Graduate Teaching Assistant - Occupational Therapy

Job responsibilities

1. Learning and teaching

Preparing and delivering lectures and seminars and similar learning support under the guidance of others.

Supporting the teaching of small group sessions (seminars, tutorials, workshops), including practice based learning of students, fieldtrips, residentials and other student activities as required from time to time.

Providing support for lecturing staff in assessment processes (formative and summative) mostly at undergrad level, including invigilating, marking and moderating assessments, in accordance with University policies and procedures, providing timely and effective feedback to students.

Prepare teaching materials (including the development of blended learning materials).

Providing support for lecturing staff in module and course administration, module and course quality assurance processes, (re)validation, and professional body compliance.

Contribute to the development and design of the curriculum.

Assisting in the supervision of projects and providing guidance to other support staff.

2. Student Support

Supervising and supporting student-centred learning activities within a framework designed by others.

Assisting in the monitoring of student progress, achievement and attendance.

Providing support for students to improve retention, progression, student satisfaction and employability measures, may include personal tutoring duties.

3. Research, knowledge transfer and professional impact:

Remain abreast of the developments in their academic discipline.

Actively support School/University activities that promote or develop research, KT and professional practice.

4. Administration, management, leadership and citizenship:

Administration required for the smooth running of the School (i.e. monitoring attendance, maintaining assessment records and carrying out module evaluations, in accordance with regulations of the time.

Attendance and participation at meetings related to the subject area delivery and development, including course boards, examination boards and other divisional, school and University meetings.

Attend and contribute, as required, to relevant School committees, University committees and meetings in a reporting and advising capacity in respect of all aspects of the post.

Support for the core business of the School (i.e. recruitment, student experience, research environment).

Ensure the safety and security of people, areas and equipment under his/her control in accordance with legal requirements and University policies and directives, specifically in relation: to Health and Safety; Data Protection; Freedom of Information; Equality, Diversity and Inclusion.

External engagement as appropriate (with the professional discipline, local community, schools and colleges, employers, international partners).

5. Development

Participation in staff development activities for teaching (as determined by the Head of Division) aligned to achieving D1 of the UK Professional Standards Framework - see https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standardsframework-ukpsf or (they have already achieved this standard) further development of their teaching skills and qualifications will be agreed with their line manager).

Undertake relevant staff development activities in order to carry out the duties of the post. Maintain professional competence in the teaching of the subject, through scholarly activity and/ or contact with relevant industries/ professional bodies. Actively engage in professional development courses and seminars for personal and professional development.

Receive mentoring from senior or more experienced colleagues, and develop team working skills.

6. Other

Commitment to all areas of activity including EDI and the LSBU Behavioural Framework.

Adhere to the policies, regulations and values of the University.

Undertake other reasonable duties as agreed by the Dean (or Delegate)/ Head of Division, commensurate with the level of the role, which may be required to be carried out, from time to time, to meet the requirements of the School.

Qualifications

Essential

• A good honours degree, or equivalent, in occupational therapy
• Registration with the Health and Care Professionals Council

Experience

Essential

• Evidence of the potential ability to meet the teaching needs of the School, with particular emphasis on the subject areas required. (essential)
• Sufficient, up to date, breadth and depth of knowledge in the relevant academic discipline. (essential)
• Highly effective interpersonal and communication skills (including: oral, written/literacy, numeracy and presentation skills). (essential)
• Basic ability to use IT to support students and discharge administrative responsibilities (MS Office and Outlook). (essential)

Desirable

• Teaching experience at undergraduate level (desirable)
• Relevant teaching qualification (desirable)
• Evidence of the use of VLEs in teaching (e.g. Blackboard/Moodle). (desirable)
• Able to demonstrate digital literacy relevant to the subject areas specified as required and desirable for this post. (Desirable)
• Digital research designs and methods and digital transformations / impact in the subject areas specified as required and desirable for this post. (Desirable)

Behavioural Framework

Essential

• Student and Service Orientated
• Providing students and stakeholders with a great service is fundamental to all our work. For leaders, it is about having a mindset of seeking out feedback and complaints and seeing them as excellent opportunities to improve. Coupled with the skills to build systems and processes, and to resolve conflicts or disagreements.
• Seeing the Big Picture
• For LSBU, seeing the big picture is about having an in-depth understanding and knowledge of how your role fits with - and supports - organisational objectives and the wider Corporate Plan. For leaders, it is about scanning the internal and external HE/FE context and taking account of wider impacts to develop long term implementation strategies which maximise opportunities to add value to students and support sustainable growth.
• Taking Ownership
• In our organisation, taking ownership is rooted in taking responsibility for the tasks and duties of your role. For leaders it is about ensuring that accountability is role modelled within their own teams, holding others to account, enabling trusting and constructive relationships, making effective decisions, understanding delegation, and encouraging staff development.
• Inclusive Working
• LSBU is a diverse organisation in a diverse community. We focus on inclusive working to ensure all voices are heard and all staff understand the value of contributions which others bring, both inside and outside of their teams. For leaders it is about actively demonstrating how they listen to and acknowledge all contributions and viewpoints.
• Outcome Focused
• It is crucial for us to deliver an excellent experience for students and customers, so we want staff who can seek out and implement solutions - balancing quality, effectiveness, and outlay. For leaders, it is about building a performance culture where staff are given space, authority, and support to deliver outcomes. Its also about keeping a firm focus on priorities and addressing performance issues resolutely, fairly and in a timely manner.
• Changing and Improving
• We want to work in smarter, more focused ways, so look for staff open to learning from what has worked - as well as what has not worked and who are open to change and improvement. For leaders, this is about creating and encouraging a culture of innovation - and allowing people to consider and take informed decisions. It means continuously seeking out ways to improve the student/ customer experience and build a leaner, more flexible, and responsive LSBU. This includes alternative delivery models such as digital, shared service approaches and hybrid learning.
• Leading and Communicating
• We want people who show a pride and passion for the student experience or support service who can communicate purpose and direction with clarity, integrity, and enthusiasm. Its about championing our values internally and externally. For leaders, it is about being visible, establishing clear direction and a persuasive future vision - managing and engaging with people in a straightforward, truthful, and candid way.

Disclosure and Barring Service Check

This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.

UK Registration

Applicants must have current UK professional registration. For further information please see NHS Careers website (opens in a new window).