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Course Leader for BA (Hons) Primary Initial Teacher Training

As a good provider of ITE across all our provision, we are nationally recognized for our overall quality and high sustained employment rates of our training teachers.

In this context, the Institute of Education is seeking to appoint an inspirational and excellent Course Leader for our BA (Hons) Primary provision with a strong commitment to maintain and further develop our excellent reputation in teacher training.

The successful appointee will have significant and relevant primary teaching experience along with some successful experience of initial teacher education, teaching in Higher Education or teaching adults. The successful candidate will demonstrate strong leadership skills in order to make a significant contribution to the senior management team in the Centre for Primary Education, supporting the Head of Centre as required and leading the undergraduate course team in all matters as outlined in the main responsibilities.

The successful applicant will contribute to subject teaching in their specialist area, across our range of undergraduate and postgraduate ITE courses as well as on postgraduate professional development programmes for practising teachers and other professionals working with children. In order to maintain our strong reputation for and commitment to an excellent student experience we are seeking an inspirational teacher for this role who can model excellent practice in their teaching and inspire trainee teachers to achieve their potential in the classroom.

A clear commitment to practice-based research and publication (or wider dissemination of some kind) is essential and you should demonstrate some evidence of your developing profile in this particular aspect of academic work to date. We anticipate the successful applicants will actively engage in continuing their own professional and academic development, demonstrating their love of learning.

In the supporting statement of your application form please give evidence to demonstrate how you meet the essential criteria listed in the person specification; you are advised to address each item on the person specification in turn and give specific examples of activities you have undertaken.

Closing date: Sunday 11 Feb 2018

Reference number: IE1801 - 3511

Job details

Job details

AC3: £37,705 - £47,723 with opportunity to progress to £52,131
Full time
April 2018 or as soon as possible after this date to be agreed
Responsible to
Head of Centre for Primary Education
Responsible for
Interview date
To be confirmed

Institute of Education

Explore the Institute of Education

“Our high quality programmes provide innovative and intellectually stimulating teaching, producing the very best professionals to support children, young people and their families.”

Ann Jordan, Head of Institute



We strive to be an outstanding university at which to be both a student and a member of staff. We have a national reputation as a very friendly community, where both staff and students feel genuinely valued and empowered to make a meaningful contribution. We are one of the fastest growing universities in the UK. We are now a community of over 10,000 students and 1,000 staff members, drawn from over 60 countries and a wide variety of disciplines; we are a major employer in the region.

We are committed to offering our staff the creative combination of challenge, opportunity and support which is needed to grow personally and professionally. Having the best people work at the University is central to the University’s ongoing and future success. We offer you a comprehensive induction, extensive staff development opportunities and a wide range of benefits including generous holiday allowance, pension scheme and access to excellent facilities. Staff can also access the University’s wide array of sports, educational and leisure facilities.

The Institute of Education is a large and vibrant Institute which comprises of four Centres; the Centre for Children and Families, Centre for Primary Education, Centre for Secondary & Post-compulsory Education and the Centre for Education & Inclusion. Our overarching mission is to engage in high quality, relevant and informed learning and teaching, underpinned by excellent research. We aim to produce inspirational leaders in education in its broadest sense and produce highly skilled and excellent graduates who will make a positive contribution to society. Our work supports and upholds the overall aims of the University Strategic Plan and we are committed to providing outstanding education and continuing professional development. We are at an exciting time in our development and aspire to continue to build on the excellent progress we have already achieved.We also provide support for Learning and Teaching in Higher Education for colleagues in the University, across the broad range of our provision in all our academic Institutes. In addition, we provide opportunities to develop leadership and management and mentoring and coaching provision for a broad range of colleagues in diverse roles in schools and other educational settings across all phases of education.
Our wide range of programmes already contribute significantly to the education, training and development of professionals working with children from early childhood, the wider school work force, initial teacher training and postgraduate development for a wide variety of professionals in this field. We are, and continue to be at the forefront in developing programmes, which address the needs of professionals working in services for children, young people and adults.

As a large Institute, there are over 700 students training to be teachers at undergraduate and postgraduate level; over 350 students undertaking undergraduate programmes such as early childhood, education studies and special educational needs courses; over 200 students undertaking full and part-time Foundation Degrees in early childhood, learning support and learning and teaching; and around 260 students undertaking Masters or other postgraduate level work. We also have a growing number of full and part-time doctoral students in Education.

Working together, with over 500 schools, academies and colleges, we aim to motivate and empower our students to reach their full potential through excellent, innovative teaching and high quality placements in order to make a transformational contribution to local communities and wider society. All of our provision is based on the strong principles of exceptional partnership and developing reflective professional practice. We have developed strong partnerships locally, regionally and nationally and we embrace new and exciting developments in a range of provision from Early Years through to Further and Higher Education.

The IoE already has an increasingly diverse academic portfolio including Foundation Degrees for the wider educational and early years workforce; undergraduate provision in Teacher Training, Early Childhood and Education Studies; Primary and Secondary PGCE programmes and a range of other school based teacher training through SCITT and School Direct routes, an extensive postgraduate education programme which consists of school-based Masters programmes as well as other taught provision; and research degrees provision including Education Doctorates, MPhil/PhD and PhD by portfolio. The IoE has a very strong profile in gaining, and successfully delivering, externally funded work which also include a number of contracts in the field of school improvement as well as working with middle and senior leaders.

Following its successful submission to the REF (2014) there continues to be a strong and growing research culture in the IoE with a focus on research that informs practice and in particular, but not exclusively, the teaching and learning that we offer. All academics are expected to contribute actively to this important agenda and we are committed to working towards a sustainable research environment, which supports staff at all stages of their careers to develop as researchers and also to enhance a research culture which is vital and motivating.

The quality of our programmes and our reputation is rated very highly regionally, nationally and internationally. Initial Teacher Education has regularly achieved exceptional grades in its Ofsted Inspections with Primary ITE, Secondary ITE & FE all being graded as good with outstanding provision, and our Early Years ITT having achieved the highest possible outcome in the QAA audit reports of 2013 and 2014.



Main duties

Main duties

1. Academic Leadership which includes:
• Managing the effective delivery of the course.
• Supporting the Head of Department to help ensure the effective operational and strategic development of the course.
• Ensuring the curriculum, including the assessment strategy is well planned, current and aligned with the ITT requirements and course learning outcomes.
• Providing leadership to the course team, ensuring staff are adequately briefed to ensure the effective delivery of the course.
• Communicating effectively with other relevant areas of the University: including Academic Support Units, Library Services, Student Records, Admissions, Timetabling, Communications and Participation, Programme Advisors and the Academic Quality Unit.
• Leading on curriculum development and reviewing activities; including the validation and approval of modules/programmes related to the course.
• Leading and assisting in all recruitment and admissions processes, for example, active engagement in open days, visits to schools/colleges and applicant days.
• Ensuring that applications are considered in an appropriate and timely manner.
• Supporting the development and mentoring of colleagues, ensuring sustainable course development.

2. Student Experience
• Fostering effective communication with students, in order to demonstrate the course commitment to continual enhancement of the student experience.
• Developing an effective partnership with Course Representatives.
• Responding appropriately to internal and external student feedback, ensuring staff and students adopt a shared responsibility to course enhancement.
• Supporting students through the signposting to appropriate student services and monitor the effectiveness of and engagement in the personal academic tutoring (PAT) system.

3. Course Quality Assurance and Enhancement
• Ensuring that the course operates within University policies, systems, regulations and procedures.
• Ensuring all course documentation for prospective and current students is current and accurate.
• Managing the annual evaluation reporting cycle effectively and be able to analyse and draw conclusions from data to inform critical reflection and evaluation, enhancement planning and appropriate actions.
• Chair or manage the chairing of course level meetings, course management committees and course team meetings.
• Communicating effectively with external examiners, including responding to their reports and managing the moderation process.
• Engaging in the process of appointing course external examiners.
• Liaising, where appropriate, with external bodies including employers and/or PSRBs to ensure that the course meets external standards, and is fit for purpose.
• Ensuring the course is Ofsted compliant at all times and that the curriculum remains highly appropriate for ITT provision.

*Maintain personal and professional development to meet the changing demands of the job; participate in appropriate training activities and encourage and support staff in their development and training.

*Take steps to ensure and enhance personal health, safety and well being and that of other staff and students.

*Carry out these duties in a manner that promotes equality of opportunity and supports diversity and inclusion, and takes into account the University's commitment to environmentally sustainable ways of working.



Person specification

Person specification

Please provide evidence of how you meet each of the essential criteria.

Essential Criteria

1. A Masters degree or equivalent qualification.

2. Qualified Teacher Status (QTS).

3. Successful teaching experience in primary school and recent experience of teaching in Higher Education. Please also indicate your area(s) of subject specialism.

4. Successful experience of management, curriculum development and quality assurance processes in Higher Education.

5. Successful experience of being a team player and of being an effective leader.

6. Commitment to ensuring a high quality student experience, including through recruitment and retention processes.

7. Evidence of a values-informed approach to initial teacher education, including promoting inclusion, valuing diversity, and supporting children’s health and well-being.

8. Successful experience of Ofsted inspection, preferably in a Higher Education setting.

9. Commitment to and experience of writing or contributing to publications or disseminating professional/academic information to a wider audience using other appropriate media.

10. Commitment to and experience of undertaking research to inform your own teaching and practice in the field.

11. Enthusiasm, flexibility and commitment with effective interpersonal skills.

12. Ability and willingness to travel throughout the region.

13. Ability to communicate confidently and clearly with a wide range of people both orally and in writing.

14. Competent in the use of IT competence including familiarity with VLEs.


Desirable Criteria

1. Fellowship of the Higher Education Academy.

2. Experience of delivering CPD activities to trainees and teachers.

3. Doctoral qualification (or working towards).

4. Personal record of peer reviewed research/publications.

5. Successful experience of achieving external funding through bid writing.

At least 3 years full time experience of teaching within higher education, and an accredited teaching qualification for the higher education environment or Fellowship of the Higher Education Academy. If these conditions are not fully met then it will be a requirement to complete the Postgraduate Certificate in Learning and Teaching in Higher Education which is delivered with the University of Worcester.

Disclosure This employment is exempt from the Rehabilitation of Offenders Act 1974. Candidates will be required to declare any criminal convictions; cautions or bind-overs, including any that would be regarded as spent under the Act in other circumstances. If you are selected for appointment you will be required to apply to the CRB for clearance.

Applications from Non EEA Workers:
Prospective applicants are advised to ensure that they are eligible to work in the UK without restriction.

Prospective applicants in points-based system immigration routes should assess their circumstances against the published criteria, which are set out on the GOV.UK website at .

Visit  for more information on how you can use a qualification from outside the UK to meet the requirements of the immigration rules.

Unspent convictions, cautions and bind-overs
The University is strongly committed to the fair treatment of its staff and potential staff, regardless of race, gender, religion, sexual orientation, responsibility for dependants, age, physical/mental disability or offending background.

In line with the University's policy on the Recruitment of People with a Criminal Record, shortlisted candidates are required to provide information of any unspent convictions, cautions and bind-overs. Applicants are advised to seek independent advice if there is any doubt about the status of a previous conviction, caution or bind-over. Disclosures will only be considered at the point when an offer of employment is made. The existence of a criminal record will not in itself prevent you from gaining employment.

This is a description of the job as it is presently constituted. This job description is intended to enable a flexible approach to be offered working across the University as required. It is subject to review and amendment in the light of changing needs of the University and to provide appropriate development opportunities. Members of staff are expected to participate fully in discussions about changing requirements and it is the University's aim to reach agreement to reasonable change. If agreement is not possible, it reserves the right to require changes to the job description after consultation with the individual concerned.


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