Graduate Teacher Level 2
(Intended to apply to hourly paid staff, including postgraduate students, who lead and support classes/tutorials/seminars/activities in units where a prescriptive and detailed framework is not appropriate/provided. The sections in italics below are the main differences from the descriptor for an hourly-paid Graduate Teacher Level 1.)
Overall job purpose
- Under supervision, to contribute to the delivery of the Department’s teaching programme by providing teaching usually in small groups to support the main lecture/teaching content, either in-person or online.
- In this context, supervision means that an academic is responsible for unit design and content, sets the broad framework for support teaching in (usually) small group sessions and provides some support to the Graduate Teacher)
Responsibilities
- To provide teaching through (i) delivery of small group seminars and (ii) leading tutorials to assist with the delivery of the curriculum and academic assessments, to groups of students (within a broad framework to support group teaching provided by the academic responsible for the unit).
- To discuss, with the member of academic staff responsible, the broad framework for this support teaching and the methodologies for/purposes of that teaching.
- To prepare for the teaching sequence by familiarising themselves with the material to be taught in the unit and undertaking any necessary scholarship to be ready to lead the support sessions they will provide.
- To prepare for each teaching session by familiarising themselves with any exercises/materials/activities to be used and planning their own approach to the session.
- To help students absorb knowledge imparted in the primary teaching sequence, build upon it through work done in a smaller group and help them to overcome any problems they encounter in applying such knowledge.
- To promote depth of learning by providing clarification of material taught, responding to student questions, facilitating discussion in classes or on-line and providing any supplementary explanation/material required.
- To provide individual advice/support to students, including advice on appropriate reading.
- Where students require more in-depth academic support or pastoral care, to refer them on to an appropriate person.
- To provide formative feedback to students.
- Where required, apply assessment methods developed by others and, mark work having been formally inducted into marking procedures and able to mark work to a moderated standard and provide feedback with guidance from the responsible academic.
- To undertake organisational and administrative tasks directly related to their own teaching.
- To review the outcome of their own teaching and contribute feedback to the review and forward planning of relevant teaching activity.
- To maintain academic standards and work in accordance with university policies (e.g. regarding equality of opportunity, health and safety).
Line managed by
- The member of academic staff responsible for the unit.
Line manager to
Relationships and contacts
- They will be line managed, advised and supported by the academic responsible for the unit.
- Contact with students, involving the leadership of learning activities, passing on knowledge, providing advice/support and requiring the ability to engage with and enthuse students.
- Contact with other members of staff as required.
Qualifications, skills and experience
- A degree (or equivalent) in a relevant subject and usually some postgraduate study (or equivalent professional experience).
- Proven effective Teaching experience at Graduate Teacher level 1 or equivalent
- Sufficient breadth and depth of knowledge and understanding in the discipline.
- Familiarity with the part of the curriculum to be taught and the scholarship associated with it.
- Some knowledge of teaching methods and techniques included in an on-line and blended learning environment.
- The ability to communicate knowledge clearly, both orally and in writing.
- The ability to stimulate and encourage the commitment to learn in others and to promote depth of learning.
- Ability to work collaboratively with colleagues and students.
- Ability to organise own time effectively, so as to meet deadlines and manage competing priorities.
- Good analytical skills and the ability to respond to problems which arise in group learning situations.
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