How far have you taken your Accreditation?
When I completed my accreditation for Module 1, I was curious to know how many others in my Association (Essex) had also completed it and how many had taken the course but not got as far as full accreditation. By the time I’d completed my Module 2 accreditation my curiosity had got the better of me and I do love a good set of statistics! I was also keen to try and find out why people hadn’t completed their accreditation, what the barriers were to achieving it, and what we, (in the Association) could do to help overcome some of those barriers.
A few conversations and emails later and I was grateful for the information that was supplied by ART of the number of people in my area who had taken the M1 and M2 courses, whether or not they had passed their online theory test and whether, if they had done their theory test had they gone on for an assessment for full accreditation.
This data was extracted back in August 2019, so a little out of date now, but it might be an interesting insight into the accreditation process. In Essex the stats at that time looked like this:
Module 1
Total number of people attended 89
Not passed theory test 34 (dating back to 2010)
Passed Theory but not accredited 21 (dating back to 2012)
Mentors not accredited 8
TOTAL Fully Accredited Teachers 24
Module 2F
Total number of people attended 16
Not passed theory test 6 (dating back to 2019)
>
Passed theory but not accredited 9 (dating back to 2019)
TOTAL Fully Accredited Teachers 1
Module 2C
Total number of people attended 32
Not passed theory test 15 (dating back to 2010)
Passed theory but not accredited 11 (dating back to 2015)
TOTAL Fully Accredited Teachers 6
There were 22 active ART trained (but not necessarily accredited) teachers with students in the Learning the Ropes scheme. We had four people who can assess others at Module 1, and two who can assess others at Module 2.
I presented this information to the Essex Management Committee Meeting in the October 2019 and made some suggestions about how we might be able to assist with the accreditation process:
These suggestions were considered favourably and the detail has yet to be fleshed out as to how we might achieve this.
One hypothesis as to why so many people attend the course but do not take the full accreditation route could be that rather than necessarily be involved in the teaching of new ringers, they want a greater understanding of the ART process in order to better their own ringing technique, and to understand some of the exercises that ART teachers use, so that they can better support the learners (and teachers) within their own tower/s.
Those who have attended as teachers can register their ringers for the ‘Learning the Ropes’ scheme where certificates are achieved as they progress through the various levels of skill development. ART Members are also listed on the online directory of recommended ringing teachers so that potential new ringers can get in touch directly.
Other benefits of the full accreditation process include insurance cover and DBS checks so that teachers can be confident that they can teach in a safe, positive, efficient and friendly manner, using quality techniques.
How far have you taken yours?
Author: Vicki Chapman
ART Accreditation & getting involved
Accreditation is for teachers who wish to be recognised for the quality of their teaching using ART good practice techniques and following ART guidelines. It is not just a badge of honour. It recognises all teachers who strive to continually review and develop their teaching in line with ART good practice. It is open to all ringing teachers who want to develop their teaching skills using ART techniques. You don't have to be a brilliant ringer to become accredited but you do have to be a good teacher. Accreditation can be achieved through one of two pathways; either as a teacher, or as a mentor. They have equal value and both lead to ART Membership