, review of individual teaching sessions
received comment on their work (eg through institutional review and appraisal systems, external examiners’ reports and external reviews)
analysed information from these various processes and used this analysis to inform their subsequent work / In looking at the reflection on the evidence, an assessor will ask whether applicants have demonstrated a professional level of
reflection on their work in order to enhance their performance and professional practice
critical analysis of feedback obtained from students and, where appropriate, other interested parties
critical analysis of comment resulting from formal review systems
critical analysis of feedback from peer observation and review of individual teaching sessions
consideration of the combined effect of the feedback received from these various sources and its significance for their future work
consideration of the effectiveness of the various feedback systems and possibilities for their improvement