Qa Accreditation

NCFE Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice

Aim: The aim of this unit is to assess the knowledge and understanding a learning and development practitioner requires for the internal quality assurance of assessment. “Practitioner‟ means anyone with a learning and development responsibility as the whole or a part of their role.

The following ‘outcomes’, need to be met, to show your assessor competency of your work practices.

Effectively coordinated and managed the team’s schedule and execution of an additional 38 remotely supported events outside of the seven projected on-site engagements. I developed and implemented an ESA Content Build program, a systematical process to retrieve and harvest post-exercise material from units for posting on G27 portal. This program resulted in a 118% increased of posted exercises accessible on ESA portals and provided adapted exercise material that reduces unit’s exercise planning and designing phases which conserved time and resources. Provided a Senior Leader Overview to First Army’s 120th Infantry Bde commander, subordinate battalion commanders and staffs that established G27’s Tool Suite (ESA, EDT, VOA, ION) as their primary method for exercise planning and designing used for deploying USAR/ARNG validation exercises (VALEX). Routinely dialogue and provide remote support to 120th Infantry Bde staff, one of only two staffed sites that provides VALEX for USAR/NG units prior to their imminent deployment, to harvest exercise material and data to reuse for future deployments. Regularly conducted formal briefings, presentations, executive

Part 2: By completing this unit, you should now be able to plan for the resources required for personal professional development (Learning Outcome 2)

There are a great many different rules and regulations that make up the greater part of our daily lives. Often we become accustomed to many of these rules and regulations. Speed limits are there to keep people safe, crossing signals to let us know when we can safely cross a street and even there are laws in place to keep people from filling the same prescriptions at different pharmacies. These regulations and laws are there primarily for safety. There are, as well many laws and regulations in place for professionals, which similarity are in place for protection. In Arizona (as well as most states) the regulatory and credentialing process is there for both the protection of the counselor as well as the client.

Vaughn concurred. He originally went to assessment training as a way to understand what his department needed to do in order to become certified. He later became involved in assessing other departments. He also did the site visit for Medway.

This letter is sent in response to your announcement of a search for an Associate Vice President for Accreditation and Quality Assurance at LeTourneau University (LETU). The announcement of this search drew my attention because I am familiar with LETU’s institutional effectiveness, assessment, and accreditation efforts, and I believe my background and experience provide an excellent fit with the credentials you seek. I have a keen interest in promoting LETU’s mission of engaging “learners to nurture Christian virtue, to develop competency and ingenuity in their professional fields, to integrate faith and work, and to serve the local and global community.” I am certain that I can make a positive contribution in support of this vision as

What had initially started as a source of enlisted recruits and officer candidates, evolved into a broad program devoted to the moral, physical and educational advancement of its cadets. The program has retained its rigid structure and goal of infusing in its student cadets a sense of discipline and order through its growth. JROTC today has become a source of structure in the lives of its cadets, contrasting greatly with its original purpose. JROTC today has become a vital facet in the lives of its cadets. JROTC has become, in and of itself, a source of broad opportunities for leadership and enrichment. The program is similar to a school inside of another school. JROTC teaches its cadets moral, social and practical skills, many of which are not covered in the common school curriculum. The JROTC curriculum ranges from life-saving to negotiation skills, both of which are of indispensable use to cadets in their future regardless of the unique path that they elect to take. JROTC also possesses a macrocosm worth of special teams. Ranging from Color Guard to JLAB Leadership Bowl, to Cyber Patriot, each of these teams cater to the different bits of intelligence, strengths, and interests that every cadet undoubtedly possesses. JROTC also contains an enormity of opportunities which are available to be seized by each and every cadet. Ranging from meeting Major Generals in command of a plethora of troops to assisting with the

I am here to tell you, if you pursue becoming Accredited in Public Relations (APR), you won’t regret it, not one bit! Maybe myFPRA accreditation story will inspire those of you “on the fence” about this important accreditation.

The outcome evaluation process consists of a six stage model. The first stage is to build agency commitment and to clarify expectations. The second stage is to build agency capacity to measure the outcomes. The third stage is to identify the outcomes, indicators, and data collection methods. The fourth stage is to collect and analyze the outcome data. The fifth stage consists of improving the outcome measurement system. The sixth and final stage consists of using and communicating the outcome information.

According to Merriam Webster (2014), "Provision is: the act or process of supplying or providing something." Every company provides a provision or has a mission statement that their company stand by, which shows what services that company, will commit to delivering to their clients. We as professionals and them as businesses have an obligation to deliver direct services effectively to help clients adapt socially and effectively in society. It is the companies' responsibility to provide clients with

Evaluation and review. Monitor progress regularly to know if course or actions is effective or if needs to be improved.

This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).

As stewards of our profession, commanders ensure that military expertise continues to develop and be passed on to aspiring professionals through operational development. It is during this developmental phase that Professional Soldiers put their knowledge and skills to the test. Operational Army units certify and recertify their Professional Soldiers through repetitive and realistic training events including the Combat Life Saver Course, platoon live fires, and exercises at the National Training Center. In the course of these challenging and realistic experiences, the Army’s operational units develop Soldiers and leaders prepared to maintain high standards, discipline, and operational readiness. Operational development and adaptability will continue to drive changes in Army doctrine, organization, leadership, and education as we enter the post-war era. Without this kind of development, the Army could not maintain a well-disciplined professional fighting force.