21 Jul

Electrical Tutor Jobs Vacancy in Ara Institute Canterbury

Position
Electrical Tutor
Company
Ara Institute Canterbury
Location
CAN
Opening
21 Jul, 2018 24 days ago

Ara Institute Canterbury urgently required following position for Electrical 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.

Electrical Tutor Jobs Vacancy in Ara Institute Canterbury Jobs Details:

Position Academic Staff Member - Electrical Pos # 3090

Department/division Division of Education and Applied Research - Department of Trades

Main location Woolston Campus

Staffing responsibility Nil

Academic delegation To be agreed

Financial delegation Nil

ASM - Level 600.
Human resource delegations

Delegated authority is in accordance with the HR delegation policy guidelines.

Employment agreement Academic Staff Employment Agreement

Full time, fixed term to June 2019
Classification Core Children’s Worker

See the important notes section for further information.

Appointment Range ASM $56,298 - $80,861 per annum
Salary range

  • these salary scales apply to the applicative contract at Ara

Our vision and values
At Ara, our vision is to: Our values are: 

produce successful studentsTrust (kia pono) 

deliver value for employersConnect (kia tuhono) 

enable effective staffInspire (kia hihiri)


Teaching and Learning
Our Policy Framework for Teaching and Learning identifies four principles: 

Participation: learners are actively engaged 

Empowerment: student engagement is fostered and students are developed as critically reflective, life-long learners 

Employability: students are prepared as learners for the 21st Century with a range of literacies required for the future 

Community: learning is recognised and valued as a social process

At Ara we’re committed to developing flexible models of delivery and encouraging learning-centred approaches that exploit the potential
of new technologies. Our Capability Framework supports the professional development of teaching staff and we are committed to
scholarship to inform teaching and learning.

Department/division introduction
Ara Institute of Canterbury’s Trades Campus is the leading South Island provider of Trades Training. Located on Sullivan Avenue, Opawa
and Arthur Street campus, Timaru, Ara provides unparalleled practical learning facilities for the eleven Trades disciplines currently
delivered. In addition, the TradeFIT development sites provides opportunity for further Trades Training and enhancements to those
currently offered.

Prime function/purpose of the job
As an Electrical Trades Tutor you will primarily be responsible for the delivery of Ara qualifications in electrical skills. This will include
delivery to Ara Pre-Trade students. The key focus of this role is specific to providing elementary skills in the electrical areas. These
requirements meet the needs of new entrants into this trade area.





Reporting structure – line manager: Manager - Electrical and Plumbing

Head of
Department

Manager - Manager - Manager -
Manager - Manager - Auto Manager - Building

Electrical and Manufacturing, Infrastructure and
Construction Industry and Carpentry

Plumbing Welding, Prisons logistics

Electrical

Plumbing


Functional relationships

Internal External
Department  Agencies
 HOD and Managers  Professional groups and organisations/associations
 Academic staff  Other polytechnics including TANZ and METRO partners
Technical and Administrative support staff  Advisory Group
Divisions

Academic Services Division:
o Learning Design
o Portfolio and Assurance
o Academic Quality
o Academic Capability
o Research
o CAPL 

Student Support Services:
o Academic Support Services including Learning,

Library, Disability Services
o Student Advisory Services including Youth,

International, Maori and Pasifika
o Wellbeing
o Transition 

Admissions, Records 

Marketing


Professional profile

Essential skills Preferred

Education/Qualification/knowledge 

A minimum of National Certificate Advanced or an equivalent
qualification 

Current industry/discipline knowledge  A completed qualification in adult teaching e.g. NZCATT 

A minimum of National Certificate Advanced or an equivalent (essential for a senior academic staff member)

qualification

An Ara-recognised teaching qualification (where an appointment
is made without such a qualification, the appointee will be required to

obtain an appropriate qualification within three years of
appointment)

Experience/skills 

A significant amount of recent practical electrical experience 

Management skills in the electrical industry 

Vision, innovation and a commitment to facilitating own and
others’ learning. 

Capable of supporting students to achieve their learning
outcomes. 

The ability to develop and implement flexible teaching and  An interest in/experience using a range of teaching
learning methods, including the use of learning technologies methods and technologies in a tertiary setting

Time management skills, including the ability to effectively
and efficiently administer, organise and co-ordinate activities
and meet deadlines. 

Engagement with assessment and feedback processes. 

Digital literacy including – competence using a computer
(including Microsoft office products) 

Effective communication with a diverse range of others, at
all levels within and outside the organisation

Personal Attributes 

Embraces Ara values/kaupapa 

Works collaboratively and co-operatively, contributes to teams. 

Recognises diversity positively (cultural, socioeconomic, age, ability) 

Sound professional judgment and integrity 

Friendly and approachable manner 

Flexibility regarding hours of work including evening and occasional weekends 

An ability to participate in course development (e.g. the skills to write course notes and develop delivery materials) 

An ability to liaise with employers (industry) and potential clients (students) 

An understanding of Unit Standards and/or some experience teaching would be advantageous 

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 involves: Teaching and Learning 

Engaging Learners  Teaching and learning situations in selected programmes, 

Designing and Planning Learning courses, educational interventions are managed. 

Assessment and Feedback  Effective planning, preparation and organisation for all

learning situations so students know what is expected of
them. This includes setting and effectively communicating
learning objectives, and regularly updating teaching
resources and media to ensure currency 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. 

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

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 

Administration courses, programmes, the Department, Division;

o ongoing planning within the Division and 

Contribution to internal/external communities Department;

o course, workgroup and other relevant meetings of 

Leadership staff;

o marketing activity in and on behalf of the
Division/Department/Ara.


Administration 

Administration requirements of the courses and programmes
taught, (including work experience, where required by the
curricula) planned and coordinated. 

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, and 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/programme/Division 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. 

Communication and support networks developed and
maintained within stakeholder groups including work
experience organisations, as required. 

Professional relationships and liaison maintained with staff in
other tertiary institutions, as appropriate. 

Professional relationships / currency with industry and/or
relevant professional organisations maintained. 

Assistance with the induction of new colleagues 

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
improving your individual practice through: capability framework, peer review, appraisal, performance
 Reflection and evaluation of practice evaluation and review (PER). 

Professional commitment  Evaluation and reflection on own practice in order to identify 

Subject knowledge and expertise directions and strategies for improvement. 

Institutional knowledge  Feedback on performance from students, peers and Head of 

Research and knowledge transfer Division is used constructively to identify own educational 

Leadership needs and opportunities found to meet these. 

Development time is planned, negotiated with Manager and
used to address needs in teaching development; Ara learning
profile and professional currency. 

Opportunities to maintain professional credibility and
competence sought and taken. 

Participation in Division research activities. 

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.

Research and Knowledge Transfer  A commitment to engage in Ara approved research that
 Planning and outputs informs teaching and practice in the context degree delivery 

Collegial support  A collegial approach to research in support of staff and 

Developing culture students’ pursuit of their research objectives 

Fulfilling department strategy  Development of approved research projects and an annual

plan, upon agreement with Manager on an appropriate
workload 

Engagement with Ara and the Department of Trades research
strategy and aims, including the development and
maintenance of a research culture.

Notes:
The successful applicant is required to commit to the Ara Capability Frameworks which encompass foci on students, learning and teaching,
innovation, flexibility and continual learning, research, biculturalism, internationalisation, 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. This document is 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 their Manager.

The standard online application provides the Institute with a common set of information about each candidate but applicants should not
limit themselves to that form. Personal applications set out in the applicant's own style including curriculum vitae and particular references
to the job description and personal profile are welcomed. Ara reserves the right not to appoint or to appoint by invitation in the event the
recruitment process is deemed to be unsuccessful.

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 Academic Capability.


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 Academic Capability Framework.


4 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.

5 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 or delegate and communicated in writing.


6 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.

7 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.

8 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.

9 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.


10 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.

11 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.

12 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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