About the role
We currently have an exciting opportunity for a Personal Training Tutor to join our Hamilton Campus in a fixed term role from February – July 2018.
Company
New Zealand Institute of Sport Limited
Type
Full Time from February 5th, 2018 until July 27th, 2018
Description
  Purpose of Position
Tutors teach in an engaging, enthusiastic and professional way to enable students to achieve qualification success though developing knowledge, personal and professional qualities and real-world skills to make a difference. The role encompasses input into programme development, delivery, assessment, marking and moderation, pastoral support and administrative functions.  Tutors play a full part in the life of the New Zealand Institute of Sport.   
 

The primary focus of this role is to be an effective tutor and course leader at the New Zealand Institute of Sport and to provide students enrolled in NZIS programmes a high-quality learning experience in all courses delivered.  To ensure academic integrity consistent with national and international standards and to contribute to the wider “life” at NZIS through active participation in all areas of the organisation.  
 

This position description sets out tutors’ duties and responsibilities and forms the reference point for performance appraisal.  

Key Accountabilities  
Teaching & learning: knowledge and real-world skills/practice  
  • Development and review of learning programmes
  • Contribute to the development of programmes to ensure they meet both the qualification and NZIS graduate profiles. Specifically, that they include the development of knowledge, skills/practice, and personal and professional qualities.
  • Contribute to programme review ensuring all changes to delivery have the required approval.
  • Ensure attention is paid to Treaty of Waitangi obligations by incorporating aspects of Te Reo Māori and Tikanga Māori into programmes.
  • Ensure programmes reflect the diverse multicultural nature of the learning community and the changing social context.
  • Ensure attention is paid to Pacific Pedagogy, delivery and learning regarding a holistic approach to pacific aspects of learning.
  Design of learning experiences (lessons)
  • Learning experiences (lessons) are to be well planned and soundly based on the course and programme documents.
  • Learning experiences are to include a range of teaching techniques and learning strategies to address varying student needs and differing learning preferences.
  • Learning experiences clearly connect knowledge and skills/practice.
  • Where appropriate, learning experiences reflect a blended approach and utilise an on-line environment.
  • Learning experiences reflect Treaty of Waitangi obligations by incorporating aspects of Te Reo Māori and Tikanga Māori and aspects that reflect student diversity.
  • Learning experiences reflect Pacific Pedagogy, regarding a holistic approach to pacific aspects of learning.
  • Learning experiences are to be documented and stored centrally within the School system.
    Teaching skills and techniques:
  • All classes allocated within the Site timetable are taught as required including occasional relief teaching as required.
  • A range of teaching skills and techniques are used to foster learning and maintain an inclusive learning culture with adult students.
  •   Teaching skills include:
      • Establishing an inclusive learning climate, managing students
      • Introducing & summarising  
      • Explaining
      • Demonstrating
      • Explaining
      • Questioning
      • Testing understanding and refining
      • Reflecting and evaluating
  Teaching strategies and the development of student learning skills  
  • A range of teaching strategies are used which enable deep learning to occur and develop the learning skills of students. Teaching strategies can be grouped under the following headings: ·       
      •   Direct teaching       
      •   Indirect teaching           
      •   Interactive teaching         
      •   Experiential learning         
      •   Independent learning
  •   Student learning skills include:          
      •   Social interactions/relationships ·       
      •   Thinking ·       
      •   Note taking ·       
      •   Writing ·       
      •   Numeracy skills ·       
      •   Presenting ·       
      •   Application of theory in practice ·       
      •   Completing assessments ·       
      •   Study/revision
  Student management and learning environment   
  • Classrooms are to be conducive to learning and as engaging as possible.
  • Routines are to be established as appropriate and readily understood by students.
  • Maximum use of learning time is maintained.
  • Positive, good relationships are developed with students.
  • A safe physical and emotional environment is maintained.
  • Provision is made of a purposeful working atmosphere.
  • Students are encouraged to respect the rights of others to have values and beliefs and to appreciate others.
  • Staff respects the rights, cultures and values of students.   
Assessment of achievement  
  • Motivation of Student Learning ·       
      •   An environment is maintained in which learning and achieving is encouraged and where success is recognised ·       
      •   Students are aware of assessment methods and appropriate weightings and dates ·       
      •   A range of assessment methods (including practical assessment) are used in line with course and programme requirements ·         
      • Students are aware of the progress they are making in achieving the learning outcomes ·       
      •  Assessment is an integral part of the teaching and learning programme i.e. assessment for learning not just of learning. ·       
      •  Use is made of assessment to identify levels of achievement for analysis of student needs both individually and in groups  
  • Marking and moderation ·       
      •   All allocated assessments are marked accurately and with care, providing both feedback and feed forward (positive guidance for improvement) as appropriate. ·       
      •   There is active participation in all internal and external moderation as required. ·       
      •   Any work place or practicum assessment is undertaken in a constructive way respecting the work place routines and procedures which fosters a good relationship with the Site.   
  • Recording and Reporting of Student Progress ·       
      •   Accurate and appropriately detailed assessment records are kept for each student. ·       
      •   Record keeping follows QMS procedures and is to be available on request. ·       
      •   Student’s assessment results are provided when required, by the due dates, following QMS procedures. ·       
      •   When required; tutors report on each student’s progress to individual students including writing student profile comments. ·       
      •   All programme assessment requirements are met in a timely and accurate way following QMS procedures.
         
Pastoral care and student personal and professional development   Role modelling
  • Tutors are to role model the NZIS values and professionalism at all times. Tutors are to be fully aware and follow the Company’s policies and procedures relating to conduct and professionalism.
Relationships
  • Relationships with students are appropriate, professional, tutor – student relationships and meet all expectations within the NZIS staff Code of Conduct, and Code of Ethics
  • Relationships with students are positive and constructive.
  • The individual learning needs of students are recognised and used to inform teaching and learning.
Development of student personal and professional qualities
  • Students are proactively supported and encouraged to develop the personal and professional qualities required of their programme of study in line with the NZIS graduate profile  

Pastoral care
  • Students are supported individually to achieve, and encouraged and supported to take responsibility for their own learning and development to enable employment and career success.
  • Students given pastoral support to manage issues impacting on their learning and success.
  • All pastoral requirements of the Code of Practice (CoP) for the pastoral care of international students that apply to tutors are to be met. Tutors are also to contribute to the annual review of the CoP procedures as required.
  • Referrals are made as soon as is appropriate, within QMS procedures, to designated staff to enable access to specialist support.
  • Attendance is recorded, monitored and followed up as required by QMS procedures.
  • Any student at risk of withdrawing is identified encouraged, and referred, as appropriate within QMS procedures.
  • The rights and responsibilities of the students are to be promoted, reinforced and followed.
  • Poor student behaviour is addressed following QMS procedures (remembering that any poor behaviour not addressed is in effective condoned).
  • All complaints are correctly dealt with following the QMS policies and procedures and with sound practice which is mindful of the rights of all those involved.    
 Qualifications, Experience & Capabilities   Qualifications & Memberships
  • Qualifications and/or experience within the sector/industry the College serves.
  • Adult teaching qualifications – all tutors are required have or to achieve Unit Standards <to be determined> within six weeks of beginning the position and are required to have or achieve the <to be determined> qualification or agreed equivalent or higher qualification. Course costs for unit standards and qualifications will be paid by the School.
Knowledge & Experience
  • Knowledge and experience within the areas taught at the School Site
  • Teaching and learning knowledge
 Capabilities & Skills
  • Excellent organisational and time management skills to organise and coordinate activities and meet deadlines.  
  • A competent level of IT literacy, may include specialist software knowledge.
  • Required to have or develop accurate pronunciation of basic Māori vocabulary, common greetings, and basic Māori protocol.
  • Required to have or develop an understanding of Pasifika pedagogy and  culture including common greetings and pronunciation.
  • Required to embrace multiculturalism.
     
 
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