This post offers a unique opportunity to lead our PG Certificate in Learning and Teaching in HE programme and provide additional capacity in our popular MA Education Course.
The Postgraduate Certificate in Learning and Teaching in Higher Education needs an enthusiastic, hard-working and empathetic colleague to provide leadership to a course with strong recruitment. In addition, the MA Education has increased applications by over 45% from last year and requires an additional colleague to join the team, with expertise in the areas of leadership and management and/or mentoring and coaching.
The role is based in the Institute of Education, which is committed to education and inclusion, with interests across the inclusion agenda and in a range of equality and diversity areas. We uphold the overall mission of the University by providing high quality, accessible learning opportunities, promoting academic enquiry and advancement of knowledge. We are friendly, supportive, ambitious, willing to learn and enjoy working with our students. We would like someone with similar attributes to join us in realising our educational aims. This role has a particular focus on supporting and developing colleagues new to teaching in Higher Education.
We provide engaging and transformational learning experiences, to support students from a broad range of backgrounds, to widen participation in higher education, to raise aspirations, make a real difference to communities and to raise the international dimension of our work. In doing so, we are currently strengthening our profile in the areas of learning, teaching, consultancy and research. This is a very exciting time to join our team.
The University of Worcester has long been noted for the high quality and innovative programmes in the field of Initial Teacher Education, Education Studies, Early Years Education, In-service Education and Continuing Professional Development and we continue to be at the forefront of new and exciting developments. The successful candidate will contribute strategically and operationally to the development and delivery of our portfolio. Experience of working with others in a multi-disciplinary team will be an asset, as will experience of working with partner colleges and other organisations for the delivery of off-site modules.
Short-listed candidates invited to interview will be required to deliver a twenty-minute teaching to an audience from the Education team on the following topic:
“Identify one key issue appropriate to the PG Cert Learning and Teaching in Higher Education that you feel to be current and important at the present time. Briefly outline the importance of the issue and demonstrate how you would begin to address this with a group of staff undertaking the programme showing the learning, teaching and assessment strategies you would employ.”
This will be followed by questions and a discussion which will last for up to a further ten minutes. The chair of this group will provide feedback on the presentation and discussion to the interview panel.
Closing date: Thursday 26 Jan 2017
Reference number: IE1604a - 3155
- Job details
- AC3/4 £37,075 - £55,998 per year, with opportunity to progress to £59,400
- Full time
- As soon as possible
- Responsible to
- Head of Centre
- Responsible for
- Interview date
- To be confirmed
Institute of Education
“Our high quality programmes provide innovative and intellectually stimulating teaching, producing the very best professionals to support children, young people and their families.”
Ann Jordan, Head of Institute
The Institute of Education is a large and vibrant Institute which comprises of four Centres; the Centre for Children and Families, Centre for Primary Education, Centre for Secondary & Post-compulsory Education and the Centre for Education & Inclusion. Our overarching mission is to engage in high quality, relevant and informed learning and teaching, underpinned by excellent research. We aim to produce inspirational leaders in education in its broadest sense and produce highly skilled and excellent graduates who will make a positive contribution to society. Our work supports and upholds the overall aims of the University Strategic Plan and we are committed to providing outstanding education and continuing professional development. We are at an exciting time in our development and aspire to continue to build on the excellent progress we have already achieved.
This leadership role provides the opportunity to develop support for Learning and Teaching in Higher Education for colleagues within the university, across the broad range of our provision in all our academic Institutes. In addition, it provides the opportunity to develop leadership and management and/or mentoring and coaching provision for a broad range of colleagues in diverse roles in schools and educational settings across all phases of education.
Our wide range of programmes already contribute significantly to the education, training and development of professionals working with children from early childhood, the wider school work force, initial teacher training and postgraduate development for a wide range of professionals in this field. We are, and continue to be at the forefront in developing programmes which address the needs of professionals working in services for children, young people and adults.
As a large Institute, there are over 700 students training to be teachers at undergraduate and postgraduate level; over 400 students undertaking a range of undergraduate programmes in early childhood and education studies; over 400 students undertaking full and part-time Foundation Degrees in early childhood, learning support and learning and teaching; and around 260 students undertaking Masters or other postgraduate level work. We also have a growing number of full and part-time doctoral students in Education.
Working together, with over 500 schools, academies and colleges, we aim to motivate and empower our students to reach their full potential through excellent, innovative teaching and high quality placements in order to make a transformational contribution to local communities and wider society. All of our provision is based on the strong principles of exceptional partnership and developing reflective professional practice. We have developed strong partnerships locally, regionally and nationally and we embrace new and exciting developments in a range of provision from Early Years through to Further and Higher Education.
The IoE already has an increasingly diverse academic portfolio including Foundation Degrees for the wider educational and early years workforce; undergraduate provision in Teacher Training, Early Childhood and Education Studies; Primary and Secondary PGCE programmes and a range of other school based teacher training through SCITT and School Direct routes, an extensive postgraduate education programme which consists of school-based Masters programmes as well as other taught provision; and research degrees provision including Education Doctorates, MPhil/PhD and PhD by portfolio. The IoE has a very strong profile in gaining and successfully delivering externally funded work which also include a number of contracts in the field of school improvement and working with middle and senior leaders.
Following its successful submission to the REF (2014) there continues to be a strong and growing research culture in the IoE with a focus on research that informs practice and in particular, but not exclusively, the teaching and learning that we offer. All academics are expected to contribute actively to this important agenda and we are committed to working towards a sustainable research environment, which supports staff at all stages of their careers to develop as researchers and also to enhance a research culture which is vital and motivating.
The quality of our programmes and our reputation is rated very highly regionally, nationally and internationally. Initial Teacher Education has regularly achieved exceptional grades in its Ofsted Inspections with Primary ITE, Secondary ITE & FE all being graded as good with outstanding provision, and our Early Years ITT having achieved the highest possible outcome in the QAA audit reports of 2013 and 2014.
- Main duties
1. To lead, support and further develop the Post Graduate Certificate in Learning and Teaching in HE and make a significant contribution to the teaching on the MA Education course in order to enhance the student experience, develop high quality modules and enhance the portfolio of courses and partnerships.
2. To undertake the full range of teaching, course/module leadership and related duties, with due regard to quality assurance and professional conduct and providing high quality learning and teaching.
3. To support the UKPSF within the University of Worcester, providing support for colleagues across a range of levels of experience and seniority.
4. To write or contribute in other ways to academic/professional publications, materials and papers, and other appropriate media as well as making presentations at conferences, team and Institute of Education events.
5. To be research active which will inform your teaching and knowledge base and contribute to the external profile of the University, seeking funding to support this process where possible.
6. To participate in and contribute to development work, including participation in regular team meetings and Institute/UW committee work.
7. To participate in, and contribute to, procedural and administrative aspects of the course, such as student selection, open days, and course and resource management.
8. To liaise with external agencies including national, regional, and local bodies such as Local Authorities, voluntary groups and Partner Colleges in respect of course development and responsibilities, committee membership, and QA procedures for course provision on and off-site.
9. To deputise as appropriate for members of the Senior Leadership Team in matters related to areas of expertise.
*Maintain personal and professional development to meet the changing demands of the job; participate in appropriate training activities and encourage and support staff in their development and training.
*Take steps to ensure and enhance personal health, safety and well being and that of other staff and students.
*Carry out these duties in a manner that promotes equality of opportunity and supports diversity and inclusion, and takes into account the University's commitment to environmentally sustainable ways of working.
- Person specification
Please provide evidence of how you meet each of the essential criteria.
1. A good Honours degree and relevant post graduate qualification (MA/MSc)
2. A specialist interest in and knowledge of Learning and Teaching in Higher Education, with additional interests in Leadership and Management and/or Mentoring and Coaching in Education contexts.
3. At least three year's full time successful HE teaching experience and substantial experience of mentoring or supporting academic staff across a range of levels of experience.
4. Recognition of at least a Fellow or ideally as a Senior Fellow of the HEA or an accredited teaching qualification for the higher education environment.
5. A track record of research and publication (or other means of dissemination).
6. A commitment to providing an excellent student experience, with evidence of engagement with quality enhancement processes, and understanding of pedagogy in Higher Education to inspire and engage students.
7. A clear understanding of evidence-led and research-led teaching, and their contribution to learning, teaching and assessment.
8. Excellent oral and written communication skills with effective interpersonal skills, the ability to work independently and as a member of a team with enthusiasm, flexibility and commitment.
9. ICT competence, including familiarity with the use of a Virtual Learning Environment.
10. Ability and willingness to travel throughout the region and beyond.
1. Doctoral qualification (working towards, if not completed).
2. Senior or Principal Fellow of the HEA or National Teaching Fellow (attained or nominated).
3. Experience of course/project development and management.
4. Experience of recognition panels awarding HEA fellowships.
5. Sustained personal record of research/publications.
Applications from Non EEA Workers:
Prospective applicants are advised to ensure that they are eligible to work in the UK without restriction.
Prospective applicants in points-based system immigration routes should assess their circumstances against the published criteria, which are set out on the GOV.UK website at www.gov.uk/browse/visas-immigration.
Visit www.naric.org.uk/visasandnationality for more information on how you can use a qualification from outside the UK to meet the requirements of the immigration rules.
Unspent convictions, cautions and bind-overs
The University is strongly committed to the fair treatment of its staff and potential staff, regardless of race, gender, religion, sexual orientation, responsibility for dependants, age, physical/mental disability or offending background.
In line with the University's policy on the Recruitment of People with a Criminal Record, shortlisted candidates are required to provide information of any unspent convictions, cautions and bind-overs. Applicants are advised to seek independent advice if there is any doubt about the status of a previous conviction, caution or bind-over. Disclosures will only be considered at the point when an offer of employment is made. The existence of a criminal record will not in itself prevent you from gaining employment.
This is a description of the job as it is presently constituted. This job description is intended to enable a flexible approach to be offered working across the University as required. It is subject to review and amendment in the light of changing needs of the University and to provide appropriate development opportunities. Members of staff are expected to participate fully in discussions about changing requirements and it is the University's aim to reach agreement to reasonable change. If agreement is not possible, it reserves the right to require changes to the job description after consultation with the individual concerned.