JOB DESCRIPTION/ CANDIDATE SPECIFICATION

Transcription

1 JOB DESCRPTON/ CANDDATE SPECFCATON POST DEPARTMENT SALARY HOURS RESPONSBLE TO Lecturer Electrical and Electronic Engineering Maths, Computing, Engineering & Technology 20,271-36,072 per annum inclusive of LW dependant on qualifications and experience (pro rata for part time contracts). 36 hours per week (pro rata for part time contracts) Curriculum Manager Technology, Engineering & Computing JOB PURPOSE To fulfil the professional standards expected of all teachers and thereby create effective and stimulating opportunities for learning that enables the development and progression of all learners. MAN DUTES AND RESPONSBLTES Please note that it is expected that teaching duties, as outlined in this section of the job description, will be undertaken in accordance with the Teachers Standards (DfE January 2012) and the Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector (LLUK/FL). The expectations are set out in more detail in appendix A. The job description is subject to periodic review. Plan and deliver high quality teaching on a range of courses within the curriculum area (vocational and non-vocational). mplement assessment procedures in accordance with College policies and the requirements of awarding bodies and prepare and participate in internal and external verification and moderation procedures including attendance at associated meetings. n accordance with College policies and guidelines, maintain course and learner records; carry out tracking and monitoring of learner performance and provide information, data and statistical returns as required, using student record information systems as required. Adopt a consistent approach in dealing with student discipline in accordance with College policies. Liaise with members of the Tutorial team and, as appropriate, with parents/carers in the support of learners. Attend parents evenings. Cover classes for absent colleagues in accordance with College guidelines, which may be reviewed from time to time. Work with members of the Department s management team and departmental colleagues in the development, review and evaluation of the curriculum, including contribution to the self assessment process. Contribute to the preparation of course materials. Carry out administrative tasks related to courses and attend meetings as required by the Department s management team.

2 Maintain a practical understanding of service standards and Quality mprovement initiatives relevant to the department and work to these standards, engaging in personal and professional development as appropriate. Be alert to any indication or allegation of abuse and take appropriate action under the College safeguarding procedures for the protection of children and vulnerable adults. Promote equality of opportunity and diversity in all aspects of the job and challenge inequality and discrimination and/or report concerns as appropriate. Support the College management in all health and safety matters and take reasonable care for the health and safety of yourself and other persons who may be affected by your acts or omissions at work. Support the marketing of courses both inside and outside the College including attendance at open events. This will involve flexible working (i.e. occasional evenings and weekend working). Assist as required in enrolment procedures. This will involve flexible working (i.e. occasional evenings and weekend working). Undertake any other duties consistent with the objectives and level of responsibility of the post as may be required by the Departmental management team and/or College Directorate Group. Undertake all duties and responsibilities in accordance with College policies and relevant legislation, inclusive of Equal Opportunities, Health & Safety, Data Protection, Child and Vulnerable Adult Protection, Financial regulations and Quality frameworks. To report any concerns to the appropriate person. Supplementary duties and responsibilities for certain lecturing posts: f required, act as a personal tutor for groups of learners. Assess, review and record learner progress in the workplace. Liaise with employers in the support of learners and trainees.

3 APPENDX A: EXPECTATONS OF ALL TEACHNG STAFF Richmond upon Thames College expects the practice of all teaching staff to be of the highest quality. The following sets out the expectations the College has of its teaching staff. These details reflect the Teachers Standards (DfE 2012) and the Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector (LLUK/FL). Teaching and Learning Provide learning activities which meet curriculum requirements and the aims and needs of all learners. Plan and use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence and learner autonomy. Establish a purposeful and motivating learning environment where learners feel safe, secure, confident and valued. Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behaviour and attitudes. Select and develop a range of effective resources, including appropriate use of new and emerging technologies ensuring they are inclusive, promote equality and engage with diversity. Evaluate the efficiency and effectiveness of own teaching, including consideration of learner feedback and learning theories. Use mentoring and/or coaching to support own and others professional development, as appropriate. Use listening and questioning techniques appropriately and effectively in a range of learning contexts. Evaluate and improve own communication skills to maximise effective communication and overcome identifiable barriers to communication. Collaborate and communicate appropriately with colleagues and external agencies to encourage learner progress. Provide opportunities for learners to understand how the specialist area relates to the wider social, economic and environmental context. Work with learners to address particular individual learning needs and overcome identified barriers to learning. Work with colleagues with relevant learner expertise to identify and address literacy, language and numeracy development in own specialist area. Assessment for learning Devise, select, use and appraise assessment tools, including where appropriate, those which use new and emerging technologies. Develop, establish and promote peer- and self-assessment as a tool for learning and progression. Design and apply appropriate methods of assessment fairly and effectively.

4 Apply appropriate assessment methods to produce valid, reliable and sufficient evidence. Collaborate with others, as appropriate, to promote equity and consistency in assessment processes, participating fully in internal and external verification. Ensure that learners understand, are involved and share in responsibility for assessment of their learning. Contribute to the organisation s quality cycle by producing accurate and standardised assessment information, and keeping appropriate records of assessment decisions and learners progress. Professional values and practice Use opportunities to highlight the potential for learning to positively transform lives and contribute to effective citizenship identifying the transferable skills they are developing, and how these might relate to employment opportunities. Encourage learners to recognise and reflect on ways in which learning can empower them as individuals and make a difference in their communities. Share good practice with others and engage in continuing professional development through reflection, evaluation and the appropriate use of resources. Conform to statutory requirements and apply codes of practice including appropriate consideration of the needs of children, young people, and vulnerable adults and equality of opportunity. Keep accurate records which contribute to organisational procedures. Evaluate own contribution to the organisation s quality cycle. Access and progression Refer learners to information on potential current and future learning and career opportunities and appropriate specialist support services. Provide learners with appropriate information about the organisation and its facilities, and encourage learners to use the organisation s services, as appropriate. Provide effective learning support, within the boundaries of the teaching role.

5 PERSON SPECFCATON The selection process will involve assessments being made on the extent to which applicants meet the criteria listed in the table below. The methods by which each of the selection criteria are expected to be assessed are identified in the table. AF = Application Form SS = Supporting Statement = nterview PE = Practical Exercise(s) How Assessed 1. Hold a relevant degree or equivalent qualification AF 2. Hold a recognised full teaching qualification or be willing to undergo teacher training in line with current regulations AF 3. Level 2 Maths and English AF 4. Good subject knowledge and understanding of the relevant curriculum, qualification and quality frameworks 5. A clear understanding of the features of high quality teaching and learning in the post-16 sector 6. Proven good standard of teaching skills and abilities or demonstrable potential to attain the highest standards of teaching 7. nnovative and competent in utilising all available resources to provide a stimulating learning environment, including use of the virtual learning environment (VLE) 8. Effective in managing behaviour and in motivating all learners to make a positive contribution to the learning environment and fulfil their potential for learning 9. Effective in using a broad range of assessment measures as a driver for improving learners performance 10. Demonstrable commitment to achieving the highest possible standards for all learners with a proven record of enabling learners to fulfil their potential 11. Excellent team-working skills with a record of working co-operatively to achieve individual and team goals 12. Excellent interpersonal skills and the ability to communicate effectively, both verbally and in writing, with all stakeholders AF/ AF/ AF//PE /PE AF//PE AF/ 13. Good administrative and organisational skills 14. Proficient in Microsoft Office applications (Word, Excel, PowerPoint, nternet and ) and in using student record information systems 15. Demonstrable effectiveness in promoting equality and diversity through teaching, managing the learning environment and challenging discriminatory behaviour and attitudes 16. Commitment to the safeguarding of all learners