1. Document Control
Policy Owner: Academic Director / Head of Quality
Responsible Committee: Academic Board (or Academic Governance and Quality Assurance Committee)
Approval Authority: Principal / Director and Academic Board
Effective From: [Insert date]
Review Date: [Insert date, typically 12 months]
Version: 1.0
Applies To: All staff involved in teaching, learning support, assessment, programme leadership and academic quality at Equra College London, including visiting lecturers and associate staff.
2. Purpose
Equra College London is committed to delivering high quality teaching and an excellent student experience. This policy sets out how the College:
a. Ensures staff have appropriate qualifications, expertise and pedagogic capability.
b. Provides induction, training and continuing professional development (CPD).
c. Supports consistent teaching standards across programmes and delivery modes.
d. Monitors, evaluates and enhances teaching quality and assessment practice.
e. Aligns academic staff practice with partner university expectations where relevant.
3. Scope
This policy applies to:
a. Academic staff, teaching associates, visiting lecturers, tutors and academic support staff.
b. Programme leaders and module leaders.
c. Staff involved in assessment setting, marking, moderation and feedback.
d. Delivery across in person, blended and online formats.
It complements, and does not duplicate, operational HR processes where these exist. It focuses specifically on development and quality of teaching and assessment.
4. Principles
Equra College London’s approach is guided by the following principles:
a. Teaching quality is central to student outcomes and progression.
b. Staff development is continuous and evidence informed.
c. Expectations are transparent, consistent and aligned to learning outcomes and assessment standards.
d. Professional practice is inclusive, ethical and student centred.
e. Quality monitoring is supportive and developmental, while maintaining accountability.
5. Minimum Expectations for Teaching Roles
All teaching staff are expected to demonstrate:
a. Subject expertise appropriate to the level being taught.
b. Understanding of learning outcomes and assessment requirements.
c. Inclusive teaching practice that supports diverse student cohorts.
d. Ability to provide constructive, criterion-referenced feedback.
e. Awareness of academic integrity requirements and responsible use of AI tools.
f. Professional communication and reliability in delivery and marking responsibilities.
Where partners specify additional requirements, these will be applied.
6. Induction and Mandatory Training
6.1 Induction
All new teaching staff must complete induction before teaching independently, which will include, as appropriate:
a. Programme and module specifications and learning outcomes.
b. Assessment regulations, marking standards and moderation processes.
c. Student engagement expectations and support routes.
d. Equality, inclusive teaching and accessibility expectations.
e. Safeguarding awareness and reporting routes.
f. Data protection and confidentiality.
g. IT systems training, including VLE and assessment submission systems where applicable.
h. Academic integrity, plagiarism and AI use expectations.
6.2 Mandatory training
The College may require completion of training modules such as:
a. Safeguarding.
b. Equality, diversity and inclusion.
c. Data protection and information security.
d. Health and safety.
e. Assessment and feedback standards and moderation.
Completion of mandatory training will be recorded.
7. Continuing Professional Development (CPD)
7.1 CPD expectation
All teaching staff are expected to engage in ongoing CPD relevant to their role. CPD may include:
a. Teaching and learning development workshops.
b. Assessment design and feedback improvement sessions.
c. Inclusive teaching and accessibility training.
d. Subject and industry updates and professional body engagement.
e. Peer observation and reflective practice.
f. Scholarship of teaching and learning engagement.
7.2 CPD planning
Teaching staff should maintain a basic CPD record, which may include:
a. CPD activities completed.
b. Reflection on learning and impact on practice.
c. Planned development goals for the next cycle.
7.3 Support for CPD
The College will provide opportunities for CPD within reasonable resource limits, including internal training, peer learning, access to guidance materials and signposting to external development resources where available.
8. Teaching Quality Standards and Good Practice
Teaching staff must:
a. Plan and deliver sessions aligned to learning outcomes and module plans.
b. Provide clear guidance on expectations, preparation and assessment requirements.
c. Use teaching methods that support engagement, confidence building and progression.
d. Provide learning materials that are accessible and clearly structured.
e. Use formative learning opportunities to support development and reduce assessment risk.
f. Communicate professionally and respond to students within reasonable timescales.
g. Provide timely feedback within published timeframes.
h. Maintain accurate teaching and assessment records as required.
9. Support for Inclusive Teaching and Accessibility
The College supports inclusive teaching through:
a. Guidance on accessible materials and learning design.
b. Consideration of student support plans and reasonable adjustments.
c. Inclusive assessment approaches where learning outcomes permit.
d. Clear signposting of support services.
Teaching staff are expected to apply reasonable adjustments and support plans consistently and respectfully.
10. Teaching Observation and Peer Review
10.1 Teaching observation
The College will use teaching observation as a supportive quality enhancement mechanism. Observation may be:
a. Scheduled as part of routine quality monitoring.
b. Conducted for new staff as part of induction and confirmation of readiness.
c. Used to support development where concerns are identified.
10.2 Approach
Observations will be developmental and evidence-based, focusing on learning design, delivery, inclusivity, student engagement and achievement of objectives.
10.3 Feedback
Observers will provide written feedback and practical recommendations. Where development needs are identified, a supportive action plan may be agreed.
10.4 Peer review
Peer review and mentoring may be used to support teaching improvement and consistency.
11. Assessment and Feedback Quality
11.1 Standardisation and moderation training
Staff involved in assessment must be supported to understand:
a. Marking criteria and level descriptors.
b. Standardisation expectations.
c. Moderation and sampling arrangements.
d. Feedback standards and tone expectations.
e. Academic integrity risks and mitigation through assessment design.
11.2 Consistency expectations
Programme leaders will monitor consistency of marking and feedback, and address patterns through standardisation meetings, moderation feedback and staff development.
12. Addressing Development Needs and Quality Concerns
12.1 Developmental support
Where teaching quality concerns arise, the College will use a supportive approach which may include:
a. Additional mentoring or peer support.
b. Targeted CPD.
c. Repeat observation.
d. Review of lesson planning and assessment practices.
12.2 Escalation
Where concerns are serious or persistent, they may be escalated through appropriate management processes, ensuring fairness, clarity and evidence-based decision making. This policy focuses on development and quality; formal conduct processes are addressed under staff governance arrangements.
13. Recognition and Good Practice Sharing
The College will encourage sharing of effective practice through:
a. Peer learning sessions.
b. Teaching and learning workshops.
c. Staff meetings focused on pedagogy and assessment.
d. Internal guidance notes and templates.
14. Monitoring and Review
The College monitors teaching quality and CPD effectiveness through:
a. Teaching observation outcomes and themes.
b. Student feedback and module evaluation results.
c. Assessment outcomes, moderation findings and academic integrity trends.
d. Progression, retention and achievement data.
e. Partner feedback and quality reviews where applicable.
f. Staff CPD participation records.
This policy is reviewed annually or sooner if partner requirements or operational needs change.
15. Related Policies and Documents
This policy should be read alongside:
a. Safeguarding Policy and Procedure
b. Equality, Diversity and Inclusion Policy
c. IT Acceptable Use Policy (Staff)
d. Data Protection Policy
e. Privacy Notice
f. Website and Marketing Privacy Notice
g. Health and Safety Policy
h. Fire Safety and Emergency Evacuation Procedure
i. Academic Misconduct Procedure
j. Learning, Teaching and Assessment Framework Policy
k. Academic Governance and Quality Assurance Policy