Lecturer In Guidance

Career Leadership - UH-000523

Candidates must be able to satisfy the general admissions requirements of the University of Huddersfield and the specific requirements of the course in the following ways:
<ul>
<li>Students should normally hold an honours degree or equivalent.</li>
<li>Students should normally by the named Career Leader for a school or college.</li>
<li>Prospective students will be asked to identify a suitable referee from whom a formal reference will be sought.</li>
<li>In certain circumstances, students may be admitted without a first degree. To be considered in this way, candidates must have significant work or voluntary experience (in a paid or unpaid capacity) which has developed a range of skills, abilities and aptitudes appropriate to advice, guidance and counselling work. Before being accepted on to the course they will be asked to write an essay on an appropriate guidance topic (set by the course leader) to provide evidence of capability to study at PG Cert / Masters Level.</li>
<li>Where appropriate, conditional places are offered which require the applicant to successfully meet the criteria above (for example by passing examinations).</li>
<li>International applicants must achieve a minimum IELTS score of 6.5 and be available for interview in person or via Skype.</li>
</ul>

Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee.
Monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000523 - Career Leadership

Masters Core

Masters Level

Structure

Understands the function of reflective practice and the experiential learning cycle to the critical evaluation of own professional practice.

Has a comprehensive knowledge of theories, models, principles and values underpinning Guidance practice.

Systematically reflects on the changing nature of the political and economic environment within which professional practice takes place, and differing explanations for these changes.

Critically analyses differing explanations for these inequalities, and can distinguish between them.

Acquires advanced facilitative skills for working with individuals, groups, and communities towards educational goals.

Demonstrates a high level of literacy and communication skills.

Systematically develops awareness of own performance when working with individuals, in teams and in groups.

Develops an increased sense of professionalism, initiative and professional responsibility.

Comprehensively understands the processes by which Guidance can be monitored and evaluated.

Systematically develops anti-oppressive practice and recognises and challenges own prejudices Develops enhanced self-awareness leading to an understanding of personal strengths, weaknesses and preferred learning and working styles.

Comprehensively demonstrates professional competence and integrity.

Systematically develops the skills, values, and knowledge identified as the foundation of leadership and management.

Comprehensively understands the role of the professional worker in a Guidance setting.

Develops the ability to create and use relevant empirical and theoretical data in addressing tasks and formulating possible actions.

Develops confidence, self-direction, a sense of autonomy and the ability to work independently.

Identifies structural, environmental and individual factors contributing to social situations and inequalities.	

Knows and understands a complex range of approaches to leadership and management.

Has advanced knowledge of and can describe a range of models of leadership and management.

Knowledge of the history and development of Guidance practice.	

Demonstrates effective and independent face to face skills in working with young people, adults and communities.

Develops advanced confidence and competence in the use of ICT.	

Critically evaluates social and economic circumstances influencing the guidance sector.

Develops a range of values and personal qualities appropriate to a professional Guidance worker, for example, integrity, openness, and sensitivity.

Systematically demonstrates a commitment to, and the abilities of, a reflective practitioner who can link theory with practice.

Works effectively as a member of a team, taking the lead where appropriate.

Plans work and works effectively to deadlines.

Knows about the management, organisation and administration of Guidance practice.

Supports and develops effective, efficient, and ethical guidance practice.

Develops research skills in pursuit of original knowledge, including skills related to needs analysis, and practice-based research.

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation at the University</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee.</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>Evaluation by WBL Supervisors of WBL opportunities provided</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
<ul>
<li>Annual Staff Appraisals</li>
<li>Peer observation of teaching</li>
<li>Staff encouraged to attain appropriate higher degrees</li>
<li>All staff encouraged to attain HE Academy membership</li>
<li>Research and scholarly activity</li>
</ul>

UH-000523

The programme is validated by the University, during a process which includes external representation.
Within the School of Education and Professional Development, teacher training courses are inspected by Ofsted; courses in Youth and Community are subject to endorsement and accreditation by the National Youth Agency, and courses in Career Guidance are subject to endorsement by the Career Development Institute.
The School received an excellent grading of 22 out of 24 in the most recent review of the provision of the School of Education and Professional Development by the Quality Assurance Agency.
A QAA Institutional Audit in 2010 reported that confidence can reasonably be placed in the soundness of the institution's present and likely future management of the academic standards of its awards.
The University possesses the Investors in People Quality Kite mark.
Course Context and Rationale
The government’s Careers Strategy and subsequent statutory guidance formalises the expectation that all schools and colleges should have a named careers leader. The Careers and Enterprise Company, in partnership with the Gatsby Charitable Foundation have written a guide for schools and colleges on the role of a career leader and the government has provided £4 million to fund the development of training programmes. This funding will also be used to provide at least 500 bursaries for schools and colleges to train their career leaders.  
A tendering process opened in May 2018 where providers were invited to submit proposals for training courses. In July 2018 the University of Huddersfield was awarded a contract to deliver training for career leaders across Yorkshire and Humber and the North West
Marketing and Recruitment
The PG Cert in Career Leadership builds on a long-established and successful history of delivering Career Guidance courses at Huddersfield for over 40 years. The Careers and Enterprise Company have already begun seeking expressions of interest from schools and colleges looking to train their Career Leaders and will be promoting approved courses from September 2018.  The course leader, alongside the school marketing co-ordinator will promote the course via existing relationships and marketing activity. 
Staffing and Management
The core teaching team for this course comprises existing full-time SEPD staff members who all have relevant professional experience and qualifications. That core teaching team is augmented by other colleagues as appropriate. All course staff are drawn from the Department of Community and International Education within SEPD, and are managed by the Departmental Management team. This teaching team includes staff with the Qualification in Careers Guidance and relevant professional work experience, Members of the staff team are actively involved in academic research relating to their professional field, and with organisations concerned with professional policy and delivery.
The Course will have one Course Leader and all students will be allocated a Personal Tutor from within the course staff team. Students will also receive individual tutorials and guidance from Module Tutors in relation to university-based assessments.

<ul>
<li>Induction Programme during first two weeks, including Learning Centre tour and Induction, and route-specific guidance on WBL arrangements. </li>
<li>At the beginning of the course, students will be allocated a personal tutor who will, offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate. </li>
<li>All the modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to the formal submission. </li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach. </li>
<li>Students will be provided with a Student Handbook, which contains inter alia information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments. </li>
<li>Throughout the course students will have access to email tutorial support from both module tutors and personal tutors. </li>
<li>Throughout the course students will be able to access advice from module tutors on correct forms of referencing using the APA 6 system. </li>
<li>Student Handbook; </li>
<li>Access to Study Support – Academic Skills Tutor introduced in induction. The Academic Skills Tutor within the School of Education and Professional Development will be available to provide academic support in a range of contexts including; support for dyslexic students; support for mature students who are returning to study; tutorials for all students covering generic academic skills and academic writing skills workshops. </li>
<li>Modules and assessments make use of structured and supported group learning activities. </li>
<li>Professional development seminars involving speakers and participants from the professional field. </li>
<li>Students will have access to the provision of the Directorate of Student Services, which includes the Careers Advisory Service, the Chaplaincy, the Faith Centre, Counselling Service, and Disability Support Service. </li>
<li>The course values equality and diversity and fully complies with the statutory requirements of the Equality Act (2010)</li>
</ul>