1 –

Little evidence of a personal educational vision connected to TA philosophy, practice and ethics.

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2 –

3 –

Can demonstrate a personal vision of education showing links with TA philosophy, ethics and practice.

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4 –

5 –

Can articulate and discuss a coherent personal and social vision as an educator congruent with TA philosophy, ethics and practice.

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1 –

Awareness of historical, cultural, and social factors is used only to a limited extent in learners’ practice.

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2 –

3 –

Shows awareness of historical, cultural, social factors; practice facilitates empowerment.

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4 –

5 –

Demonstrates practice account of historical, cultural, social perspectives and actively promotes learners within their context.

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1 –

Only little evidence of I+U+ and positive ways of working.

2 –

3 –

Demonstrates some collaborative ways of working, showing respect, empathy and some self-reflective ability.

4 –

5 –

Demonstrates high level of collaborative working with mutual respect, empathy and self-reflection that promotes ongoing learning.

1 –

Limited evidence of appropriate  assessment and  planning.

2 –

3 –

Assessment accounts for a variety of educational needs and issues. Planning is appropriate and leads to positive learning outcomes.

4 –

5 –

Accurate assessment of a wide range of educational and developmental needs; program planning is practical and creative to enhance optimum learning for individuals.

1 –

Little awareness shown of the complexity of issues involved in appropriate and effective aim and goal-setting and contracting.

2 –

3 –

Some evidence that aims and goals are appropriate, and negotiation of contracts promotes their effective achievement.

4 –

5 –

Assesses the specific counselling situations realistically and issues accurately. Is aware of possibilities and limitations of counselling.

1 –

Implementation of educational strategies lack range and depth of understanding; limited awareness and skill using TA concepts in practice to promote learning and deal with process issues; minimal use of evaluation

2 –

3 –

Implementation of program demonstrates congruence and some understanding and skill in using TA concepts in a variety of ways to promote the learning goals; some use made of TA to address process; attention is paid to evaluation

4 –

5 –

TA concepts are used implicitly and explicitly to enhance learning; methodology accounts for a range of learning styles and needs; process issues are recognized and addressed to achieve positive outcomes; sensitivity to feedback and evaluation

1 –

Low flexibility and/or creative practice; limited range of techniques

2 –

3 –

Evidence of flexibility and creativity in practice; clients offered sufficient support and challenge

4 –

5 –

High level of flexibility, demonstrating intuition, spontaneity and creative thinking and practice; awareness of client needs for both challenge and support

1 –

Limited range of concepts and approaches used; little evidence of considered application appropriate

2 –

3 –

Knowledge of a range of concepts and approaches; some ability to select and apply appropriately

4 –

5 –

Demonstrates understanding and application of a wide rage of TA concepts including different approaches and recent developments; can select concepts/models for context and discuss their use

1 –

Awareness of limited range of educational approaches; only some integration with TA

2 –

3 –

Can discuss educational approaches; some ability to critique and to integrate with TA theory.

4 –

5 –

Comprehensive knowledge of education field in own setting (school/adult education/parent education/etc.); awareness of relevant theories and ability to integrate those with TA; can critique both TA and other approaches.

1 –

Limited ability as a TA educator.

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2 –

3 –

Moderate level of ability as a TA educator.

4 –

5 –

Demonstrates high level of ability as a competent TA educator; clear connection of theory to practice