The Institute of Ismaili Studies (IIS)
JOB PROFILE
Post title: Programme Leader, Secondary Teacher Education
Programme (STEP)
Reports to: Head, Department of Graduate Studies
Role outline:
The post holder will take responsibility for all the activities
associated with the double-masters STEP academic programme
within the IIS and liaise closely with London University Institute of
Education, IOE (our partner institution), ITREBs and with other
institutions to achieve academic excellence.
With a strong background in both academic and professional
leadership, the post holder will work closely with the Head of
Department in the conceptualisation, planning, delivery and
administration of the initial pre-service STEP to support the
educational achievement of teacher candidates, which will include
qualified teaching professionals.
Holding an excellent record as an academic scholar and mentor,
with expertise in a relevant discipline within the field of education,
the post holder will have strong communication skills in working
with people at all levels in education as well as within the Ismaili
community.
A degree-level (or above) qualification in Islamic
Studies or Humanities will be an added advantage.
With a successful record of academic experience at the graduate
level, preferably in teacher education supervising cohorts of
prospective or qualified teacher candidates, the post holder will be
expected to promote and participate in pastoral care initiatives to
ensure each cohort’s well-being during their programme.
The post holder who will need to be a resilient ‘self-starter’ will
work closely with Student Services staff, as well as the English for
Academic Purposes Coordinator to ensure the provision of
pastoral and academic support to teacher candidates. The postholder will also oversee the recruiting and marketing of STEP in
conjunction with Student Services staff and locally-based teams.
Learning and
Teaching
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Engage in teaching within DGS and other IIS programmes,
including GPISH and STEP, appropriate to qualifications and
experience.
Ensure that all IIS’s contributions and activities comply with
the quality and standards of the IIS, IOE and external
validating bodies where appropriate.
Show demonstrable qualities of academic leadership in
learning and teaching.
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Work with Head of Department:
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to develop and deliver a range of programmes to ensure
students complete the programme with requisite skills to
teach Ismaili secondary religious education in line with best
practices followed in comparable teacher education
programmes.
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to review course content and materials on a regular basis,
updating when required.
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in developing and applying appropriate teaching techniques
and materials which create interest, understanding and
enthusiasm amongst students of the teacher education
programmes.
Research and/or
scholarly activities
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Communication
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Liaison and
networking
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Managing people
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Engage in pedagogic and practitioner research and other
scholarly activities and contribute to peer assessment
internally and/or externally
Contribute to the development of research and scholarship
strategies of STEP
Disseminate scholarly or research knowledge through
presentations, exhibitions or publication at national and/or
international levels.
Extend, transform and apply knowledge acquired from
scholarship to teaching and appropriate external activities.
Review and synthesise the outcomes of research studies
associated with STEP to develop and disseminate new
insights, expanding, refining and testing hypotheses and
ideas.
Contribute to the development of thought and practice in the
field.
Develop and produce learning materials and disseminate the
results of scholarly activity.
Disseminate conceptual and complex ideas to a wide variety
of audiences using appropriate media and methods to
promote understanding.
Oversee processes, in conjunction with Student Services, to
keep STEP documentation, including Prospectus, Student
Handbook, website and marketing materials up-to-date.
Lead and develop internal and external networks to ensure
personal knowledge basis remain up-t-daqte and that the IIS
awareness level remains high
Provide academic leadership to those working within STEP,
by co-ordinating the work of others to ensure that projects
are delivered effectively and to time, organising the work of a
team by agreeing objectives and work plans.
Resolve problems affecting the quality of course delivery
and student progress, referring more serious matters to the
Head of Department.
Undertake significant administration as identified by the
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Teamwork
Pastoral care
Initiative, problemsolving and
decision-making
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Planning and
managing
resources
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Sensory, physical
and emotional
demands.
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Work environment
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Expertise
Equality and
Head of DGS.
Communicate a clear vision of STEP strategic direction.
Lead teams within areas of responsibility.
Foster a culture which ensures that teams within the IIS and
across the constituencies work together on STEP related
activities effectively.
Act to resolve conflicts within and between teams.
Responsible for dealing with student issues across STEP.
Provide first line support for students, referring them to
sources of further help if required.
Make decisions regarding the operational aspects of the
programme.
Supervise STEP implementation with regards to modules
offered
Act to resolve problems affecting the delivery of programmes
in accordance with IIS/IOE regulations, including quality
assurance processes.
Contribute to decisions which have an impact on other
related programmes and/or activities.
Monitor and report student progress and retention
Identify opportunities for strategic development of new
projects and appropriate areas of activity and contribute to
the development of such areas
Provide advice on issues such as student recruitment and
the achievement of significant performance indicators
Be responsible for programme planning and overseeing
scheduling
Actively participate in quality, audit and other external
assessments of STEP
Liaise with others (such as support staff or academic
colleagues) to ensure student needs and expectations are
met.
Be responsible for undertaking or overseeing administrative
duties in areas such as admissions, time-tabling,
examinations, assessment of progress and student
attendance in conjunction with relevant stakeholders.
Be responsible for setting standards and monitor progress
against agreed criteria
Balance the pressures of teaching, scholarship and
administrative demands and competing deadlines
Be aware of the risks in the work environment and their
potential impact on the post holder’s own work and that of
others.
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Required to be an externally recognised scholar or teacher
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In-depth understanding of own specialism to enable the
development of new knowledge and understanding within
their field.
The post holder has a responsibility for ensuring that they comply
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Diversity
Health, Safety and
environment
Data Protection
with the IIS’s Equality and Diversity Policy and for behaving in
ways that are consistent with fair and equal treatment for all. Each
person is responsible for their own learning and engagement with
equality issues and actions, and has a duty to consider the impact
of their actions to ensure that they do not have a detrimental effect
on achieving equality of opportunity.
The post holder is responsible for ensuring that workplace
responsibilities within the programme are carried out with full
regard to, and in support of, the IIS’s Health, Safety and
Environment Policy.
The post holder will be responsible for ensuring that workplace
responsibilities, within the programme, are carried out in
compliance with the requirements of the Data Protection Act and
the Employment Practices Data Protection Code, especially
concerning confidentiality, treatment of personal information and
records management.
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The Institute of Ismaili Studies
STEP Programme Coordinator
Principal Attributes and Person Specification
Knowledge
Essential
 Deep understanding of
education as a discipline with a
preference for expertise in
Secondary Teacher Education.
 Thorough grasp and insight
into the dynamics of schools
as learning organisations.
 Knowledge of current
developments in best practice
in teaching and learning
 Stakeholder knowledge.
Skills
 High level ICT competence to
support teaching and
administration.
 Expertise in the development
of professional knowledge.
Experience and
qualifications
 Postgraduate qualification in
education. Qualification in
Islamic Studies broadly
construed or Humanities will
be an advantage.
 Mentoring and supervising
teacher education cohorts
 Experience of teaching at
school and Higher Education
level
 Experience nurturing and
promoting programme teams
and teamwork
 Strong communication and
negotiation skills in working
with people at all levels.
 Flexibility to respond to
changing priorities.
 Strong sense of commitment,
initiative and responsibility.
 Ability to work independently
Personal and
professional attributes
Desirable
 People
management
 Ability to motivate,
lead and manage
people.
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