Assistant Lecturer (with Mentorship)

Locations: Manchester

Position Type: Permanent

Working Hours: 37.5 hours per week

Working Pattern: Monday to Friday/ 9am to 5pm/ 5 days in the office

Reports to: Course Director

Works closely with: Course Director, Lecturers, Senior Lecturers, Personal Academic Tutors (PATs), Senior PATs, Wellbeing Officers, Office Heads, Heads of Academics

Assistant Lecturers are early-career or developing academics who contribute to teaching and student support under structured mentorship and supervision. The role is designed to build teaching capability, confidence, and professional identity, supporting progression to Lecturer level. Assistant Lecturers do not hold full accountability for modules, assessment outcomes, or quality assurance. Instead, they develop their practice through co‑teaching or supported full teaching responsibilities, supported assessment activity, and guided engagement with UKMC academic frameworks and professional standards.

Role Delivery Focus (PFF/PFD)

The primary focus of this role is the delivery of Preparing for Foundation (PFF) and Preparing for Degree (PFD) provision. Assistant Lecturers will deliver most of their teaching within PFF and PFD timetabled sessions, supporting students in developing academic skills, confidence, English proficiency, and readiness for higher education study. They will work closely with Quality and Compliance colleagues, as well as assessment delivery officers, to ensure alignment within institutional frameworks, including the Inclusive Curriculum Framework (ICF), English Proficiency Framework (EPF), and SEBAC. They will collaborate with Admissions teams to support transition points into programmes, ensuring coherence between pre-entry, onboarding, and early‑stage academic development. They will be coordinated under a Lead for PFF/PFD, who provides academic direction, consistency of delivery, and alignment across campuses. They may also provide occasional lecture or seminar cover within their subject specialism, where appropriate, to support programme delivery and further develop disciplinary teaching experience. This delivery model ensures meaningful contribution to student success, continuation, and belonging, while enabling development within a structured and supported environment.

Job Responsibilities

• Teaching, Learning and Curriculum (Supported)

Deliver small‑group tutorials, lectures, workshops, and seminars under the guidance of a Lecturer or Senior Lecturer. Co‑teach selected lectures with experienced colleagues to build teaching confidence and effectiveness. Support the preparation and delivery of learning activities aligned to approved module materials and learning outcomes. Prepare and maintain learning materials and activities on the Virtual Learning Environment (VLE) under supervision. Apply inclusive teaching practices that support student engagement, belonging, and continuation.

• Assessment and Academic Practice (Supervised)

Undertake first marking, second marking, and moderation activities under guidance, ensuring alignment with assessment criteria and regulations. Support the promotion of assessment literacy and academic integrity. Develop understanding of assessment standards, feedback practices, and moderation processes. Escalate assessment concerns promptly to module teaching teams and mentors.

• Student Support, Engagement and Attendance

Monitor student engagement and attendance through teaching sessions and the VLE, reporting concerns promptly. Support academic development through tutorials, workshops, and formative feedback. Work collaboratively with PATs, Wellbeing Officers, and academic services to ensure integrated student support. Develop awareness of referral pathways and escalation processes.

• Student Voice and Reflective Practice

Engage with student feedback and adapt teaching approaches with mentor guidance. Contribute to "you said, we did" feedback processes at session level. Develop reflective teaching practice through observation, feedback, and mentorship dialogue.

• Professional Development, Mentorship and Framework Learning

Engage in a structured mentorship programme with a Lecturer or Senior Lecturer. Maintain reflective practice logs aligned to professional standards such as the PSF. Participate in peer observation cycles as both observer and observed. Develop understanding of UKMC frameworks, including ICF, EPF, SEBAC, and the Career-Ready Framework (CRF). Work towards professional recognition such as Associate Fellowship of Advance HE or a PGCert in Higher Education. Contribute to curriculum enhancement or employability initiatives where appropriate.

• Professional Conduct and Collaboration

Work collaboratively with teaching teams, PATs, Wellbeing, and academic services. Participate in meetings, training, and development activities. Promote and adhere to Equal Opportunities policies and professional standards of conduct.

Qualification and Experience Requirements

• A degree in a relevant discipline or equivalent professional or industry experience.
• Demonstrated subject knowledge and ability to support student learning in higher education.
• Commitment to developing teaching practice through mentorship and reflective practice.
• Understanding of inclusive teaching practices and their impact on student engagement and progression.
• Strong communication and interpersonal skills for small‑group and tutorial teaching.
• Willingness to work towards Associate Fellowship of Advance HE or equivalent accreditation.
• Previous teaching, tutoring, or mentoring experience in higher or further education.
• Familiarity with Virtual Learning Environments such as Moodle, Blackboard, or Canvas.
• Experience supporting diverse student cohorts, including those with additional learning or language needs.
• Experience supporting assessment literacy or academic integrity.
• Interest in curriculum innovation, employability initiatives, or pedagogic research.
• Evidence of reflective practice or engagement with professional learning.

KPI Framework - Assistant Lecturer (with Mentorship)

• Teaching Development and Mentorship: Completion of structured mentorship plan, reflective logs, peer observations, and development activities – target 100%.
• Assessment Practice (Supervised): Completion of marking and moderation tasks under guidance, demonstrating developing assessment literacy and integrity – target 100%.
• Inclusive Teaching and Belonging: Student feedback evidencing inclusive practice, belonging, and confidence – target ≥75% belonging and ≥70% confidence.
• Engagement Monitoring and Reporting: Active use of VLE and timely escalation of student concerns – target 100% compliance.
• Collaboration and Employability Contribution: Positive mentor feedback and contribution to at least one curriculum or employability activity annually – target ≥90% mentor feedback and at least one contribution.
• Professional Framework Development: Engagement with ICF, EPF, SEBAC, CRF, and PSF through reflection and development planning – target 100% participation.

Benefits

Competitive salary and benefits package. Opportunities for professional development and career progression. Access to academic resources and support networks. Supportive and inclusive academic community.