Panel Reviewer’s Job Description...............................................3 Specific Responsibilities...................................................3 Confidentiality Statement.................................................3 REALTOR® Institute Accreditation Guidelines..............................4 Frequently Asked Questions......................................................6 Learning Objectives Tip Sheet....................................................7 Competencies, Topics and Learning Outcomes............................8 Pathways to Professionalism.....................................................9 Forms Confidentiality Agreement Quality Benchmark & Evaluation Form


As a member of a REALTOR® Institute Accreditation Review Panel, you will examine the Provider-supplied REALTOR® Institute program materials and evaluate the application using a defined process and set of guidelines. A panel reviewer is to reach consensus with two other panel members through conference call discussions. Once a consensus is determined, the group’s spokesperson communicates the panel’s findings to the Provider. Specific Responsibilities  Sets aside time necessary to complete a thorough review and evaluation of Provider’s program materials prior to participation in panel conference call

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Withdraws from the panel if a conflict of interest with the Provider exists Example: Served as an instructor for the Provider Conducts an independent review of materials and formulates specific feedback on areas of improvement for the Provider's program Completes Quality Benchmark & Evaluation Form and provides an electronic copy to: Colleen Ryan, NAR, Manager, Education Services, no later than one week prior to the first conference call Participates in Review Panel conference calls to discuss the program and accreditation Confers with other panel members to reach consensus during conference calls If designated, acts as spokesperson for the panel in order to communicate findings to the Provider Each reviewer agrees to destroy all Provider’s course related materials upon completion of the REALTOR® Institute Program review process.

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Confidentiality Statement Each review panelist understands and agrees to the following:  Maintains confidentiality throughout the accreditation and review process

Respects the accreditation applicant’s copyright privileges

Understands that all accreditation applicant’s materials are fully copyright protected and may not be duplicated, copied or used, in whole or part, in any educational offering without the express permission of the Provider


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Destroy all materials provided by the accreditation applicant that he/she is in possession of upon completion of the accreditation review process Understands that evaluation ratings and program improvement feedback will be shared only with fellow panelists, NAR Staff and, if designated as panel spokesperson, the program Provider

Understands that REALTOR® Institute information is compiled and maintained by the National Association of REALTORS®. Resource information provided on (GRI Website) does not impact accreditation status and therefore is not included in panel reviewers' materials.

Confirms that no conflicts of interest exist between him or herself and the accreditation applicant.

Goal The goal of the REALTOR® Institute (GRI) Accreditation Process is to ensure every REALTOR® has convenient access to the GRI program through an accredited provider. Process Purpose & Focus The purpose of accreditation is to maintain a quality program that continually meets the demands and challenges of the ever-changing real estate profession. The focus of the accreditation review process is on quality assurance and achieving program excellence. Overview of Process Graduate, REALTOR® Institute (GRI) program Providers from each state are required to complete an accreditation process every five years. Accreditation applicants (Providers) initiate the process by responding to questions outlined in the Quality Benchmarks & Evaluation Form provided by the National Association. The completed Quality Benchmarks & Evaluation Form along with any supporting materials is submitted to NAR. A review panel is assembled to evaluate the Provider's program. Providers are evaluated on the basis of addressing and meeting the quality benchmarks. They are NOT evaluated by comparing one GRI program to another. Once each review panelist submits his/her evaluation to NAR, a conference call is scheduled. A document summarizing the panelists’ findings is provided to the panel for discussion on the conference call. If necessary, NAR Staff will contact the Provider for additional information if requested by the panel. Once the panel reaches agreement the program has met the benchmarks and is in compliance with the curriculum standards, they grant the GRI program a five-year reaccreditation. The review panel has the right to grant a one-year provisional term if they believe the Provider has not submitted enough documentation or if the program does not meet the benchmarks. A final conference call is conducted with a member of the review panel (acting spokesperson), the Provider (and any members they wish to participate)


and NAR Staff. The purpose of the final conference call is to relay the panel’s feedback and recommendations. Curriculum Standard The REALTOR® Institute program must be a formally-developed real estate training course and be relevant to current, required competencies, topic areas and student learning outcomes. Curriculum Standard Compliance To meet the curriculum standards, reaccreditation applications should:  indicate the total number of instructional hours (90 hour minimum)  if instructional hours total less than 90 hours, based on traditional classroom delivery, describe alternative delivery formats and explain how they reduce the time needed for students to achieve the topic objectives and learning outcomes  include a listing of each course and a brief description of each course or module; include the amount of instruction time devoted to each  include a list of required learning objectives, organized according to each topic area in the curriculum standard  include a list of elective learning objectives, organized according to the topic areas within the submitted program Quality Assurance Compliance To meeting the quality assurance standards, reaccreditation applications should:  identify steps taken to ensure the program meets the needs of its targeted market  identify sources (e.g., brokers, trainers, students, etc.) who have input to the program  explain instructor quality assurance process including how instructors are selected, evaluated and given feedback on performance improvement  identify program's customers and measures taken to assess their satisfaction with the program  explain how customer feedback is incorporated into program development and decision making

GRI Information

With the exception of list of designees, GRI information is supplied and shared on a voluntary basis by program providers. The information is maintained by NAR via The GRI Website offers resources related to enrollment, marketing achievements, program promotions, unique delivery methods and program graduate offerings. The quality of information provided for the GRI Website does not impact accreditation status. Review Panel Composition Each review panel consists of two State Education Directors, one member of the Professional Development Committee and one NAR staff person. Additional panel members may be appointed as needed. Review panelists should report any conflicts of interest with the Provider making application for accreditation.


Full Accreditation and Provisional Accreditation Full accreditation is valid for five years. Accreditation status will not lapse while the Provider's application is undergoing review. A review panel may award a one-year provisional accreditation if they feel the program does not meet the benchmarks or curriculum standards. In such cases the Provider has one year to submit the necessary documentation to NAR for the review panel to assess. Accreditation Process Oversight The NATIONAL ASSOCIATION OF REALTORS®’ Professional Development Committee oversees the REALTOR® Institute Accreditation process and determines its governing policies. All procedures and guidelines are approved by the National Association’s Board of Directors. Designation The REALTOR® Institute program confers the GRI (Graduate, REALTOR Institute) designation. The GRI designation is owned exclusively by the NATIONAL ASSOCIATION OF REALTORS®. Because the National Association believes the professional education within the REALTOR® Institute program is a task that is most appropriately performed on a state basis, it has elected to operate the REALTOR® Institute by establishing minimum requirements to be adopted by State Associations wishing to participate in the program.

Q. A. How long will it take to review a submission? Length of time will vary depending on the amount of material to consider, however, reviewers should plan to set aside approximately two hours to complete a thorough review. What constitutes an Accredited Provider? An accredited Provider is a State Association who has successfully completed the REALTOR® Institute accreditation process. How are review panel members selected? Review panelists are selected by NAR staff. Panelists should be familiar with the REALTOR® Institute areas of competency, topics and learning outcomes. A review panel is comprised of two state education directors, one member from the Professional Development Committee and one NAR staff person. Who participates in the review panel conference call? All members of the review panel are expected to participate. What if I cannot participate in the conference call? All four members of the panel (two Education directors, one Professional Dev. Committee member and one NAR staff person) must participate during the Accreditation Review process. If conflicts arise, conference calls will be rescheduled. What if I have a conflict of interest with the submitting Provider? Conflicts of interest should be communicated immediately to NAR staff. You will be reassigned to another panel.

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What happens if the Provider does not meet quality standards? The Provider may be granted a one-year provisional accreditation status with the understanding that the program’s areas needing improvement must be submitted for reassessment within one year. How long is full accreditation good for? Five years. How does the Provider find out the results of the accreditation process? A designated spokesperson for the review panel relays the panel's findings to the Provider by means of a conference call with the Provider (State Education Director) and NAR staff. How is the review panel's designated spokesperson selected? Panel members should select a designated spokesperson. Can I call the Provider myself during the review process to ask questions or seek clarifications? For purposes of confidentiality and integrity of the process, NAR staff communicates directly with the Providers. Panel members are never to communicate with the Providers. Should Providers' programs be evaluated in comparison to each other? Provider programs should always be evaluated on the basis of the submitted materials in relation to the quality benchmarks and compliance with curriculum standards. Programs are never to be evaluated in comparison with one another. What is the difference between competency, topic area, student learning outcome and learning objective? A competency is a broadly-expressed area of mastery, e.g., sales process. A topic area is a specific skill set or knowledge area within a competency, e.g., business development. A student learning outcome is a broad statement of what a student will learn or be able to accomplish as a result of completing a course in a specific topic area. Learning objectives are a sequence of specific incremental steps that result in achieving the learning goal or outcome.

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This tip sheet was designed to assist the Education Directors in developing/writing learning objectives. It will also assist the review panelists with evaluating the learning objectives for courses in the REALTOR® Institute program. A Learning Objective . . . . . ✓ Is written from the point of view of the learner (What can I expect to do as a result of attending this course?) ✓ Describes what the learner will do during the course, i.e., the observable behavior (What will I be doing while I'm attending the course?) ✓ Describes what can be taught and learned (What portion of the subject matter will be covered?)


✓ Has a business purpose (What's in it for me?) ✓ Relates to other objectives of the course or program (Where does this fit in the big picture for the overall program?) Example Upon conclusion of the course the learner will be able to select appropriate financial control procedures for the association.


Upon conclusion of the course, the learner will have a full understanding of various financial control procedures.


Understanding is not observable Select is observable behavior. behavior. Hint: A well-written learning objective is based on observable behavior. To test the validity of a learning objective, ask yourself, "Can I draw a picture of a learner doing this?" If the answer is yes, the behavior is observable.


The following key words describe observable "fundamental, intermediate and advanced" behaviors. Fundamental: (usually involves behaviors such as describing, naming, listing, comparing and contrasting) define, distinguish, identify, list, name, recall, state, indicate, tell, compare, contrast, explain, rephrase illustrate Intermediate: (usually involves behaviors such as applying principles, selecting, analyzing and classifying) apply, test, choose, solve, demonstrate, analyze, classify, distinguish, recognize, relate, select Advanced: (usually involves behaviors such as formulating, creating, planning and evaluating) write, create, propose, plan, formulate, derive, evaluate, judge, select, determine, develop Hint: A sequence of learning objectives can progress from fundamental to intermediate, or intermediate to advanced. If a sequence progresses from fundamental to advanced without an intermediate step, the learner may not be able to bridge the gap. For example, a learner who can list (fundamental) cash control procedures, probably won't be able to select (advanced) appropriate procedure without first analyzing (intermediate) them.

The REALTOR® Institute program is a national program of real estate instruction administered by the State Associations and consists of 90 classroom hours of education. Curriculum is based upon a set of required, broad core competencies, topics and expected learning outcomes. Competency Student Learning Outcomes Outcomes are purposely designed to be broad in scope. State Associations are expected to write more detailed learning objectives for each topic area. Business Development Participants can develop and implement business building and networking strategies and create a business plan. Sales and Marketing Participants can research and price property, market and show property, and handle offers. Topics

Sales Process


Customer & Client Services

Cultural Diversity Legal & Regulatory Risk Management

Contracts Technology Communications Technology Real Estate Business Technology Professional NAR Code of Ethics & Standards Standards of Practice/Arbitration & Mediation

Participants can work with buyers and sellers on the multiple aspects of the home buying/selling process, such as negotiating, financing, home inspection, settlement procedures, and customer/client follow-up. Participants should be familiar with NAR’s “Pathways to Professionalism” a list of professional courtesies for voluntary use by REALTORS®. Participants will understand the impact cultural diversity has on the Real Estate Business. Participants demonstrate knowledge of disclosure and applicable laws in the area of fair housing, the Americans with Disabilities Act (ADA), agency, employment, antitrust, misrepresentation, and environmental laws and know when to involve qualified professionals. Participants demonstrate knowledge of applicable contract agreements and forms while avoiding unauthorized practice of law. Increase participant’s knowledge and understanding of communications technologies which enhance their professional productivity. Increase participant’s knowledge and understanding of business management technologies which enhance their professional productivity. Participants should be able to demonstrate a working knowledge of technical obligations established by NAR’s Code of Ethics including how to file an ethics complaint or a request for arbitration, the difference between ethics and arbitration, the key factors establishing the procuring cause in a real estate transaction, the difference between mediation and arbitration, and the benefits of mediation.

(Updated 11/04)


While the Code of Ethics and Standards of Practice of the National Association establish objective, enforceable ethical standards governing the professional conduct ® of REALTORS , it does not address issues of courtesy or etiquette. Based on input from many sources, the Professional Conduct Working Group of the Professional Standards Committee developed the following list of professional courtesies for use ® by REALTORS on a voluntary basis. This list is not all-inclusive, and may be supplemented by local custom and practice.

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I. 1.

Respect for the Public Follow the “Golden Rule” – Do unto others as you would have them do unto you. 2. Respond promptly to inquiries and requests for information. 3. Schedule appointments and showings as far in advance as possible. 4. Call if you are delayed or must cancel an appointment or showing. 5. If a prospective buyer decides not to view an occupied home, promptly explain the situation to the listing broker or the occupant. 6. Communicate with all parties in a timely fashion. 7. When entering a property, ensure that unexpected situations, such as pets, are handled appropriately. 8. Leave your business card if not prohibited by local rules. 9. Never criticize property in the presence of the occupant. 10. Inform occupants that you are leaving after showings. 11. When showing an occupied home, always ring the doorbell or knock – and announce yourself loudly – before entering. Knock and announce yourself loudly before entering any closed room. 12. Present a professional appearance at all times; dress appropriately and drive a clean car. 13. If occupants are home during showings, ask their permission before using the telephone or bathroom. 14. Encourage the clients of other brokers to direct questions to their agent or representative. 15. Communicate clearly; don’t use jargon or slang that may not be readily understood. 16. Be aware of and respect cultural differences. 17. Show courtesy and respect to everyone. 18. Be aware of – and meet – all deadlines. 19. Promise only what you can deliver – and keep your promises. 20. Identify your REALTOR® and your professional status in contacts with the public. 21. Do not tell people what you think – tell them what you know. Respect for Property Be responsible for everyone you allow to enter listed property. Never allow buyers to enter listed property unaccompanied. When showing property, keep all members of the group together. Never allow unaccompanied access to property without permission. Enter property only with permission even if you have a lockbox key or combination. 6. When the occupant is absent, leave the property as you found it (lights, heating, cooling, drapes, etc). If you think something is amiss (e.g. vandalism) contact the listing broker immediately. 7. Be considerate of the seller’s property. Do not allow anyone to eat, drink, smoke, dispose of trash, use bathing or sleeping facilities, or bring pets. Leave the house as you found it unless instructed otherwise.

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8. III. 1.

Use sidewalks; if weather is bad, take off shoes and boots inside

property. Respect for Peers ® Identify your REALTOR and professional status in all contacts with other ® REALTORS . 2. Respond to other agents’ calls, faxes, and e-mails promptly and courteously. 3. Be aware that large electronic files with attachments or lengthy faxes may be a burden on recipients. 4. Notify the listing broker if there appears to be inaccurate information on the listing. 5. Share important information about a property, including the presence of pets; security systems; and whether sellers will be present during the showing. 6. Show courtesy, trust and respect to other real estate professionals. 7. Avoid the inappropriate use of endearments or other denigrating language. 8. Do not prospect at other REALTORS®’ open houses or similar events. 9. Return keys promptly. 10. Carefully replace keys in the lockbox after showings. 11. To be successful in the business, mutual respect is essential. 12. Real estate is a reputation business. What you do today may affect your reputation – and business – for years to come.

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