Appointment of a Lecturer/Senior Lecturer in English Education

Appointment of a Lecturer/Senior Lecturer in English Education

The schoolThe School of Education is one of the largest providers of education and training for student teachers, teachers and other professionals in the Higher Education sector. It is dynamic and forward looking, and enjoys a regional, national and international reputation for the quality of its provision.

The school has approximately 2500 students and is supported by a permanent teaching team of more than 70 academic staff and a large number of specialist associate staff. Staff are active and responsive in promoting new developments and ensure that provision is innovative, embraces the principles of widening participation, and is successful in meeting new market demands and government initiatives. Programmes within the school focus predominantly on education, learning and development. All aspects of the school’s portfolio are undertaken collaboratively and in partnership with educational establishments. Current partnerships include:

• College-wide Initial Teacher Education partnerships with more than 750 schools in Brighton & Hove, East and West Sussex, Surrey, Hampshire and Kent.
• Teaching School Alliance and Local Authority partnerships generating the joint development of professional development opportunities arising from government and regional priorities.
• Lead sponsorship of two academies in Hastings, generating the education vision and assisting in the development of the continuing professional development strategy.
• Joint delivery of an MA Education and Professional Doctorate with the Mauritius Institute of Education.
• Employment-based programmes for students undertaking foundation degrees, including collaborative delivery of the Early Years Professional Status qualification.

Thus, the curriculum provided for all students is built upon strong and successful community engagement. Partners contribute to aspects of curriculum development and delivery and university tutors work with students in a wide range of professional settings.

The portfolio of provision is extensive and includes a range of pre- and in-service programmes. These include:

• Initial Teacher Education (ITE) deemed Outstanding (Ofsted 2010) in a wide range of subjects across age phases: BA(Hons Primary Education with QTS; 2-year BA (Hons) Secondary Education with QTS; PGCE Secondary Education; PGCE Further Education and Training and School Direct.
• foundation degrees in Early Years Care and Education; Youth Work; Working with Young People and Young People’s Services and Professional Studies in Primary Education.
• Full-time degrees in Education and Early Childhood Education and Care.
• Part-time degrees in Working with Children and Young People; Supporting Learning 5-11; Early Childhood Practice and Supporting Learning 11-19.
• Full-time and part-time postgraduate (Masters Level) courses delivered across different sites in the region and in Mauritius.
• A professional doctorate, also delivered in Mauritius (EdD).
• PhDs, normally relating to the specialist areas (identified below in the section on Research).
• Early Years Initial Teacher Education courses.

Research

There is a strong commitment to national, international and applied research and scholarly activity within the school. The overall management of this is set within the Education Research Centre (ERC), led by Professor Andy Hobson, one of three professors in the school. There is also a team of four Research Fellows.

The ERC co-ordinates research activities and is continually seeking to build research capacity and enable more colleagues to become active nationally and internationally recognised researchers.

Our internationally excellent research in Education is focused around four main themes:

• Children and Young People’s Education, Rights and Voice
• Educators’ Learning, Development, Work and Lives
• Higher Education Pedagogy and Policy
• Narrative and Biographical Methodologies in Education

Across these areas, one of the main aims of our education research is to generate evidence that fosters critical understanding of learning and teaching, with a strong emphasis upon social justice, democracy and voice.

Educational researchers at the University of Brighton are especially known for their expertise in relation to narrative and life history research approaches, although there is a broad a commitment to mixed methods research and to further developing existing expertise in quantitative methods.

The ERC and School of Education are also committed to building sustainable research partnerships between the university and regional, national and international learning communities.

The ERC also takes responsibility for research degree students (PhD, EdD and MPhil) and a number of School colleagues are enrolled on these programmes.

Research in the school is supported by a series of research seminars, reading groups, writing groups and a publications group and all colleagues and research students are encouraged to attend. These events provide invaluable opportunities for exchanging ideas.

Resourcing and Budget

The school currently receives allocations related tothe National College of Teaching and Leadership (NCTL) and Higher Education Funding Council for England (HEFCE) (the majority being NCTL) target numbers for its mainstream undergraduate and postgraduate teaching. A small but growing element of the school’s budget is derived from Economic and Social Engagement (EASE) activities, e.g. consultancy, short courses.

The school has an Open Learning Centre which provides a range of resources for students to support their professional development. Shared resources (e.g. lecture theatres, library, information services, workshops, pooled classrooms) balance the school's provision of specialist classrooms (e.g. art and design, science, design and technology), ICT suites and the Open Learning Centre. The major annual capital expenditure for the school relates to ICT for learning and teaching purposes.

Management and Committee Structures

The Head of School of Education is supported by a School Management Group of senior staff, which includes the Head of the Education Research Centre. The committee structure within the school includes the Board of Study (which considers cross-academic matters), the School Curriculum and Assessment Sub-Committee (which considers the development of new provision and matter of quality assurance) and programme boards for all undergraduate and postgraduate award-bearing programmes. The school and central departments have a number of other committees and working groups which support its provision. School of Education staff contribute to membership of university committees (including Academic Board, Academic Standards Committee, Academic Planning Committee and Research Strategy Committee).

Please visit the School of Education's website at

Job SharingThe University of Brighton welcomes job sharers. Job sharing is a way of working where two people share one full-time job, dividing the work, responsibilities, pay, holidays and other benefits between them proportionate to the hours each works, thereby increasing access to a wide range of jobs on a part-time basis.

Potential job sharers do not have to apply with a partner. However, if a post is to be operated as a job share there must be at least two suitable applicants who wish to share the job.

A job share appointment will only be made if it has been demonstrated that both shortlisted applicants can do the job to the required standards and within a working pattern of hours that is agreeable to all parties. If one applicant is unsuitable, neither can be appointed unless an alternative potential job sharer has been shortlisted.

When applying as a job sharer please indicate this at the top of page 3 on the application form. We will need to know if you are applying with a job share partner and the name of that person. Also if the post is full-time but open to job sharers it would be useful if you could indicate whether you would be interested in the post on a full-time basis if no suitable partner can be found. If you have indicated that you would be willing to take up the position on a full-time basis then the normal recruitment procedure will be followed.

If you are interested in appointment on a job share basis, please contact Human Resources for a copy of the university's policy, procedure and guidelines for job sharing. Alternatively staff in Human Resources will be happy to answer any queries you may have.

The JobThe appointed candidate will be joining a successful and dynamic English subject team who, through a continued commitment to research and teaching excellence, strive to maximise students’ potential as future primary teachers of the subject.We are therefore seeking to appoint a highly motivated, innovative and effective practitioner who is keen to be part of this team and to promote English across the School and beyond. The successful candidate should be able to demonstrate a passion for teaching and students’ learning. They will be able to offer a clear rationale for their pedagogy.

They will also demonstrate a desire to contribute to our research profile, liaise with local schools and be willing to engage in wider professional activities of the University.

With a good honours degree, Qualified Teacher Status (or equivalent professional qualification) and preferably a higher degree in a relevant discipline the applicant will - depending on individual profile - contribute to a variety of undergraduate, postgraduate and work-related programmes.

The range of duties of a university lecturer is extensive and diverse. The following summary indicates the nature of this range. Almost all academic staff will be expected to contribute to both the teaching and the research activity of their subject area. At Senior Lecturer level (AC3), staff are expected to be engaged in the planning, design and leadership of teaching and research activity, and to be making wider contributions to the work of their school and the university.

The successful candidate will be an effective and dynamic practitioner, able to:

• Present themselves as a positive, professional role model.
• Articulate what underpins their educational and subject philosophy and rationale.
• Apply creative teaching and learning approaches, in a range of contexts that motivates and inspires students to engage in their own academic study.
• Facilitate students to become autonomous critical thinkers.
• Communicate complex, theoretical concepts in a range of engaging ways.
• Use a range of technology to support both pedagogy andprofessional administration.
• Demonstrate the ability and desire to work within partnerships with students, colleagues and other professionals.
• Work sensitively and ethically to address students’ academic and pastoral needs.
• Contribute to the wider School and University professional activities.
• Self-manage and organise their work commitments.

Administrative responsibilities will include:

• Contribution to programme/ route management groups and subject team.
• Contribution to admissions, examination board and moderationprocesses.
• Liaison with partners.

Teaching and Scholarship

A Lecturer (AC2) is expected to possess, develop and utilise a range of teaching methods and ways of supporting student learning. These may include: lectures, seminars, tutorials, forms of e-learning, workshops, laboratory classes and individual supervision.

The role requires the ability to: identify the learning needs of students and to define appropriate learning objectives; ensure that the teaching content, methods of delivery and learning materials are appropriate; develop own teaching materials, under guidance; select appropriate types of formative assessment; seek ways of improving teaching performance by self-reflection and the gathering and analysis of student feedback, and teach as a member of a team within the framework of an established course. An understanding of equal opportunities issues with regard to academic content and teaching delivery is also expected.

In addition a Senior Lecturer (AC3) is expected to be able to design teaching materials, identify areas where current provision is in need of revision or improvement, supervise student projects, field trips and placement activity.

Research and Scholarship

A Lecturer is expected to: continually update their disciplinary and/or professional knowledge and understanding; develop personal (and, where appropriate, collaborative) research objectives; write up research work for publication; translate new subject knowledge into teaching content; and reflect on their own practice as a higher education teacher. Engagement in continuous professional development with regard to disciplinary/professional and pedagogic expertise is required.

In addition a Senior Lecturer should: disseminate research findings and outputs at conferences and similar events and identify and seek sources of external funding for their own scholarly activity.

Communication

A Lecturer should be able to: deal with routine communication using a range of media; communicate complex information orally, in writing and electronically and communicate material of a specialist or highly technical nature.

In addition a Senior Lecturer will be capable of: routinely communicating complex and conceptual ideas to those with limited knowledge and understanding, as well as to peers, and preparing proposals and applications to external bodies, e.g. for funding and accreditation purposes.

Liaison and Networking

A Lecturer is expected to : liaise effectively with colleagues and students; build internal contacts and participate in internal information exchange networks, and join external networks to share ideas.

In addition a Senior Lecturer will be able to develop external networks in such areas as: identifying sources of funding; student recruitment; student placements; outreach and marketing activity, and obtaining consultancy projects.

Managing People

A Lecturer will be able to agree and largely self-manage teaching, research and administrative activities.

In addition a Senior Lecturer will be expected to: advise and support less experienced colleagues; in certain circumstances supervise the work of others in research teams or as a research supervisor, and coordinate the work of colleagues, for example when acting as a module leader.

Teamwork

A Lecturer is expected to: collaborate with academic colleagues on course development, curriculum changes and the development of research; attend and contribute to subject group and similar meetings, and collaborate with colleagues across the university to identify and respond to students’ needs.

In addition a Senior Lecturer may be required to act as a team leader in a small scale project.

Pastoral Care

A Lecturer/Senior Lecturer will be expected to: act as a personal tutor; use listening, interpersonal and pastoral care skills to deal with sensitive issues concerning students, appreciate the needs of individual students and their circumstances, and to refer students as appropriate to the specialist services which can provide further help.

Initiative, Problem-solving and Decision Making

A Lecturer will be able to: develop and apply initiative, creativity and judgement in the conduct of teaching and research; respond effectively to pedagogical and practical challenges, and contribute to decision making on, and share responsibility for, the academic content, delivery and assessment of modules.

In addition a Senior Lecturer will be expected to: take responsibility for the design and delivery of individual modules and their assessment; identify, and make proposals regarding, the need for change in individual modules; disseminate and apply the results of research and scholarship; develop ideas on income generation; provide advice on student recruitment and marketing approaches and contribute to the successful implementation of quality assurance requirements, internal and external.

Planning and Managing Resources

A Lecturer will be able to plan and manage their own teaching and the use of teaching and research resources, including laboratories and workshops, as agreed with relevant senior colleagues. An awareness of risks in the work environment and their potential impact will be expected.

In addition a Senior Lecturer will be able to act as a module leader, coordinating administrative and academic staff as necessary, and to undertake academic related roles related to areas such as admissions, examinations and student support. Depending on the area of work the conducting of risk assessment may be expected.

Knowledge and Qualifications

Appointment to either the Lecturer/AC2 or Senior Lecturer/AC3 grade will be dependent upon the role to be undertaken and the skills, knowledge and experience of the successful applicant.

It is expected that the criteria below regarding knowledge and qualifications will be met by the successful candidate.

•A good (1 or 2:1) undergraduate degree, preferably in an English related subject area.

•Ideally hold a relevant postgraduate qualification (PGCert/EYITT/PGCE/MA/PhD), an equivalent level of professional experience or evidence of a commitment to obtaining a relevant higher degree/professional qualification.

•Up-to-date, sound knowledge of the subject including current professional/vocational developments and the range of generic skills required.

•Understanding of academic and award standards and the range and level of knowledge and skills, both subject-specific and generic, which the programme is intended to foster.

•Competent IT skills and effective use of IT for teaching and learning.

•Hold a relevant professional qualification such as Qualified Teacher Status

Hours of workThis post is full-time. The nature of teaching posts is such that staff are expected to work such hours as are reasonably necessary in order to fulfil their duties and responsibilities. It would therefore be inappropriate to define the total hours to be worked in any week. A reasonable norm for full-time staff, however, having regard to the contractual position of other senior staff in the institution, would be thirty-seven, although this should not be regarded as a minimum or maximum. This will involve working throughout the calendar year and is likely to include some Saturdays and evenings at Falmer, Hastings and in other work-based settings.

Direct teaching responsibility for full-time staff should not exceed eighteen hours in any week or a total of five hundred and fifty hours in the teaching year. This provision will not, however, apply in subject areas where the nature of the curriculum and teaching style make it inappropriate. In such cases, separate arrangements apply. The university has currently identified the following academic areas where teaching methods or modes of delivery make the 18 hour per week limit inappropriate at certain times of the year:

•art and design

•business/management

•health - clinically related subjects

•construction management

The 550 hour annual maximum will not, however, be exceeded except by mutually agreed overtime.

The salaryThe salary will be in accordance with the Lecturer (AC2)/Senior Lecturer (AC3)grade, which ranges from £33,574 to £40,082per annum (at Lecturer/AC2 level) and £41,255 to £47,801 per annum (at Senior Lecturer/AC3 level).