About us:
New Zealand College of Massage, part of New Education Group, is the leading vocational massage therapy college with programmes designed to cover a wide range of skills and knowledge required for diverse careers in the Massage Therapy industry.  The first college to offer a Degree in Massage and Neuromuscular Therapy in New Zealand, with sites in Auckland, Wellington and Christchurch.

We currently have an exciting opportunity for a Tutor to join our team based at our Auckland Campus. This position is a full time, permanent role commencing as soon as possible.

The Tutor will be responsible for the following:
• Programme delivery; 
• Programme planning;
• Assessment and moderation;
• Providing student support/guidance;
• Course administration

Ideal applicants must have the following:
• A relevant tertiary qualification to deliver Health Sciences subjects such as Human Anatomy & Physiology, Pathology, Health Psychology to Levels 5, 6 and 7
• Massage Therapy – at a minimum of a Diploma Level 5 (compulsory for Teaching Dip 5, or for Dip 6) preferred
• Adult teaching experienced preferred, or prepared to undertake an ACG teaching course/s to gain competency
• A competent level of IT literacy, may include specialist software knowledge
• Excellent organisational and time management skills to organise and coordinate work and meet deadlines
• High level of interpersonal, communication and presentation skills
• Experience of working within a multi-cultural environment and establishing good working relationships with diverse communities

For further information about New Zealand College of Massage please visit www.massagecollege.ac.nz 

Company
The New Zealand College of Massage Limited
Type
Full Time, term time only from January 13th, 2020
Description
Role Title Tutor
Reports to Operations Manager
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 College of Massage.   

The primary focus of this role is to be an effective tutor and course leader at the New Zealand College of Massage and to provide students enrolled in NZCM 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 NZCM 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. 

NZCM Values
·           Always do the right thing
·           All of us together
·           Embrace our differences
·           Focus on the learner
·           Pursue growth
·           Love what you do!

NZCM Graduate Profile
The NZCM graduate has the knowledge and real-world skills, combined with the professional and personal qualities to make a difference

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 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.
Work alongside the IT team to create and implement more blended learning aspects of the course.

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

o 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 respect the rights, cultures and values of students.

Assessment of achievement

o 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

o 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  .
o 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
o Tutors are to role model the NZCM values and professionalism at all times. Tutors are to be fully aware and follow the and QMS policies and procedures relating to conduct and professionalism. 

Relationships
o Relationships with students are appropriate, professional, tutor – student relationships and meet all expectations within the staff Code of Conduct, and Code of Ethics.
o Relationships with students are positive and constructive.
o The individual learning needs of students are recognised and used to inform teaching and learning.

Development of student personal and professional qualities
o Students are proactively supported and encouraged to develop the personal and professional qualities required of their programme of study in line with the graduate profile. This includes the development of key competencies such as:
o Relating to others;
o Managing self; 
o Participating and contributing;
o Thinking and initiative; and 
o Using languages, symbols and text (including literacy and numeracy)
o Through curriculum, curriculum delivery, and general student interaction students are supported to value:
• Quality
• Care
• Passion
• Culture
• Relevance
• Integrity

Pastoral care
o 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.
o Students given pastoral support to manage issues impacting on their learning and success.
o 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.
o Referrals are made as soon as is appropriate, within QMS procedures, to designated staff to enable access to specialist support.
o Attendance is recorded, monitored and followed up as required by QMS procedures.
o Any student at risk of withdrawing is identified encouraged, and referred, as appropriate within QMS procedures.
o The rights and responsibilities of the students are to be promoted, reinforced and followed.
o Poor student behaviour is addressed following QMS procedures (remembering that any poor behaviour not addressed is in effective condoned).
o 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. 

Operational systems and processes
Quality Management System (QMS)
o A working knowledge of the appropriate sections of the QMS is maintained.
Appraisal 
o There is constructive participation in the appraisal system as an appraisee and as an appraiser (if required). Feedback is both given and received in a constructive manner.
Leave
o All leave is requested in a timely manner following the leave procedures. No arrangements for leave are made without the required approval. 
Annual planning 
o There is active participation as required in the annual planning, implementation and review processes 
o There is constructive participation in daily and weekly meetings in which problems and ‘bottlenecks’ are resolved and improvement occurs. 
o Monthly reporting processes are contributed to as required. 
Promotion and recruitment
o There is active participation in planned and opportunistic promotional activities and celebrations. 
o There is active contribution to the establishment and maintenance of relationships with local partners (feeder schools/institutions) and employing sectors ensuring the School is positively and professionally promoted.
o Provision of “added value” experiences outside of the classroom, for students as part of their holistic development 
o Undertake any additional duties as can be reasonably expected for this position
o Assist the marketing team when required in the recruitment of students such as school visits, insight programmes, expos, open evenings and other functions as required
o Be available for NZCM activities that will benefit the development of goals and objectives for students, staff and the organisation
o Adherence to dress code and principles

Media contact
o The  media policy is adhered to the Tutor and Senior Manager Operations are notified of any media contact.

Finance, property, IT and resources
o All and School policies and procedures as included in the QMS are to be correctly followed including:
Expenditure
Expenses
• Reimbursement
• Motor vehicle use
• Security
Maintenance
• Resource request
• IT use
o Intellectual property developed in employment or funded study, remains the property of the School.

Professional development and currency of knowledge
o Maintain currency
o Tutors are required to fully participate in the professional development programme as well as ensuring they maintain current sector/curriculum, and teaching knowledge, including assessment knowledge and the use of technology in teaching (e.g. eLearning and blended learning).

Contribution to the success of the Site

o There is active participation in all appropriate staff meetings (apologies to be given in advance). Contributions to discussion are meaningful and positive.
o Tutors are to co-operate with and seek support as necessary from colleagues. 
o Effective collegial working relationships are established and maintained.
o There is strong contribution to the ongoing development of the College and its programmes.

Self-assessment and reflection
Site self-assessment
o There is proactive engagement with, and contribution to self-assessment procedures to ensure continual development and improvement.
Tutor Self-assessment
o Reflective practice is demonstrated and self-assessment consistent with QMS procedures is implemented to ensure tutors own teaching, and their engagement with students, is effective and results in quality learning and development. This needs to be evidenced as part of the appraisal process.
Participation in reviews
o There is participation as required in internal and external review processes. Reviews could focus on specific areas of curriculum, teaching, operation etc. or NZQA or TEC review processes.

Health & Safety
Emotional environment
o A safe emotional environment for students and staff is maintained at all times (refer to the ‘Student management and learning environment’ section).
Physical environment
o All health and safety procedures are followed and risks are minimised.
o All Health and Safety issues are reported as required following and School procedures.
o There is regular participation in emergency drills and their evaluation. Tutors are to ensure a culture of non-complacency exists.
o Tutors are to ensure students have self-responsibility for the School environment and the safety of others.
o Tutors are to work cooperatively with students to ensure the School environment remains clean.
o All and School procedures relating to repairs and maintenance and safety checks are correctly followed.

Other specific responsibilities
Tutors may be required to perform additional responsibilities as allocated by the Operations Manager. Tutors will report to a designated manager with respect to their specific responsibilities. Specific responsibilities are not permanently allocated as part of the core tutor position description but remain independent and flexible and may be subject to change from time to time. Specific responsibilities may be college wide or relate to a Site and may include; programme leadership, eLearning, health and safety, monitoring graduate outcomes, international liaison, clinic coordination and or supervision etc.  Specific responsibilities will be balanced with tutoring duties. Where no specific responsibility is allocated, tutoring duties will be higher.

Authorities
A tutor is to operate within legal requirements, the NZCM operational framework, and the NZCM /School Quality Management System’s policies, procedures and regulations.

Key Working Relationships
Peers
Other tutors and support staff including tutors at other Sites within NZCM
Direct Reports
Nil
Internal / External Stakeholders
o Senior Operations Manager
o Senior Manager Quality Assurance & Systems
o Tutoring staff
o Administration staff
o Students 
o Industry stakeholders 
o Professional groups and organisations/associations
o Graduates
o Employers 
o Staff

Qualifications & Memberships
Preferred     
Qualifications and/or experience within the sector/industry the College serves.
Mandatory
Adult teaching qualifications – all tutors are required have or to achieve Unit Standards  within six weeks of beginning the position and are required to have or achieve the  qualification or agreed equivalent or higher qualification. Course costs for unit standards and qualifications will be paid by the School.

Knowledge & Experience
Mandatory
Knowledge and experience within the areas taught at the School Sites
Teaching and learning knowledge

Capabilities & Skills
Mandatory
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 culture including common greetings and pronunciation.
Required to embrace multiculturalism.

Other Requirements
Preferred
Drivers licence.
Mandatory
A personal commitment to the success of the school and NZCM Preferred 

Personal Attributes
o Alignment to the NZCM values
o Passion to fulfil the NZCM Graduate Profile for all graduates
o Commitment to develop professionally as a tutor
o Excellent interpersonal and relationship building skills
o The ability to work positively and constructively in teams
o Flexibility in approach
o Innovation and/or willingness to embrace innovative ideas and practices in particular the development of eLearning, new programmes and delivery methods
o Willingness and ability to design learning experiences and programmes to meet students’ needs
o Reflective practice and a commitment to improvement

This position description should be read in conjunction with the staff code of conduct and the code of ethics. 

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