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Principal Lecturer in Technology Enhanced Learning

This post offers a unique opportunity to appoint someone who can contribute to a subject area of education in our portfolio as well as having creativity and flair to be able to lead the IoE agenda in Technology Enhanced Learning, representing the Institute more widely in relation to the University agenda in this area. Your area of specialism should contribute to one aspect of our current education provision.

This Principal Lecturer post needs an enthusiastic, hard-working and empathetic colleague who can provide leadership in Technology Enhanced Learning in order to shape the Institute strategy and inform and measure the enhancement of student learning. The importance of TEL, as we prepare for the TEF, will be relevant to both the metrics for teaching quality and learning environment.

The role is based in the Institute of Education, which is committed to education and inclusion, with interests across the full spectrum of education 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 also supporting and developing staff understanding of TEL as well as enhancing the student journey through developing innovative learning technologies.

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 and there could be opportunity to lead continuing professional development in this area as well as developing on line provision for some courses.

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, including ITT computing if they have QTS. Experience of working with others in a multi-disciplinary team will be an asset, as will experience of working in schools or with partner colleges and other organisations.

Short-listed candidates invited to interview will be required to deliver a fifteen-minute staff development session to an audience from the Education team on the following topic:

‘Technology enhanced learning (TEL) has a key role to play in the achievement of the University’s core objectives in relation to providing an outstanding educational experience for all students. What does the term TEL mean to you in the context of HE and how might you lead the introduction to and development of the strategy for the Institute of Education?’

The chair of this group will provide feedback on the presentation and discussion to the interview panel.

This will be followed by a 15 minute teaching session in which you identify an aspect of education in which you are a specialist and demonstrate how you would incorporate appropriate use of technology to support the learning outcome(s) of the session. The session can be aimed at Level 5, 6 or 7.

 In the supporting statement of your application form please give evidence to demonstrate how you meet the essential criteria listed in the person specification; you are advised to address each item on the person specification in turn and give specific examples of activities you have undertaken.

 

Closing date: Sunday 11 Mar 2018

Reference number: IE1804 - 3525

Job details

Job details

Salary
AC4 - £49,149 - £56,950 with opportunity to progress to £60,410
Hours
Full time
Start
September 2018
Duration
Permanent
Responsible to
Head of Centre
Responsible for
N/A
Interview date
To be confirmed

Institute of Education

Explore the 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

Background

Background

We strive to be an outstanding university at which to be both a student and a member of staff. We have a national reputation as a very friendly community, where both staff and students feel genuinely valued and empowered to make a meaningful contribution. We are one of the fastest growing universities in the UK. We are now a community of over 10,000 students and 1,000 staff members, drawn from over 60 countries and a wide variety of disciplines; we are a major employer in the region.

We are committed to offering our staff the creative combination of challenge, opportunity and support which is needed to grow personally and professionally. Having the best people work at the University is central to the University’s on-going and future success. We offer you a comprehensive induction, extensive staff development opportunities and a wide range of benefits including generous holiday allowance, pension scheme and access to excellent facilities. Staff can also access the University’s wide array of sports, educational and leisure facilities.

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 new leadership role provides the opportunity to lead and develop the Institute’s expertise in Technology Enhanced Learning and Teaching, contributing across the broad range of our provision and engaging appropriately to the wider University agenda.

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

Main duties

1. To lead, support and further develop the TEL agenda in the Institute of Education and make a significant contribution to widening participation through the development of our provision for flexible learning opportunities and high quality blended and distance online learning programmes.

2. To act as a digital leader, being a champion and model for the use of digital technologies, including use of social media in learning and teaching to support the student experience.

3. To inspire innovation and increase effectiveness in teaching, learning and assessment in order to support the academic, personal and professional development of students and equip them with the understanding and skills to be effective in a digital world.

4. To make a positive contribution to the teaching and development of one area of our existing provision (including ITT for those with QTS).

5. To lead and/or support new course developments in embedding aspects of TEL to maximise opportunity for sustained growth in student numbers including through curriculum design for on-line opportunities.

6. To provide support to colleagues in order to enhance the student experience, develop high quality modules and enhance the portfolio of courses and partnerships through developing digital fluency.

7. 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.

8. 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.

9. 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 opportunities.

10. To participate in, and contribute to, procedural and administrative aspects of the course, such as student selection, open days, and course and resource management.

11. 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

Person specification

Please provide evidence of how you meet each of the essential criteria.

 
Essential Criteria

1. Degree qualified

2. A relevant post graduate qualification in a cognate area

3. Proven management of TEL project deliverables, strategic vision, and the ability to inspire and understand the innovative use of technology in enhancing learning, teaching, assessment, curriculum design and delivery processes

4. At least 3 years HE teaching experience

5. A track record of research and publication (or other means of dissemination)

6. Evidence of providing an excellent student experience, with understanding of pedagogy in the subject area to inspire and engage students.

7. A clear understanding of and engagement in, 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. IT and digital literacy competence, including familiarity with the use of a Virtual Learning Environment.

10. Ability and willingness to travel throughout the region and beyond.

 

Desirable Criteria

1. UK Qualified Teacher Status and successful teaching of National Curriculum computing subject content in school or ITT

2. Doctoral qualification (working towards, if not completed).

3. Recognition as a Fellow of the HEA.

4. Experience of designing and supporting on line learning.

5. Experience of course/project development and management.

6. Sustained personal record of research/publications.

 

*Newly appointed staff who do not already hold HEA professional recognition or a HE teaching qualification, will be required to achieve this within three years of their appointment to the post, either through completion of the PG Cert Learning and Teaching in HE, or for those with significant experience of teaching in HE, via the University’s accredited CPD scheme conferring Fellowship at the appropriate level.

Disclosure This employment is exempt from the Rehabilitation of Offenders Act 1974. Candidates will be required to declare any criminal convictions; cautions or bind-overs, including any that would be regarded as spent under the Act in other circumstances. If you are selected for appointment you will be required to apply to the CRB for clearance.


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.

 

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