We continue to be at the fore-front of new and exciting developments and are internationally recognised for our publications within the field.
In this context, the Institute of Education is seeking to appoint an inspirational, enthusiastic and excellent professional senior lecturer in early years with a commitment to integrated working across professional boundaries. The person appointed will join a multi-disciplinary team in the planning and delivery of a range of courses. Our courses relate to the holistic needs of young children and their families. We welcome applications from a range of diverse disciplines and backgrounds, including child health, early years and social care. Some of our programmes are taught at different locations in the region, thus some flexibility and a willingness to travel will be important.
Programmes within the Centre for Children and Families include Foundation Degree in Early Years, BA (Hons) Early Childhood (Professional Practice), BA (Hons) Integrated Working with Children and Families and Early Years Initial Teacher Training as well as postgraduate provision. We also have a growing portfolio of Flexible and Distributed (blended on line and face to face) programmes, therefore competency working within this environment will also be important. Specific expertise to contribute to the range of courses will be expected. The successful applicant will also demonstrate an active interest in practice-based research and be willing to promote professional development in the sector. There may be an opportunity for the successful candidate to take on course leadership if suitably qualified.
Short listed candidates invited to interview will be required to give a 15 minute teaching session to an audience of around 8 – 10 members of staff from the Institute of Education, followed by an opportunity for them to then ask questions:
"Introduce the concept of Bronfenbrenner’s Ecological systems theory in relation to working with children and their families. This session should be aimed at students studying at level 4."
The chair of this group will provide feedback to the interview panel.
Closing date: Monday 13 Nov 2017
Reference number: IE1713 - 3439
- Job details
- AC3 £37,705 - £47,723 a year, with an opportunity to progress to £52,131 a year
- Full time
- April 2018
- Responsible to
- Head of Centre for Children and Families
- Responsible for
- Interview date
- Interview date to be confirmed
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.
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, including workplace assessment, with due regard to quality assurance and professional conduct.
2. To contribute to the process of monitoring and profiling students’ developing competencies or professional standards as appropriate, and fulfill a personal/academic tutor and mentor role.
3. To contribute to the teaching and management of Early Childhood, Postgraduate Professional Development and other IoE programmes as a member of the relevant teaching teams.
4. To write and contribute to academic/professional publications, materials and papers, or using other appropriate media to disseminate. This will include making presentations at conferences, team and IoE events or exhibiting work.
5. To conduct individual or collaborative practice based research which will inform your teaching and knowledge base as well as early childhood practice
6. To be concerned to ensure high quality teaching and learning in aspects of the work undertaken.
7. To participate in and contribute to development work, including participation in regular team meetings and Institute/UW committee work.
8. To participate in, and contribute to, procedural and administrative aspects of the course, such as student selection, open days and interviewing, and course and resource management.
9. To liaise with external agencies including national, regional, and local bodies such as Local Authority, Partner Colleges in respect of course responsibilities, committee membership, and QA procedures for course provision on and off-site.
10. To deputise as appropriate for the Head of Centre for Children & Families 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 first degree or equivalent in a relevant area.
2. Masters (or working towards).
3. Some successful HE teaching experience or substantial experience of leading professional development for adult students in early year’s education.
4. Professional experience in early childhood services or related areas.
5. Commitment to and some experience of writing or contributing to publications and disseminating professional/academic information to a wider audience using other appropriate media. This may include making presentations at conferences, staff event or exhibiting work at other appropriate events.
6. Commitment to and experience of undertaking practice based enquiry/research both to inform your own teaching and/or practice in the field.
7. Effective interpersonal skills including excellent oral and written communication skills.
8. Ability to work independently and as a member of a multi-disciplinary team.
9. A good awareness of recent national / international initiatives and Government policies in the relevant area of specialism.
10. Ability to work flexibly and to travel throughout and beyond the immediate region.
11. ICT competence for teaching and administrative purposes.
1. Ability to contribute to delivery of EYITT or QTS (early years) including holding a QTS qualification.
2. Doctoral qualification in a related area (or underway).
3. Experience of supervising PhDs or other research degrees.
*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.