Minimum Standards for a Level A Academic (Associate Lecturer)

Transcription

1 POSITION TITLE: Associate Lecturer AGREEMENT: Avondale College Enterprise Agreement FACULTY/DEPARTMENT: LEVEL & STEP: Level A DATE: Hours: 38 Avondale College of Higher Education is a private, Seventh-day Adventist, not-for-profit higher education institution located in NSW, Australia. It offers 43 Higher Education courses from Associate Degree to Doctoral level, and 3 Vocational Education courses implementing the Outdoor Recreation National Training Package. Avondale employs academic staff in both the higher education and vocational education areas, general staff which support both areas, and students. Conditions of employment are outlined in the Enterprise Agreement for Staff (2010) and the Collective Agreement for Students (2008). Minimum Standards for a Level A Academic (Associate Lecturer) A Level A academic will work with support and guidance from more senior academic staff and is expected to develop their expertise in teaching and research with an increasing degree of autonomy. A Level A academic will normally have completed four years of tertiary study or equivalent qualifications and experience and may be required to hold a relevant higher degree. A Level A academic will normally contribute to teaching at the institution at a level appropriate to the skills and experience of the staff member, engage in scholarly, research and/or professional activities appropriate to their profession or discipline, and undertake administration primarily in relation to their activities at the institution. The contribution to teaching of Level A academics will be primarily at undergraduate and graduate diploma levels. NOTE: Level A consists of 8 Steps and staff are expected to show increasing levels of achievement in the skill base for each step by demonstrating improvement in some/all of the following: (a) curriculum development and review; (b) contribution to decision-making processes in the College; and (c) the development of links with universities, denominational entities, industry and/or relevant professions. KEY PERFORMANCE INDICATORS KPI 1: Occupational Health & Safety Obligations : 1. Cooperate with the administrators of the College in anything that you do or are required to do in order to ensure a safe workplace 2. Ensure that your actions do not put others at risk 3. Work safely 4. Use and maintain machinery and equipment properly 5. Obey all safety rules and safe work procedures 6. Wear or use any prescribed safety equipment 7. Participate in training programs as required 8. Fix unsafe conditions/hazards if you are able to and it is safe for you to do so, otherwise report them immediately to your supervisor/team leader 9. Report accidents or near misses by filling out Incident/Hazard Reports 10. Cooperate with arrangements made to assist the return-to-work of ill or injured employees 1

2 KPI 2: LEARNING AND TEACHING 2.1 Demonstrate sound teaching informed by current scholarship 2.2 Demonstrate increasing competence in curriculum development 2.3 Provide instructional methods and presentations that inspire and motivate student engagement. 2.4 With support, and under guidance of more senior members of staff, contribute to the development of curriculum materials that extend students beyond surface-level approaches to learning. 2.5 Enhance the research-teaching nexus by applying your own research to teaching. 2.6 Respect the development of each student as an individual by encouraging exceptional students to reach their highest potential; providing remedial support to students as needed; and provide academic support to students at risk. 2.7 Assess student achievement so that it supports learning, fosters students selfevaluation and aspiration to excel. (s) Analysis of student evaluations of instruction (SEQ) Reflections on teaching competence during the Performance, Review, Planning and Professional Development process Presentation of peer, supervisor, moderator, or external reports of your contribution to course development and/or teaching materials. For example by: Develop on-campus curriculum materials. Develop distance education units and supporting materials. Develop e-learning resources and content. Develop teaching/learning materials to assist international students and students from equity groups. Analyse and act on student feedback on units taught. In the design of curriculum materials. Reports from external moderators and external examiners. Developing practices that foster self-directed learning in students. Comments from students, staff and external personnel. Feedback from external sources such as alumni and employers. Developing a foundational model/philosophy underpinning teaching in the discipline area; Developing a foundational theoretical framework for developing students learning in the discipline area; Samples of unit outlines, reading lists, assessment tasks and/or other curriculum materials demonstrating teaching and learning informed by current scholarship and research. A contribution to institutional policy development and strategic planning to enhance learning and teaching. Evidence of working with the Equity Officer in modifying the curriculum for students with disabilities; Evidence of developing extended learning programs for gifted and talented students. Assess that all students are working to their ability. Utilisation of students self-reports Assessments of student s entering skill-base and utilizing that information in unit development 2

3 2.8 Reflect on your teaching and disseminate good teaching practices. Reflections on the learning and teaching materials relating to the units you are teaching. Publications on the enhancement of learning and teaching and/or the teaching of your discipline. Presentations at conferences, seminars, workshops and professional meetings on the teaching of your discipline. Receiving external grants for projects on the enhancement of learning and teaching. KPI 3: RESEARCH AND SCHOLARSHIP 3.1 Engage in research projects relevant to the discipline area. 3.2 Disseminate research findings Completion of a research project Feedback from a collaborator, editor, supervisor Significant creative/artistic/performance activities. Presentation of papers at conferences, seminars, workshops, academic/professional meetings. Publication of the results of your research 3.3 Where possible join collaborative teams that are applying for external funding for teaching, learning, research or community projects. Discipline based projects Community based projects 3.4 Aim to produce some publications of your work. 3.5 Engage in Scholarship Conference papers (non-refereed) Conference papers (refereed) Journal articles (non-refereed) Journal articles (refereed) Reviews Individual art exhibitions or performances Original compositions Portfolio of creative works Portfolio of curriculum materials developed. KPI 4: COMMUNITY ENGAGEMENT 4.1 Participate with the academic, professional, or general community in areas of your academic or professional expertise Seminars on learning and teaching. Seminars conducted by professional organisations Acting as an anonymous peer reviewer for a refereed journal. Provision of academic/professional advice or information to government, industry, professional, community and/or church organisations. Membership of and contribution to academic, or professional associations. Organisation of conferences. External moderation for other higher education providers. Academic/professional partnerships and/or 3

4 collaboration with universities, industry, denominational entities and/or relevant professions. Service on policy or advisory bodies for government, industry, denominational, professional and/or community groups. Non-HERDC-reportable publications in an area of your academic/professional expertise. Dissemination of specialised knowledge to the public via magazine or newspaper articles or other media. 4.2 Locate a mentor and engage with that person frequently in seeking advice on the development of your academic skills. For example by Prepare of portfolio of your developing skills. KPI 5: ADMINISTRATION OF UNITS (AND/OR COURSES) 5.1 Under supervision perform administrative tasks related to learning and teaching. Contribute to course reaccreditation documents. Undertake special assignments and/or projects Demonstrate capacity in functioning at a higher academic level. KPI 6: CONTRIBUTION TO GOVERNANCE OF THE INSTITUTION 6.1 Participate in academic governance at the institutional, faculty, course, or unit level as Contribute to collegial decision-making processes, appropriate. institutional planning and policy development. Contribute to projects, course discussion or unit development as appropriate. Contribution to the various processes of the College. KPI 7: MAINTAIN AND IMPROVE YOUR CURRENT SKILL-BASE 7.1 Undertake professional development. For example by: Attending conferences/seminars/workshops. Engaging in professional practice relevant to your discipline. Undertaking study programs or other activities such as short courses. KPI 8: ADVANCE THE MISSION AND ETHOS OF THE INSTITUTION 8.1 Contribute to Avondale s Adventist Christian ethos. 8.2 Integrate Avondale s mission, values, ethos and philosophy of education into curriculum and teaching. 8.3 Engage in the spiritual activities of the institution Lead in spiritual activities of Avondale Lead in service activities involving students. Make significant contributions to the cultural life of the College. Provide pastoral care and support of students at both individual and class level. 4

5 REPORTING RELATIONSHIPS Supervisor s title: Other positions reporting to the supervisor: Other relationships: DEAN OF THE FACULTY ACADEMIC STAFF OF THE FACULTY GENERAL STAFF OF THE FACULTY 5