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Standard 4 - Educators and assessors

Standards

Theory and clinical learning, and assessment are facilitated effectively and objectively by appropriately qualified and experienced professionals with necessary expertise for their educational and assessor roles.

Requirements

Accredited education institutions, together with delivery sites and training practices, must ensure that all educators and assessors:

  1. are appropriately qualified and experienced and always act as professional role models.

    This may be evidenced through:
    1. Curriculum vitae
    2. 1CPD compliance where required
    3. Policy for recruitment and training of assessment staff/moderators
    4. Subject specific development
    5. Professional development plans
    6. Student feedback
    7. Monitoring of teaching and learning, walk through and teaching reviews
    8. Staff codes of conduct
    9. RCVS registration status of personnel (where required)
  2. receive relevant induction, ongoing support, education and training which includes training in equality and diversity.

    This may be evidenced through:
    1. CPD records
    2. CPD policy
    3. Professional development plans
    4. Annual appraisal process
    5. Induction procedures
    6. Induction records
    7. Evidence of clinical supervisor training and standardisation
    8. Completed reviews of clinical supervisor suitability (CV, CPD, registration checks)
    9. Mental health first aid training
    10. Examiner training and standardisation procedures
  3. have their diverse needs respected and considered and are provided with support and adjustments in accordance with equalities and human rights legislation and good practice

    This may be evidenced through:
    1. Staff induction policy
    2. Equality and Diversity policy
    3. Recruitment policy
    4. Staff support services
    5. Disability policy
    6. Health and safety policy
    7. Maternity, paternity and adoption policies
    8. Mentoring policy
  4. have sufficient time allocation within contracted hours to fulfil all aspects of their roles.

    This may be evidenced through:
    1. Staff timetables
    2. Workload allocation models
    3. Clinical practice rota
    4. Job descriptions and/or person specifications
    5. Tutorial records
    6. Schedule of planned assessments
    7. Clinical supervisor handbook
  5. respond effectively to the learning needs of individuals.

    This may be evidenced through:
    1. Student Feedback
    2. Student representative meeting minutes
    3. Personal tutorial timetables/minutes
    4. Clinical practice records
    5. Reasonable adjustments records
    6. Monitoring of teaching and learning
    7. Student support services
    8. Special educational needs support
  6. are supportive and objective in their approach to student supervision, assessment and progression , and appropriately share and use evidence to make decisions on student assessment and progression.

    This may be evidenced through:
    1. Programme/qualification assessment strategy
    2. Schedule of planned assessments
    3. Clinical practice records/action plans
    4. Day One Skills recording tool meeting minutes
    5. Day One Skills internal quality assurance strategy
    6. Self-assessment report
    7. Tutorial records
  7. liaise, collaborate and action constructive feedback generated by colleagues, students and stakeholders to enhance their teaching and assessment and to share effective practice.

    This may be evidenced through:

    1. Practice principal meeting minutes
    2. Standardisation meeting minutes
    3. External examiner reports
    4. Individual learning plans
    5. Monitoring of teaching and learning
    6. Student feedback
    7. Stakeholder feedback
    8. Meeting minutes with actions and dissemination plans
    9. RCVS or internal action plans and responses
    10. Examiner observations
    11. Quality improvement plan
    12. Self-assessment reports
  8. respond effectively to concerns and complaints about public protection and animal welfare and student performance in learning environments and are supported in doing so.

    This may be evidenced through:

    1. Complaints procedure
    2. AEI/delivery site fitness to practise policy
    3. Retention records
    4. TP/aTP Risk register
    5. Minutes of meetings, action plans and responses
  9. ensure the programme lead is a Registered Veterinary Nurse (RVN) who has substantial experience of veterinary nurse education and training at a suitable level for the qualification(s) being delivered and hold a recognised teaching qualification.

    This may be evidenced through:
    1. Curriculum vitae
    2. 1CPD compliance
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