Department of Human Resources
Exempt Job Description
Job Title:
Job Number:
Band:
NOC:
Department:
Supervisor Title:
Manager, Additional Qualifications and Special Projects
X-320
8
0114
School of Education and Professional Learning
Dean, School of Education and Professional Learning
Last Reviewed:
July 23, 2015
Job Purpose
Management, administration and promotion of the In-Service Program; offering of
professional Ontario College of Teachers (OCT) accredited courses for certified teachers
Responsible for:
- Strategic planning of AQ (Additional Qualification) programming; forecasting
teaching trends and course demands; implementation of an ongoing plan for the
development and delivery of additional qualification courses for teachers
- Development and initiation of marketing/recruitment strategies and the
dissemination of course information
- Recruitment, hiring, supervision and performance review of course instructors
- Directing new course development to maximize interest, need and enrolment in
Trent’s additional qualification courses.
- Supporting course instructors and course developers to ensure innovative
program delivery and consistency of course expectations, instructional design
and pedagogy
- Accreditation and re-accreditation of courses as governed by the Ontario
College of Teachers
- Application procedures, admissions, enrolment and instructional delivery of
courses
- Representing Trent at meetings; both internal (Teacher Education Liaison
Committee, Teacher Education Advisory Committee) and external (OADE InService Sub-Committee meetings, which involves representatives from
universities across Ontario)
- Special Projects, such as responsibility for the accreditation of the School of
Education’s Bachelor of Education programs with the Ontario College of
Teachers
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Key Activities
1. STRATEGIC PLANNING, MARKETING AND RECRUITMENT – 20%
- Manage and administer the planning and implementation for the development
and offerings of additional qualification courses for teachers in consultation with
the Dean of Education.
- Determine new market-driven and revenue-generating courses that reflect
current development trends in teacher education and professional accreditation
in Ontario. Ensure that the program targets a wide market. Research statistics on
course availability and demand in order to direct the AQ program; analyzes,
understands and applies current and historical enrolment in combination with
current demographics to determine trends and forecast future opportunities.
- Initiate surveys to collect data on Professional Teachers’ demands for courses.
Interpret data and reports published by the Ontario College of Teachers and the
Ministry of Education and Training to research, assess and initiate changes that
might impact the program (e.g., math funding).
- Develop communication and marketing strategies to promote AQ program;
create materials and distribution strategies to reach intended audiences through
brochures, design and development of AQ website, social media and electronic
mailing lists. Develop outreach strategies to encourage partnerships with and
between school boards and individuals, teachers, faculty and schools.
2. HIRING AND SUPERVISION OF COURSE INSTRUCTORS AND COURSE DEVELOPERS –
20%
- Recruitment and coordination of approximately 120 course instructors per year.
Hires (interviews), supervises, and terminates instructors in consultation with
the Dean of Education. Establishes a network of professional experts and
instructors
- Negotiates salary and contractual agreements for course developers, different
from that of course instructors
- Provides consulting expertise to course developers in the content development
and delivery of courses
- Reviews performance of instructors during the course to ensure consistency and
high quality programming; consults with instructors when students are
dissatisfied or online auditing of course demonstrates instructor expectations
are not being met
- Reviews course delivery and content; monitoring instructor/student
communication online and received during the course to assess students’
satisfaction with the course and their instructors; providing solutions to
situations that arise during the course.
3. ACCREDITATION AND PROGRAM/COURSE DEVELOPMENT – 20%
- Administers the direction of program development. Collaborates, directs and
reviews course curriculum development for a broad spectrum of subject material
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(e.g., Special Education, Reading, French, Math, Guidance, Kindergarten, etc.)
Accreditation expertise: proven expertise in compliance with standards and
policies relating to regulatory guidelines within the education sector and the
Ontario College of Teachers’ accreditation process. Works closely with the
Ontario College of Teachers in the accreditation process in order to forward
recommendations, submit new courses for accreditation and revision of existing
courses for re-accreditation.
Provides advice for online course design and the development process including:
defining learning objectives and learning outcomes; identifying appropriate
teaching strategies; aligning instructional strategies to desired outcomes through
assessment strategies; integration of appropriate learning technologies and
other instructional resources.
4. GENERAL PROGRAM MANAGEMENT – 20%
- Manages all aspects of AQ Program ensuring successful development and
accreditation of AQ courses within the guidelines and requirements. Regularly
reviews and reappraises the ongoing functions of the program and initiates
revisions to policies and procedures with a view to ensuring maximum
programmatic efficiency.
- Budget management: annual budget projections, operational budget
- Admission Requirements: determines applicant eligibility, confirms applicants
are OCT members in good standing, develops pre-testing for mathematics and
French to assess pre-qualifications
- Student Payments: tracks student payments and follows-up
- Records Management: ensure grades are submitted, posted, reports to OCT on
successful course completion, documents and maintains records for all course
offerings and accreditation material
- Academic Integrity: advises and guides instructors; consults with Dean as
required
- Scheduling: sets scheduling of sessions and determines courses offered
- Enrolment and Registration: manages section enrolment; initiates and
implements procedures for registration and admissions; collaborates with
Admissions and IT on solutions and efficiencies for tracking enrolment, e.g.,
Instant Enrolment
- Course delivery: oversees and ensures quality control and Learning System
(Blackboard) technical issues
- Reports: Collects, compiles and interprets appropriate application data at
different phases of the admissions cycle and for subsequent analysis and
reporting as needed.
5. COMMUNICATION: INTERNAL AND EXTERNAL RELATIONS – 15%
- Liaises with a wide network of educators across Ontario to inform teachers
about Trent’s Additional Qualification courses. Stays current in pedagogical and
educational technology advances through participation in relevant communities
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of practice and other professional development opportunities
Collaborates and liaises with educational partners including OCT. Acts as the
representative of the In-Service Office for local (TELC and TEAC) and provincial
OADE sub-committee meetings. Consults and liaises with OCT on program and
course development and accreditation.
Establishes strong, positive ties with area schools and school board partners to
allow for continued growth and development of the AQ program. Develops
strategic relationships with principals and teachers, drawing upon their expertise
for course instruction and course development.
Acts as Trent University's representative and contact for all aspects related to
the AQ program: application process, procedures, deadlines, admission status
and related requests for information.
Manages positive and effective relationships by providing guidance, support and
advice to prospective students on program selection and choices.
Internally, communicates with a wide range of groups and departments and at
all levels to ensure the achievement of the successful expansion and
implementation of the AQ program.
Resolves conflicts, concerns and issues between students and instructors
throughout the course sessions as needed.
6. SPECIAL PROJECTS – 5%
- Responsible for additional projects related to education; such as the
accreditation of the School of Education’s Bachelor of Education Program and
the new Indigenous Education Program
- Provides knowledge and expertise of the Ontario College of Teachers’
accreditation process. Applies regulatory policy in the submission of a
professional program.
- Consults with Ontario College of Teachers throughout the accreditation process;
from the initial letter of intent right through to the site visit and final approval by
the Accreditation Review Committee
Analytical Reasoning
- Analysis to determine how to increase enrolment and/or maintain enrolment in
the field of education, which continues to be both a challenging and a
competitive market. In the last few years education has undergone a number of
transitions which makes it imperative that the incumbent keep abreast of
current trends and student demand in under to plan for the future of the
Professional development program.
- Curriculum development and planning requires the analysis of a number of
factors including scheduling and timing of sessions offered throughout the year
and courses offered. Incumbent must analyze and assess whether to continue
with a course with low enrolment or in cases of high enrolment to open more
sessions. Considers options and assesses impacts on potential decisions.
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Accountable for entire program. Incumbent evaluates potential for
improvements in the areas of admissions, enrolment, reporting and
instructorship. Some of the processes for the AQ Program were quite
cumbersome and time consuming and required updating in order to better
accommodate the majority of students, Professional Teachers, who have fulltime daytime jobs.
Due to the current education climate, expand professional development
opportunities to address the possible decrease in enrolment. Broaden
opportunities offered to teachers could increase revenues and offset any lulls in
enrollment.
Decision Making
- Responsible for the hiring and ongoing review of instructors to ensure the offering of
quality programs, recruit qualified instructors and closely monitor and assess course
content, student satisfaction and success.
- Autonomy to decide which courses will be developed and taught and associated
prerequisites for course.
- Responsible for the quality assurance and the quality of instructional design for
courses.
- Responsible for increasing enrolment and program revenue by: offering competitive
course fees; offering cost-free prerequisite testing; introducing a withdrawal fee;
reducing course developer fees and providing a simple one-step online registration
process.
Impact
1. Responsible for the hiring and ongoing review of instructors to ensure the offering of
quality programs, recruit qualified instructors and closely monitor and assess course
content, student satisfaction and success.
Examples – Hire from a vast pool of qualified educators. Hire instructors from
different areas in the province to ensure Trent is meeting the French requirements of
all school boards as there are varying needs and levels of French spoken throughout
the province. Address and/or resolve issues between students and instructors
throughout the course session as needed. Where students are not content with course
communication, contact course instructor to discuss course expectations and the
means in which to address them. Decision to communicate the importance of
availability and contact hours between student and instructor emphasized at the
beginning of every session through direct communication. Developed instructor
guidelines to facilitate greater (and timely) communication; stressing the importance
‘to instruct’ rather than to simply facilitate courses. Decision to vary class sizes based
on each instructor’s ability.
Impact
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The impact of decisions made will affect Trent’s reputation as a provider of
professional development courses to teachers across Ontario (who are also
potential parents and/or future parents of students of Trent). Professional
Teachers have high expectations as they are experienced teachers themselves. If
teachers and school boards are not satisfied with courses offered in Trent’s AQ
program, verbal communication between and amongst teachers and school
boards, results in decreased enrollment and potentially a negative overall impact
on the university.
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The AQ program is a revenue generating program that is quite successful and it
funds various projects and positions within the School of Education, which
otherwise would not be possible.
2. Autonomy to decide which courses will be developed and taught and associated
prerequisites for course.
Example – Responsible for determining program development and the offering of a
succession of courses, e.g., Intermediate Courses in Math, English, Health and
Physical Education, Native Studies and History. This requires the knowledge and
expertise of trends and demands in teacher education. (E.g., increased opportunities
for Intermediate teachers results in more teachers taking Intermediate courses).
Offering alternative testing in lieu of completed university courses provides greater
opportunities for teachers interesting in specific courses. Offering additional
qualification courses provides certified teachers with specializations and more
qualifications leading to greater employability and wage increases. Autonomy to
formulate a business plan and recommend these plans regarding the future direction
of the AQ program, to the Dean of Education.
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Impact
- The impact of decisions will affect enrolment in the courses offered each session.
It is important to remain current and knowledgeable with current trends and
issues. For example the Ministry was offering a subsidy to Professional Teachers
who enrolled and completed courses in Mathematics in order to increase the
number of teachers qualified and competent to teach in Intermediate Math from
Grades 7 to 10. If Trent had not developed and offered Intermediate Math when
the Ministry was offering the subsidy, it would have resulted in lower enrolment
and less revenue.
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The impact of setting prerequisite requirements for a course varies by course. By
offering a Native Studies course, which supports teachers with beginner to
experienced subject knowledge, the program was able to waive the university
credit requirements, enabling more teachers to enroll, but more importantly the
opportunity to take a course they would not have been able to otherwise. This
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demonstrates Trent’s commitment to embrace diversified ‘learning for all’ by
eliminating barriers and supporting Ontario Ministry curriculum changes by
providing more teachers with Indigenous resources and knowledge to share in
the classroom; supporting current curriculum changes. If prerequisite
requirements are not considered carefully, it means creating costly courses that
only a few students would be qualified to enroll in.
3. Responsible for the quality assurance and the instructional design of courses.
Example – Certified Teachers completing the French course become qualified to teach
students in the language of French. This means it is imperative that the quality of the
courses and programs we offer are of a high quality so as to uphold Trent’s
reputation. Adding an oral ‘Skype’ component to Trent’s French online course resulted
in greater accountability of students and the university to turn-out qualified teachers
from the course. Added quality control measures include a pre-qualifying test to
ensure candidates are competent in subject standards. Through a collaborating and
consultative process, courses are reviewed from their origination right through to
their delivery on Blackboard; ensuring they meet accreditation standards and are
aligned with current Ministry documents. It is important to ensure that students
completing the courses are well qualified and competent so that when they go into
the classrooms Trent is recognized as offering a strong AQ program to Professional
Teachers.
Impact
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The demand for teachers in Math, most recently and French, continuously have
been areas of interest within teacher education. Brought up by our local school
boards was the concern that teachers do not always demonstrate in the
classroom what is demonstrated on paper (in their qualifications). They do not
have an acceptable level of knowledge or skill to instruct. Pre-qualification tests
in French and Math ensure, first that candidates meet the standards to enroll in
Trent’s AQ courses. Only qualified teachers are registered in our courses. This
demonstrates the university’s commitment to higher standards of education,
without which we would possibly be allowing less than qualified teachers receive
qualifications to teach French or Math in which they were not experienced. Our
reputation as a provider would diminish as school boards across Ontario would
not recognize our program as one with high standards. The impact would
possibly tarnish our reputation with the School of Education’s partnership school
boards as well as the greater impact of negative communication amongst
teachers across Ontario.
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An additional oral Skype component added to the course itself assures students
are upheld to language standards required of French teachers. If the university
did not require and develop pre-qualification testing in subjects such as French
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and Math students completing the courses could possibly complete the course
successfully, receive certification from the Ontario College of Teachers but still
not possess the required skills and knowledge to be competent in their subject
material. By establishing consistent testing for registration we are ensuring
Trent’s reputation of providing exceptional teachers is upheld and minimizes the
negative impact on the program and future enrollment.
4. Responsible for offering competitive course fees; reduces the unit revenue, but due to
increased enrolment increases the overall revenue to the program; offering cost-free
prerequisite testing; introducing a withdrawal fee; reducing course developer fees
increased and more school boards are offering AQ courses. Ensuring Trent offered
one of the lowest course
Example – Providing AQ courses is a highly competitive market; online offerings have
fees across the province increased registration, offsetting any foreseen loss in
revenue. Offering free testing for the admission test for French as a Second Language
Part 1 and Intermediate Math – where most universities charge resulted in increased
interest and enrollment as teachers across Ontario recommend Trent to their
colleagues. Initiating a course withdrawal fee to offset the time and cost associated
with registration and withdrawal processes. Reduced Trent’s course developer fees to
align it with competitors. Streamlined the registration process whereby any Ontario
qualified teacher is able to register and sign up online in just a few minutes.
Impact
- The offering of AQ courses is competitive just like the teaching profession itself.
Offering incentives to often frustrated unemployed teachers gains the trust and
builds relationships with current students who turn to Trent because of the
incentive, and continue to take not only AQ courses but also recommend Trent
University to friends, children and colleagues. If competitive pricing was not
offered, enrollment would decrease and so would the continued support from
the network of teachers promoting positive experiences with AQ program at
Trent University.
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By offering the $25 discount for all Trent graduates, we continue to build on our
relationship with alumni. Trent-Queen’s Concurrent Education students, were
often frustrated with not being allowed the course discount because they did
not complete their Bachelor of Education at Trent. They felt loyal to Trent after
having spent a greater part of the university life at Trent, so wanted to take their
professional courses as a teacher here as well. By offering the discount to all
graduates, instead of just Trent’s Consecutive BEd students we are drawing
former students back to Trent, who have the potential to contribute as alumni.
Without considering former Trent students, we were alienating and creating a
negative relationship with former students; quite the opposite of what the
university would desire in a relationship with alumni.
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Education Required
- Bachelor of Education plus an Honours Bachelor’s degree in any other discipline
- Ontario College of Teachers – Certification – Member in Good Standing
Experience Required
1. 2 to 4 years experience in the area of Education preferably in a Faculty of
Education
2. 4 to 6 years experience working as a teacher in both the public and catholic
school boards
3. Demonstrated experience in the development of Instructional Design principles
for in-service courses for Professional Teachers based on OCT’s course guidelines
including: learning goals and success criteria, instructional technologies, course
content and resources, assessment tools and emphasis on course contact
between instructors and students.
4. Demonstrated knowledge and experience of regulatory accreditation bodies
involved in teacher certification process in Ontario
5. Experience with hiring and supervision of course instructors and course
developers for in-service teaching
6. Web design, Blackboard, Colleague, Datatel/Contribute, IRIS Reporting, OCT
Faculty Plus and Manage Accreditation
Responsibility for the Work of Others
Indicate whether the incumbent is directly or indirectly responsible for the work of others. Provide the title
of the position(s) as well as an example of how the incumbent is responsible for the work of others on a
daily basis. Specifically, indicate whether the position has responsibility for hiring and supervision of
student workers.
Direct Responsibility for the Work of Others:
- Course Instructors
o Hire approximately 120 course instructors per year
- Course Developers
o Hire course developers part-time to develop courses
Indirect Responsibility for the Work of Others:
- Admissions Education Clerk – course section enrolment, admissions
Communication
Indicate the title(s) of individuals internal and external to the University that the incumbent communicates
with on a regular basis. Provide a brief description of the purpose for communicating with these
individuals.
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Internal:
- Students/Professional Teachers: many issues related to this position
- Dean, School of Education and Professional Learning: many issues related to this
position
Financial Services: status of student account, track payments, tax form
Bookstore: order textbooks and course materials
IT – Manager, Information Systems: enrolment issues
Office of Registrar: admissions, enrolment
- Course Instructors
- Course Developers
External:
- Ontario Association of Deans of Education Subcommittee (network with other
universities)
- School Boards
- Principals and Teachers
- Prospective Students/Professional Teachers
- Ontario College of Teachers
Motor/ Sensory Skills
Motor Skills:
- Fine motor
o Maintain student database, entry and update of all student activity
Sensory Skills:
- Auditor
o High volume of phone calls which require keen auditory ability combined
with strong analytical reasoning to identify and determine the
needs/intent of the caller
- Visual
o Auditing grading sheets, student grade reports, OCT recommendations
o Keyboarding
Effort
Mental:
- Sustained Concentration
o Ability to maintain concentration on projects to ensure completion in
accurate and timely manner
- Stress
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Tight scheduling; management of time sensitive projects with competing
deadlines, independent decisions that potentially effect institutional
reputation
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Physical:
- Multi-tasking
o Ability to manage multiple and diverse tasks with competing timelines,
ability to adapt and prioritize, i.e., student registration, student inquiries,
juggling class enrolment and class size, hiring instructors sometimes last
minute due to unexpected high enrolment in some courses
- Extended Hours
o Work is physically demanding, involves evening and weekend work in
order to contact course instructors and course developers who are
typically professional teachers and are not available during regular work
hours.
Working Conditions
Physical:
- Put in many extra hours in response to increased enrolment
- Prolonged time sitting at desk/on phone/on computer
- Work outside normal hours to accommodate Professional Teachers/students in
order to respond to instructor and student requests and resolve issues in a
timely mattee
Psychological:
- Responds to high volume of confrontational students/potential
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students/instructors, specifically related to admissions, instruction, assignments
and grades.
High volume of competing demands; multi-tasking critical to success of the AQ
program.
Job Description Approved by Human Resources
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Signatures - indicating that the job description has been read and understood:
Incumbent
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Immediate Supervisor:
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Job Number: X-320
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Department Head/ Dean:
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Job Number: X-320
Date:
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