Overview

Permanent Whole-time Post

UCC wishes to appoint a Lecturer in Education within the School of Education, specialising in the area of teaching English as an Additional Language (EAL). Reporting to the Head of School, the successful candidate will hold a minimum of a Master of Education (M.Ed.) qualification or equivalent in a relevant cognate area related to the post (in addition to any initial teacher education qualification gained at Master’s level), and a teaching qualification recognised by the Teaching Council of Ireland to teach at primary or secondary level.

S/he will demonstrate a broad understanding of the Irish education sector and provide evidence of at least 3 years teaching experience in the compulsory stage of schooling, with expertise and experience in the teaching of English as an Additional Language (EAL) in the school system, as well as in the teaching any of the school subject areas supported by the School of Education, UCC.

In addition, the successful candidate will demonstrate how her/his competence and expertise in the teaching English as an Additional Language (EAL) area can contribute to and extend the suite of programmes offered by the School of Education. Evidence of some research experience in the English as an Additional Language (EAL) area, as well as in the discipline of education generally and contribution to the broader field of education would also be requisite for appointment to the post.

Informal enquiries can be made in confidence to Dr Brian Murphy, Senior Lecturer, School of Education.

Further information on the School of Education can be found on the School website.

This position is being filled as part of UCC Futures - Collective Social Futures.

What is UCC Futures – Collective Social Futures

UCC Futures - Collective Social Futures is re-imagining and addressing the complex and intertwined societal, environmental and political challenges faced across the world. These include social and gender-based inequalities, geopolitical shifts, migration, health and climate change and the urgent need to foster a more caring and liveable world for all. The imperative to develop more collective and social visions of the future is more pressing than ever. By driving innovative, critical, theoretical, participatory and community-engaged research, UCC Futures – Collective Social Futures will foster excellence in social research to understand, re-envision and enact our collective social futures.

Duties of the post

In accordance with the University’s strategic objective as a research led institution, the duties of all academic staff will include research, research-led teaching and contributions to the university, the discipline and the community. The academic staff member shall teach and examine, undertake administrative duties and carry out other duties appropriate to the post under the general direction of the Head of the School of Education.

The appointee to this role will contribute to teaching and learning on programmes across the School of Education. The role also involves supporting postgraduate studies, undertaking research, and sustaining community links in the education field, while contributing to UCC academic life.

The roles and responsibilities outlined below are to be interpreted in the context of the relevant Statutes and where there is any difference arising from interpretation, that statutory provisions take precedent. For the sake of clarity, the relevant elements of the statutes not already incorporated in the numbered sections are appended in italics under each subheading.

Teaching and Examining | Research | Contributions

Teaching and Examining

1. Contribute to and assist in the delivery of research led teaching, assessment and examining on courses at undergraduate and postgraduate level and where appropriate adult and continuing education courses and model effective pedagogical practice;
2. Supervise research projects for undergraduate and postgraduate programmes in education;
3. Undertake the development and regular evaluation of education modules with reference to content, delivery and assessment;
4. Participate in the development of new curricular initiatives and programmes in education at initial teacher education and postgraduate levels;
5. Demonstrate excellence in teaching and learning and apply innovative teaching and learning pedagogies within the School of Education and within other academic units in the University, as appropriate;
6. Contribute towards the maintenance of academic standards within the discipline of education;
7. Tutor and support students on school placement:

• To give the students attending his/her ordinary lectures assistance in their studies, by advice, by informal instruction, by occasional and periodic examination, and otherwise, as s/he may judge to be expedient; also, to make such arrangements as s/he sees fit to make to meet students who have individual queries;
• Give instruction to his/her students and assist them in the pursuit of knowledge and development of her/his professional classroom practice;
• Hold, or assist at, all University examinations in the subjects with which s/he is an examiner.

Research

8. Engage in productive research and scholarship and contribute to the advancement of knowledge, participate in research activities and publish the research in appropriate peer-reviewed publications, creative works or other forms of scholarship appropriate to education;
9. Supervise postgraduate research students (particularly PhD students);
10. Undertake initiatives in generating research income as appropriate to education;
11. Engage in other scholarly activities relevant to the discipline of education.

Contributions

12. Participate in the administrative activities of the School of Education and the academic life of the College and University;
13. Act as a member of such committees as may be required by the University;
14. Develop links with professional bodies and external agencies, where appropriate;
15. Promote the discipline of education both inside and outside the University and contribute to the overall intellectual life of the University and society;
16. Carry out other duties appropriate to the post as may be assigned by the Head of School:

• to carry out administrative and other appropriate duties lawfully allocated to them within the School of Education or other academic unit;
• if a member of the Academic Council, to attend its meetings;
• serve upon all the committees to which s/he may be appointed by the Governing Body or the Academic Council, and to assist and co-operate with the Governing Body in such other reasonable ways as the Governing Body may prescribe, for the maintenance of discipline and good conduct among the students, or for the general business of the University.

The above listing is not exclusive or exhaustive and the post holder may be required to undertake duties as can reasonably be expected. All staff are required to be flexible, co-operative and professional within the needs of the post and the Discipline/Department/School, College and University. The University is undertaking a major reform of its internal structures, which may necessitate possible future changes in the organisation of its activities.

Selection Criteria

The successful candidate will be expected to meet the following essential criteria:

Qualifications | Teaching and Examining | Research | Contributions | Other

Qualifications

Essential Criteria

1. A minimum of an honours Master’s Level 9 qualification in Education (M.Ed.) (or equivalent in a related and relevant cognate area). This Master’s level qualification must be in addition to any initial teacher education qualification held at Master’s level;
2. A teaching qualification recognised by the Teaching Council of Ireland for teaching at primary or secondary level.

Desirable Criteria

3. A doctorate or equivalent in Education or in a relevant cognate area e.g., languages (or evidence of adequate advance towards a doctorate award or evidence of interest in and commitment to promptly achieving this Ph.D. award if appointed);
4. A specific qualification(s) in the area of teaching English as an Additional Language (EAL), especially for school settings.

Teaching and Examining

Essential Criteria

5. Relevant teaching experience with a minimum of 3 years teaching experience in the compulsory phases of schooling;
6. A background in and affinity with and experience of teaching specific school curriculum subjects supported by the School of Education (e.g., Irish, English, Mathematics, History, Geography, French, German, Spanish, Italian, Music, Business Studies, Religious Education, Science);
7. Experience of teaching in the area of teaching English as an Additional Language (EAL) in a school setting;
8. Familiarity with and experience of the Irish educational system and the cultures of Irish schools;
9. Familiarity with the current policy and curriculum context of education in Ireland at all levels;
10. An ability to contribute across a range of education programmes both in and outside any specific area of educational, professional, and research specialisation;
11. Experience of working with student teachers, especially supporting students on school placement;
12. Evidence of a commitment to excellence in research led teaching;
13. Evidence of an understanding of and willingness to use modern teaching technologies and potential for innovative teaching and curriculum development.

Desirable Criteria

14. Experience of working in initial teacher education;
15. Willingness and potential to develop and deliver modules and academic programmes for teachers, specifically in the areas of EAL and multilingualism, language teaching, and teacher education generally;
16. Evidence of an ability to teach, inspire and supervise students, communicate ideas and concepts in a teaching and learning environment. 

Research

Essential Criteria

17. Evidence of appropriate research achievement as indicated by published work or planned published work and other research outputs appropriate to the discipline of education and the EAL, multilingual, and languages education areas;
18. Evidence of relevant educational scholarly activity at the applicant’s level (e.g., contribution to local, national and international educational research, initiatives, policy and/or publications in the areas of EAL, multilingualism and education generally);
19. Commitment to developing a personal and School of Education research profile in the areas of EAL, multilingualism, and teacher education issues;
20. Experience of or potential for research supervision at all levels across a variety of EAL, language teaching, and general areas of education;
21. Potential to attract funding through competitive research grants or other sources as relevant.

Desirable Criteria

22. Experience of supporting educational research by students in the areas of language teaching, and general issues of teaching, learning, and assessment in the school system;
23. Ability and willingness to collaborate with colleagues on research projects, as appropriate to the discipline. 

Contributions

Essential Criteria

24. Previous and/or potential contribution to broader educational work through engagement with relevant educational stakeholders e.g., educational bodies, professional education, teacher, and school associations, groups and networks and language organisations;
25. The potential to participate in and contribute to the overall intellectual life of the University, the academic discipline of Education and society at large.

Desirable Criteria

26. Evidence of the development of specialist courses or programmes in the EAL, multilingual, multiliteracies, and/or language education areas, especially for teachers;
27. Administrative experience or evidence of ability to contribute to academic administration leadership in university, college, school or other educational settings or associations.

Other

Essential Criteria

28. A commitment to the long-term development of the discipline of education and to support the overall mission of the School of Education;
29. Strong interpersonal, networking and team building skills and excellent communication and negotiation skills;
30. An understanding of, and empathy with, the needs, interests and concerns of students and a proven ability to work professionally and effectively supporting students across School of Education programmes;
31. Willingness and ability to tutor and support students on school placement including the ability to travel to all school placement sites with which the School of Education works in partnership.

Desirable Criteria

32. Evidence of ability to work on own initiative as well as part of a team;
33. Ability and willingness to work in a collaborative environment.

The University, at its discretion, may undertake to make an additional appointment(s) from this competition following the conclusion of the process.

Salary Information

Applications for this post

How to apply

Applications for this post are received through UCC's online application portal. You'll be required to set up a profile (if you don't already have one). 

You can find the posts associated with UCC Futures - Collective Social Futures by selecting 'Academic UCC Futures' in the search by vacancy type field.

Queries relating to the online application process should be referred to uccfuturesrecruitment@ucc.ie, quoting the job title.

What to include in your application

Applications should consist of your academic CV and a cover letter demonstrating your academic and research achievements. We would also like to hear about your research ambitions and how your academic and research profile aligns with the UCC Futures - Collective Social Futures initiative.

Details of the following should also be included, as appropriate:

• Publications
• Research Interests
• Grants and Funding
• Teaching Interests and Abilities
• Teaching Objectives and Methods

Who to contact

We encourage all applicants to contact us prior to making an application for the position. 

• Contact: Informal queries about this post can be made in confidence to: Dr Brian Murphy, Senior Lecturer, School of Education.

Deadline for applications

Candidates should apply, in confidence, before 12pm (Irish Standard Time) on Thursday, 29 June 2023. No late applications will be accepted.

Equality statement

University College Cork is committed to being a fully inclusive global university which actively recruits, supports and retains colleagues from all sectors of society. Equality, Diversity and Inclusion (EDI) are core values under our UCC Strategic Plan 2023-2028. UCC holds a Bronze Athena SWAN award in recognition of our commitment to advancing equality in higher education. We value diversity as well as celebrate, support and thrive on the contributions of all our employees and the communities they represent. We are proud to be an equal opportunities employer and encourage applications from everybody, regardless of age, care-giving status, disability, ethnicity, gender and/or gender identity or expression status, nationality, marital status/civil partnership, pregnancy and maternity, race, religion/creed, and/or sexual orientation. We are committed to supporting all staff through flexible working schemes, family-friendly policies, training and development, and staff networks. We value the enrichment that comes from a diverse community and seek to promote equality, prevent discrimination and protect the human rights of each individual in line with equality legislation. We encourage applicants to consult our Dignity and Respect Policy and learn more about our EDI related initiatives.