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Primary PGCE Course Leader

The University of Worcester (UW) has long been noted for its high quality and innovative provision in Education.

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 an inspirational and excellent Course Leader for our PGCE Primary provision with a strong commitment to maintain and further develop our excellent reputation in teacher training.

The successful appointee will have significant and relevant primary teaching experience along with some successful experience of initial teacher education, teaching in Higher Education or teaching adults. The successful candidate will demonstrate strong leadership skills in order to make a significant contribution to the senior management team in the Centre for Primary Education, supporting the Head of Centre as required and leading the postgraduate course team in all matters as outlined in the main responsibilities.

The successful applicant will contribute to subject teaching in their specialist area, across 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 (or wider dissemination of some kind) is essential 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 give a twenty minute presentation to an audience from the Institute of Education, including primary PGCE team members, on the following topic:

What do you think are the key challenges and opportunities of leading a primary PGCE course, with different routes in the current climate? How will you address these challenges and how will you ensure that the course continues to develop and strengthen?

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: Tuesday 01 May 2018

Reference number: IE1807 - 3589

Job details

Job details

Salary
AC 3 £37,705 to £47,723 a year, with opportunity to progress to £52,131 a year
Hours
Full time
Start
September 2018
Duration
Permanent
Responsible to
Head of Centre for Education
Responsible for
N/A
Interview date
Interview date to be confirmed

Institute of Education

Explore the 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

Background

Background

The Institute of Education is a large and vbrant 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

With responsibility to the Head of Centre for Primary Education, you will undertake the following duties:

1. To lead and manage the effective delivery of the course.

2. To ensure the course is well planned, current and compliant.

3. To lead the course team.

4. To lead curriculum development and review activities; including the validation and approval of the course.

5. To lead and assist in recruitment and admissions processes, for example, active engagement in open days, visits to schools/colleges and applicant days. This includes ensuring that applications are considered in an appropriate and timely manner.

6. To assist in the development and mentoring of colleagues.

7. To ensure quality assurance processes are embedded in the course.

8. To support the Head of Centre to help ensure the effective operational and strategic development of the course.

9. To communicate effectively with all areas of the University: including Academic Support Units, Library Services, Student Records, Admissions, Timetabling, Communications and Participation, Programme Advisors and the Academic Quality Unit.

10. To develop excellent working relationships with partner schools, colleges and other partners to enhance provision.

11. To contribute effectively to Ofsted inspection.

12. To foster effective communication with students, in order to demonstrate the course commitment to continual enhancement of the student experience. This includes an effective partnership with Course Representatives.

13. To respond appropriately to internal and external student feedback, ensuring staff and students adopt a shared responsibility to course enhancement.

14.To ensure all course documentation for prospective and current students is current and accurate.

15. To manage the annual evaluation reporting cycle effectively and be able to analyse and draw conclusions from data to inform critical reflection and evaluation, enhancement planning and appropriate actions. This includes contributing to the Ofsted Self Evaluation Document (SED).

16. To chair course level meetings.

17. To communicate effectively with external examiners, including responding to their reports and managing the moderation process. Also, to support the Head of Centre in the process of appointing course external examiners.

*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

Person specification

Please provide evidence of how you meet each of the essential criteria.

 
Essential Criteria

1. Degree and UK Qualified Teacher Status.

2. Masters qualification and/or PhD in the field of Education.

3. Successful recent experience as an effective leader and manager in the field of education, including people management.

4. Successful and sustained experience of primary teaching.

5. A clear understanding and experience of primary Initial Teacher Education; its requirements, including the related Ofsted inspection framework; and related processes.

6. Experience of teaching in Higher Education or school based accredited ITT provision or similar.

7. Ability to communicate confidently and clearly to a wide range of people, both orally and in writing.

8. Ability to work flexibly and travel throughout the region and beyond.

9. ICT personal competence including familiarity with VLEs. 

 

Desirable Criteria

1. Successful experience of project management.

2. Personal research and publications profile.

3. Experience of, or contributing to, successful bidding to achieve external funding/ contracts.

4. Significant experience of teaching within higher education, and an accredited teaching qualification for the higher education environment or registered practitioner status with the HE Academy.

 
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.

 

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