School Operation Officer

Graduate Teaching Assistant roles for the MSc Developmental Psychology & Psychopathology programme 2024-25

We are inviting applications for teaching opportunities on the DEV-PP MSc programme this coming year.

We are looking to employ PhD students as graduate teaching assistants on many of the DEV-PP modules, as described below.

If you have any questions about the role or the modules, please contact Kitty Jones (catherine.2.jones@kcl.ac.uk)

• Developmental Psychopathology 1: Perinatal period and Infancy


• Teaching October-November 2024


• Introduction to Statistics


• Teaching October-November 2024


• Nature & Nurture 1: Approaches to Addressing Key Questions in Psychopathology


• Teaching November-December 2024


• Nature & Nurture 2:  Genomic Approaches in Psychopathology


• Teaching February-March 2025


• Psychological Approaches to Treatment


• Teaching February-March 2025


• Placement


• Main placement period February-April 2025


• Dissertation


• Main dissertation period April-August 2025

Key Responsibilities

• Delivery of agreed package of teaching activities to a high standard, under the direct supervision of a member of academic staff. These activities may include seminars, classes, tutorials, lab sessions, other small group work to develop student skills, demonstration for experiments/techniques in lab-based science and computing, and/or mentoring support for UG or PGT project work. Students will not normally be involved in lecturing, but in some cases may be asked to lead lectures if the topic falls within their specialist field.


• Participation in appropriate training – including mandatory courses/sessions (e.g. courses, induction sessions).


• Careful and proportionate preparation for teaching activities. In some instances, materials will be provided by departments/faculties.


• Maintenance of information and resources on KEATS and interaction with students via the VLE.


• Attendance at lectures where needed/requested to ensure consistency of module delivery.


• Routine administration and correspondence associated with teaching delivery.


• Liaison with senior colleagues regarding contributions to the module.

GTAs are not expected to:

• lead lectures, unless they have accepted to do so on a very occasional basis, in their specialist field


• provide pastoral support to students or act as a personal tutor


• be involved in Open Days or admissions activities


• provide students with references


• set assessments


• be available to students at all times


• carry out unremunerated additional work on an ad hoc basis.

{The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.}

Education / qualification and training

Excellent subject knowledge of Developmental Psychology and Psychopathology as appropriate to the specific teaching role – For example, as evidenced by excellent performance in a BPS-accredited undergraduate degree in a psychological science

Undertaking psychological research at King’s College London, either as a PhD student or as a postdoctoral researcher.

Skills required

Knowledge / skills

Effective interpersonal skills, both written and verbal, to support and liaise with staff and students

Ability to provide advice to students on study skills and assist with any learning problems

Experience

Experience of facilitating or leading group work, activities or discussion.

Experience of adapting own skills to new circumstances.

Personal characteristics/other requirements

Ability to self-reflect on teaching design and delivery and act on feedback for future improvements.

A commitment to delivering high quality education as part of a team.

Diligent in preparing for teaching sessions and assessment activities; including undertaking preparatory reading, planning, and familiarization with assessment briefs and marking criteria.

Role specific requirements

Ability and willingness to engage in relevant departmental training and introductory pastoral support training.

Keep abreast of current literature in subject areas being taught.

We are looking for a research assistant to support us for a short time with a number of projects in the Policy Institute?s Evidence Development and Incubation Team (EDIT). 

The research assistant will be supporting the team with carrying out aspects of the qualitative research. Activities will include tasks such conducting observations, scheduling qualitative interviews, arranging transcription, and maintaining folders and fieldwork logs. The research assistant?s work on qualitative research is likely to include data management in NVivo, conducting qualitative interviews, carrying out qualitative analysis if appropriate, and supporting with report drafting including literature reviews and background sections. 

This specific role is for researchers with previous experience working with young people with SEND (especially autism and learning difficulties). The main activities involve: 

1. Working closely with the project team providing feedback on relevant materials to ensure they are adapted to the target group. 

2. Conducting observations during site selection days, surveys (when required) 

3. Conducting semi-structured interviews 

4. Other activities related to the research project, as defined by the Project Manager/Leads

There are 148 hours available for this role. 

• MA/MSc

-Experience working with young people with SEND 

-Understanding of qualitative research approaches 

-Experience conducting semi-structured interviews and observations 

-Experience working as part of a team or in a co-ordination role 

-Experience in carrying out qualitative data management in NVivo 

Desirable:

-Experience conducting qualitative analysis 

-Experiencing with drafting policy reports

King?s Foundations is looking for enthusiastic students to support the Speaking Spot, a conversation club designed to help pre-sessional students with limited English proficiency improve their spoken English skills. As a Speaking Spot Leader, you will facilitate engaging and supportive conversation sessions, helping students build confidence in their language abilities.

Your key responsibilities will include:

• Leading weekly 25 - 30-minute Speaking Spot sessions for small groups (max 6 students per day).
• Encouraging participation and fostering a welcoming, inclusive environment.
• Supporting students in improving their conversational English through guided discussions.
• Collaborating with fellow Leaders to share best practices and session strategies.
• Ability to plan sessions accordingly.
• Adapting to both online and in-person sessions as required.

No formal qualifications required, but must be a current Kings Student

• Strong communication skills and confidence in facilitating discussions.
• Patience and enthusiasm for supporting students with lower English proficiency.
• Ability to create an inclusive and engaging environment for learners.
• Previous mentoring, tutoring, or leadership experience (preferred but not essential).
• Reliability and commitment to attending scheduled sessions.