American Association of Intensive English Programs
               
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English as a Second Language Program
Auburn University at Montgomery

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Standards for Programs

A. Statement of Purposes and Goals
  1. The IEP has a written statement of its purposes and goals available to the public.
  2. This statement is compatible with the AAIEP standards for intensive English programs.
B. Administration
  1. There is a director with a main responsibility for the leadership and management of the IEP.
  2. Academic administrative personnel have master's degrees or equivalent training/experience in a field appropriate to their responsibilities.
  3. Salaries and benefits for IEP administrative personnel and support/office staff are on a par with those offered by IEPs in the same geographic region.
  4. All administrative personnel demonstrate knowledge of and support for goals and objectives of their program.
  5. Program policies and procedures are available in written form.
  6. There is a written description and/or charts which clearly present the organizational structure of the program and the responsibilities of each position.
  7. Personnel policies for both faculty and staff are in writing and are followed.

    a.There are statements concerning working conditions for personnel including but not limited to policies on confidentiality, hiring, firing, promotion, salaries, benefits, pay increases, grievance procedures, and work load.

    b. The personnel policies and procedures are available to all employees.

    c. Personnel are given written contracts and job descriptions.

    d. Personnel are assigned responsibilities appropriate to their training and experience and are evaluated accordingly.

    e. The IEP provides an orientation to program goals and standards for all new personnel, both full- and part-time.

    f. The IEP supports opportunities for professional development.

  8. Program administrators seek input from administrative personnel, IEP faculty, and students in making operational and instructional policy decisions.
  9. IEP administrators provide for formal feedback on their work by faculty, staff, and students.
  10. The program administration provides for evaluation of the program by students.
  11. The program administration takes responsibility for budgeting and financial management to maintain a continuing program of high quality.
  12. The IEP provides for an environment conducive to effective communication between administration and IEP faculty and staff as well as among IEP faculty and staff members.
  13. IEP program administration demonstrates cross-cultural knowledge and sensitivity.
  14. If the IEP is affiliated with or is part of a college/ university or is located on a college or university campus, efforts are made by the IEP to have policies and practices compatible with the corresponding policies and practices of the college or university.
  15. The IEP is administered in accordance with the law and with regard for the safety and welfare of all employees and students.
C. IEP Faculty
  1. In order to maintain instructional continuity, there is a core of regularly employed teachers who teach a full load (as defined by the IEP) and receive an appropriate salary and fringe benefits.
  2. The members of the IEP faculty have at least master's degrees in TESL or training and/or experience appropriate to their course assignments.
  3. There is a written statement that describes the assignment of full-load and part-load teaching hours in terms of the needs and goals of the program and the IEP is committed to staffing its classes with full-load teachers in accordance with this statement.
  4. IEP teachers who are regularly assigned responsibilities equivalent to a full-load position are compensated as full-load employees.
  5. Salaries and benefits for IEP faculty are on a par with those offered by other IEPs in the same geographic region.
  6. IEP faculty receive periodic salary increases abased on merit, cost of living or other written criteria.
  7. IEP faculty demonstrate:

    a. A high quality of instruction which takes into account a variety of student needs and learning styles.

    b. Cross-cultural knowledge and sensitivity.

    c. Adherence to the ethical standards of the IEP and/or host institution.

  8. IEP faculty engage in a systematic program for professional growth and development to maintain up-to-date competence in teaching.
  9. IEP faculty follow the IEP's written curriculum and policies of the program.
  10. IEP faculty are regularly evaluated by students and administrators and engage in self-evaluation of their work to maintain and improve quality of instruction.
  11. The IEP supports the remediation, reassignment or removal of instructors who do not perform satisfactorily. this personnel process is consistent with standard personnel procedures and is in writing and available to all instructional staff.
  12. IEP faculty give evidence of commitment to the profession through participation in professional organizations.
  13. IEP faculty are encouraged to carry out research and publish instructional materials and scholarly works.
  14. IEP faculty have adequate working conditions, facilities, and resources to achieve program goals.
D. Program Curriculum
  1. The IEP has a written curriculum, periodically updated, which includes observable performance objectives for all levels of instruction. The curriculum specifies the criteria for advancement from level to level and for completion of the program, as well as the methods for evaluating student performance.
  2. The curriculum allows for varying methodology and content which accommodate the assessed needs of students with different backgrounds, abilities, ages, current level of achievement, learning styles, goals, and communicative needs.
  3. The curriculum and methodology used reflect the best current knowledge in the ESL field, and they are compatible with the goals of the program.
  4. Adequate, up-to-date materials are available for instruction and evaluation of such student.
  5. Additional resource materials are available to enable teachers to draw from the best sources in the ESL field to meet the widest range of needs.
  6. The length and intensity of program sessions are sufficient for the accomplishment of curriculum goals.
  7. The teacher-student ratio is appropriate to the goals of a particular course. The ratio reflects the best current knowledge in the ESL field regarding effective class sizes.
  8. Adequate supplies, equipment, furniture, and classroom space are available to achieve the program goals.
E. Student Admissions Policies and Procedures
  1. The IEP admissions criteria are clearly stated in the program literature.
  2. IEP admissions personnel are familiar with and abide by BCIS rules and regulations which apply to IEPs.
  3. The responsibility to admit a student rests with the institution and is never delegated to an outside third party.
F. Students and Student Services
  1. The IEP demonstrates accountability for providing the student services described or implied in any promotional literature or written or verbal agreements.
  2. Information related to program and living costs, scholarships, financial assistance, insurance, and refunds are clearly and completely stated to students prior to their admission.
  3. Pre-arrival information provides detailed, accurate information in simple language to assist the student from the time s/he selects the program until s/he arrives at the IEP.
  4. Students receive pertinent immigration information prior to departure from their home country, and students have access to follow-up immigration counseling after arrival at the IEP.
  5. Non-immigrant, full-time students are required to have major medical insurance, acceptable to health providers in the U.S., sufficient to cover the major expenses of illness, accident, hospitalization, medical evacuation, and repatriation.
  6. IEPs assisting students with academic placement clearly state the extent of their services and responsibilities.
  7. If the IEP cannot meet a student's needs in its own program, it provides referrals for transfer of students to other IEPs or appropriate programs.
  8. The IEP provides complete orientation to the language program, to policies concerning students, to related academic institutions, and to the surrounding community. It provides each student with relevant written information.
  9. The IEP provides cross-cultural and survival orientation for students to ease their adjustment to their new environment.
  10. Written academic policies and procedures such as placement, attendance, advancement, and dismissal are made available to students.
  11. Expectations of appropriate student conduct and responsibilities to maintain enrollment status in good standing are clearly communicated to students in writing.
  12. Students have access to personal counseling and academic advising and referrals to trained professionals when necessary.
  13. The IEP facilitates students' contacts with the community through host family arrangements and extracurricular or co-curricular programs.
  14. Students are made aware of a formal vehicle for providing feedback to the program, and their concerns are addressed in a reasonable and timely manner.
  15. There are written grievance procedures for students to follow, and they are acquainted with them.
  16. Academic and personal records, as well as immigration information, if applicable, are maintained on each student. These records are kept confidential and are made available only in accordance with current laws and regulations and the policies of the IEP and/or host institution.
  17. Students' attained proficiency is reported in accordance with an established proficiency scale, and there is a written interpretation of the scale in terms of academic readiness or practical applications.
  18. The IEP makes clear the extent of its responsibility for assistance in locating housing and for the quality of the housing.
  19. If the IEP arranges housing, there are written standards guiding the IEP in the selection of accommodations and the monitoring of their quality.
G. Marketing and Recruiting
  1. The IEP follows ethical standards for the recruitment of students and in the promotion of its programs.
  2. In any recruitment transaction, student interests and well-being are paramount.
  3. The recruiting staff, admission personnel, and academic advisors clearly and accurately describe all aspects of the IEP in their recruitment and admission of students.

  4. All promotional literature describing the IEP contains clear, complete, current and correct information about the program's goals and purposes, admission requirements and procedures, hours of instruction, program length, calendar, prices, and related services such as counseling, assistance with locating appropriate housing, help with application for university admission, and other services.

  5. Photographs and other visuals in promotional materials realistically depict the program, its location, and the facilities used by IEP students.

  6. Promotional materials, presentations, and recruitment personnel make only justifiable claims about instructional programs and other services available.

  7. Promotional materials state clearly whether admission to the IEP is also admission to another concurrent or subsequent educational program.

  8. In their marketing and recruiting activities, IEP's do not misrepresent their competitors.
H. Program Assessment
  1. The program engages in periodic self-study and evaluation to review its stated goals and purposes and to measure accomplishments to date.

  2. The self-study group includes administrators, instructional staff, support staff, and students. A wide range of data including test results, observations, teacher evaluations, student evaluations, enrollment figures and relevant budget information are included in this process.

  3. Analysis of the IEP self-study data results in a written plan for maintaining or improving the quality of the program, including a timeline for implementation.

  4. The IEP effects program changes based on recommendations resulting from the self-study.

  5. If the IEP is part of or associated with a larger institution, it also seeks to participate actively in self-study, evaluation, or accreditation procedures undertaken by the institution.

  6. The IEP seeks assistance in program evaluation from appropriate sources such as related professional organizations, specialists in the field, outside advisors, and program alumni.