Postgraduate Certificate in Education
Specialist Tutor (ITE Tutor) Job and Person Specification
Course description
The Open University Postgraduate Certificate in Education (PGCE), is available in
England, Wales and Northern Ireland (this course is not currently available in
Scotland*, Channel Islands or Isle of Man). This is a postgraduate 11-16 teachereducation course that offers an individual path to qualified teacher status (QTS) and
a PGCE. It is designed to meet the needs of people who cannot enter teaching by
conventional routes and who need flexible study patterns, with a range of start and
end dates and the possibility of full-time or part-time study. Taking account of the
knowledge and experience they already have, students take a personalised route
through a modular programme and school experience in regional partner schools,
with training, support and assessment by OU tutors and school mentors.
*The Open University is also a provider of the PGDE in Mathematics in Scotland with
full and part-time options.
The role and duties of the Specialist Tutor
Specialist Tutors appointed to the PGCE programme will be experienced secondary
subject specialist teachers whose role will be to teach, support and assess student
teachers of the 11 to 16 age range. The following six secondary subjects are offered:
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Geography
Design and Technology (all focus areas)
Mathematics
Modern Foreign Languages - (the University has a particular shortage of
tutors who have German with French)
Music
Science (specialising in Biology, Chemistry or Physics)
Specialist Tutors play a key role in supporting student teachers’ engagement with the
open learning dimension of the Open University’s Initial Teacher Education
programme. They ensure, through liaison with the school-based subject mentor, that
the student’s individualised training plan provides a coherent framework for the
student teacher development towards the Standards required for the Post Graduate
Certificate in Education and Qualified Teacher Status. Tutors’ assessment role
involves leading on the assessment of subject knowledge and assignments, and
liaison with school-based staff recommending interim and final assessment against
the outcomes for PGCE and QTS.
The tutor will provide support by:
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maintaining an overview of their student teachers’ ITE experiences
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visiting their allocated student teachers on each school placement.
(Please note each student completing the full course requires four, full day visits
over the whole course)
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teaching through e-communication, school visits and feedback on assignments
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working with their student teachers, sharing professional expertise and
experience and analysing classroom and research evidence
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contributing to the assessment of their student teachers’ progress towards the
standards for PGCE and QTS through observing teaching, reviewing schoolbased evidence and marking assignments
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preparing student teacher references
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supporting the preparation of career entry and development profile, or equivalent,
for induction
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briefing school-based mentors about the structure and content of the OU ITE
Programme and providing support when needed
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co-assessing with school mentor and school co-ordinator to ensure moderation of
student teacher assessment
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monitoring school-based training and assessment for quality assurance purposes
on behalf of the OU ITE Programme
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contributing to annual course evaluation and reviews
A copy of the ITE Tutor person specification is attached as Appendix 1.
General Information
New tutors receive an initial briefing once they have been contracted to support a
student teacher. Tutors are supported by the subject leader, and have access to an
electronic forum where they can discuss issues with more experienced tutors. All
tutors are expected to attend Tutor Briefing days which take place once or twice each
year and are held on a Saturday. Tutor Briefings give tutors the opportunity to update
their knowledge of the programme with any recent developments, ensure
consistency of judgements in relation to assessment of student teachers and quality
assurance of the programme. Tutors will also be expected to undertake on-going
professional development and training as required in line with the role and
responsibilities of the post. Tutors may also contribute to the PGCE day schools,
both subject-focused and generic.
Payment and workload
Payment is based on the tasks tutors complete for their student teachers as they
progress through the course. Payments cover time spent supporting students online,
and over the telephone, portfolios marked and school visits, briefing mentors and
attending Tutor Briefing days. Also covered are payments for the preparation of
references and career entry and development profiles, or equivalent, and ecommunication. All duties, with the exception of school visits, can take place outside
normal school working hours. There are other payments, such as a contribution
towards the cost of computing.
The number of students allocated to a tutor depends on the capacity of the tutor and
the number of student teachers in the geographical location. The overall payment to
tutors depends on the number of students tutored and the route that the students are
following through the programme. As a rough guide, a tutor who is allocated a
student undertaking all levels of the course may receive payment of over £1500
spread over the student’s programme, which could be up to 2 years.
How to apply
Applications are not always required for every subject in each Regional location, but
due to the flexible and unpredictable nature of the programme, it is difficult to predict
the areas in which tutors are needed at the point of processing applications.
Completed application forms should be sent to:
al-applications@open.ac.uk
Please note that the PGCE programme is not available in Scotland. The PDGE in
Mathematics is, however, available in Scotland (August presentation only).
Applicants for the PDGE in Mathematics are invited to send their completed
applications as above.
Presentation pattern for the PGCE programme
There are presentation start dates in January, March, May, July, September,
November. The PGDE in Mathematics (Scotland only) is presented in August.
ITE Job Descriptions:
Design & Technology:
Design & Technology tutors need to be able to support students across all the
material areas within design and technology whilst being a specialist in one or two
areas. They should demonstrate up-to-date knowledge about materials, equipment
and processes, have some knowledge of industrial practices and have some
knowledge of the use of ICT hardware and software specific to design and
technology. They should be aware of values, social and cultural issues and
vocational issues within design and technology, hold relevant and appropriate health
and safety qualifications and be aware of good practice in the teaching of design and
technology.
If you are applying to teach this course please use the course code EXT885. If
you are applying to teach this course in Wales please use the course code
EXTW885.
Geography
Geography tutors need to have successful experience of a wide range of teaching
approaches, including ICT: both in and out of the classroom. They should be
sympathetic towards helping student-teachers learn and teach through enquiry,
should encourage student-teachers to explore new ideas, and should encourage
them to reflect on their achievements.
If you are applying to teach this course please use the course code EXG885. If
you are applying to teach this course in Wales please use the course code
EXGW885.
Mathematics
Mathematics tutors need to have successful experience of a wide range of teaching
approaches that engage children in mathematics and meet the needs of all. They will
be ICT confident and either have experience of its use within mathematics or be
willing to develop that skill. They should also be sympathetic to student-teachers’
learning through enquiry, encouraging mathematics students to investigate, test and
reflect on the full range of theoretical and practical ideas offered on the course.
If you are applying to teach this course please use the course code EXM885. If
you are applying to teach this course in Wales please use the course code
EXMW885 or EXMS885 if you are applying to teach this course in Scotland.
Music
Music teachers need to demonstrate a commitment to a music-for-all curriculum. In
addition, they will require knowledge of, and skills in, the use of music technology in
the curriculum and a broad knowledge of a wide range of musical styles and cultures
and the role they play in the music curriculum.
If you are applying to teach this course please use the course code EXN885. If
you are applying to teach this course in Wales please use the course code
EXNW885.
Modern Foreign Languages (French, German, Spanish)
Modern Foreign Language tutors need to have successful experience of a wide
range of teaching approaches, including the use of ICT and be able to offer a
specialism in at least one, but preferably two, of the OU PGCE’s target languages –
French, German or Spanish. They should encourage student-teachers to explore,
test and reflect on the full range of theoretical and practical ideas offered on the
course.
If you are applying to teach this course please use the course code EXL885. If
you are applying to teach this course in Wales please use the course code
EXLW885.
Science
Science tutors need to have successful experience of a wide range of teaching
approaches across the sciences at secondary school level, including the use of ICT.
They should also be sympathetic to student-teachers’ learning through enquiry,
encouraging science students to explore, test and reflect on the full range of
theoretical and practical ideas offered on the course. Science tutors support student
teachers in all science specialisms. It is not necessary to apply to tutor on all science
course codes.
If you are applying to teach this course select one course code only. The course
code that you select should indicate your own specialism in science.
Physics: EXP885 or EXPW885 if you are applying to teach this course in Wales.
Chemistry: EXC885 or EXCW885 if you are applying to teach this course in
Wales.
Biology: EXA885 or EXAW885 if you are applying to teach this course in Wales.
Appendix 1 ITE Tutor Person Specification:
Essential
Qualifications,
experience and
knowledge
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Tutoring/
experience and
approaches
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Attitude to
Professional
development
Personal
qualities and
skills
First degree or equivalent in relation to subject applying to tutor and
evidence of on-going professional development linked to subject
Knowledge of what constitutes masters level work and academic writing
through for example, a higher degree or equivalent professional study or
experience
Qualified Teacher Status
Recent experience of teaching subject in secondary phase (KS3 and KS4)
or of working in secondary ITE in subject
Demonstrable evidence of being excellent classroom practitioner
Knowledge of current educational developments, initiatives and subject
pedagogy
Experience of supporting professional development of teachers and/or
student-teachers (either in school or HEI)
Competent in the use of ICT
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An appreciation of how adults learn and distance education
Ability and willingness to promote learning of adults through
correspondence, telephone, face-to-face and electronic tuition
Ability to work with student-teachers from diverse educational, cultural and
work backgrounds
Commitment to student-centred learning
An appreciation of the relationship between theory and practice and a
commitment to it
The ability to evaluate teaching and written work against a set of criteria /
standards
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Commitment to on-going professional development
Willingness to learn and listen to advice and act on constructive feedback
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Enthusiasm for teaching and learning in subject
Interest in initial teacher education and the role of the HEI
Ability to analyse and critically evaluate practice
Understanding and commitment to equal opportunities policies and
practices
Organised and systematic approach to work including ability to keep
accurate records, follow procedures and meet deadlines
Potential for working successfully with other tutors and student teachers
and school staff
Good interpersonal and communication skills (oral and written)
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Desirable
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Higher degree in subject or education
Experience of working in ITE (either school-based
training or HEI)
Knowledge of current regulations in relation to ITE
Experience in adult distance learning
Experience in academic counselling or potential to
develop academic counselling skills
Broad appreciation of study skills
Other
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Access to a multimedia PC with the appropriate specification and Internet
access (see personal computing document for specifications)
Available and accessible to students
Able and willing to travel to schools to undertake school visits and to
designated centres
Available for briefing and training sessions