Summary
The role of Academic and Professional tutor within the Educational Psychology Group supports trainee progress on and completion of the AppEdChPsyD programme. The Programme is a BPS accredited training in professional educational psychology, compliant with the HCPC Standards of Education and Training.
Main Duties
A specific job description covering the appropriate number of working days per year will be negotiated with the post holder(s) before commencement of duties.
Duties will include:
1. direct teaching with trainee educational psychologists in their first, second and third years of training;
2. provision of academic and supervised professional practice supervision for trainee educational psychologists, including liaison with their designated placement supervisors / practice educators;
3. contribution to research supervision for trainee educational psychologists;
4. examination of trainee educational psychologists’ academic work and / or professional portfolios;
5. internal examination of theses submitted by trainee educational psychologists within the University of Birmingham, and external examination of theses submitted by trainee educational psychologists at other approved programmes of study in England;
6. participation in App Ed and Child Psy D tutor meetings;
7. contribution to planning developments to the curriculum, its delivery and its assessment arrangements, harnessing developments to knowledge and practice arising from the parent disciplines of psychology and education, and mindful of the need for full compliance with internal and external regulatory protocols and processes; and
8. supporting the publication and impact of trainee educational psychologists’ research and practice.
A pro-rata time allowance will be assured to facilitate the post holder’s continuing academic, research and professional development, and support the process of knowledge transfer.
Person Specification
9. Foundational knowledge, educational psychology practice experience and skills relating to: a range of psychological assessment paradigms and methods, formulation, intervention and evaluation suitable for use with children, young people and young adults across the 0-25 year age continuum; models of consultation; organisational analysis and development; evidence-validated approaches to preventing and / or reducing the severity and enduring impact of difficulties in learning, mental health or other aspects of psycho-social and psycho-educational development, and / or mitigating the influence of special educational needs and disabilities.
10. Expertise relevant to supporting trainee EPs’ development of the following specific core competencies for doctoral programmes in educational psychology in England, Northern Ireland and Wales specified by the British Psychological Society (Programme Standard 2: Programme content (learning, research and practice), (British Psychological Society, 2019): understanding of individual differences in developmental progression by demonstrating knowledge of theories of psychology relevant to cognitive development and learning, language and communication, across the developmental lifespan; knowledge and application of pedagogic practices and their conceptual and evidential bases, taking account of normal progression and development, and the modifications necessary to support effective learning and development for children, young people and young adults with special educational needs/additional learning needs and disabilities (SEND); application of evidence-informed curriculum and instructional strategies; further development and application of knowledge and understanding of different cultural, faith and ethnic groups, and how to work with sensitivity and respect with and on behalf of individuals from these backgrounds in professional practice; and increasingly skilful practice in establishing agreed criteria to evaluate service user responses to intervention (using qualitative and /or quantitative measures) and setting up appropriate monitoring arrangements.
11. The ability to contribute to the continuing dynamic development of the curriculum for the initial training of educational psychologists, (including situated learning within supervised placement settings), planning strategically and pragmatically to support trainees’ balanced integration, application, development and evaluation of a range of conceptual frameworks and knowledge domains within the complex settings in which educational psychologists encounter and endeavour to meet the highly diverse needs of service users
12. Depth and breadth of interest in psychological theory and research, evidenced through a coherent and clearly focused continuing academic and research development plans and strategies following qualification
13. Knowledge and understanding of ethical and professional codes of conduct and practice, and adherence to these.
Generic:
14. Current registration with the Health and Care Professions Council (HCPC) as a practitioner educational psychologist
15. Doctoral research degree
16. Experience of the full range of educational psychology professional practice
17. One or more area(s) of developed educational psychology specialism
18. Ability to evaluate research in relation to educational psychology practice
19. Experience of teaching adult learners in (an) educational context(s)
20. Capability of fulfilling a pastoral role in tutorial / supervisory interactions with adult learners
21. Ability and willingness to work collaboratively and co-operatively
22. Good interpersonal and communication skills
23. Reliable personal organisation, with evidence of administrative accuracy, effective management of time and workload, and personal well-being
24. The ability to act diplomatically and rationally in difficult situations, showing an ability to consider the perspectives of a variety of stakeholders
25. An informed understanding of human diversity and the ways that individual differences and contextual / cultural influences affect educational and vocational opportunities and outcomes
26. Commitment to keep up to date with developments in educational psychology and ‘training’ / optimising the learning process and outcomes for trainee educational psychologists
27. Willingness to contribute constructively and critically to team functioning
28. Willingness and ability to take a lead in (a) defined areas of programme administration, curriculum development, and / or support for student learning, research and publication.