As a good provider of ITE across all our provision, we are nationally recognized for our overall quality and high sustained employment rates of our training teachers.
In this context, the Institute of Education is seeking to appoint two inspirational and excellent Primary English specialists with a strong commitment to maintain and further develop our excellent reputation in teacher training. We are looking to appoint two additional outstanding colleagues to this already excellent team of English specialists.
The successful appointees will have significant and relevant primary teaching experience along with some successful experience of initial teacher education, teaching in Higher Education or teaching adults. There is opportunity for an appropriately qualified and experienced applicant to take on a Subject Leadership or Course Leadership role in Initial Teacher Education in the future.
The successful applicants will contribute to subject and module leadership, course development and teaching in their area of English, on our range of undergraduate and postgraduate ITE courses as well as on postgraduate professional development programmes for practising teachers and other professionals working with children. In order to maintain our strong reputation for and commitment to an excellent student experience we are seeking an inspirational teacher for this role who can model excellent practice in their teaching and inspire trainee teachers to achieve their potential in the classroom.
A clear commitment to practice-based research and publication is an essential requirement and you should demonstrate some evidence of your developing profile in this particular aspect of academic work to date. We anticipate the successful applicants will actively engage in continuing their own professional and academic development, demonstrating their love of learning.
Short-listed candidates invited to interview will be required to present for 10 minutes on the following topic:
We are committed to meeting the individual needs of our students in order to support them to become the very best teachers that they can be. How will you support this aim, particularly to help them become ‘outstanding’ future teachers of English?
Followed by a ten minute teaching session that would be appropriate for first year undergraduate students:
Choose a concept or skill that you regard as key in the teaching of English. Introduce this as if to a group of first year undergraduate trainee primary school teachers, focussing on knowledge, skills and understanding, you would include suggest an appropriate classroom activity and the pedagogical approach you would use.
The chair of this group will provide feedback on the presentation to the interview panel.
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: Wednesday 20 Dec 2017
Reference number: IE1718 - 3469
- Job details
- AC 2/3 £32,547 - £47,723 a year, with opportunity to progress to £52,131 a year
- Full time
- As soon as possible
- Responsible to
- Head of Centre for Primary Education
- Responsible for
- Interview date
- Interviews to be held on Wednesday 17th January 2018
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.
We also provide support for Learning and Teaching in Higher Education for colleagues in the University, across the broad range of our provision in all our academic Institutes. In addition, we provide opportunities to develop leadership and management and mentoring and coaching provision for a broad range of colleagues in diverse roles in schools and other 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 variety 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 350 students undertaking undergraduate programmes such as early childhood, education studies and special educational needs courses; over 200 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 as well as 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 for University Tutor (Teaching) and Senior Lecturer role:
1. To undertake the full range of teaching, course/module leadership, workplace assessment and related duties, with due regard to quality assurance and professional conduct.
2. To support leadership and development of work in primary English, participate in and contribute to development work of the department, including participation in regular team meetings and Institute/UW committee work.
3. To contribute to the process of monitoring and profiling students and to fulfil a personal tutor or mentor role.
4. To contribute actively to planning, developing and delivering courses and new provision within your specialism, including postgraduate professional development courses for practitioners.
5. To conduct individual or collaborative practice-based research which will inform your teaching and knowledge base as well as educational practice.
6. To participate in, and contribute to, procedural and administrative aspects of the course, such as student selection, open days, exam’ boards and course and resource management.
7. To work in partnership with external agencies including, for example, national, regional, and local bodies such as NCTL, Ofsted, Local Authorities, professional bodies, schools and subject associations.
8. To deputise as appropriate for the Head of Centre in matters related to areas of expertise.
In addition for a Senior Lecturer post:
9. To write and contribute to academic/professional publications, materials and papers, or using other appropriate media to disseminate. This may include making presentations at conferences, team and Institute of Education events.
*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.
Essential for all posts:
1. A first degree or equivalent in a relevant subject area, and qualified teacher Status (QTS) (Please include your DfE QTS number).
2. Successful teaching experience in primary school, including in your specialist area of English and experience of supporting teacher training students either in HE or school.
3. Evidence of using or undertaking research to inform your own teaching and practice in the field.
4. Successful experience of being a team player and of being a leader.
5. Excellent oral and written communication skills and ability to use a wide range of IT resources.
6. Enthusiasm, flexibility and commitment with effective interpersonal skills.
7. Ability and willingness to travel throughout the region.
In addition for those willing to be considered for Senior Lecturer:
8. A Masters level qualification.
9. Commitment to and some experience of writing or contributing to professional audiences by disseminating professional/academic information using other appropriate media.
10. Commitment to and some experience of undertaking research both to inform own teaching and practice in the field.
1. Ability to offer expertise in a second subject or area of professional practice.
2. Personal record of research/publications in aspects of your expertise.
3. Experience of leading and managing projects to successful completion, including externally funded.
*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.
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.