The staff team in the Centre for Education and Inclusion (one of four Centres which make up the Institute of Education). is looking for an enthusiastic, hard-working and empathetic colleague.
We are committed to both education and inclusion, with interests across the inclusion agenda and in a range of equality and diversity areas. 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.
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.
The University of Worcester has long been noted for the high quality and innovative programmes in the field of Education Studies, 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 programmes within the Centre, most notably the BA (Hons) Special Educational Needs, Disabilities and Inclusion. They will also contribute to a range of other courses in the Centre for Education and Inclusion as part of our expert team planning and delivering a range of courses including with our partners in the region and further afield. Experience of working with others in a multi-disciplinary team will be an asset.
Programmes within the Centre for Education and Inclusion include the BA (Hons) Education Studies, the Foundation Degree in Learning Support, Undergraduate and Postgraduate Continuing Professional Development (including the BA Hons Professional Practice in Somerset and Cornwall) a Masters in Education with specialist pathways (including SEN), the National Award in Special Educational Needs Coordination and the supervision of doctoral research.
Short-listed candidates invited to interview will be required to give a 15-minute teaching input to an audience of around eight members from the Institute of Education:
"Introduce the term Special Educational Needs to a first year undergraduate audience, as if for the first session of their degree programme".
This will be followed by questions / discussion lasting around ten minutes. The chair of this group will provide feedback on the teaching session and discussion to the interview panel.
Closing date: Monday 13 Nov 2017
Reference number: IE1714 - 3441
- Job details
- AC2 /3 £32,547 - £47,723 a year, with opportunity to progress to £52,131 a year
- Full time
- April 2018
- Responsible to
- Head of Centre for Education and Inclusion
- Responsible for
- Interview date
- To be confirmed
The Institute of Education is a large and vibrant Institute which comprises of four Centres; the Centre for Education and Inclusion, the Centre for Children and Families, the Centre for Primary Education, and the Centre for Secondary & Post-compulsory Education. 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.
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
1. To undertake the full range of teaching, course/module leadership and related duties, with due regard to quality assurance and professional conduct and to providing high quality learning and teaching.
2. To contribute to the work of the team and work in collaboration on planning and delivering existing provision as well as developing new opportunities to enhance the Centre’s portfolio.
3. To contribute to the recruitment, teaching and management of Education degrees and Continuing Professional Development programmes as a member of the relevant teaching teams.
4. To write or contribute in other ways to academic/professional publications, materials and papers, and other appropriate media. This may include making presentations at conferences, team and Institute of Education events.
5. To conduct individual or collaborative research, which will inform your teaching and knowledge base and contribute to the external profile of the University, and to seek funding to support this process.
6. To participate in and contribute to development work, including participation in regular team meetings and Institute/UW committee work.
7. To participate in, and contribute to, procedural and administrative aspects of the course, such as student selection, open days, and course and resource management.
8. To liaise with external agencies including national, regional, and local bodies such as Local Authorities, voluntary groups and Partner Colleges in respect of course development and responsibilities, committee membership, and QA procedures for course provision on and off-site.
9. To deputise as appropriate for the Head of Centre for Education and Inclusion 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
Please provide evidence of how you meet each of the essential criteria.
1. A Masters degree or equivalent in a relevant area.
2. A specialist interest and expertise in Special Educational Needs, disability issues and inclusion, with additional interests allied to the field of Education Studies
3. Successful HE teaching experience or substantial experience of leading professional development for adult students in the area of special educational needs and disabilities.
4. Commitment to and some experience of writing or contributing to publications or disseminating professional/academic information to a wider audience using other appropriate media, related to the focus of the post. This may include making presentations at conferences, staff events or exhibiting work at other appropriate events.
5. A willingness to engage in research in a manner appropriate to career stage and experience, with evidence of specific interests and intentions.
6. Ability to communicate confidently and clearly with a wide range of people, both orally and in writing.
7. Enthusiasm, flexibility and commitment.
8. Effective interpersonal skills, with the ability to work independently and as a member of a team.
9. ICT competence, including familiarity with the use of a Virtual Learning Environment.
10. Ability and willingness to travel throughout the region and beyond.
1. First-hand experience of recent and current initiatives in the field.
2. Doctoral qualification (working towards, if not completed).
3. Fellowship of the Higher Education Academy
4. Experience of course/project development and management.
5. Experience of working in a multi-disciplinary team.
6. 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.
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.