https://invernesscollege.ciphrro.com/JobDescription.aspx
Job Details
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Job Title
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Lecturer - Science (Chemistry & Physics)
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Contract
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Permanent Full-Time
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Department
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Science
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Posted
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5/30/2014
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Location
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Longman Campus (A)
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Closing
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6/22/2014
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Description of lecturer role as
defined by Scotlands Colleges
Job Title Lecturer – Science (Chemestry
/ Physics)
Responsible To Programme and Development Manager
Job Purpose To
deliver teaching programmes and contribute to the
development and efficient operation of the Faculty to meet Inverness College’s
operational and quality targets.
Education is an ever-changing
service and all staff are expected to continually focus on enhancing the
student experience, work constructively in teams and across the College
activities and to adopt a flexible approach to their work.
The job description is not
intended to be exhaustive and is indicative of the nature and level of the
responsibilities associated with the post.
Such duties may vary from time to time without changing the general
character of the post or the level of responsibility entailed. Such variations are a common occurrence and
cannot of themselves justify a reconsideration of the terms and conditions of
employment associated with the post.
Key Accountabilities
- Teaching / Facilitating Learning
- Assessment
- Guidance and Support
- Planning and Preparing the Learning Experience
- Quality and Standards
- Professional Practice and Development
Teaching
/ Facilitating Learning
Lecturers must be able to work both independently and cooperatively
within a diverse range of learning, teaching and assessment environments. They
will carry this out with learners from a wide range of social, cultural,
economic and educational backgrounds. Within their lecturing practice they will
use a variety of approaches to empower, motivate and support learners to
achieve success, develop knowledge, skills and attitudes for learning, personal
development and employment. Lecturers will also evaluate and reflect on the
impact of their practice and their professional development on learning and on
sustainable education.
The lecturer will be able to:
1. Create and maintain an interactive, supportive and safe learning
environment that promotes learning.
2. Communicate effectively and develop an ethos of mutual respect with
learners, fellow curriculum team members and other professionals and external
agencies to promote learning and positive behaviour.
3. Implement effectively a broad range of strategies to promote active and
independent learning at various levels by using different modes of delivery and
technologies.
4. Identify and take appropriate actions to address the collective and
individual needs of learners.
5. Promote positive attitudes to human diversity and global citizenship
through accessible learning and teaching resources.
6. Use learning, teaching and assessment and feedback strategies and
resources effectively to meet diverse learning needs.
7. Implement a range of strategies to evaluate the quality and impact of
teaching on the learning experience and reflect on the implications for future
practice.
Assessment
Lecturers review current evidence based practice and pedagogical
research to develop assessment strategies. Lecturers assess learners to support
and enable progression in learning, to affirm learners' achievement as an
integral and essential aspect of the learning and teaching process and to
provide evidence for certification claims. They use formative and summative
assessment strategies, design and select assessment instruments, make judgements
on the evidence presented and provide constructive feedback on learners'
progress. Lecturers operate within the confines of the internal and external
assessment environment and, therefore, must adhere to compliance regulations.
Lecturers assess in a range of environments including classrooms, workshops,
flexible learning centres, online, social media, outdoor environments and in
the workplace. Lecturers may adopt holistic approaches to assessment which can
be used as evidence from more than one outcome.
The lecturer will be able to:
1. Devise suitable assessment strategies based on a critical understanding
of the principles, purposes, means and terminology of assessment.
2. Design, produce and use a range of assessment instruments taking account
of individual learners' needs.
3. Evaluate and justify a range of assessment instruments having taken
account of individual learners' needs.
4. Measure and record progress and attainment of learners.
5. Use assessment feedback to and from learners to inform practice and promote
learning.
6. Use performance indicators to inform the evaluation of learning and
teaching.
7. Comply with internal and external policies and procedures for assessment
and verification.
Guidance
and Support
Lecturers play a key role in enabling people from all sections of the
community to be included in education and achieve their potential as successful
learners and future citizens. Lecturers create supportive environments by
working collaboratively with staff across colleges, schools and other external
agencies. Lecturers are required to demonstrate an understanding (and perform
their roles) in relation to pre-programme, ongoing and progression support and
guidance. These roles include recognising the learning support needs of
students, facilitating accessible and inclusive learning and teaching,
referring students to specialist services and providing them with ongoing
guidance and support.
The lecturer will be able to:
1. Identify learners' needs and provide appropriate guidance and support,
referring to specialists where appropriate.
2. Demonstrate an understanding of the lecturer's guidance and support
roles, responsibilities and boundaries and how they relate to the remits of
guidance tutors and other specialists.
3. Promote and facilitate equality of opportunity and access to learning by
providing effective guidance and support in line with an institution's policies
and procedures.
4. Apply a critical understanding of the principles, nature, purposes and
stages of guidance and support.
5. Obtain and use feedback from learners to evaluate and develop their own
practice in guidance and support.
Planning
and Preparing the Learning Experience
Lecturers may be members of one or more curriculum teams and will be
responsible for contributing to the design, development, implementation and
evaluation of flexible, relevant programmes that take full account of labour
market intelligence and the needs of employers. Together with learners they
will plan and prepare an engaging, inclusive learning experience to progress
learning. Planning should take account of learners' prior knowledge and
expectations, skills and needs, current and developing methods of learning,
teaching and assessment, existing practice and available resources. Lecturers
take account of national initiatives and priorities and contextualise
curriculum links in their design, development and evaluation of teaching,
learning and assessment materials. Planning will also consider awarding body
requirements, legislation, policy, social and economic contexts, stakeholder needs
and technological change.
The lecturer will be able to:
1. Plan engaging, inclusive and creative learning opportunities that
demonstrate a critical understanding of curriculum design and alignment,
theories of learning, teaching and assessment, and knowledge of existing
practice.
2. Plan with learners contextualised learning and teaching taking account
of the needs of learners and their development of essential skills.
3. Design, produce and adapt to learner needs: a range of effective,
engaging learning and teaching and assessment activities that builds on
existing practice, motivates learners and also takes account of supportive
technologies.
4. Evaluate and select appropriate resources from a wide range of sources.
5. Design, justify and implement a strategy to promote professional
reflection and evaluation of the learner experience.
6. Plan strategies to promote sustainable development.
Quality
and Standards
Lecturers and colleges are committed to assuring, improving and
enhancing the quality of all of the services that impact on the learner
experience. Effective internal quality processes are essential for compliance
with external partner standards and regulations; they ensure standardisation
and consistency of decision making internally. Arrangements include self-evaluations,
audits, operational and course provision reviews, professional development and
career reviews, validations, approvals and verification, intelligence of
practice elsewhere and participation of learners and other stakeholders in
contributing to these processes. Lecturers have a responsibility to uphold the
college's standards of service and have a key role in maintaining, improving
and enhancing the quality of the learning experience.
The lecturer will be able to:
1. Demonstrate a critical understanding of the principles, purposes and
processes of quality assurance and improvement, enhancement and sector good
practice.
2. Implement effectively college arrangements for quality assurance and
improvement and enhancement as an individual and as a member of a team.
3. Contribute effectively to the quality functions of curriculum teams by
agreeing targets, formulating action plans (individual and team), following
through and evaluating their impact.
4. Use an appropriate range of evidence to identify strengths and areas for
enhancement, weaknesses and areas for improvement at individual, team and
college levels.
5. Agree targets, formulate individual action plans and contribute to team
plans to address identified areas for improvement and enhancement.
Professional
Practice and Development
Lecturers must be flexible, reflective, innovative, creative and
personally committed to continuing vocational and professional development.
They must understand the context for continual change to ensure the high
quality of the learner experience. Lecturers should be a model for change by
demonstrating an individual commitment to continuously develop their
professional practice towards excellence for the benefit of learners, partner
organisations and the wider educational context.
The lecturer will be able to:
1. Evaluate critically how education is influenced by, and contributes
toward, policies that impact upon the wider political, social, economic,
cultural and technological context.
2. Critically reflect on personal values and how they align with and
support the values and ethics that underpin professional practice.
3. Understand the roles, rights and responsibilities of the lecturer and
apply them to their professional practice.
4. Comply with all applicable statutory requirements and relevant codes of
practice and apply them to their professional practice.
5. Promote good practice in relation to equality, social and cultural
diversity and the protection and welfare of children, young people and
vulnerable learners.
6. Manage self, relationships and work demands to promote personal,
emotional and physical well-being.
7. Engage purposely in reflective practice.
8. Identify and undertake relevant professional development to enhance
practice and maintain currency; develop and commit to personal continuing
professional development strategies to achieve individual, team and
organisational goals.
PERSON SPECIFICATION
Job Title: Lecturer
– Science (Chemestry / Physics)
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Specific
Skills, Experience, Knowledge
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Tested by
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Knowledge
understanding and skills to interpret
relevant subject experience and transfer to the Learner
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Essential
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Application
form
Interview
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Ability to
anticipate, identify and respond appropriately to the diverse needs of
learners
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Essential
|
Interview
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Ability to
create flexible modes of teaching delivery to enhance the learning experience
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Essential
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Application
form
Interview
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Ability to
appropriately utilise ICT applications to support a
blended learning approach to education
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Essential
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Application
Form
Interview
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Ability to
demonstrate empathetic approach to the needs of others’ ie
communication skills, listening skills, pastoral guidance
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Essential
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Application
form
Interview
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Industrial,
commercial or other relevant experience in subject area concerned
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Essential
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Application
form
Interview
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Ability to work
to deadlines whilst ensuring that all work is of a professional standard
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Essential
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Application
Form
Interview
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Evidence of attention to detail including record
keeping
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Essential
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Application
Form
Interview
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Ability to prioritise and manage a high and variable workload
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Essential
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Application
Form
Interview
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Excellent organisational skills
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Essential
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Application
Form
Interview
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Previous
experience in teaching / training
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Desirable
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Application
form
Interview
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Ability to
design, produce and use a range of assessment instruments that are current,
reliable, practicable and accessible
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Desirable
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Interview
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Awareness of
the principals of the Curriculum for Excellence, SQA framework
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Desirable
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Interview
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Personal Qualities
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Tested by
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Ability to
promote positive behavior in others and confidence to tackle inappropriate
behavior
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Essential
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Interview
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Ability to
adapt appropriately to a diverse customer base whilst being mindful of
stakeholder expectations
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Essential
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Application
form
Interview
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Ability to support
learners with a range of additional support needs, within mainstream
teaching, referring to specialists where appropriate
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Essential
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Application
form
Interview
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Reflective
practitioner and evidence of self improvement to
maintain currency in subject area concerned
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Essential
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Application
Form
Certificates at
Interview
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Ability to
provide detailed written and verbal instruction and feedback to others’
including the delivery of difficult messages
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Essential
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Application
form
Interview
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Ability to
communicate effectively at all levels
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Essential
|
Application
Form
Interview
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Self motivation
and ability to work on own initiative whilst being mindful of wider
department and organisational objectives
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Essential
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Interview
References
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Flexible and
positive approach to work
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Essential
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Application
Form
Interview
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Ability to work
within a team including strong interpersonal skills, professionalism and
ethics
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Essential
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Interview
References
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Qualifications
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Tested by
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Information and
Communications Technology (ICT) skills equivalent to Intermediate Level 2
(SCQF level 5) or suitable evidence of being able to attain this standard
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Essential
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Assessment /
Certificates at Interview
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National
Qualifications Course award in Numeracy or Mathematics equivalent to
Intermediate Level 2 (SCQF level 5) or suitable evidence of being able to
attain this standard
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Essential
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Assessment /
Certificates at Interview
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National
Qualification Course award in English equivalent to Higher Grade (SCQF level
6) or suitable evidence of being able to attain this standard
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Essential
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Certificates at
Interview / Interview
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Relevant degree
from a higher education institution in the UK, or equivalent from outside the
UK, or an HNC/D where this is the highest level of qualification available in
the UK in the subject area concerned.
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Essential
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Application
Form
Certificates at
Interview
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Professional Development Award - Advanced Diploma:
Introduction to Teaching in Further Education, or the Advanced Diploma:
Teaching in Further Education.
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Desirable
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Application form
/ Certificates at Interview
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Capacity
for Career Development
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Tested by
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Willingness and
ability to undertake and/or continue professional development in a relevant
discipline
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Essential
|
Interview
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Commitment and
ability to attain the Certificate:
Introduction to, the Advanced
Certificate and the Teaching
Qualification for Further Education
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Essential
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Interview
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SUMMARY OF TERMS &
CONDITIONS
LECTURER
– Science (Chemestry / Physics)
SALARY
The salary Grade (H) is from
Point 33 -36, £30,102 - £34,738 per annum.
Progression beyond the first
scale point is on completion of 1 years’ service and completion of the
induction programme.
Progression beyond the second
scale point is on the successful completion of TQFE/HE or equivalent.
Payment of increment to third
point on the scale on successful completion of TQFE identified by way of
completion dated on the TQFE certificate.
Ongoing progression to the top
of the scale point on 1 August.
HOURS OF WORK
35 hours (24 teaching
hours) per week.
HOLIDAYS
Entitlement to 60 days per
annum (inclusive of public
holidays). Holiday dates are fixed and
are as designated by Inverness College.
COLLEGE INDUCTION
As a requirement of
appointment to this post successful candidates must attend an Inverness College
Induction. This induction provides an
invaluable insight into the College and includes mandatory training in Equality
and Diversity, Protection of Children and Vulnerable Adults and Health and
Safety.
TEACHING INDUCTION
Attendance on the College
Induction to Teaching and Learning, which comprises an overview seminar
followed by a series of 6 twilight seminars over the session, each of which
will focus on a particular aspect of the lecturer’s roles and responsibilities
in relation to learning and teaching.
TEACHING QUALIFICATION
FOR FURTHER EDUCATION (TQFE)
A requirement of appointment
to this post is to attain the Teaching Qualification for Further Education
(TQFE) within 3 years of the course being offered, having first completed the
Advanced Diploma; Introduction to Teaching in FE or the Advanced Diploma;
Teaching in FE, dependent upon individuals previous experience and or
qualifications.
PENSION SCHEME
Scottish Teachers’
Superannuation Scheme as administered by the Scottish Public Pensions
Agency. Contribution rates are
determined on a tiered basis according to income and further details are
available on the SPPA website.
PVG DISCLOSURE SCOTLAND
Any offer of employment
will be subject to a satisfactory PVG Enhanced Disclosure Scotland check being
received.
