Job description/person specification
Accreditation UK Inspector
The primary task of an Accreditation UK inspector is to inspect and evaluate the ELT provision
of eligible UK ELT providers who have applied for accreditation under the Accreditation UK
Job aim scheme, managed by the British Council in partnership with English UK. Inspectors make
recommendations on accreditation to the ASAC and Executive Board. At all times, inspectors
support and represent the professional values and credibility of the Scheme.
Duty and standards
Working with the Accreditation Unit
Communication:
1. Maintain contact with the Accreditation Unit.
2. Keep the Unit informed of issues related to inspections and consult where necessary before taking action.
1 Duty
Scheduling:
(5%)
3. Submit details of your availability to the Unit.
4. Facilitate the allocation of your contracted number of inspection days.
Finance:
5. Submit inspection claims after the inspection.
1. Ensure that that the Unit is aware of periods when you will be uncontactable. When contactable, respond to
calls/emails from the Unit within 5 working days.
2. Unit to be informed as soon as possible of any issues related to an inspection which are likely to result in the
provider contacting the Unit. Consult the Unit before taking any action which would deviate from normal or
planned inspection procedures. Only engage in direct communication with the provider once an inspection has
been allocated, accepted and confirmed with the provider by the Unit.
Standards
3. Unit to have accurate up-to-date details of your availability so that inspections can be confidently scheduled
without the need for additional checking of availability.
4. Offer sufficient availability spread over the inspection year; be flexible in accepting all allocated inspections,
unless it is practically or professionally inappropriate to do so. Declare any potential conflicts of interest.
5. Claims to be accurately completed and submitted with relevant supporting documentation within two weeks of
the end of the inspection.
Preparation
Professional:
1. Familiarise yourself with the provision to be inspected through study of the Stage one and Stage two
documents and the provider’s website.
2 Duty
Logistical:
(15%)
2. In co-operation with colleagues make all logistical arrangements necessary for conducting the inspection.
Programming:
3. (Reporting inspector) Agree the provisional inspection programme with colleagues and the provider before
the start of the inspection.
1. Contact the Unit for any background information required, additional to Stage 1, at least a week before the
inspection. Familiarity with the documentation to facilitate effective planning for the inspection and to give the
provider confidence in your preparedness and competence.
2. Effective arrangements to be made, with due consultation between inspectors and, where appropriate, the
Standards provider being inspected. Costs to be kept within the allowances, unless previously agreed with the Unit and
provider.
3. All required inspection tasks to be allotted, making effective use of the time available; allocation of
responsibilities to be clear to all inspectors in the team. Programme to take account of the normal operation of
the provision being inspected and the availability of staff, and be acceptable to co-inspectors and the provider.
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Revised February 2006
Inspection
Manner:
1. Establish and maintain a cordial, constructive and professional relationship with the provider being
inspected.
3 Duty 2. Reflect the values of the Scheme and contribute to a positive view of the Scheme.
(60%) Process:
3. Programme to be adapted according to the changing circumstances encountered during the inspection.
4. Inspection to be properly conducted.
Evidence:
5. Evidence to be collected to inform and support judgement.
1. and 2. Individual conduct to be sensitive and professional. As measured in feedback from the provider and
colleagues. Inspectors should not bring the Scheme into disrepute, or publicly criticise the Scheme or fellow
inspectors.
Standards 3. and 4. Inspection to be conducted according to the processes laid down in the Handbook and Inspector
Manual, guidelines and training. As measured in feedback from the provider and colleagues.
5. Sufficient evidence collected to support the judgements made against each criterion and accurately
demonstrate the quality standard of the provision.
Reporting
Production:
1. A written report, agreed by all inspectors involved, to be submitted to the Accreditation Unit.
Content:
4 Duty
(15%) 2. Report to be factually accurate and contain the inspectors’ evaluation of the provision at the time of the
inspection.
Presentation:
3. Report to be consistently and neatly presented.
Follow-up:
1. By email, within four weeks of the end of the inspection, and with any supporting documentation required.
2. All sections to be properly completed, according to the inspector guidelines and to the satisfaction of the
Standards
ASAC, giving sufficient detail and evidence for the ASAC to reach a decision on accreditation.
3. In line with inspector guidelines and British Council editing standards; free from typos and editing errors.
Professional development
Feedback:
1. Give fair and constructive feedback on the Unit and inspector colleagues.
2. Receive, reflect and act upon feedback from the Unit, colleagues or providers.
5 Duty Training:
(5%)
3. Attend and fully participate in inspector training events, and undertake allocations which broaden
experience.
Awareness:
4. Keep abreast of current approaches and developments in ELT through undertaking other authorised work,
research and attending conferences.
1. During and after inspections, give informal constructive feedback to colleagues on their performance during
the inspection and on the report. Using the mechanisms provided, give formal feedback on the Unit and fellow
inspector(s) after each inspection.
Standards 2. Receive feedback and consider it carefully. Look for appropriate opportunities to improve areas of weakness
through the Scheme support structure and modify behaviour accordingly.
3. Attend the required minimum training days per year.
4. Sufficient to maintain professional credibility, as measured by colleagues and providers.
2
Person specification
State how each criterion will be
Criteria: behavioural competencies (assign levels), skills, Essential (E) or
assessed for recruitment and
knowledge experience, and specialist qualifications. desirable (D).
selection purposes.
A degree or other level 6 qualification and at least a diploma in
1 E*
ELT/TESOL.
At least 10 years ELT experience including teaching (covering a
variety of course types), academic management and UK ELT. Plus
2 E
familiarity with issues relevant to the UK market, ELT management
and commercial activities; overseas experience desirable.
Experience in a range of roles, including at least three of the
following: teacher/trainer training, materials and publications
3 development, professional development activities, ELT general E
management, people management, management of student
services.
Experience of managing or delivering ELT in at least one of the
following sectors: young learners, English for business/executives,
4 E
EAP, home tuition, international study centres/independent
schools, FE, HE.
5 Awareness of trends in ELT, current approaches and materials. E
Analytical thinking: ability to analyse and process information
quickly and accurately; to apply criteria effectively and fairly; to
6 E
evaluate provision according to criteria and make well-founded
judgements based on observation and evidence.
Interpersonal skills: ability to build rapport; convey trust in
7 professional judgement and competence; manage sensitive E
situations; deliver difficult messages effectively and professionally.
Self awareness: ability to function appropriately and sensitively in
a variety of contexts; seeks feedback and responds appropriately;
8 E
recognises the impact his/her behaviour has on others; remains
calm even in trying moments.
Teamworking: ability to co-operate constructively with colleagues
(eg. other inspectors and Unit staff); supportive of colleagues in
9 E
public whilst giving relevant feedback as appropriate; take joint
responsibility for the work of the team.
Report writing: ability to write reports in line with the guidelines
10 given; within deadlines; professionally presented; to present E
relevant evidence clearly and concisely.
IT literacy: ability to use relevant information communication
11 E
technology.
Child protection: willingness to undergo a Criminal Records
12 Bureau (CRB) check and any other checks necessary to establish E
suitability for a position involving contact with children.
* If an applicant meets the selection criteria in other respects, they may submit a rationale for the consideration of their application
in the absence of the stated formal qualifications.
Special requirements of the job
Some unsocial hours and frequent travel.
Authorisation
Contract manager’s name Tony Jones
Post title Manager English Language Quality Department/country UK – E&E Accreditation
Services
Signature Date 2007
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