Teaching careers?

Professional Development

Teaching careers?

1. Most of the postgraduates who complete their PhDs go on to become academics.

2. Many lecturers believe their teaching work supports their research work.

3. If you are an expert in your subject (you have a PhD) and have a good brain (you have a PhD), you will make a good teacher.


Getting into Teaching

Dr Jo BramhamDr Helen Cowley

Professional Development(http://pd.nottingham.ac.uk)

2


Outline for the session

1. What can you do to find out more about opportunities to teach?

2. How can you increase your chances of successfully applying for teaching work?

3. What are the different roles of postgraduate tutors, demonstrators and lecturers?

4. What do you feel are the obstacles for postgraduates who are interested in teaching work or a teaching career?


What’s your current situation?

1. Have done any teaching recently?

2. What type? E.g. leading seminars

3. Training relating to teaching?

4. Other issues?


What aspect of teaching interests you?

– Travelling the world (for conferences)– Continuing research– Supporting students in learning– Salary – What does a lecturer earn?


Quality Manualhttp://www.nottingham.ac.uk/quality-manual/QAstructures/students-for-teaching.htm

•PGTA need appropriate skills, experience and knowledge•Have received appropriate training•Quality monitored – by lecturer or experienced postgraduates•Paid appropriately – including preparation, marking, contact with students•Not interfere with own studies•Supervisor gives prior assent•Max 6 hours/week


Postgraduate teaching roles


Which of these terms are used in your school?

• Academic• Lecturer• Teacher in HE• Researcher• Postgraduate teacher• Postgraduate teaching assistant• Demonstrator


Important Postgraduate roles in teaching

• Marking - high impact• Tutoring small groups - high contact time• Lecturing / large groups - high impact• Demonstrating - high contact time• Supporting undergraduate project work - high

impact


How much?

One-off session Occasional teaching e.g. one off lectures and tutorials.Marking or assessment for an individual course

Semester teaching Teaching and supporting student learning for a semester which includes design of materials - e.g. leading tutorials or supporting practical work as a demonstrator

Leading teaching for a semester (may be over several years or involvement in a number of courses)

Leading sessions (including planning and design of materials)


How to start?

•‘A student struggling a bit with their studies would not be allowed to teach’

•Formal applications•Indicate area of teaching e.g. demonstrating,

small groups, marking •Supported by supervisor•Usually in the 2nd year of PhD, but some

schools from 1st year•Usually teach in own school, but Graduate

School also uses PGRs


Recruitment of postgraduates for teaching


Postgraduate Coordinators (Faculty of Medicine)

School Coordinator

Biology Professor David Archer

Biomedical Sciences Dr Andrew Bennett, Dr Sue Chan, Dr Ian Kerr

Clinical Sciences Miss Andrea Greener

Community Health Sciences Dr Maddie Groom

Graduate Entry Medicine tbc

Molecular Medical Sciences Professor Jonathan Ball

Nursing, Midwifery and Physiotherapy

tbc

Veterinary Medicine and Science

Dr Ali Mobasheri

Work Health and Organisations Dr Nigel Hunt, Dr Heather Buchanan


Investigating what teaching work is available

• Who appoints teaching staff or postgraduate teachers?

• Who is having a sabbatical / taking leave etc?• When do they allocate teaching work in your

school? Is any ‘short notice’ cover needed?• Are opportunities advertised on school notice-

boards?

[Review of case study]


Views of Postgraduate Teaching Coordinators:

UoN new teacher skills framework1. Core subject knowledge2. Leading groups3. Providing clarity of communication4. Develops professional relationships5. Demonstrates effective self management6. Develops and enables others7. Experienced postgraduate teachers – can

demonstrate practicalities of teaching


Leading groups

– Ability to relate to students e.g. demonstrates understanding of what it is like to be an undergraduate students

– Enthusiasm e.g. Contagiously demonstrates passion for teaching and the topic

Back to Teaching framework


Providing clarity of communication to overcome language barriers

• Confidence in language and communication– Makes effective oral presentations and

listens effectively– Communicates clearly and comprehensively

to individuals from a variety of backgrounds; overcomes language barriers



Develops professional relationships

• Working effectively as part of a team.• Communicating effectively ‘upwards’ and

‘downwards’ in the organisation.• Motivating others.• Showing respect for others • Giving feedback and responding to others• Exerting control in group situations



Demonstrates effective self management

• Identifying own strengths and weaknesses• Knowing where to ask for help• Using and responding to feedback

constructively• Accepting responsibility• Managing own time efficiently



Develops and enables others

• Facilitates the learning of students within their care

• Knows the students and their capabilities



Core subject knowledge

• Knowledge: Demonstrates technical competence and expertise in operating specialist equipment / technology

• Organisational competence: Awareness of organisational structures, processes and procedures related to teaching



Practicalities of teaching• Organisation and preparation e.g. Articulates

why something should be done in a particular way: the relevance, underlying theory and philosophy

• Planning e.g. Sets appropriate timeframes for discussions and activities

• Specific roles: e.g. Spots plagiarism and able to discriminate between descriptive and critical/analytical work

• Facilitation e.g. Considers and applies appropriate intervention in the discussion, to prompt further thinking around the topic



Possible Learning and Teaching development

pathway

Stand-alone Learning and Teaching workshops

Intensive Learning and Teaching Programme

Associate Teachers’ Programme

PGCHE

MA in Higher Education

Conference for Postgraduate Teachers

Teaching Improvement Programme System


Dates of Short Courseshttps://training.nottingham.ac.uk/cbs-notts

Course Title Date and Time

How do students learn? 24th Nov 2010 9.30-12.30

Lecturing for learning 1st Dec 2010 9.30-12.30

Small group teaching 8th Dec 2010 9.30-12.30

Demonstrating in lab practicals 9th Dec 2010 9.30-12.30

Marking and assessment 15th Dec 2010 9.30-13.00

Practical look at core teaching skills

12th Jan 2011 9.30-12.30


Understanding expectations of postgraduates who teach your subject

• Who could provide advice on what is needed for teaching in your field?

• How can you seek advice from a teaching mentor?• Who do you know who is further into their research

studies and already been involved in teaching?• Are there any teaching sessions you could sit in on?• What do PhDs do in your subject? What proportion

get into teaching? Vitae report on postgraduate destinations

• What do you want to do next?


How does teaching fit into your development as a researcher?

Researcher Development Framework

http://www.vitae.ac.uk/CMS/files/upload/Vitae-RDF-Sept-2010.doc.291181.download

• Created in 2009• Provides a UK development framework for PGR researchers and research staff• Used for planning, promoting and supporting personal, professional and career development• RDS replaces the Joint Skills Statement


What teaching resources will be useful to you?

• New to teaching? UoN Professional Development Web resource

• Learning from experienced lecturers on teaching approaches

Promoting Enhanced Student Learning http://pesl.nottingham.ac.uk/

• A fly on the wall of a classroom:TeachTube

http://www.nottingham.ac.uk/teachtube/

Documents

Teaching careers?