This manual provides comprehensive training for ITEFLOCA reviewers to ensure consistent, thorough, and fair evaluation of online TEFL courses seeking accreditation. It establishes standardized procedures for applying the “Meets,” “Almost,” or “Not Yet” rating framework based on our updated standards.

SECTION 1: INTRODUCTION TO ITEFLOCA ACCREDITATION

1.1 About ITEFLOCA

ITEFLOCA is run by qualified teachers with extensive TEFL and English language training, led by Director Dominic Burdon, a qualified UK teacher with PGDE certification and approximately 20 years of teaching experience. Based in the UK, but with global staff, ITEFLOCA was founded by a husband-and-wife team of professional educators committed to elevating the TEFL industry through credible and affordable online course accreditation.

Our mission is to provide transparent and trustworthy TEFL accreditation at an affordable price point, allowing more course providers to demonstrate their commitment to quality while keeping costs reasonable for students.

1.2 Accreditation Process Overview

1. Initial provider verification (free)
2. Formal application submission with 50% deposit
3. Course access granted to ITEFLOCA reviewers
4. Comprehensive course review (aim to complete within 1 week)
5. Rating determination and accreditation decision
6. Communication of results to provider
7. Remaining 50% payment due upon successful accreditation 
8. Upon successful accreditation, provider receives logos, accredited member number, and welcome packet 

1.3 Reviewer Qualifications

All ITEFLOCA reviewers must have:

• Relevant TEFL qualifications and teaching experience
• Familiarity with online course design and delivery
• Understanding of assessment methodologies
• Commitment to impartiality and confidentiality

ITEFLOCA employs qualified teachers as reviewers, with some working on a voluntary basis to aid their teaching CV. This ensures that courses are evaluated by professionals who understand the practical needs of TEFL teachers.

SECTION 2: UPDATED STANDARDS FRAMEWORK

2.1 Core Principles for Online TEFL Courses

When reviewing courses, evaluate these essential principles:

Accessibility and Communication

• Open communication channels with 72-hour response time 
• Transparent course details and pricing 
• 7-day cooling-off period with refund guarantee 
• Technical support availability
• Professional staffing to address content questions

Content Delivery Flexibility

• Multiple engaging formats
• Variety of delivery methods
• Peer collaboration when promised
• Progress tracking systems

2.2 Content Framework by Hour Designation

All courses must include core content areas with appropriate depth:

Required for All Courses

• English Language Essentials (grammar, pronunciation, vocabulary)
• Teaching Methodology (lesson planning, communicative approaches)
• Teaching Language Skills (reading, writing, speaking, listening)
• Classroom Management (techniques, motivation, dynamics)
• Assessment Fundamentals (types, feedback, error correction)
• Materials and Resources (selection, adaptation, digital resources)

Additional Requirements by Hour Designation

• 100-Hour: Core content areas only
• 120-Hour: Core content plus at least ONE specialized area
• 150-Hour+: Increasingly specialized content

2.3 Acceptable Delivery and Assessment Methods

ITEFLOCA acknowledges the diversity of effective approaches:

Delivery Methods

• Fully Automated Courses
• Blended Approaches
• Interactive Platforms
• Video-Based Learning
• Simulation-Based Practice

Assessment Methods

• Automated Assessments
• Tutor-Assessed Work
• Video Analysis (highly recommended)
• Peer Assessment
• Self-Assessment
• Project-Based Assessment

SECTION 3: APPLYING THE THREE-TIER RATING SYSTEM

3.1 Rating Definitions

ITEFLOCA uses a three-tier rating system for evaluating each standard:

Meets: The standard is fully satisfied, demonstrating quality implementation.

Almost: The standard is partially satisfied with minor improvements needed. The implementation shows understanding of the requirement but needs refinement.

Not Yet: The standard is not satisfied and requires significant improvement. The implementation is missing, inadequate, or fundamentally flawed.

3.2 Accreditation Decisions

Based on cumulative ratings, four possible accreditation decisions may be reached:

1. Accredited – Excellent: Exceeds all standards (requires unanimous agreement from all reviewers)
2. Accredited: Meets all standards with no “Almost” or “Not Yet” ratings
3. Provisionally Accredited: Has up to 3 “Almost” ratings and no “Not Yet” ratings 
4. Not Yet Accredited: Has one or more “Not Yet” ratings 

Courses receiving provisional accreditation must improve at least one “Almost” rating within the first year and continue to work on improving the other “Almost” standards in subsequent years [Website].

SECTION 4: REVIEW METHODOLOGY

4.1 Preparation

Before beginning the review:

• Familiarize yourself with provider information
• Review course descriptions and structure
• Check previous accreditation history (if applicable)
• Ensure you have complete access to all course components
• Disclose any potential conflicts of interest

4.2 Systematic Review Process

Follow this systematic approach for each course:

1. Provider Verification
   
   
   • Review website for transparency and professionalism
   • Verify communication channels and response time
   • Check pricing transparency and refund policy
2. Course Content Evaluation
   
   
   • Assess core content areas for accuracy and coverage
   • Evaluate specialized content based on hour designation
   • Check for currency, accuracy, and professional presentation
   • Verify reasonable correlation between content and designated hours
3. Delivery Method Assessment
   
   
   • Evaluate variety and engagement of delivery formats
   • Test navigation and user experience
   • Assess accessibility across devices (if possible)
4. Assessment Systems Review
   
   
   • Test assessment mechanisms and feedback quality
   • Verify alignment between content and assessments
   • Check for regular progress monitoring
   • Evaluate comprehensiveness of final assessment
5. Student Support Evaluation
   
   
   • Review available support resources
   • Test response times and support channels
   • Assess FAQ completeness
   • Evaluate supplementary resources

4.3 Evidence Collection

For each standard, collect specific evidence to support your rating:

• Screenshots of relevant course elements
• Examples of content, assessments, and feedback
• Documentation of student resources and support
• Notes on technology implementation and functionality

 

4.4 Documentation Guidelines

When completing the Standards Checklist:

• Provide specific evidence for each rating
• Note both strengths and areas for improvement
• Use objective, evidence-based language
• Be specific and reference exact course elements

SECTION 5: RATING GUIDELINES WITH EXAMPLES

5.1 Content Standards Examples

English Language Essentials – Grammar

Meets: Course includes comprehensive grammar instruction with clear explanations, examples, teaching approaches, and common learner errors.

Almost: Grammar instruction is present but lacks some teaching approaches or has limited information on addressing common learner errors.

Not Yet: Grammar instruction is superficial, contains significant errors, or fails to address teaching approaches.

Teaching Methodology – Lesson Planning

Meets: Course provides clear lesson planning frameworks, examples, templates, and guidance on setting objectives and structuring lessons.

Almost: Lesson planning is covered but lacks sufficient examples or practical application guidance.

Not Yet: Lesson planning is minimally addressed, lacks structure, or contains outdated approaches.

5.2 Assessment Standards Examples

Regular Progress Checks

Meets: Course includes frequent, well-designed progress checks throughout all modules with immediate feedback and explanations.

Almost: Progress checks exist but are inconsistent, lack detailed feedback, or are not evenly distributed throughout the course.

Not Yet: Progress checks are minimal, ineffective, or absent from significant portions of the course.

Assessment Variety

Meets: Course includes multiple assessment types appropriate to content (multiple-choice, short answer, lesson planning, video analysis, etc.)

Almost: Some assessment variety exists but relies too heavily on one format or lacks higher-order thinking assessments.

Not Yet: Assessments fail to assess key skills or are limited to formats deemed inappropriate or ineffective to adequately assess if material has been learned to the level expected.

5.3 Support Standards Examples

Communication Channels

Meets: Course provides multiple, clearly defined communication channels with tutors/supervisors with stated response timeframes.

Almost: Communication channels exist but response times are unclear or limited to certain hours/days.

Not Yet: Communication channels are inadequate, difficult to access, or non-existent.

Resource Libraries

Meets: Course includes comprehensive, well-organized supplementary resources that enhance course content.

Almost: Some supplementary resources are available but limited in scope or organization.

Not Yet: Few or no supplementary resources are provided.

SECTION 6: SPECIAL CONSIDERATIONS FOR ONLINE COURSES

6.1 Flexibility in Delivery Methods

When evaluating online TEFL courses, recognize that effective teaching can be delivered through various methods:

• Fully automated courses can be highly effective when well-designed
• Video analysis of teaching can be as valuable as practice teaching
• Interactive simulations can provide practical experience
• A combination of approaches often creates the most robust learning experience

6.2 Evaluating Course Hour Designations

When assessing whether a course reasonably fulfills its hour designation:

• Consider the word count of text-based materials (approximately 3000-6000 words per hour is reasonable depending on complexity)
• Account for time spent on video content, interactive activities, and assessments
• Evaluate the depth and complexity of material (TEFL jargon and new concepts require more processing time)
• Consider time needed to complete assignments and projects

SECTION 7: ETHICAL CONSIDERATIONS

7.1 Confidentiality

All reviewers must:

• Maintain strict confidentiality of course materials
• Not share access credentials
• Not retain copies of proprietary materials
• Not discuss specific findings outside the review team
• Sign confidentiality agreements annually

7.2 Conflict of Interest

Reviewers must:

• Disclose any potential conflicts of interest
• Recuse themselves when appropriate
• Avoid reviewing direct competitors
• Not accept gifts or special considerations from providers
• Report any attempts to influence the review process

7.3 Impartiality

To maintain impartiality:

• Focus on evidence against standards
• Apply consistent criteria to all providers
• Avoid comparative judgments between providers
• Recognize and set aside personal preferences
• Consult with other reviewers when uncertain

SECTION 8: COMPLETING THE REVIEW

8.1 Final Recommendation

After completing your review:

• Tally the number of “Meets,” “Almost,” and “Not Yet” ratings
• Make an accreditation recommendation based on our criteria
• Provide a detailed summary of findings
• Highlight specific strengths
• Clearly articulate areas for improvement
• Submit the completed Standards Checklist to the Director (or lead accreditor) for final review

8.2 Quality Control

Each review undergoes quality control:

• Second reviewer verification for consistency
• Director approval of final decision (unless conflict of interest)
• Team discussion of any borderline cases

SECTION 9: CONTACT AND SUPPORT

For questions during the review process, contact:

Email: accreditor@itefloca.com 

Website: www.itefloca.com

This manual is a living document that will be updated annually to reflect evolving best practices in online TEFL education and accreditation. All reviewers are expected to remain familiar with the most current version and apply standards consistently across all course reviews.

ITEFLOCA is committed to providing fair, transparent, and affordable accreditation that genuinely reflects quality in online TEFL education. Your role as a reviewer is essential to maintaining the integrity of our process.