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Become a Graduate Teaching Assistant

Become a Graduate Teaching Assistant. Thursday 8 th May Friday 9 th May. Introduction to the team. Alex Hopkins, Associate Dean, OVC Julie Hughes, Head of Dept. PCE, FEHW Rob Smith, Partnership Director PCE & Research Fellow, CRADLE, FEHW

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Become a Graduate Teaching Assistant

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  1. Become a Graduate Teaching Assistant Thursday 8th May Friday 9th May

  2. Introduction to the team • Alex Hopkins, Associate Dean, OVC • Julie Hughes, Head of Dept. PCE, FEHW • Rob Smith, Partnership Director PCE & Research Fellow, CRADLE, FEHW • Matt O’Leary, Partnership Director PCE & Research Fellow, CRADLE, FEHW

  3. Overview of this session • University of Opportunity strategy • Traditional role of GTAs in HE • Role of UoW GTAs • Overview of GTA programme years 1 & 2 inc. qualification and further professional learning • Application process – personal statement * • Selection and interview process • Questions

  4. University of Opportunity I • Our vision is to promote social mobility and improve individual life chances within the communities we operate. • We aim to raise the aspirations, attainment, the quality of schools and the level of progression to higher education and graduate employment. Right across the region.

  5. University of Opportunity II • Ours is a University that can find the talent and ability within any individual. One that will transform that talent into opportunity. • The University proposes to launch a new academic role, its own Graduate Teaching Assistant scheme, to support its strategy.

  6. Brief intro to GTA role in the HE sector Whilst not a new phenomenon, Graduate Teaching Assistants are more commonly associated with HE in the United States. They have become part of faculty establishments in several HEIs in the UK, usually the research intensive universities, but lately becoming apparent in the post-1992 group.

  7. GTAs at UoW – workforce development HE workforce future sustainability principles include flexibility, adaptability, agility, equality and diversity HEFCE (2010). The GTA role could result in developing a more diverse and flexible workforce, where the post holders could be deployed to the areas of greatest need.

  8. What will GTAs do? Assist academic staff and students with learning and teaching activities, performing defined tasks under the supervision of mentors. Examples of defined tasks could include: • Facilitating seminars and drop in sessions; • Contributing to small and large group teaching; • Tutorial support; • Demonstrations during practical sessions*; • Technical support during project work*; • Field trips where appropriate; • Providing assignment guidance, including maths and English.

  9. GTA programme – Year 1 • Sept 1st 2014, University and Faulty Induction • Sept 15th PGCE (M) Induction (3 days per week for 3 weeks • Monday 6th Oct – WELCOME WEEK – 3 days in Faculty and 2 days PGCE (M) • Block placement mid Jan-Feb 2015 • Feb – April - 3 days in Faculty and 2 days PGCE (M) • May – Sept – Faculty and cross-University roles

  10. GTA programme – PGCE (M) • Recognised teaching qualification for post-compulsory sector; • 60 credits at level 6 and 60 credits at level 7; • 150 hours teaching and 8 assessed lesson obs; • Academic assignments; • Lots of group work in small mixed groups; • Lots of support from personal tutors, teaching and subject mentors.

  11. GTA programme – Year 2 • Faculty-based focussed on faculty identified issues; • Acting as a mentor to incoming GTA cohort 2015-6; • Undertake a placement in a partner school, academy or college; • Have the opportunity to undertake further academic study.

  12. Attributes and skills we are looking for • proven and effective presentation and communication skills, both written and verbal; • a good understanding of the UK higher education system; • committed to and have the ability to acquire knowledge and understanding about teaching, learning and assessing quality standards and procedures, including the requirements of the QAA and relevant PSRBs;

  13. Attributes and skills • The ability to take responsibility for their own work; • effective organisational skills, good time management, ability to prioritise tasks and attention to detail. • An understanding and awareness of the issues involved in working with a diverse range of staff and students with varying needs is essential.

  14. The post holder should have the ability to work with a virtual learning environment, including the use of e-learning technology. • The ability to work as part of a team is also essential.

  15. How to apply – by 23rd May • Via the University website – work here (top right homepage) and search job vacancies; • Register and apply online, you can log in multiple times and view in PDF format at any time; • Think about your personal statement linked to the job description and essential and desirable criteria; • Think about why you want to teach and why here?

  16. Convince us to select you for interview • Highly competitive; • Short listing and selection will take place with HR/Faculty and programme team in early June; • Interviews will take place in mid-June with a Faculty and programme panel; • You will be expected to deliver a micro-teach activity and written task.

  17. Questions?

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