Role Profile – Grade 7 ARE

Lecturer

Job Title: / Lecturer in Orthoptics / Generic Post Title: / Lecturer
Reporting to: / Assistant Head of Department (Vision Sciences) / School/ Department: / School of Health and Life Sciences
Department of Life Sciences
Job Family: / Academic, Research Enterprise / Grade: / 7
Main Purpose of the Role: / The main purpose of this role is to deliver teaching and learning and in Orthoptics and to develop the international profile of the department and related programmes.
Summary of Activity: / Examples of role specific activity include:
Lecture in the general area of Vision Science with particular emphasis on the Orthoptics Programme and carry out all related activities in the Department at undergraduate and postgraduate level including direct clinical teaching, supervision of degree and post-graduate projects and dissertations, open and distance learning, work-based learning, academic guidance and other tutorial guidance, examining and assessment, module/ programme leadership, development of learning support material, methods and applications.
Examples of specific activity include:
·  Participate in the design and development of new programmes and curricula and review and develop existing programmes and curricula within the Department.
·  Be active in research/advanced practice/advanced scholarship, consultancy and other forms of income generation and contribute to the research, consultancy and income generation objectives in the general area of Vision Science.
·  Relate all research/advanced practice and scholarship to the curriculum and curriculum development.
·  Participate in and promote the Department’s off campus and workplace activities.
·  Carry out related duties that may be allocated to you as advised by the Assistant Head of Department or other senior academic staff of the Department including educational management and administration; participation in development of committees, working groups and project teams, mentoring, counselling and other forms of student support, participation in quality assurance procedures; recruitment, selection and admissions of students; staff development and performance review; representing the Institution or profession on external bodies.
·  Participate in scholarly activity and continuous professional development.
·  Liaise with industry.
Examples of generic activity include:
·  Design, develop and deliver a range of teaching materials for study at various levels and contribute to the development of programmes.
·  Review and update teaching material with appropriate regularity.
·  Contribute to the development and apply innovative and appropriate teaching techniques and skills to promote student application and cognitive development.
·  Apply appropriate quality standards and measurements to teaching activities and learning outcomes.
·  Demonstrate a developing in-depth understanding of area of specialism and pedagogy to the extent of professional recognition.
·  Engage in pedagogical, professional and specialist research.
·  Write or contribute to publications to disseminate research findings and/or contribute to professional discourse.
·  Make presentations at national and/or international conferences and present work at other appropriate events.
·  Ensure curricula are underpinned with appropriate research.
·  Contribute to consultancy and income generation activities.
·  Responsible for the management, implementation and compliance with Health and Safety regulations, standards and processes within your area of responsibility and control.
·  Any other tasks appropriate to the post and in line with Department/School business needs.

Person Specification

Criteria / Essential / Desirable / Evidence
Education, Qualifications
& Training / Registered with the HCPC as an Orthoptist / Application
Qualifications
Skills, Knowledge & Competencies / Post-registration experience in clinical practice.
Knowledge of practice placement
Previous teaching experience
Understanding of professional body and regulatory body requirement of programme
Represent programme at relevant professional meetings
IT capabilities are essential, including use of word, excel and other computer programmes necessary for assessment of patients / Experience teaching binocular vision to optometrists
Previous clinical supervision / Application
References
Interview

Grade 7 Lecturer Page 5 of 5 Academic, Research Enterprise

Generic HERA Activity – Grade 7 ARE

Lecturer

1 Communication

This element includes communication through written/electronic/visual/verbal means, and in both informal/formal situations. This may include the need to convey basic factual information clearly and accurately, conveying information in the most appropriate format and explaining complex or detailed specialist information.

Required to convey and understand communication of a complex or conceptual nature which typically would not be immediately understandable to those outside the area of work.

2 Teamwork and Motivation

This element includes team work and team leadership when working in both internal and external teams. This may include the need to contribute as an active member of the team, motivating others in the team and providing leadership and direction for the team.

Required to offer mutual support to colleagues in a team where the members are all pulling together. This may be in a self directed or leaderless team, or in a team with a remote leader. For example a member of staff who as part of a team is expected to act as a role model to less experienced colleagues and supports their work as required.

3 Liaison and Networking

This element includes liaising with others both within and outside the institution and creating networks of useful contacts. This may include passing on information promptly to colleagues, ensuring mutual exchange of information, influencing developments through one’s contacts and building an external reputation.

Liaison and networking for the purpose of exchange of information for effective working, used for those roles where ongoing relationships are important and may be used when the role holder is required to create a network to pass on information or obtain feedback.

4 Service Delivery

This element includes the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may include reacting to requests for information or advice, actively offering or promoting the services of the institution to others and setting the overall standards of service offered.

Responds to requests for information, provides answers to questions regularly posed, drawing upon pre-prepared materials for the answers, responds to breakdowns, system or mechanical failures or predictable requests for help and may be asked to initiate contact with customers, explore customers' needs and adapt the service to meet them.

5 Decision Making Processes and Outcomes

This element includes the impact of decisions within the institution and externally. This may include decisions which impact on one’s own work or team, decisions which impact across the institution and decisions which could have significant impact in the longer term within or outside the institution.

Independent decision-making around allocation of resources that will affect the work of people outside the immediate work team, member of committee or team with decision making remit to vary a business plan or to start a pilot project and recommend ways of developing courses and programmes of study.

6 Planning and Organising Resources

This element includes organising, prioritising and planning time and resources, be they human, physical or financial. This may include planning and organising one’s own work, planning work for others on day to day tasks or on projects, carrying out operational planning and planning for coming years.

Expected to decide own pattern of work and select the order in which tasks are completed, ensuring the required output is achieved. May occasionally plan and prioritise the day-to-day work of others to meet agreed objectives.

7 Initiative and Problem Solving

This element includes identifying or developing options and selecting solutions to problems which occur in the role. This may include using initiative to select from available options, resolving problems where an immediate solution may not be apparent, dealing with complex problems and anticipating problems which could have major repercussions.

Expected to use judgement to resolve problems that are predictable but occur less frequently, and could be required to resolve problems that occur infrequently and when the available guidance is not specific in the absence of line manager.

8 Analysis and Research

This element includes investigating issues, analysing information and carrying out research. This may include following standard procedures to gather and analyse data, identifying and designing appropriate methods of research, collating and analysing a range of data from different sources and establishing new methods or models for research, setting the context for research.

Required to decide how to conduct the investigation as well as analyse and interpret the results and may occasionally involve the investigation of complex matters and issues

9 Sensory and Physical Demands

This element includes the sensory and physical aspects of the role required to complete tasks. This may include physical effort, co-ordination and dexterity, using aural evidence to assess next actions, applying skilled techniques and co-ordinating sensory information and high levels of dexterity where precision or accuracy is essential.

Will need skills obtained through practice over a period of time or during practical training. Care, precision and accuracy will be normally expected.

10 Work Environment

This element includes the impact the working environment has on the individual and their ability to respond to and control that environment safely. This may include such things as the temperature, noise or fumes, the work position and working in an outdoor environment.

Based in the sort of working environment that has little impact on the way in which the work is performed and presents a low level of risk.

11 Pastoral Care and Welfare

This element includes the welfare and well being of students and staff within the institution, in both informal and formal situations. This may include the need to be aware of the support services available, giving supportive advice and guidance and counselling others on specific issues.

Covers basic sensitivity to and consideration of other people's needs or feelings and may include dealing with signs of obvious distress, and may be required to react to predictable welfare issues that are covered by documented procedures, when the matter can be referred to someone else or advice on how to respond can be obtained.

12 Team Development

This element includes the development of the skills and knowledge of others in the work team. This may include the induction of new colleagues, coaching and appraising any individuals who are supervised, mentored or managed by the role holder and giving guidance or advice to one’s peers or supervisor on specific aspects of work.

Responsibility for providing training or instruction to other members of the work team on a regular basis, may be expected to train or instruct other members of the work team on a regular basis.

13 Teaching and Learning Support

This element includes the development of the skills and knowledge of students and others who are not part of the work team. This may include providing instruction to students or others when they are first using a particular service or working in a particular area, carrying out standard training and the assessment and teaching of students.

Design, deliver and review standard materials. Could include minor alterations to the content and mode of delivery without affecting the desired outcomes, responsible for design, delivery and review of training courses and lectures, responsible for designing materials and delivering the curriculum in a broad subject range and assessing the overall progress of students and contributes significantly to programme design.

14 Knowledge and Experience

This element includes the relevant knowledge needed to carry out the role, however acquired, whether this is technical, professional or specialist. This may include the need for sufficient experience to carry out basic, day to day responsibilities, the need for a breadth or depth of experience to act as a point of reference for others and the need to act as a leading authority in one’s field or discipline.

Required to be regarded as an authority in the academic area, required to have specialist expertise sufficient to challenge or lead thinking, required to provide guidance or opinion and act as a source of expertise, this level of knowledge is generally acquired after extensive experience following formal qualification and is recognised by professional or public acclaim and will be expected to reflect on practice and engage in continuous professional development activities to keep his or her knowledge base and skills up to date and to develop them further.

Grade 7 Lecturer Page 5 of 5 Academic, Research Enterprise