14 Jan

Adult Literacy Tutor Jobs Vacancy in Ara Institute Canterbury

Position
Adult Literacy Tutor
Company
Ara Institute Canterbury
Location
CAN
Opening
14 Jan, 2018 30+ days ago

Ara Institute Canterbury urgently required following position for Adult Literacy Tutor. Please read this job advertisement carefully before apply. There are some qualifications, experience and skills requirement that the employers require. Does your career history fit these requirements? Ensure you understand the role you are applying for and that it is suited to your skills and qualifications.

Follow the online directions, complete all the necessary fields, and provide all relevant information so your application is submitted correctly. When you click the 'Apply this Job' button (open in new window) you will be taken to the online application form. Here you will be asked to provide personal and contact details, respond to employment-related questions, and show how you meet the key selection criteria.

Adult Literacy Tutor Jobs Vacancy in Ara Institute Canterbury Jobs Details:

Successful students; Value for employers; Effective staff.

OUR VALUES / KAUPAPA
Trust - Kia pono; Connect - Kia Tūhono; Inspire - Kia Hihiri

INTRODUCTION

Ara Institute of Canterbury’s Policy Framework for teaching and learning identifies four principles:

  • Participation – learners actively engaged
  • Empowerment - fostering student engagement and develop students’ as critically reflective life-long learners.
  • Employability - preparing them as learners for the 21st Century with a range of literacies required for the future.
  • Community - recognising and valuing learning as a social process
Ara is committed to developing flexible modes of delivery and encourages learning centred approaches that exploit the
potential of new technologies.
Ara is also committed to scholarship informing teaching and learning
Ara has a Capability Framework to support the professional development of teaching staff.

DEPARTMENT AND DIVISION INTRODUCTION

The Department of Humanities comprises programmes in the areas of English Language, Foundation Studies, International

Languages, Te Reo Maori, Teacher Education, Outdoor Education, a range of service courses providing skills development for

programmes in other departments. In addition, specific programmes run for Adult Literacy & Numeracy, Work Skills for

intellectually disabled learners and second chance learning for women. The Department has an excellent reputation for the

delivery of high quality programmes, and has well established positive relationships with the agencies that support the

students.

The Adult Literacy tutor will teach literacy/numeracy skills, taking responsibility for delivering the outcomes that are

contained in the programme document and ensuring that the delivery of the learning outcomes is of a standard that

meets/exceeds student expectations. The post holder will work co-operatively and collaboratively with managers, staff and

stakeholders to achieve the Department’s objectives and Ara’s mission and vision. The incumbent will be supported and

supervised by the Programme Leader, working with in a highly skilled and dedicated team of up to 5 staff delivering up to 20

EFTS (equivalent full time students) per year.

REPORTING STRUCTURE - Line Manager: Key Skills Manager

Head of Department
  • Humanities
Manager -
Manager - Te Puna Manager - English

Manager - Education Sustainability and Manager - Key Skills
Wanaka Language

Outdoor Education

Adult Literacy
Centre

FUNCTIONAL RELATIONSHIPS

Internal External
Department  Staff in other departments across Ara as
  • Academic staff appropriate
  • Technical and Administrative support staff  Professional groups and organisations
Divisions /associations

  • Academic Services Division:
o Learning Design
o Portfolio and Assurance
o Academic Quality

  • Student Support Services:
o Academic Support Services such as Student Advocacy and

Disability Services
o Student Support,
o Youth
o Transition

  • Admissions, Records
  • Marketing
PROFESSIONAL PROFILE

ESSENTIAL

Education/Qualifications/Knowledge:
  • A relevant tertiary qualification is essential.
  • Previous experience in adult education and/or literacy field
  • An understanding of the impact of literacy issues at the personal and social level.
Experience/Skills

  • Experience in working with people with literacy difficulties
  • Strong interpersonal skills, both written and oral
  • An ability to communicate effectively with a diverse range of students and staff.
  • Working knowledge of LNAAT
  • Knowledge of the TEC Learning Progressions
  • The ability to establish rapport and engage positively with a diverse range of students
  • Effective and efficient administrative and record keeping skills
  • Confidence in working 1:1 and directing individual learning
  • Group facilitation skills
  • High level of computer literacy
  • Engagement with assessment and feedback processes.
  • Knowledge of study and career options
  • Willingness to be involved in new courses and programmes.
Personal Attributes:
  • Embraces Ara values/kaupapa
  • Sound professional judgment and integrity
  • Able to work autonomously and as part of a team
  • Innovative with strong self-motivation
  • Uses a variety of interpersonal communication skills to develop and maintain strong positive working relationships
  • Works collaboratively and cooperatively, contributes to teams.
  • Recognises diversity positively (cultural, socioeconomic, age, ability)
  • Is willing to commit to Academic Staff Capability Framework and Policy Framework for Teaching and Learning
  • Please note that you will be required to provide evidence of any qualification, professional membership, license or registration required for the role.
KEY RESPONSIBILITIES EXPECTED RESULTS / OUTCOMES

Teaching and Learning Practice Teaching and Learning
involves:  Teaching and learning situations in selected programmes, courses,

educational interventions are managed.
  • Engaging Learners  Effective planning, preparation and organisation for all learning
situations so students know what is expected of them. This includes
  • Designing and Planning Learning setting and effectively communicating learning objectives, and
regularly updating teaching resources and media to ensure currency

  • Assessment and Feedback and meet changing educational needs and industry requirements.
  • An environment where students are motivated to learn is created.
  • A variety of appropriate teaching and learning strategies and
technologies/media are applied effectively.

  • Academic quality standards are maintained.
  • Regular, effective formal and informal feedback to students regarding
progress and achievement is provided, including:
o Assessment is used as a tool for learning
o Appropriate, varied, aligned and useful assessment

methodologies are applied while complying with any
professional or industry regulations.

Student Focus

  • Student feedback sought in keeping with Ara guidelines.
  • Professional relationships maintained with students to help meet
individual learning needs.

  • Learning guidance provided to students within and outside the
classroom context, as appropriate.

  • Student learning difficulties are recognized and for appropriate
support arranged

  • Support and assistance provided to resolve conflict between
students.

  • Practice in non-racist and non-sexist ways and sensitivity to students
and colleagues with special needs demonstrated.

  • Genuine concern exhibited for students as individuals, as members of
the course/programme, and, as members of the community.

Contribution to Ara and your team involves Planning and Development
  • Active contribution made to:
  • Planning and development o vision and innovation to the work team;
o planning and development activities in relation to courses,

  • Administration programmes, the Department, Division;
o ongoing planning within the Division and Department;

  • Contribution to internal/external o course, workgroup and other relevant meetings of staff;
communities o marketing activity in and on behalf of the

Division/Department/Ara.

  • Leadership
Administration

  • Administration requirements of the courses taught.
  • Student and course/programme records completed accurately and in
a timely manner in accordance with Ara process (e.g. attendance
records, assessment results)

  • All personal administration records completed accurately and
forwarded to the Head of Division (e.g. leave forms, leave planners,
work time records).

  • All policies, practices and procedures of the Division, Department and
Ara followed.

Contribution to Internal and External Communities

  • Participation in external moderation processes as required
  • Representative for the course in meetings or industry gatherings as
required.

  • Liaison with stakeholders such as industry, consumer groups and
representatives to seek their feedback and input into the courses and
programmes taught, as required.

  • Participation in the broader professional and academic life of Ara.
  • Professional relationships maintained with staff to further overall
objectives of the Division, Department and Ara.

  • Behaviour that supports Ara values is modelled.
  • Compliance with legislation and policy adopted by Ara in order to
meet legislative requirements. (NB health and safety requirements).

  • Participation in activities seeking staff opinion and feedback, as
requested.

  • Participation in the continuous improvement culture by
recommending change and improvement, which will assist with
efficient delivery of operational and strategic goals.

  • Participation in committees/working groups, as required.
  • Contribution to and participation in projects from time to time.
  • Other duties related to an academic staff member’s role undertaken,
as may be reasonably required from time to time

Professional Development involves  Participation in organisational processes such as the staff capability
improving your individual practice through framework, peer review, appraisal, performance evaluation and
review (PE).
  • Reflection and evaluation of practice  Evaluation and reflection on own practice in order to identify
directions and strategies for improvement.
  • Professional Commitment  Feedback on performance from students, peers and Head of Division
is used constructively to identify own educational needs and
  • Subject knowledge and expertise opportunities found to meet these.
  • Development time is planned, negotiated with Manager and used to
  • Institutional knowledge address needs in teaching development; Ara learning profile and
professional currency.

  • Research and knowledge transfer  Opportunities to maintain professional credibility and competence
sought and taken.

  • Leadership.  A collegial climate and sharing of practice is fostered.
  • Currency in pedagogy and in subject area developed and maintained
through scholarly approaches to teaching and learning and
curriculum design.

  • Fluency in technologies developed.
  • Consistent engagement with Ara values, principles, policies, plans and
strategic direction.

  • Initiative used and opportunities found to lead in own context
  • Active contribution to Division research activities and outputs.
  • If research time is approved the outputs negotiated are delivered.
NOTE

The successful applicant is required to commit to Ara Staff Capability Framework which encompasses foci on students,
learning and teaching, innovation, flexibility and continual learning, research, biculturalism, internationalization, disability
awareness, environmental awareness and sustainability, health and safety and IT literacy.

All of the information provided above is intended to describe the general nature and level of work being performed. They
are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of the position and
incumbent. From time to time, the incumbent will be required to accept and carry out other relevant duties as assigned by
the Head of Department- or their delegate.

IMPORTANT NOTES THAT FORM PART OF THE POSITION

1. Student Evaluation
Each lecturer is required to implement a system of obtaining from students, evaluation on the course in general and on
their performance to assist professional development. Assistance is available in the Division or through the Staff
Development Coordinator.

2. Staff Appraisal
Ara has in place a staff appraisal / capability development process in relation to job performance. All staff are required
to actively engage in this process.

3. Staff Training and Professional Development
Academic staff who do not have a teaching qualification are required to enrol in the NZ Certificate in Adult and Tertiary
Teaching (NZCATT). Ara is a learning organisation where professional development is supported. Staff are asked to
develop a professional development plan with their Manager that aligns with the Ara Teaching Capability Framework.

4. Ara Profile
For Ara to develop and prosper, all staff are expected to demonstrate a range of skills, knowledge and attitudes that
contribute positively to the organisation’s fundamental purpose which is to provide quality learning for students. We
have an integrated approach to defining, describing and developing a positive learning culture among staff and we align
this approach at all levels to the mission, values, goals and strategic direction of the institution.

5. Health and Safety
The Health and Safety at Work Act 2015 provides that a duty is imposed on a person under the Bill to ensure health and
safety. This requires the person to eliminate risks to health and safety so far as is reasonably practicable and; if it is not
practicable to eliminate risks to health and safety, to minimise those risks so far as is reasonably practicable. It is the
employee’s responsibility to abide by this legislation, the Ara Health and Safety policy and to complete the online Health
and Safety induction immediately after commencing work.

Applicants for positions are asked to declare and relevant health related needs or issues on the application form provided
to People and Development with your application for appointment. This information is not used for short listing but we
do expect you to discuss your needs as part of the interview process or when accepting an employment offer where this
is relevant. Confidentiality is assured and applicants will not be differentiated on the basis of disabilities or health
requirements unless these render applicants unable to undertake the task requirements. Employees may be required to
undertake a health check where baseline data is needed for specific positions e.g. a hearing test for those involved in
engineering workshops.

6. Probationary Period
Every lecturer appointed for the first time to a tenured (permanent) position must serve a probationary period of two
years, which may be reduced in certain circumstances or extended for up to a further year. People appointed to limited
tenure (fixed term) positions may be required to serve a probationary period. Confirmation of appointment at the end
of the probationary period is by the decision of the Chief Executive Officer communicated in writing.

7. Intellectual Property
Intellectual property developed by Employees in the course of their employment belongs to Ara. This includes but is not
limited to programme/course/lesson plans, course descriptors, notes, assignments, tests, evaluations.

8. Employment Terms and Conditions
Appointments are made within the terms of the Employment Relations Act 2000 (as amended) and the terms and
conditions provided either in an Individual employment Agreement (IEA) or in terms of the applicable Collective
Employment Agreement (CEA) which also has coverage over this position. At Ara the applicable CEAs which cover the

terms and conditions of employment for academic staff members are the Association of Academic Staff at Canterbury
(AASC) and the Tertiary Education Union (TEU). If the staff member joins either the AASC or TEU union, the current
appropriate CEA will automatically apply, otherwise the staff member will be on an IEA.

9. Equal Opportunities Employer
Ara is committed to equality and diversity and makes a determined effort to develop an inclusive environment to achieve
a balanced gender representation and increase the number of Maori and other under-represented groups on staff. We
are an active provider of opportunities for differently abled people and recognise that all staff, are not only our
employees, but have multi-faceted lives that from time to time may require flexibility from Ara to assist in meeting their
other commitments.

10. Ara Sustainability Aspirations

  • Ara will continuously evaluate and improve its environmental impact across all areas of the organisation.
  • Ara is widely acknowledged as a values led organisation, where sustainability and multiculturalism is core to its
beliefs and operating practices.

  • We support and encourage sustainability initiatives and objectives, both on and off campus, and act as a key
partner in community and iwi lead collaborations.

  • While key stakeholders, including central and local government recognise Ara as the sector leader in adding
value through sustainability, we believe compliance is the entry point and we can go further.

  • Ara is an economically sustainable organisation that is efficient, productive and anticipates market needs,
adapting to the changing economic environment in Aotearoa, New Zealand and globally.

11. Smokefree Policy
As an employer and learning provider of choice Ara promotes a positive, healthy working and learning environment and
supports the government vision of a Smokefree Aotearoa by 2025. The Smokefree policy prohibits smoking in all
buildings or parts of buildings under Ara Institute of Canterbury’s management, Ara vehicles and on Ara land holdings
and perimeters including all car parks, green spaces and external eating areas.

12. Criminal conviction history checks
While Ara is a tertiary institute delivering education and catering predominantly for adult learners there remains a duty
of care to the increasing numbers of younger students and those individuals or groups who may be defined as “vulnerable”
by virtue of age, health, welfare or special need. With an increasing focus on youth in particular and the additional
pastoral care this involves Ara Management have determined that best practice involves all staff undergoing a criminal
conviction history check. As part of the appointment process shortlisted candidates will be asked to give consent to Ara
to submit a request. Offers of employment will be subject to the results of the check. A regime of checking employees
has been developed.

Core worker
For NZ Police vetting purposes this role is classified as a core (children’s) worker because there is regular contact with
students who may be youth, children, elderly or vulnerable adults. This position meets the criteria for a check under the
Vulnerable Children’s Act 2014 and as such Ara will request a NZ Police Vet check disclosing your criminal conviction
history.

13. Records Management
All staff are expected to comply with the Records Management Policy and related Ara procedures and to create records
that accurately capture business activities, appropriately manage these records over time using line of business systems,
approved institutional repositories and designated physical and electronic storage, and follow authorised disposal
processes.


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