Assistant Professor (Education) in Chemistry Teach Education- College of Social Sciences - 32058 - Grade 8 in Birmingham

Location: University of Birmingham, Edgbaston, Birmingham UK

Full time starting salary is normally in the range £47,389 to £56,535 with potential progression once in post to £63,606

Grade: 8

Full Time, Permanent

Closing date: 25th June 2026

Academic Development Programme - new Assistant Professors will undertake a 5-year development programme, at the end of which they are expected to be promoted to Associate Professor. The programme consists of a variety of development opportunities and the time to reflect and develop.

Role Summary

The Assistant Professor Teacher Education: Science Chemistry will work within the Department of Teacher Education in the School of Education to contribute to curriculum design, teaching and assessment of the PGCE (QTS) Science: Chemistry subject specialism within the Secondary PGCE (QTS) programme. The tutor will draw upon their excellent practitioner knowledge of physical sciences, and chemistry in particular, to provide a variety of subject specific pedagogical input to science specialist components of the programme. Proven expertise in chemistry specialist teacher education and secondary (11-18) chemistry teaching in schools is important.

The post holder will also contribute to programme development beyond the chemistry specialist components by supporting students and mentors on placements and teaching and assessing on PGCE secondary modules. We expect that the role holder would work with specialist academic departments on recruitment pipeline activities.

This role may include undertaking duties such as (but not limited to):

• Preparing and delivering taught university seminars, workshops or lectures on aspects of science and in particular chemistry teacher education;
• Marking and assessing student assignments;
• Visiting students on school placements to assess and support;
• Coaching of students’ teaching;
• Quality assurance of mentoring in schools;
• Interviewing potential applicants;
• Contributing to marketing and recruitment activity;
• Involvement in programme activities including meetings and cross-cohort provision for ITE.

The post-holder will manage relationships with external stakeholders from partnership schools to ensure the successful delivery of the PGCE (QTS) programmes alongside other members of the PGCE QTS programme team and the programme director. They will work collaboratively with other members of the teaching team and the programme director to ensure that all assessment, QA and administrative components of the programme are completed for students.

As part of the Department of Teacher Education, the person appointed to this role will benefit from a broad network of expertise in teacher education that will enable their own professional development. You will contribute to a range of education-related activities. In addition, you will be expected to demonstrate academic citizenship, developing and maintaining mutually respectful and supportive working relationships with all staff and students, and ensuring the way you carry out your role impacts positively on how others carry out theirs.

Teaching is likely to include a substantial contribution to the management, development and delivery of teaching and assessment at all levels and enhancement of the student experience and employability. The role will typically also involve developing and advising others, including providing expert advice to staff and students and developing and advising others on learning and teaching tasks and methods. You will be expected to advance teaching and learning practice in your modules within the school, take a role in leading curriculum development, and play an important role in student academic and pastoral support. You will deliver excellent teaching that inspires students and is informed by discipline-based research.

Main Duties

Education

You will contribute across the range of teaching and learning activities:

• Contribute to leading curriculum development and/or renewal;
• Develop and manage approaches to teaching and learning that are best practice in the subject area or institution;
• Advise others on aspects of learning, teaching and assessment;
• Deliver (where appropriate to the discipline) specific professional programmes;
• Advance the practice of teaching in their modules and within the school, and play an important role in student academic support;
• Inform your teaching practice by discipline-based research;
• Frequently update your subject expertise, and undertake personal professional development in teaching, including self-reflection on own teaching, using student and peer review feedback, to enhance own teaching and learning processes;
• You may play an important role in the recruitment and admission of students;
• Co-supervise doctoral students to completion.

Using a variety of methods in teaching and advising individuals and groups of undergraduates, postgraduates, or CPD students, including (as appropriate):

• Teaching and examining courses at a range of levels;
• Planning and reviewing your own teaching approaches and encouraging others to do the same;
• Designing contemporary, inclusive, engaging and academically challenging curriculum content;
• Working collaboratively with colleagues to design and deliver teaching, learning and assessment;
• Using digital resources/environments effectively to support learning and assessment;
• Developing programme proposals and making substantial contributions to the design of teaching programmes more widely;
• Where appropriate, undertaking and developing the full range of responsibilities in relation to supervision, marking and examining;
• Developing and advising others on learning and teaching tasks and methods;
• Developing and making substantial contributions to knowledge transfer, enterprise, business engagement, public engagement activities or similar on own specialism that enhances the student experience or employability and which benefits the College and University;
• Devising and supervising projects, student dissertations and practical work.

Management/Administration

To contribute to Departmental /School administration. This may include:

• Contributing to the administration/management of teaching across the Department/School;
• Where appropriate, leading and managing a team to devise and implement a new and/or revised process (e.g. new programme or a recruitment drive);
• Advising on personal development of colleagues and students;
• Contributing to administrative activities within the University (e.g. appeals panels, working groups);
• Managing enterprise, business development, and public engagement activities;
• Developing and making substantial contributions to knowledge transfer, enterprise, business engagement, public engagement, widening participation, schools outreach;
• Promoting equality, diversity and inclusion through monitoring and evaluation and actively challenging unacceptable behaviour.

Citizenship

Contributing to an inclusive working environment:

• Pursuing your activities in a way that helps others to pursue their activities effectively and efficiently.
• Demonstrating a willingness to be involved in a variety of activities supporting University life (e.g., participation in graduation, Departmental/School committees).
• Demonstrating support for colleagues, such as sharing resources, providing advice.
• Willingness to volunteer for one-off duties (such as supporting School, Institute, and Departmental projects).
• Positively engaging in School strategic initiatives.
• Proactive support and involvement in activities specifically contributing to a positive and inclusive community spirit across the School/College/University.

Person Specification

Typically, a higher degree relevant to the teaching area (usually PhD) or equivalent qualification, or near completion. Holds Qualified Teacher Status (QTS). Significant, recent teaching experience in a secondary school or on a programme of Initial Teacher Education. Demonstrable experience in coaching of Initial Teacher Education and/or developing the practice of early career teachers. Research or teaching experience and scholarship within the subject specialism. A high level of initiative is required along with the capacity to work independently. A creative approach to problem solving and a ‘can-do’ attitude. Skills in managing, motivating and mentoring others. Highly developed communication skills to deal with a wide range of contacts, both internally and externally, and at all levels from school pupils to school leaders and academic colleagues.

Teaching

Ability to design, deliver, assess and revise teaching programmes. Extensive experience and demonstrated success in developing appropriate approaches to learning and teaching and advising colleagues. Experience and achievement in knowledge transfer, enterprise and similar activity that enhances the student experience or employability.

Management Administration

Ability to contribute to School/Departmental management processes. Ability to assess and organise resources effectively. Understanding of and ability to contribute to broader management/administration processes. Experience of championing Equality, Diversity and Inclusion in own work area. Ability to monitor and evaluate the extent to which equality and diversity legislation, policies, procedures are applied. Ability to identify issues with the potential to impact on protected groups and take appropriate action.

DBS required. The University is committed to safeguarding and we promote safe recruitment practice, therefore all associated pre-employment checks will be undertaken before any appointment is confirmed. Due to the nature of the work undertaken in this role all successful applicants will be subject to a satisfactory DBS clearance prior to appointment.

Informal enquiries to Dr Nicola Smith, email: n.smith.9@bham.ac.uk

Use of AI in applications: We want to understand your genuine interest in the role and for the written elements of your application to accurately reflect your own communication style. Applications that rely too heavily on AI tools can appear generic and lack the detail we need to assess your skills and experience. Such applications will unlikely be progressed to interview.

We believe there is no such thing as a 'typical' member of University of Birmingham staff and that diversity in its many forms is a strength that underpins the exchange of ideas, innovation and debate at the heart of University life. We are committed to proactively addressing the barriers experienced by some groups in our community and are proud to hold Athena SWAN, Race Equality Charter and Disability Confident accreditations. We have an Equality Diversity and Inclusion Centre that focuses on continuously improving the University as a fair and inclusive place to work where everyone has the opportunity to succeed. We are also committed to sustainability, which is a key part of our strategy. You can find out more about our work to create a fairer university for everyone on our website.