Progress and Destination Tutor

Transcription

1 Progress and Destination Tutor Job ref: Salary : 21,253 pro rata Actual Salary : 17, per annum Permanent 37 hours per week, Term Time 41.6 weeks (Inclusive of 3.6 paid holiday weeks) Braintree (Travel may be required to other sites) Colchester Institute is seeking an organised, proactive, professional and positive individual to join the College at Braintree as a Progress and Destination Tutor supporting the technical areas of: Engineering, Motor Vehicle, Plumbing, Welding, and Wood Occupations. Progress and Destination Tutors (PDTs) support a caseload of students to ensure they have the best possible support and encouragement to achieve their maximum potential, academic level and secure a positive destination. Each PDT will take responsibility for the academic support and progress of learners to enable them to maximise attendance and engagement with their study programmes, offer appropriate pastoral support and assist with making decisions about students next steps. They will work with students at risk of not succeeding, liaising with teaching staff, parents and other stakeholders to encourage the best possible outcomes, taking responsibility to monitor achievement against targets set and provide students with strategies and actions on how to improve. In order to support students study programmes and holistic approach to their safety, wellbeing, progress and ultimate destinations, PDTs will develop, adapt and deliver a significant number of timetabled group tutorials per week to their own tutees. PDTs will possess the confidence and ability to successfully engage with a group of young people and facilitate and manage discussions around College themes such as: progression; employability; safeguarding; preventing radicalisation; staying safe, bullying and harassment. The successful candidate will have a genuine interest in, and enthusiasm for, working with young people, and will be able to demonstrate their experience and successes in engaging with the year old age group. They will have a passion for Further Education and the role this can play in boosting the opportunities and self-belief of young people. They will be proactive, resilient and willing to take on new challenges and try different approaches to get the most from their caseload of students.

2 Application closing: Friday 23 rd February 2018 Interview Date: Wednesday 7 th March 2018 Please ensure you quote the Job Reference on your application. A job description can be obtained from our website Applications, by CV if preferred, should be ed to jobline@colchester.ac.uk.

3 Vacancy Information Progress and Destination Tutor Braintree Job ref: Grade: S19-S22 Salary : 21,253 pro rata Actual Salary : 17, Permanent 37 hours per week, Term Time 41.6 weeks (Inclusive of 3.6 paid holiday weeks) Braintree To apply: Please complete and return an application form, or send in your CV with covering letter if preferred, by to jobline@colchester.ac.uk. In either case, or if you have already sent in your CV, we would be grateful if you could complete and return an equal opportunities monitoring form. If you have submitted an application, it will be passed to the manager and if you have been shortlisted for interview you will be contacted within 2 weeks of the vacancy closing date. If you do not hear from us within 2 weeks of the closing date, unfortunately you have not been shortlisted for interview on this occasion. (Please note this does not apply to internal applicants). Closing date: Friday 23 rd February 2018 Additional Information Colchester Institute is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All posts at Colchester Institute are exempt from the Rehabilitation of Offenders Act You must therefore disclose spent and unspent convictions, cautions, reprimands and final warnings. The amendments to the Exceptions Order 1975 (2013) provide that certain spent convictions and cautions are protected and are not subject to disclosure, and cannot be taken into account. Guidance and criteria on the filtering of these cautions and convictions can be found at the Disclosure and Barring Service website. If you are offered the post we will need to obtain a satisfactory Disclosure and Barring check for you. This will be an Enhanced DBS Check and a Barred List check for roles deemed to be in Regulated Activity. All staff new to the College are required to pay for their DBS unless they have registration to the DBS Update Service that is checked satisfactorily by the College.

4 The College places a strong emphasis on recruiting high quality staff and on supporting continuing professional development for all staff to ensure that they are effective in providing high standards of teaching and learning and in putting customers first. Please visit our website to obtain further details about the College

5 COLCHESTER INSTITUTE JOB DESCRIPTION Job Title: Reports to: Grade: Progress and Destination Tutor Progress and Destination Co-ordinator S19-S22 Overall Responsibilities: To work in liaison with curriculum and teaching staff to provide appropriate support for students, with the overall aim to ensure that all students progress on their programmes and that they are equipped with the skills and information needed to reach a positive destination; thus positively contributing to the College s retention, attendance and destination results. To be accountable for the delivery of a weekly timetable of group tutorials on a range of centrally agreed themes, facilitating and managing discussions and adapting resources to suit the tutor groups, and where appropriate the technical subject areas. To work with a caseload of individual students to monitor, and where appropriate increase, their attendance, and support learners who are identified as at risk to achieve their maximum potential. Main Tasks: To support a designated number of students and oversee their progress by: 1. Supporting students with their induction and orientation to the College, in liaison with other curriculum staff, to help them to identify their planned destinations and any barriers to learning, supporting the 42 day focus process leading to increased retention. 2. To have a particular focus in the first few weeks of the academic year on students who enrol late, or who show signs of disengagement or detachment in the early stages of their study programmes, to keep them on programme. 3. Reviewing students overall attendance, punctuality, behaviour, and attitudes to learning, taking swift and appropriate action as necessary, including the use of the College attendance and / or disciplinary policy, supported by programme leaders and other involved teaching staff. 4. Delivering weekly tutorial sessions on cross-college themes, and in line with a centrally produced tutorial programme including progression; employability; safeguarding; preventing radicalisation; staying safe, bullying and harassment. 5. Developing and adapting Group Tutorial session and resources in liaison with Curriculum Area and Progress and Destination Co-ordinator to ensure the most appropriate delivery for your students.

6 6. Using relevant software such as moodle and City and Guilds Skills Zone to deliver aspects of the Group Tutorial Programme, especially work experience and employability. 7. Developing a personal understanding of each tutee by holding regular one to one tutorials (non-academic) and supporting them to complete all parts of their Programme of Study to the requisite level, including maths, English and GAP. 8. Regularly monitoring attendance of tutees and chasing up non-attendance where it is having a significant impact, maintaining contact with parents as appropriate to help increase students attendance and to support progress. 9. Providing initial pastoral support, and referring to appropriate support services within the College including Welfare, Counselling, Careers and safeguarding, to ensure a consistent and coherent approach to student welfare and wellbeing. 10. In liaison with curriculum areas and Careers guidance, assisting students in making choices about Progression, including writing high quality references for employment, UCAS and other progression routes such as apprenticeships 11. Regularly liaising with curriculum staff about the progress of students and working closely with lecturing staff to effectively monitor achievement against targets set and provide students with strategies on how to improve. 12. Arranging and attending meetings with parents, students and course tutors to work collaboratively to support the students overall attendance, punctuality, behaviour, and attitudes to learning. Inviting representatives from College support teams where necessary (Student Services, Careers, ALS) 13. Supporting lecturing staff at Parents Evenings in discussing the progress of students, and follow up with those parents/guardians/carers who cannot attend. Attend welcome days and other events, such as enrolment, Advice Days and Open Events as required. 14. To have ownership and responsibility for the quality of work undertaken, including personal contribution to the ultimate progress and destination of tutees. 15. To be willing to provide cover for other PDT group tutorials where required 16. Using College systems, such as ProMonitor, to record targets, reviews and other interventions in a timely manner 17. Understand, comply and work within College procedures for example: attendance, disciplinary, Safeguarding, Equality and Diversity, FRAP, Bullying and Harassment policies. 18. Carry out other such other duties as may be required by or on behalf of the Colchester Institute provided that they are consistent with the nature of the post

7 This job description is a guide to the duties the post holder will be expected to undertake. It is not intended to be exhaustive or exclusive and will be subject to change as working requirements dictate and to meet the organisational requirements of Colchester Institute. February 2018

8 PERSON SPECIFICATION Progress and Destination Tutor Ref: Qualifications / Training Essential Maths and English at Level 2 or above Qualifications up to level 3 / A level standard or equivalent Level 3 or 4 mentoring/coaching qualification or willingness to achieve Desirable Level 3 IAG or above Educated to degree level Teaching qualification Knowledge / experience Experience of working face to face with different age and client groups, but particularly with year olds Experience of supporting, motivating and mentoring individuals against goals Confidence in and experience of giving presentations, or delivering training, to a wide ranging audience Experience of handling difficult situations, including confrontation, in a calm and effective way Proven experience of working in a busy environment, managing conflicting priorities and meeting deadlines Experience of interviewing students Experience of teaching, coaching or mentoring Experience of working within an FE college or other educational establishment Experience of data protection, working with confidential and sensitive information Experience of working work with various forms of communication including , texting and telephone Direct experience of inputting data into databases, accurately and with good use of English An understanding of safeguarding and its importance within the College and of maintaining professional boundaries. Commitment to and understanding of equality and diversity

9 Skills / abilities Outstanding communication skills and the ability and enthusiasm, to work positively and effectively with year olds The ability to inspire challenge and stretch students during delivery Confidence, enthusiasm and an interest in education and in boosting the opportunities and self-belief of young people Ability to set SMART targets and monitor progress against them Proven negotiating and influencing skills Ability to provide professional and empathetic information and advice to young people and their parents/guardians, both face to face and over the telephone Proven record of willingness to take initiative, adapt and being proactive. Proven record of working positively and collaboratively across internal teams, management, key stakeholders and colleagues developing and maintaining positive working relationships. Working together towards the same end goal. Proven emotional resilience and determination to persist with a task under challenging circumstances Positive approach to change and willingness to undertake training and development Evidence of work involving significant organisational skills, with good attention to detail and managing conflicting priorities High level of personal integrity, honesty, reliability and positivity. Excellent IT and data input skills, on a wide range of software applications Ability to follow College procedures

10 Special requirements A genuine interest in, and desire to work with, young adults in a face to face and supporting role A commitment to high standards and professionalism, and to be a role model for others Ability to work flexibly and put in the hours needed to meet the job and College requirements, including occasional evenings and weekends Own transport and willingness to travel to other campuses Flexibility and willingness to take on new tasks and initiatives