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AC 1 ( 16.27) Teaching Assistant

£32,370 - £32,370
 

Job Description

Postgraduate Demonstrator (AC1 rate) for module EVP1011 for 10 hours - Contact Urmi Sengupta for further information u.sengupta@qub.ac.uk



Qualifications

NA



Skills

Post graduate qualification in Planning

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Are you intrigued by global perspectives? Do you thrive in collaborative environments? If so, we have an exciting opportunity for you!



We are currently seeking a group of enthusiastic students for a short-term contract to participate in testing and supporting the development of resources and activities for a Collaborative Online International Learning (COIL) Resource Hub.



COIL offers students the chance to collaborate with peers from diverse geographical locations on course-related projects, utilising digital tools to engage in virtual experiences that enrich their learning journey.



Working in collaboration with members of the Education Project Development Team for Strategy 2030, you will be at the forefront of shaping the future of online learning and the internationalisation of education. This position presents a unique chance to work closely with our team, contributing to the creation of innovative educational materials that will enhance the learning experiences of students not only at Queen's University but also across the globe.



Key Responsibilities:




  • Participate in testing and providing feedback on course materials and activities for the COIL Resource Hub.

  • Collaborate with staff members to explore and develop online activities aimed at building connections among students from different locations.

  • Contribute ideas and insights to enhance the effectiveness and relevance of COIL resources.



Benefits:




  • Gain valuable experience in educational project development and online learning initiatives.

  • Collaborate with a diverse team of professionals and students.

  • Make a meaningful impact on the internationalisation of education.

  • Flexible work schedule to accommodate student commitments.



If you are excited about the prospect of creating connections across the world through online learning and are eager to contribute to this dynamic project, we want to hear from you!



Time commitment: up to 8 hours per week for approximately 4 weeks. An extension may be possible, depending on project needs.   



To apply, please submit your CV along with a cover letter outlining your interest in the position and relevant experience.  



Qualifications

Qualifications



We are open to receiving applications from any student at Queens (regardless of subject discipline or level). However, it is vital that the successful candidate complies with the following:




  • Candidate must be a current student at Queen’s University, Belfast.



Skills

Essential Criteria:




  • Enrolled as a student at Queen's University.

  • Passionate about online learning and global collaboration.

  • Strong communication and teamwork skills.

  • Knowledge and/or experience of using digital tools in education.

  • Interest in shaping the future of education.



Desirable Criteria:




  • Candidates from Education and/or International Studies disciplines

This is a two-day invigilation assignment for GKT Medical School, King's College London. These particular shifts will be held at University Hospital Lewisham (Lewisham High Street, London, SE13 6LH). The role requires you to be on site from 08:15 - 16:30 on the 21st and/or 22nd of May. Please indicate in your application the dates you are interested in working.



 



How these exams work



 



Objective Structured Clinical Examinations (OSCEs) are assessments used to evaluate medical students' clinical skills. They are divided into circuits of eight stations, each with a different scenario that lasts eight minutes. Students are examined on their performance at each station.



 



After completing a station, students move on to the next station in numerical order. The exam is a loop, so after completing station 8, students return to station 1. The exam ends when students have completed all stations in the circuit.



 



After students complete the circuit, they return to the holding rooms while supporting staff, including invigilators, prepare the stations and circuits for the next group of students.



Qualifications

N/A



Skills

Previous experience of invigilating exams would be useful but is not essential.



Candidates must not be studying medicine at KCL or any other institution.

Job Overview



We are delighted to be advertising a part time Project Coordinator role to support the work of Schools Mental Health Innovation and Maudsley Education Consultation Service.  This is a new role in a developing area within Children and Young People’s Mental Health Services (CAMHS) in South London and Maudsley Foundation NHS Trust. There is rich and exciting work already happening in our SLaM boroughs within Mental Health Support Teams in schools, as well as creative work co-occurring within schools led by National and Specialist CAMHS Teams. Part of the Schools Innovation and Consultation work is to support coordination and sharing of good practice across all these existing teams, but also to develop new innovations where there are gaps. The TExaS project is an example of the innovation work.  The research project aims to help teachers support the children and young people in their classrooms who have mental health difficulties through providing training and practical support via an online platform. This work is led by a Consultant Psychiatrist and supporting Consultant Clinical Psychologist in SLAM, as well as researchers in Kings College London. 



 



Main duties of the role



The postholder will have two main roles: to support existing schools’ work and to support new schools’ innovations. The first role will include supporting the coordination of both and clinical school innovation projects in CAMHS and National and Specialist CAMHS, as well as the coordination of research  projects in schools from Kings College London. This will involve attending meetings and require good liaison skills and team working. The second role of supporting innovations will include providing psychoeducation for teachers; online consultation with health and education experts including liaising with CAMHS and other mental health professionals for advice and referral; guided self-help for teachers to address work-place stress; and develop sustainable teacher to teacher peer support networks moderated by expert teachers. There will be additional new school innovations which the postholder would support. 



The Team



Team members include a Consultant Psychiatrist and Consultant Psychologist and frequent liaison with several SLAM and Kings colleagues. Staff in the School Mental Health Innovation and Consultation work are passionate about working within the school system, believing that intervening early can prevent further difficulties escalating. Working with teachers and other parts of the school system are exciting developments, which makes the work stimulating and rewarding. We value difference and continually seek to become professionals that are curious, supportive and inclusive of all children, young people and staff members.



About our locations



The postholder will do some home working within this role. They will be required to travel to various schools, community mental health services in Croydon, Lambeth, Lewisham and Southwark and to the Maudsley for meetings. This is the location of the Trust headquarters and at Denmark Hill less than 5 minutes from the train station (zone 2) and is within walking distance from the beautiful green spaces of Ruskin park and the vibrant high-street that offers great shopping opportunities and with a wide range of restaurants.



 



Job Description




  • To support coordination of schools’ work across the CAMHS borough teams and National and Specialist Services and King’s College academic department. This will include setting up and attending meetings, writing minutes, liaising with mental health colleagues and teachers and developing relevant resources. 

  • To support new schools’ innovations work including the TExaS project, involving running focus groups, developing training materials, supporting the online platform for teachers. Other innovations may include for example supporting school governor training involving preparing resources and teaching



Qualifications

A First-class or Upper-second-class Bachelors degree with Honours in Psychology or an equivalent conversion course that is accredited by the British Psychological Society and confers the Graduate Basis for Chartered Membership of the British Psychological Society.



Skills

Experience




  • Post-graduate experience of conducting research projects or audits. 

  • Experience that supports working with, and addressing issues of, diversity within local communities. This may have been gained through work, research, volunteering and / or lived experience. 



Understanding / Knowledge




  • Graduate level knowledge of psychological research methodology and statistical analysis. 

  • Good theoretical knowledge of the problems experienced by and needs of young people and of methods of assessment, treatment and support. 

  • Awareness of racial and diversity issues, e.g., through  attendance at relevant training.



Skills




  • Well-developed verbal and written communication skills including communicating complex information to clients, families, teachers and colleagues.

  • Well-developed IT skills including entry and analysis of research data.



Abilities




  • Ability to work effectively within a multi- disciplinary team, participating in effective team functioning and holding team roles. 

  • Ability to identify and follow relevant clinical governance procedures. 

  • Ability to maintain concentration and to remain in restricted positions for long periods during observations, assessments and psychological interventions. 

  • Ability to manage occasional emotionally stressful situations such as working with victims of abuse or trauma, or with people who engage in severe self-harming or aggressive behaviour. 

  • Ability to communicate complex, sensitive or contentious information to people 

  • Ability to manage verbal abuse and hostility directed at self.

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