JO DESCRIPTION POST TITLE: LECTURER FUNCTIONAL SKILLS ENGLISH POST REF: 13/70 REPORTS TO: SECTION MANAGER DATE: FEUARY 2015 JO PURPOSE: TO TEACH AND TRAIN STUDENTS IN A VARIETY OF LEARNING ENVIRONMENTS KEY RESPONSIILITIES: TO PROVIDE SUPPORT TO LEARNERS TO ENALE THEM TO ACHIEVE THEIR MAXIMUM POTENTIAL 1. To plan the curriculum to meet the needs of the student and the examining/validating body in liaison with the Section Manager. 2. To ensure that all students receive an up-to-date programme of study at the beginning of each course to facilitate student understanding of the objectives of the learning programme. 3. To prepare schemes of work and lesson plans in line with College guidelines and prepare teaching materials in all formats to facilitate student learning. 4. Provide within the programme of study, details of the frequency of assessment of student work, deadlines for completion and assessment criteria. 5. Undertake the role of Personal Tutor/Course Tutor for students, ensuring the adequate provision of support, and implementation of the College s Value Added Schemes. 6. Monitor student attendance, follow up on student absence and complete student withdrawals and destinations as appropriate. 7. Act as internal assessor when required. 8. Provide a stimulating learning environment by making full use of the resources available. 9. Invite regular feedback from students through questionnaires, group discussions and course reviews to facilitate continuous improvement. 10. Organise external activities and visits as appropriate to ensure variety of approach within the learning programme. 11. To support and, where appropriate, discipline students in line with College procedures. 12. Participate in the marketing of courses, and interviewing of students, including preentry guidance, in liaison with the Section Manager. 13. If appropriate to lead a Course Team or as a member of a course team achieve enrolment, retention and achievement targets, and contribute to the planning and setting of targets for the course. 14. To use Information Technology within the College to aid student learning. 15. To participate in the Performance Review process, through self-assessment, teaching observations and staff appraisal, and to contribute to the development planning process to facilitate continuous improvement. 16. To undertake continuous professional development, work shadowing and industrial placements to ensure that you remain up to date in the chosen field. 17. Operate in accordance with current Health and Safety regulations and College policies.
18. To implement the College s Single Equality Scheme. 19. To ensure that Functional Skills in Literacy and Numeracy are fully integrated into all teaching and learning activities. 20. Ensure that opportunities to evidence Functional Skills competency are sign posted for/with the students. 21. To work in partnership with Support Staff which includes sharing of lesson plans and hand outs prior to the start of the lesson. GENERAL EHAVIOURS 1. The College expects that you will work to the highest professional standards and undertake your responsibilities to the best of your ability, setting an example to the staff that you lead and that you will encourage them to work as a professional team. 2. You will be responsible for protecting staff and learners from all preventable harm as per College Safeguarding procedures. 3. You should be courteous in your dealings with colleagues, students and visitors to the College. 4. You will exhibit a positive drive in your desire and efforts to provide learning that will support the College s learning strategies at a level acknowledged as being at the highest level within the further education sector. 5. As a Lecturer in the College you will act with integrity and probity. For new staff to the College, there will be a reduction in their timetable of 25% during the first term to enable them to attend the compulsory induction and initial training programme provided by the College and to meet on a weekly basis with their mentor. 864 Flexible Contact hours (pro rata for 0.5 FTE part time staff is 432 hours) The balance of hours will be other duties. Flexible Contact hours will be made up in total of Guided Learning Hours, which may comprise some of the following activities: Teaching Work based assessment visits Supervision of learners on work placements and educational visits Time-tabled personal tutoring Time-tabled guidance, support and assessment Temporary cover for absent colleagues Time-tabled enrichment activity Invigilation and supervision of examinations/tests Act as course tutor if appropriate. Other duties include: Administration and management of the learners enrolment process Attendance at open days, parents evenings etc. Planning preparation, administration, marking and assessment Participation in target setting, review and self-assessment processes Production and evaluation of learning materials and programmes Contact and liaison with employers, community representatives and other external agencies Interviewing students and prospective students
TERMS AND CONDITIONS Canterbury College Scheme of Conditions of Service 18.5 hours per week, Established Post Salary grade: 22,874-29,734 Pro rata, per annum Occasional evening and weekend work will be necessary Canterbury College is an Equal Opportunities Employer
PERSON SPECIFICATION LECTURER FUNCTIONAL SKILLS ENGLISH ALL STAFF ARE EXPECTED TO UNDERTAKE CPD Requirement Means of assessment Application Interview Reference form Skills and ability Effective written and oral communication Essential Y Y Y Effective organisational skills and ability to work to deadline Essential Y Y Y Effective teamwork skills Essential Y Y Y Ability to motivate, encourage and support students Essential Y Y Familiarity with the use of IT Essential Y Y Actively contribute to the College s Safeguarding practice, procedures, culture and ethos Essential Y Y Y Experience Up to date industrial experience Essential Y Y Working knowledge of industry requirements Essential Y Y Working knowledge of the requirements of Awarding odies Desirable Y Y Experience of lecturing/training/teaching Desirable Y Y Specialist knowledge An ability to teach functional skills in English across the age and ability range Essential Y Y Y Education* Degree or appropriate professional qualification (minimum level 3) Essential Y Maths Level 2 (e.g. equivalent to GCSE grade C or above) Essential Y English Level 2 (e.g. equivalent to GCSE grade C or above) Essential Y IT Level 2 (e.g. equivalent to GCSE grade C or above) Desirable Y Assessor/Verifier Awards Desirable Y Diploma in Teaching in the Lifelong Learning Sector (DTLLS) or PGCE Essential Y Y All contracts of employment will offered subject to and dependent upon the job holder meeting, within a reasonable timescale, the essential requirements of the post, as set out in the person specification above.
Job Description - Competency Framework Profile Competency Key indicators and Positive indicators (what we are looking for) Negative indicators (what we are not looking for) Self management Communication and working with others Resource Management Critical thinking Personal resilience, managing stress, personal effectiveness & efficiency, selfmotivating, enthusiastic, confidence, selfawareness Collaborative, good manners, sharing knowledge, listening, giving and receiving feedback, engaging and networking, negotiation, influencing, presentation skills, public speaking udget management, planning, organisation, prioritising, results focus, quality focus Learner-focus, accuracy, attention to detail, analytical, decision making, judgement, problem solving, creativity, innovative, meeting deadlines Works unsupervised and can motivate self Produces results under pressure Can manage in stressful situations Pushes for the best results Contributes ideas and identifies opportunities to work with others both within the team and across the organisation Willing to provide feedback to sectional colleagues when requested Produces succinct presentations and reports for senior colleagues Understands when to seek senior advice on potentially delicate negotiations Sets and monitors performance against quality and results orientated targets. Focuses on both short and long-term goals Makes the best of internal/external resources and coordinates well with external partners to best meet the needs of the College uilds contingency into projects taking into account possible outside factors Determines and clarifies the exact requirements of any situation Checks information for accuracy and raises concerns if information is inaccurate Extracts the key points succinctly, clearly and accurately Puts forward suggestions for improvement concerning current processes or systems Tries different ways of doing things to get the best results Needs supervision and lacks motivation Unable to work under pressure Unable to effectively cope in stressful situations (when situation is familiar) Only interested in completing the task and not in the level of output Pays lip-service to cross-organisational collaboration and fails to identify opportunities for working collaboratively Unwilling to seek advice when negotiating with others on complex or delicate matters Too focused on tasks or projects that are not strategic priorities Over commits themselves or section Does not take into account resource or budgetary factors when making decisions Fails to build sufficient contingency into plans and projects Does not utilise information effectively and presents reams of description without extracting major points. Does not question and review current systems and processes used Fails to seek and accept constructive feedback from colleagues on ideas Gives up easily when faced with obstacles
Adaptability Adaptable, flexible, multi-tasking, dealing with new situations Overcomes obstacles and is not deterred by setbacks; checks assumptions and first principles and works out alternative approaches Reacts proactively to new challenges and works in a flexible manner to produce solutions Provides feedback and participates on discussions surrounding new ideas approaches or projects Delegates effectively, setting clear expectations and authority Monitors results and feeds back to team on a regular basis Recognises others contributions and acknowledges their limits Helps others to identify ways to improve their performance Prioritises supervisory responsibilities and carries them out in a timely fashion Understands and can identify learner /staff/ partner needs and looks for opportunities to improve their experiences Demonstrates respect and discretion when dealing with staff Emotionally intelligent; understands the emotional responses of others to challenges and their impact on others Adapts style appropriately when leading different people in different situations Thinks long term Keen to see direct reports /team members take credit for successes Takes time to know team Is unwilling to consider new ideas or approaches Is unreceptive to and overly critical of changes to their normal tasks Does not participate in discussion around new ideas, approaches or projects Managing People and relationships Delegating, empowering, motivating others, developing staff, building rapport, discreet, empathetic, diplomatic, managing conflict Fails to supervise others effectively Fails to treat all staff fairly and consistently; plays favourites Fails to recognise others contributions Fails to set clear expectations and authority when delegating tasks Is unavailable to the people they manage Leadership Vision and strategic direction, inspiring others, managing change, developing team, entrepreneurship, espouses College values and ethic, analytical and problem solving, self belief Fails to recognise effects of own behaviour on others Avoids conflict situations