21 Jul

Senior Advisor Academic Capability Development Jobs Vacancy in Ara Institute Canterbury

Position
Senior Advisor Academic Capability Development
Company
Ara Institute Canterbury
Location
CAN
Opening
21 Jul, 2018 24 days ago

Ara Institute Canterbury urgently required following position for Senior Advisor Academic Capability Development. 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.

Senior Advisor Academic Capability Development Jobs Vacancy in Ara Institute Canterbury Jobs Details:

Position Senior Advisor - Academic Capability Development Pos # 2493

Department/division Academic Services Division, Academic Capability Development

Main location City Campus – and able to work across campuses as required

Staffing responsibility Nil

Academic delegation Nil

Financial delegation Nil

Human resource delegations To be agreed

Employment agreement Academic Employment Agreement

Tenured, full time, Academic Specialist
Classification Non-Core Children’s Worker

See the important notes section for further information.

Salary range SASM or PASM Grade $81,111 - $106,027 per annum

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)

Department/division introduction
The Academic Services Division works in partnership with other divisions to ensure the core functions of Ara’s teaching, learning and
student outcomes are of the highest quality through best practice in delivery of products, qualification design, student pathways, learning
programmes, resources, pedagogy and assessment practice. Colleagues work to ensure this practice maximises accessibility, flexibility,
transferability and responsiveness by design and use of modalities and technology. The Division seeks to better meet strategic aims,
resource efficiency and quality, flexibility, modularisation, blended and on line delivery.

Prime function/purpose of the job
To work in partnership with colleagues to ensure the core function of Ara, teaching and learning, is of the highest quality through

continuous improvement 

To assist in developing our people by providing contemporary practice leadership and development for learning, teaching and
research 

To deliver core professional development and coaching development, tools and guidance material, both face to face and online

To lead capability building activity that enhances the quality of teaching 

To work in partnership with the People and Development team to ensure alignment to Capability Frameworks, and consistent
approaches to capability building 

To work in partnership with teaching and support teams on shared goals 

To employ a full range of interventions to build capability

Reporting structure – line manager: Manager - Academic Capability

Director -
Academic Services

Division

PA

Portfolio & Academic Centre for the
Learning Design Academic Quality Research Assessment of Prior

Assurance Capability Learning (CAPL)

Functional relationships

Internal External 

Academic Services Director  Ako Aotearoa 

Division Directors  PD Providers 

Heads of Departments & Academic Managers  Capability Developers in other ITPs 

Academic Services Division colleagues  Tertiary Alliance NZ (TANZ) 

Administration Managers  Ara’s collaborative partners


Professional profile

Qualification/knowledge 

Formal qualification(s) in teaching and learning/education/academic development – preferably to Masters level 

Significant teaching experience and an Ara recognised teaching qualification 

Knowledge of contemporary capability development methodology and practice 

Thorough grounding in contemporary educational theory, teaching practice and pedagogy, and application in technology enhanced
contexts and modern learning environments 

Knowledge and breadth of experience in academic/teacher development in the vocational/tertiary education sector

Experience 

Recognised as an outstanding, future focussed tertiary teacher and educator/academic developer 

Extensive successful experience in teacher professional learning, employing quality improvement tools (e.g. teacher/peer
observation) and supporting change in practice 

Experience in developing, leading and evaluating outcomes focused interventions 

Experience and advanced skills in teaching practice, technology enhanced learning and contemporary assessment practice 

Experience in leadership development in educational contexts (leading for learning) 

Experience in employing, and delivering a full range of interventions to build teaching and research capability including:
experiential learning, e-learning, online tools, coaching and mentoring, capability assessment and impact evaluation

Expertise in working alongside managers and leaders to support and influence capability assessment, planning and provision 

Dynamic facilitator with experience in influencing and coaching teams and across organisations 

Excellent people, team development, and motivational skills 

Project leadership and management of academic capability development projects and innovative initiatives 

Experience in developing and maintaining high quality resources, tools and guidance material for face to face and online 

Strength in working in ways that lead and model cultural competence and culturally responsive practice 

Familiarity with implementing Capability Frameworks

Skills

Outcomes focussed – ‘students at the heart’ of what we do 

Demonstrated solutions and future focus 

Develop and maintain positive working relationships with a wide range of colleagues and stakeholders 

Able to influence others towards common goals 

Experienced in working successfully in collaborative environments 

Excellent time manager for self and others 

Understands and applies the principles of continuous improvement in all activities 

Experience in research and academic publishing an advantage

Personal Attributes 

Embraces Ara values/Kaupapa 

Able to anticipate changes and be able to respond appropriately and innovatively 

Enjoys working collaboratively with a wide range of people from different backgrounds with different needs 

Is versatile, flexible and very adaptable in enabling and ensuring that goals are met 

Enjoys learning and grows own capability and that of others 

Strong work ethic and self-starting attitude 

Articulate communicator who facilitates effective communication using a range of media 

Is committed to Academic Staff Capability Framework

Preference will be given to candidates who also demonstrate the following knowledge, skills and experience 

Successful experience in supporting teachers to raise engagement and achievement for Maori, Pasifika and youth learners 

Experience in leading and training practice observation teams 

Evaluation skills for teacher professional development

Please note that you will be required to provide evidence of any qualification, professional membership, license or registration required for the role.


Key focus areas

Continuous Improvement 

Devise and support the implementation of academic capability development activity in consultation with Ara teams 

Ensure capability activity is aligned to the Ara Capability Frameworks 

Facilitate access to quality, timely and effective development opportunities 

Deliver high quality professional development activity 

Manage and lead quality improvement projects, bringing colleagues on board, and ensuring outcomes are met 

Design and deliver induction support for academic colleagues and new teachers in partnership with the People and Development
team and managers 

Support leaders of learning, teaching and research and their colleagues to consistently reach or exceed Ara’s definition of quality
teaching, learning and research 

Work in partnership with managers to plan and promote professional learning solutions 

Support Ara colleagues to take up professional development opportunities and improve practice 

Advise on teaching and learning quality issues 

Support the development of communities of practice/professional learning communities for teaching and learning and research 

Develop and provide tools, guidance documentation and resources (online and face to face) to support quality teaching and
learning, and research 

Foster external professional development relationships to identify skilled practitioners, providers and partners for development
activities 

Maintain academic capability records and guiding documents, and, support People and Development and Divisions in their
implementation of policies and frameworks 

Provide evidence of outcomes from your interventions

Monitoring and Reporting: 

Support Academic Capability Manager to plan and implement evaluations, and to monitor and report on academic capability
development 

Provide support for evaluative and assurance reporting to Academic Board as required 

Provide support for reporting of achievement against the annual plan as required

Professional Commitment 

Work to positively influence the quality of teaching, learning and research capability across Ara 

Further develop scholarship of teaching and learning, evaluating and reflecting on own practice, to continue to build own and team
capability 

Maintain and extend personal and professional internal and external networks and learning communities


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 Appraisal
Ara has in place an appraisal / capability development process in relation to job performance. All colleagues are required to actively
engage in this process.

3 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. Colleagues 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 colleague joins
either the AASC or TEU union, the current appropriate CEA will automatically apply, otherwise the 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 colleagues, 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 colleagues 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.

Non- core worker
For NZ Police vetting purposes this role is classified as a non-core (children’s) worker because there is regular, but limited 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; as such, Ara will request a NZ Police Vet disclosing your criminal conviction history.

12 Records Management
All colleagues 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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