Expectations of Teaching Pathway Roles Grade 6 & 7
Please see below the expectations of Teaching pathway roles for;
How These Expectations Can Be Used
The expectations are organised thematically in columns reflecting the ‘themes’ i.e.: teaching, structure reflection, leadership and management, and knowledge transfer & professional standing (including civic engagement), with each grade building on the expectations of the previous grade in each column. Though they are not intended to be promotion criteria it is recognised that they may in turn inform the review of such criteria.
Customisation to Reflect Departmental/Faculty Needs
As it is recognised that these are generic expectations, Departments and Faculties may wish to build on each relevant set of expectations to develop a portfolio of discipline/role-related examples of success measures/outputs/impacts relevant to the specific discipline, its environment, business need and/or role.
Expectations of Teaching Pathway Roles: Grade 6
Teaching Assistant/Demonstrator* – (Grade 6)
Normally required to teach/instruct or provide teaching and learning support on a well-established programme under supervision or in liaison with senior colleagues, whilst keeping abreast of current literature in subject areas being taught.
|Teaching||Structured Reflection Related to Teaching||Leadership
& Professional Standing
(including civic engagement)
Adapt and deliver classes/tutorials within an established programme of study, for which other staff retain overall responsibility, based on defined objectives and student needs.
Keep abreast of current literature in the subject areas being taught.
Depending on area of work (e.g. laboratories, workshops, studios) take responsibility for conducting risk assessments, and take responsibility for the health and safety of others and reducing hazards.
|Liaise with more senior colleagues with regard to contributions to module development, planning of teaching and monitoring student progress.||Participate in departmental administration and activity such as class record keeping, report writing, projects, and organising extra-curricular activity.|
|Assist in the organisation and running of examination/assessment activity for modules/programmes contributed to, in liaison with senior colleagues e.g. providing written and oral feedback and in collaboration with senior colleagues setting and marking coursework/exams|
|Alert module/programme leader(s) of any related student pastoral issues that may arise during contact with students and where appropriate provide advice to students on study skills/help with learning problems.|
|Seek ways of improving own performance by reflecting on teaching design and delivery and obtaining and analysing feedback|
Training & Development: Take active responsibility for own personal & professional development. Undertake relevant FHEA modules, University/Departmental induction, Participate in SRDS, Engage in relevant departmental training and introductory pastoral support training.
* It is recognised that Graduate Teaching Assistants (GTAs) also support teaching at this level, often postgraduate students appointed on the new Sheffield Graduate Teaching Contract, for a defined period, for a minimum of 10 hours per semester.
Expectations of Teaching Pathway Roles: Grade 7
University Tutor/University Teaching Associate – (Grade 7)
Involved in the development and delivery of high quality teaching and learning activities and resources supported via engagement in structured reflection as a means of maintaining and enhancing the quality of teaching provision. Will also provide learning support to students and use their subject/professional expertise to contribute more widely to the teaching activities of the department, working with senior colleagues as appropriate.
Related to Teaching
& Professional Standing
(including civic engagement)
|Prepare learning and teaching material that meets required learning objectives.||Engage in structured reflection related to the discipline or area of practice and to the delivery of teaching, as a means of maintaining the currency/quality of own teaching.||Participate in module, programme and departmental administration and activity, as requested by senior colleagues e.g. attend and contribute to relevant meetings||Participate in activities which promote the department to the wider Faculty/University and possibly the outside world, e.g. running open days, school visits/activities, organisation of public lectures and other events; if requested represent the Department on external networks to share information/ ideas and collaborate on initiatives.|
|Deliver undergraduate and/or postgraduate teaching, predominantly through lectures and seminars, set and assess related coursework and examinations, and carry out any related planning and organisation of these activities. Develop knowledge and skills in assessment methods and in providing constructive feedback/advice to students.||Build internal contacts and where required by the Department participate in internal networks for the exchange of information and to form relationships for future collaboration.|
|Contribute to module and /or programme development and wider curriculum changes as part of a team, or individually if required, under appropriate direction and supervision by a module or programme leader.||Where appropriate remain active in professional practice, or maintain contact with the profession and maintain currency of knowledge in own specialist area.|
|Act as personal tutor when required, providing pastoral support and collaborating with colleagues to identify and respond to student needs as necessary.|
|Reflect on practice and respond to feedback on own teaching and learning skills, including student feedback, mentoring, and peer observation and dealing with issues that may affect the delivery of teaching.|
|Supervise practical work/projects as required including PGT supervision as appropriate.|
Training & Development: Undertake FHEA subject to role requirements/departmental needs. Take part in relevant pastoral training (e.g. Supporting the Supporters).