JOB DESCRIPTION
Job Title:
Lecturer in Applied Science
Work Unit:
Department of Forestry and Resource Management
Responsible To:
Head of Department – Forestry
Vacancy Type:
One year 0.5 part time. Salary c. $60,000 – $70,000 per annum pro rata (by negotiation and
dependent on experience)
Job Purpose:
To deliver a Level 3 Certificate in Applied Science to high school students as part of an STP
(Secondary Tertiary Partnership) programme.
Date:
October 2016
Organisation Context:
Faculty Dean, Applied Technology &
Primary Industries
HoD – Primary Ind ustries and
Manufactu ring
HoD – Engineerin g Technologies
HoD – Forestry and Resou rce
Management
Functional Relationships:
External
High Schools
Prospective Students
Community and Relevant Stakeholders
Internal
Staff & Students
Department of Forestry and Resource Management
Other departments particularly within ATPI
Key Result Areas:
The position of Applied Science Tutor encompasses the following major functions or Key Result Areas:
Teaching and Learning1:
Enhancing Biculturalism and Diversity:
Wider Academic Contribution:
Wider Organisation Involvement and Contribution:
Professionalism and Professional Currency:
Safety, Quality and Administration:
Teaching and Learning, and maintaining professional currency are the core responsibilities of academic staff. As a staff
member gains experience and seniority, the wider dimensions of their role will grow in significance.
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The requirements in the above Key Result Areas are broadly identified below:
Key Result Areas:
Jobholder is accountable for
Jobholder is successful when
Teaching and Learning:
 Complete teaching requirements as per annual teaching
plan and quality requirements to achieve positive
evaluations and student success.
 Appropriate use of “BlendEd” technologies (e.g. elearning, video conferencing, video, computer
simulation) to enhance teaching and learning.
 Teaching is underpinned by appropriate evaluation and
adherence to academic quality procedures.
 Annual teaching plan achieved with teaching and
assessment resources of good quality, meeting
internal and external requirements.
 Good teaching practice indicated by positive course
evaluations, peer reviews, stakeholder feedback, and
student success and retention.
 Student learning experience is enhanced with the
use of new methods and modes of delivery utilising
new technology where appropriate.
 Courses meet the changing needs of industry and the
community in providing relevant, employment-ready
graduates.
 Student retention is high with successful learning
outcomes providing pathways to higher education or
enhanced employment opportunities.
 Students with learning difficulties are supported with
available resources and learning strategies in order
to achieve successful outcomes.
 Reflective practice and own research and evaluation
informs improvement of their teaching and student
learning.
Enhancing Biculturalism and Diversity:
 Professional practice that acknowledges Maori world
view and practices whilst celebrating other cultures, and
caters for different learning styles. E.g. reflected in
curriculum, teaching style, and commitment to own
development and their teaching within their department
or School.
 Recognising and valuing cultural diversity.
 Teaching resources and teaching style acknowledges
Maori world view, culture and practices in an
appropriate way.
 Teaching practice accommodates the cultural
requirements and learning needs of students from
other cultures.
 They actively participate in cultural activities that
reflect a commitment to biculturalism and diversity
e.g. participation in powhiri, cultural occasions.
 Knowledge and understanding of biculturalism and
cultural diversity is increased through participation in
relevant professional development and applied in
the work environment.
 There is evidence the success for learners from Maori
and other non European cultural backgrounds equals
or exceeds that of European students.
Wider Academic Contribution:
 Contribute to curriculum development and
improvement, and the overall effectiveness of the
teaching team/s the position is involved with.
 Contributes to academic quality processes including
moderation, involvement in academic projects or
committees at School and/or organisational level.
 They actively contribute to the development and
improvement of courses and qualifications, teaching
and assessment resources.
 Makes a valuable contribution to academic processes
and committees.
 Agreed projects are undertaken and completed
within set timeframes.
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Wider Organisation Involvement and Contribution:
 Active support for teaching team, department and
faculty with involvement in marketing, promotions and
recruitment activities, teambuilding, and other
assignments as required.
 Team members are supported as evidenced by a
positive and collegial work environment.
 Active involvement in marketing, promotion and
student course advice, and recruitment activities.
 Involvement in projects or activities that benefit the
wider organisation.
Professionalism and Professional Currency:
 Keeps up to date with professional/industry
developments and trends through ongoing professional
development, industry networking and involvements,
reading and research.
 Demonstrates professionalism in their dealings with
students, staff and stakeholders and conforms to
requirements within the staff Code of Conduct.
 Professional/Industry Currency is maintained
through memberships of professional bodies,
industry networks and where appropriate continuing
work experience outside of Waiariki.
 Demonstrated commitment to on-going
development of personal, educational and
interpersonal skills through implementation and
achievement of annual Professional Development
Plan.
 Industry, Business and Community input is sought
and course offerings reflect the changing needs and
requirements of students and stakeholders.
 They are acknowledged by students, peers and
stakeholders for their professional standards.
Safety, Quality and Administration:
 Ensures the health and safety of fellow staff and
students, complying with internal and external
requirements.
 Seeks to improve the quality of service to students and
other internal and external stakeholders, underpinned by
compliance to quality assurance measures and
procedures as per the PMF (Performance Management
Framework).
 Meets all administrative requirements associated with
the role including processing of student assessments and
results; course coordination and administration
requirements.
 Risks are minimised through awareness and
compliance with best practice safety guidelines
including student induction, classroom, workshop,
and worksite management.
 Potential hazards, hazards, Incidents and Accidents
are reported appropriately reducing risk to staff,
students and Waiariki.
 Processing of student assessments and results meet
timelines and requirements.
 All course and qualification administration
requirements are met.
 Waiariki resources are used responsibly and PMF
requirements are adhered to.
 They demonstrate a commitment to continuous
quality improvement in their work.
The employee may also be required by their manager to undertake reasonable tasks and projects beyond these Key
Result Areas
Note
The above performance standards are provided as a guide only. The precise performance measures for this position will need
further discussion between the jobholder and manager as part of the performance development process. This section may be
stapled directly into the Performance Development forms (Part 1 – Expected Results).
Work Complexity:
Most challenging duties typically undertaken:

Achieving quality learning outcomes taking into account a diverse range of individual learning needs and cultures of
students.

Maintaining professional currency whilst adapting and responding to the changing requirements of the
industry/profession for which they provide vocational education.
Functional Relationship Skills:
Key internal and/or external
Nature of the contact most typical
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contacts
e.g. courtesy, giving/receiving information, explaining things, liaising, advising, gaining cooperation, facilitating, ,influencing and persuading, resolving minor conflicts, mediating,
negotiating, formal negotiation, supervising, leading.
Students
Courtesy, facilitating learning, advising, managing classroom dynamics
Staff
Courtesy, giving/receiving information, gaining and providing cooperation
Active teamwork
Industry stakeholders
Courtesy, giving and receiving information, liaising and consulting
Person Specification:
This section is designed to capture the expertise required for the role at the 100% fully effective level. (This does not
necessarily reflect what the current jobholder has.) This may be a combination of knowledge / experience, qualifications or
equivalent level of learning through experience or key skills, attributes or job specific competencies.
Qualifications
Essential:
Desirable:
 A suitable science qualification.
 The ability to teach general applied science including
(e.g. biology, chemistry, geology)
 An understanding of the scientific method and scientific
thinking
 NCALNE qualification or willingness to complete one
before teaching starts.
Knowledge / Experience
Essential
Desirable
 The ability to inspire high school students interested in
studying science;
 Ability to work effectively in a bicultural environment.
 Prior experience working as a tutor;
 Understanding and proficiency in Te Reo and Tikanga
Maori, the importance of Kaupapa Maori and its
foundations in the Treaty of Waitangi;
 Experience of working in multicultural environments
and/or people with diverse learning needs.
Key Behaviours
All employees are measured against the following Key Behaviours as part of Performance Development. These behaviours
reflect Waiariki’s values of Whakapono (honesty), Whanaungatanga (inclusion, family, learning together), Mana (honour,
prestige, guiding values), Wairuatanga (spiritualism), Kotahitanga (unity), Mohiotanga (life-long learning, quality teaching,
academic excellence), Aroha (unconditional giving), Manaakitanga (caring and supportive)
 Commitment/ Personal Accountability
 Professional/Technical Expertise
 Teamwork
 Customer/Diplomatic Focus
 Effective Communications & Relationships
Personal Attributes
 Highly developed interpersonal communication skills
 Self motivated with ability to be self directing
 High levels of personal integrity
Change to Job Description:
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From time to time it may be necessary to consider changes in the job description in response to the changing nature of our
work environment– including technological requirements or statutory changes. Such change may be initiated as necessary
by the manager of this position. This Job Description may be reviewed as part of the preparation for performance
planning for the annual performance cycle.
Approved:
Line Manager
Date
Employee
Date
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