21 Mar

Civil Engineering Tutor Highways Traffic - Chennai - Ara Institute Canterbury

Position
Civil Engineering Tutor Highways Traffic
Company
Ara Institute Canterbury
Location
Chennai TN
Opening
21 Mar, 2017 5 days ago

Ara Institute Canterbury as the company that open the jobs vacancy, have some qualification and spesification especially for the Civil Engineering Tutor Highways Traffic jobs vacancy. To find out more information and about qualification and spesification details, walkin interview schedule, the address of the company, the company contact info (email/phone number) of Ara Institute Canterbury company, please start to apply for the job vacancy with fill the jobs application with click the 'Apply This Job' button below.

Successful students; Value for employers; Effective staff.

OUR VALUES / KAUPAPA
Trust - Kia pono; Connect - Kia Tuhono; Inspire - Kia Hihiri

INTRODUCTION
Ara Institute of Canterbury’s Policy Framework for teaching and learning identifies four principles:

  • Participation – learners actively engaged
  • Empowerment - fostering student engagement and develop students’ as critically reflective life-long learners
  • Employability - preparing them as learners for the 21st Century with a range of literacies required for the future
  • Community - recognising and valuing learning as a social process
Ara is committed to developing flexible modes of delivery and encourages learning centred approaches that exploit the
potential of new technologies.
Ara is also committed to scholarship informing teaching and learning.
Ara has a Capability Framework to support the professional development of teaching staff.

DEPARTMENT/DIVISION INTRODUCTION

Ara Institute of Canterbury’s Department of Engineering & Architectural Studies offers a range of established engineering
and architectural studies related qualifications that are in demand due to their high quality and relevance to the building
industry in New Zealand, and in particular, the Christchurch rebuild. Qualifications include the Bachelor of Architectural
Studies, Bachelor of Engineering Technology, New Zealand Diplomas in Engineering, Architectural Technology, Construction
Management, and Quantity Surveying as well as diplomas in Computer Aided Design and Interior Design.

Department staff come from a broad range of construction related backgrounds including engineers, architects,
draughtspeople, interior designers, quantity surveyors and materials science.

PRIME FUNCTION/PURPOSE OF THE JOB

This ASM/SASM role provides for the quality delivery of teaching in civil engineering, specifically in areas related to
transport and traffic engineering. The tutor will work with other tutors and staff to ensure that high academic quality is
maintained in the department and that all internal and external educational requirements for the department are met. The
SASM role will involve providing some mentorship to other staff and may involve contribution to cross disciplinary groups
and committees within the institution.

This role provides the opportunity for research, which will be negotiated depending on the successful applicant’s skill set
and interests, and the requirements of the department. Furthermore, the department would consider making this a less
than 1.0 position (0.6 upwards) should the applicant wish to maintain some industry work or other commitments.

REPORTING STRUCTURE - Reports to – Manager, Engineering & CAD programmes

Chief Executive Officer

Corporate Services Human Resources Education and

Division Division Applied Research Academic Division
Student Services Business

Division Division
Development

Division

Department of
Departments of: Engineering &

Business Architectural Studies

Computing
Humanities

Manager -
Creative Industries QS/CM/AT Diplomas, Interior Engineering & CAD Design, Architectural Studies

Nursing and Human Services degree
Applied Sciences and Allied Health

Food, Hospitality and Trades
(Senior) Academic

Staff Member

FUNCTIONAL RELATIONSHIPS
Internal External
Department
  • Academic staff • Key industry groups
  • Programme Manager • Key community groups
  • Technical and Administrative support staff • ITPQ
Divisions • ITOs
  • Academic Division: • Professional groups and organisations
o Learning Design /associations
o Portfolio and Assurance • Other polytechnics including TANZ and
o Academic Quality METRO partners
o Research • Advisory Group
o CAPL

  • Student Support Services:
o Academic Support Services including Learning,

International, Disability Services
o Centre for Maori and Pasifika Achievement,
o Youth
o Wellness,
o Transition

  • Admissions, Records
  • Marketing
PROFESSIONAL PROFILE
This role requires teaching and/or industry experience in the areas of traffic and transport engineering. Some academic
leadership is expected with the SASM role, including the ability to mentor other staff. Tutors work collaboratively and as part
of a team to deliver quality and innovative teaching. SASM staff are expected to participate in the some academic
development within the department and the institution – this may include serving on relevant institution wide committees
and/or working parties.

ESSENTIAL PREFERRED

Education/Qualifications/Knowledge:
  • A degree in Engineering with expertise in traffic and transport • A completed qualification in adult teaching
engineering (BE, BEngTech or equivalent) eg DTLT (essential for a Senior Academic
  • Current industry knowledge Staff Member )
  • Experience working in as a transport, traffic and/or highway
engineer
  • Certificate of Tertiary Teaching and Learning Level 5, or a
willingness to complete the adult teaching qualification **

Experience/Skills

  • Experience (or a strong interest) in tertiary teaching • An interest in / experience using a range of
  • A broader understanding of engineering with the ability to teach teaching methods and technologies in a
some general engineering classes (for example, engineering tertiary setting.
fundamentals, land surveying, technical literacy if required

  • Effective communication, flexibility and sensitivity working with a
diverse range of others

  • Time management skills, including the ability to effectively and
efficiently administer, organise and co-ordinate activities and meet
deadlines

  • Vision, innovation and a commitment to facilitating own and
others’ learning

  • Capable of supporting students to achieve their learning outcomes.
  • The ability to develop and implement flexible teaching and learning
methods, including the use of learning technologies
  • The ability to contribute to research outputs
  • Time management skills, including the ability to effectively and
efficiently administer, organise and co-ordinate activities and meet
deadlines

  • Engagement with assessment and feedback processes
  • Digital literacy including – competence using a computer (including
Microsoft office products)
  • Effective communication with a diverse range of others, at all levels
within and outside the organisation

For SASM

  • Experience of teaching, assessment and moderation in the tertiary
sector

  • Some academic leadership in learner engagement, learning design,
assessment and mentoring other staff

Personal Attributes:
  • Embraces Ara values/kaupapa
  • Works collaboratively and cooperatively, contributes to teams.
  • Recognises diversity positively (cultural, socioeconomic, age,
ability)
  • Sound professional judgment and integrity
  • Friendly and approachable manner
  • Analytical and wise
  • Is versatile, flexible and very adaptable in enabling and ensuring
that goals are met
  • Enjoys learning and grows own capability and that of others
through it
  • Seeks and accepts feedback, managing criticism effectively
  • Is willing to commit to Academic Staff Capability Framework and
Policy Framework for Teaching and Learning

Preference will be given to candidates who meet all the above criteria and have or demonstrate the following qualifications,

knowledge, skills and experience:
  • Experience in the ITP or ITO sector
  • Tertiary teaching qualification
  • Please note that you will be required to provide evidence of any qualification, professional membership, license or registration required for the role.
**Please note that it is mandatory for all of our academic staff to have a minimum of a Certificate of Tertiary Teaching and Learning (CTLT). If you are
appointed to this role and do not have this qualification or an equivalent then it will be a requirement to complete the qualification within three years of
employment.

KEY RESPONSIBILITIES EXPECTED RESULTS / OUTCOMES
Teaching and Learning Practice Teaching and Learning
involves: • Teaching and learning situations in selected programmes, courses,

educational interventions are managed.
  • Engaging Learners • Effective planning, preparation and organisation for all learning
situations so students know what is expected of them. This includes
  • Designing and Planning Learning setting and effectively communicating learning objectives, and
regularly updating teaching resources and media to ensure currency
  • Assessment and Feedback and meet changing educational needs and industry requirements.
  • An environment where students are motivated to learn is created.
  • A variety of appropriate teaching and learning strategies and
technologies/media are applied effectively.

  • Academic quality standards are maintained.
  • Regular, effective formal and informal feedback to students regarding
progress and achievement is provided, including:
o Assessment is used as a tool for learning
o Appropriate, varied, aligned and useful assessment

methodologies are applied while complying with any
professional or industry regulations.

Student Focus
  • Student feedback sought in keeping with Ara guidelines.
  • Professional relationships maintained with students to help meet
individual learning needs.
  • Learning guidance provided to students within and outside the
classroom context, as appropriate.
  • Student learning difficulties are recognized and for appropriate
support arranged
  • Support and assistance provided to resolve conflict between
students.
  • Practice in non-racist and non-sexist ways and sensitivity to students
and colleagues with special needs demonstrated.
  • Genuine concern exhibited for students as individuals, as members of
the course/programme, and, as members of the community.

Contribution to Ara and your team involves Planning and Development
  • Active contribution made to:
  • Planning and development o vision and innovation to the work team;
  • Administration o planning and development activities in relation to courses,
programmes, the Department, Division;

  • Contribution to internal/external o ongoing planning within the Division and Department;
communities o course, workgroup and other relevant meetings of staff;
o marketing activity in and on behalf of the

Division/Department/Ara.

Administration
  • Administration requirements of the courses and programmes taught,
(including work experience, where required by the curricula) planned
and coordinated.

  • Student and course/programme records completed accurately and in
a timely manner in accordance with Ara process (e.g. attendance
records, assessment results)

  • All personal administration records completed accurately and
forwarded to the Head of Division (e.g. leave forms, leave planners,
work time records).

  • All policies, practices and procedures of the Division, Department and
Ara followed.

Contribution to Internal and External Communities
  • Participation in external moderation processes as required
  • Representative for the course/programme/Division in meetings or
industry gatherings as required.
  • Liaison with stakeholders such as industry, consumer groups and
representatives to seek their feedback and input into the courses and
programmes taught, as required.

  • Participation in the broader professional and academic life of Ara.
  • Professional relationships maintained with staff to further overall
objectives of the Division, Department and Ara.
  • Communication and support networks developed and maintained
within stakeholder groups including work experience organizations,
as required.

  • Professional relationships and liaison maintained with staff in other
tertiary institutions, as appropriate.

  • Professional relationships / currency with industry and/or relevant
professional organizations maintained.

  • Assistance with the induction of new colleagues
  • Behaviour that supports Ara values is modelled.
  • Compliance with legislation and policy adopted by Ara in order to
meet legislative requirements. (NB health and safety requirements).
  • Participation in activities seeking staff opinion and feedback, as
requested.
  • Participation in the continuous improvement culture by
recommending change and improvement, which will assist with
efficient delivery of operational and strategic goals.

  • Participation in committees/working groups, as required.
  • Contribution to and participation in projects from time to time.
  • Other duties related to an academic staff member’s role undertaken,
as may be reasonably required from time to time

Professional Development involves • Participation in organisational processes such as the staff capability
improving your individual practice through framework, peer review, appraisal, performance evaluation and
review (PER).
  • Reflection and evaluation of practice • Evaluation and reflection on own practice in order to identify
directions and strategies for improvement.
  • Professional Commitment • Feedback on performance from students, peers and line manager is
used constructively to identify own educational needs and
  • Subject knowledge and expertise opportunities found to meet these.
  • Development time is planned, negotiated with Manager and used to
  • Institutional knowledge address needs in teaching development; Ara learning profile and
professional currency.
  • Research and knowledge transfer • Opportunities to maintain professional credibility and competence
sought and taken.
  • Participation in Division research activities.
  • A collegial climate and sharing of practice is fostered.
  • Currency in pedagogy and in subject area developed and maintained
through scholarly approaches to teaching and learning and

curriculum design.
  • Fluency in technologies developed.
  • Consistent engagement with Ara values, principles, policies, plans and
strategic direction.
  • Initiative used and opportunities found to lead in own context
  • Active contribution to Division research activities and outputs.
  • If research time is approved the outputs negotiated are delivered.
Research and Knowledge Transfer • A commitment to engage in Ara approved research that informs
  • Planning and outputs teaching and practice in the context degree delivery
  • Collegial support • A collegial approach to research in support of staff and students’
  • Developing culture pursuit of their research objectives
  • Fulfilling department strategy • Development of approved research projects and an annual plan,
upon agreement with Manager on an appropriate workload
Only applies if research has been negotiated • Engagement with Ara and the Department of Engineering &
Architectural Studies research strategy and aims, including the
development and maintenance of a research culture.
Senior Academic Staff Member is responsible All of the above plus:
for: the ASM outcomes outlined above, own
outcomes, plus providing support and input for Teaching and Learning
others to achieve the required outcomes. • Planning and implementation of strategies for improvements to assist

those with learning difficulties
  • Excellence maintained and assistance to others in learning and
teaching delivery, and in meeting student responsibilities.
  • Participation in reviews of teaching and learning effectiveness and
student satisfaction, in accordance with Ara and Department/Division
processes.

Innovation and Development
Leadership/management of curriculum innovation and development. This

includes and is not limited to:
  • Design of objectives and content appropriate for student,
industry/community needs
  • Design of assessment programmes that meet Ara and industry
requirements
  • Evaluation of courses and programmes in line with
Ara/Department/Division requirements.
  • Active support and contribution to the objectives, direction and
operation of the Division/Department and Ara.
  • Support and assistance provided to part-time staff in integrating
teaching and learning theory into their practice/workplace activity,
and ensuring policies are followed.

  • Contribution to Advisory Committee (or the equivalent) meetings or
requests, as required

Commitment to others
  • Coordination of others to meet administrative requirements and
leadership example provided in this regard
  • Responsibility taken for the effective outcome of work teams.
  • Active contribution to the broader academic and professional life of
Ara.

  • High standards of professional commitment maintained.
  • Participation in the Peer Review process.
  • Design and implementation of small scale research into effective
teaching and/or learning.
  • Is a role model for others
APPLICATION DETAILS
Applications for appointment are accepted through our online recruitment system.

Applications Close

Thursday 23 March 2017

NOTES:
The successful applicant is required to commit to the Ara staff profile which encompasses foci on students, learning and
teaching, innovation, flexibility and continual learning, research, biculturalism, internationalisation, disability awareness,
environmental awareness and sustainability, health and safety and IT literacy.

All of the information provided above is intended to describe the general nature and level of work being performed. This
document is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of the position
and incumbent. From time to time, the incumbent will be required to accept and carry out other relevant duties as assigned
by their Manager.

The standard online application provides the Institute with a common set of information about each candidate but applicants
should not limit themselves to that form. Personal applications set out in the applicant's own style including a curriculum vitae
and particular references to the job description and personal profile are welcomed. Ara reserves the right not to appoint or to
appoint by invitation in the event the recruitment process is deemed to be unsuccessful.

IMPORTANT NOTES THAT FORM PART OF THE POSITION

1. Student Evaluation
Each lecturer is required to implement a system of obtaining from students, evaluation on the course in general and on
their performance to assist professional development. Assistance is available in the Division or through the Staff
Development Coordinator.

2. Staff Appraisal
Ara has in place a staff appraisal process in relation to job performance. All staff are required to take part in the process.

3. Staff Training and Professional Development
Academic staff who do not have a teaching qualification are required to enrol in the Certificate of Adult Teaching. Ara is
a learning organisation where professional development is supported. Staff are asked to develop a professional
development plan with their Manager.

4. Ara Profile
For Ara to develop and prosper, all staff are expected to demonstrate a range of skills, knowledge and attitudes that
contribute positively to the organisation’s fundamental purpose which is to provide quality learning for students. We
have an integrated approach to defining, describing and developing a positive learning culture among staff and we align
this approach at all levels to the mission, values, goals and strategic direction of the institution.

5. Health and Safety
The Health and Safety in Employment Act 1992 (and subsequent amendments) provides that a duty is imposed on a
person under the Bill to ensure health and safety. This requires the person to eliminate risks to health and safety so far
as is reasonably practicable and; if it is not practicable to eliminate risks to health and safety, to minimise those risks so
far as is reasonably practicable. It is the employee’s responsibility to abide by this legislation, the Ara Health and Safety
policy and to complete the online Health and Safety induction immediately after commencing work.

Applicants for positions are asked to declare and relevant health related needs or issues on the application form provided
to People and Development with your application for appointment. This information is not used for short listing but we
do expect you to discuss your needs as part of the interview process or when accepting an employment offer where this
is relevant. Confidentiality is assured and applicants will not be differentiated on the basis of disabilities or health
requirements unless these render applicants unable to undertake the task requirements. Employees may be required to
undertake a health check where baseline data is needed for specific positions e.g. a hearing test for those involved in
engineering workshops.

6. Probationary Period
Every lecturer appointed for the first time to a tenured (permanent) position must serve a probationary period of two
years, which may be reduced in certain circumstances or extended for up to a further year. People appointed to limited
tenure (fixed term) positions may be required to serve a probationary period. Confirmation of appointment at the end
of the probationary period is by the decision of the Chief Executive Officer communicated in writing.

7. Intellectual Property
Intellectual property developed by Employees in the course of their employment belongs to Ara. This includes but is not
limited to programme/course/lesson plans, course descriptors, notes, assignments, tests, evaluations.

8. Employment Terms and Conditions
Appointments are made within the terms of the Employment Relations Act 2000 (as amended) and the terms and
conditions provided either in an Individual employment Agreement (IEA) or in terms of the applicable Collective
Employment Agreement (CEA) which also has coverage over this position. At Ara the applicable CEAs which cover the
terms and conditions of employment for academic staff members are the Association of Academic Staff at Canterbury
(AASC) and the Tertiary Education Union (TEU). If the staff member joins either the AASC or TEU union, the current
appropriate CEA will automatically apply, otherwise the staff member will be on an IEA.

9. Equal Opportunities Employer
Ara is committed to equality and diversity and makes a determined effort to develop an inclusive environment to achieve
a balanced gender representation and increase the number of Maori and other under-represented groups on staff. We
are an active provider of opportunities for differently abled people and recognise that all staff, are not only our
employees, but have multi-faceted lives that from time to time may require flexibility from Ara to assist in meeting their
other commitments.

10. Ara Sustainability Aspirations
  • Ara will continuously evaluate and improve its environmental impact across all areas of the organisation.
  • Ara is widely acknowledged as a values led organisation, where sustainability and multiculturalism is core to its
beliefs and operating practices.
  • We support and encourage sustainability initiatives and objectives, both on and off campus, and act as a key
partner in community and iwi lead collaborations.
  • While key stakeholders, including central and local government recognise Ara as the sector leader in adding
value through sustainability, we believe compliance is the entry point and we can go further.
  • Ara is an economically sustainable organisation that is efficient, productive and anticipates market needs,
adapting to the changing economic environment in Aotearoa, New Zealand and globally.

11. Smokefree Policy
As an employer and learning provider of choice Ara promotes a positive, healthy working and learning environment and
supports the government vision of a Smokefree Aotearoa by 2025. The Smokefree policy prohibits smoking in all
buildings or parts of buildings under Ara Institute of Canterbury’s management, Ara vehicles and on Ara land holdings
and perimeters including all car parks, green spaces and external eating areas.

12. Criminal conviction history checks
While Ara is a tertiary institute delivering education and catering predominantly for adult learners there remains a duty
of care to the increasing numbers of younger students and those individuals or groups who may be defined as “vulnerable”
by virtue of age, health, welfare or special need. With an increasing focus on youth in particular and the additional
pastoral care this involves Ara Management have determined that best practice involves all staff undergoing a criminal
conviction history check. As part of the appointment process shortlisted candidates will be asked to give consent to Ara
to submit a request. Offers of employment will be subject to the results of the check. A regime of checking employees
has been developed.

Core worker
For NZ Police vetting purposes this role is classified as a core (children’s) worker because there is regular contact with
students who may be youth, children, elderly or vulnerable adults. This position meets the criteria for a check under the
Vulnerable Children’s Act 2014 and as such Ara will request a NZ Police Vet check disclosing your criminal conviction
history.

13. Records Management
All staff are expected to comply with the Records Management Policy and related Ara procedures and to create records
that accurately capture business activities, appropriately manage these records over time using line of business systems,
approved institutional repositories and designated physical and electronic storage, and follow authorised disposal
processes.


Other Civil Engineering Tutor Highways Traffic Jobs Vacancy