Vocational Assessor

3 months ago

Peterborough, United Kingdom CITB Full time
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- Vocational Assessor (Access & Rigging) Scaffolder

Number of jobs available 1 Region(s) National /*generated inline style */ City/Town National /*generated inline style */ Office Location Mobile /*generated inline style */ Departmental Grade Specialist Contributor.SC3 /*generated inline style */ Post Type Permanent /*generated inline style */ Working Pattern Full Time /*generated inline style */ Salary £40, - £49, /*generated inline style */ Benefits/Allowances Car Allowance, Mobile Working Allowance /*generated inline style */ Details

This is a mobile working role that requires the assessor to manage their diary to include a combination of the following,

One day per week working from their home office, contacting employers and learners arranging site visits.

Vocational Assessor (Access and Rigging Scaffolder)

Target Salary: £46,

Location: Mobile

We are looking for a Vocational Assessor to provide high quality vocational training and assessment for all learners that reflects the specialist knowledge, skills and behaviours required in industry and by external awarding organisations. As a mobile Assessor you will be managing your diary conducting onsite assessment visits with employers and learners within various construction sites nationally.

Key Responsibilities will include:

Manage a cohort of learners, carrying out assessments and evaluations of their knowledge, skills and behaviours, ensuring they are at the required standards for industry and meeting external awarding organisation requirements. Support and advise the Apprenticeship Development Coaches/Apprenticeship Officers preparing for and during the periodic review process, providing the specific technical and specialist input to ensure the review accurately reflects the learner’s performance against the knowledge, skills and behaviours. Ensure that employers are regularly kept up to date with the progress learners are making and the knowledge, skills and behaviours they are developing towards their Apprenticeship Standard. Ensure that vocational instructors and lecturers are kept up to date with the progress that learners are making in the workplace. Advise and inform learners of the requirements of End Point Assessment and support and guide them in preparing a portfolio of evidence that meets EPAO requirements. Carry out the assessment of learners work and performance and support and guide learners when gathering workplace evidence. Carry out assessments and training in the workplace to ensure that learners confidently demonstrate the technical and specialist knowledge, skills and behaviours required in industry. Carry out IQA activities as and when requested. Ensure that learners and employers understand how the work carried out on the job, connects with the work carried out at NCC. Conduct assessments against qualification criteria where required. Plan and deliver engaging and interactive on and off the job practical and theory lessons, reflecting the specialist knowledge, skills and behaviours required in industry and aligned to the Teaching, Learning and Assessment Strategy. Provide all learners with regular written and verbal feedback on their work and performance, so they can make future improvements. Develop high quality and inclusive teaching, learning and assessment resources. Using the results of initial and diagnostic assessments and considering prior learning, provide individualised learning, assessment and support to ensure all learners needs are met. Track and monitor learners progress using the Learner Management System. Develop learners personal, English, maths and digital skills to support them to succeed in society and the world of work. Participate in the learner at risk process and implement strategies to ensure that all learners falling behind are quickly brought back on track. Provide learners with information advice and guidance relating to career progression opportunities. Follow all safeguarding policies and practices and be responsible for fostering a positive, inclusive and safe learning environment where all learners feel safe, included and supported. Ensure that all learners work safely and always follow all health and safety rules and regulations. Establish and maintain strong relationships with relevant industry professionals, employers and other stakeholders, to ensure that industry specialisms are kept up to date. Attend relevant workshops, conferences, and training sessions to keep up to date with changing teaching, learning and assessment methodologies. Always display positive behaviours and attitudes to colleagues and learners.

Essential

Minimum of Level 3 qualification directly related to the role applied for. Specialist licence to practice qualifications relevant to the role applied for. Relevant industry experience in the construction industry in a related role. Excellent knowledge of current industry practices. Minimum of Level 3 teaching qualification (or commitment to achieve within one year of commencing role). Assessor Awards (or commitment to achieve within one year of commencing). Evidence of continuous professional development. Excellent verbal and written skills. Educated to level 2 or above in English and maths. Excellent organisational skills. Knowledge, skills, and experience in Microsoft Office

Desirable

Higher level construction related qualification. Level 5 teaching qualification. Experience of apprenticeship delivery.

 Additional

Visit CITB/NCC training colleges at NCC East in Bircham Newton and NCC Scotland in Glasgow as and when required.

CITB is committed to safeguarding and promoting the welfare of vulnerable adults, children and young people. Candidates must be willing to undergo the requisite pre-employment vetting checks and procedures, including checks with past employers and the Disclosure and Barring Service. An enhanced DBS with child barring check is required for this post.

During the shortlisting process, CITB may consider carrying out an online search on shortlisted candidates as part of its due diligence.


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