Education is the most powerful weapon which you can use to change the worldNelson Mandela
The role of a tutor is an incredibly rewarding role where you will influence and change your student's lives. You will work hard to ensure your students succeed, and you do that with the full support of all the other departmental areas of UP Education, (as you would have seen from the modules above).
A tutor’s key focus is to provide a nurturing, engaging and stimulating environment for their students, one that sets them up for ongoing success in their chosen career or to higher levels of education.
The tutor wears many ‘hats’, including areas that extend beyond the classroom. From classroom/student/programme administration and your own professional development to participating in industry events. This is to ensure everything we do at NZMA, is always the best it can be for our students and that you as a tutor grow in your knowledge and expertise.
Our KPIs are ‘the focus areas that are measured to ensure the company are a successful business’.
You have set KPIs that applies to you in your role (see below). Each year you will receive a KPI Review, this links also to your annual appraisal. Your KPI review helps form evidence for your appraisal and your KPI review helps you identify and measure your own success.
Your KPIs will link directly and indirectly to your LSL and CM’s KPIs.
Through our effective and engaging facilitation, with our students experience at the core of everything we do, we pride ourselves on seeing our learners achieve with high levels of success. Below are the measures of success for each tutor across 5 key areas of your role.
As you continue to work through your induction and the Tutor Manual, you will add to your kete different ways in which you can support your learners, to achieve your KPIs. Click each KPI to view how we measure achievement of each.
- YG (Youth Guarantee funded students) achieve a 65% minimum pass-rate for each module and/or class you are assigned to with a stretch target of 70%.
- DQ 78% minimum pass-rate for each module and/or class you are assigned to with a stretch target of 85%.
- 10% maximum parity difference for Māori & Pasifika learners with a stretch target of 5% or less
- Authentic policies and processes are followed for attendance, the completion of assessments (including resits) and self-directed learning.
- Facilitate to a high standard ensuring that you are achieving an average rating overall of 4 out of 5 from the student evaluations, completed quarterly
- Student feedback shows an average annual minimum rating of 4 out of 5 across all categories relating to “relationship with you” and “engagement”.
- Follow up on attendance, academic results and resits for classes you are assigned to
- Management of pastoral care also measured for each class you are assigned to; Students from allocated classes rate their Class Tutor an average of 3.8 out of 5 for all categories; students’ rate Qtime (pastoral care meetings) an average of 4 out of 5 across all categories.
- An average annual rating from Tutor Evaluations of 4 out of 5 (minimum) across all categories is required.
- Observations completed by management throughout the year show students are engaged and lessons are consistently well executed; Average student rating for all questions in the ‘delivery/presentation/communication’ category is minimum 4 out of 5.
- Levels 2-3: 55% minimum staircase into higher learning with a stretch target of 65%.
- Levels 4+: 75% minimum pathway to higher learning or internship/employment with a stretch target of 80%.
- Student attendance for your class is managed as per the attendance policy.
- All training requirements are completed to a satisfactory level (signed off by LSL CM or In-house Trainer).
- Assessment of learning and facilitation is completed in line with government requirements.
- Moderation procedures of the courses delivered are effectively carried out.
- Requirements for the Code of Practice for the pastoral care of students are met.
- Company policies and relevant company manuals are adhered to.
- Always demonstrate professionalism and alignment to NZMA company values.
Take this opportunity now to discuss with your Learning & Development Lead the different ways in which you can support each KPI throughout your role as a tutor.
We have a variety of methods and modes to communicate to both students and others within the NZMA team, the below table outlines some basic examples of what forms of communication are appropriate for different situations. What is important throughout all communication, is that we communicate in a professional manner that is in line with our values, Our Way, Every Day.
| SITUATION | METHOD OF COMMUNICATION |
|---|---|
| STUDENT: Late for class or absent notification Studylink Enquries or Support |
Campus Reception |
| TUTOR TO STUDENT: Attendance Issue Pastoral Care Communication Careers & Employment Opportunities Official class related procedures e.g. extension requests |
Email or MS Teams Chats (where appropriate) |
| TUTOR TO STUDENT GROUP: Organising a class event Sharing useful content or subject links/resources info Advertising guest speakers or compeitions Advertising campus events or surveys Assignments and Streamed Lessons |
MS Teams Class Teams Group, Weekly Class Meeting |
| TUTOR TO STUDENT: Emergencies Urgent Pastoral Care |
Phone Call (use Campus phone – not personal cell) |
| TUTOR TO STUDENT GRADUATE: Professional relationship with graduate Graduate destination tracking Graduate career progression support Guest speaking |
Email Phone (Campus phone) |
| TUTOR TO TUTOR/TEAM All communication relating to where records should be kept e.g. pastoral care or academic All communication relating to the programme/class where records should be kept Hand over information to other tutors to support a class |
|
| TUTOR TO TUTOR/TEAM Informal communication where a record does not need to be kept |
MS Teams chat |
| TUTOR TO LINE MANAGER Sick leave or bereavement leave |
Phone call - (Where possible, please notify your line manager via a phone call (not a txt or Facebook message), no later than by 7am on the day of your absence so that there is time to arrange suitable cover for you) |
IMPORTANT! It is crucial to maintain professional boundaries with our students & as such, connecting with students via social media pages or platforms is not acceptable including but not limited to Facebook, Instagram, TikTok, Snapchat, Discord, etc.
Please review the UP Education Student Interaction and Ethical Behaviour Policy for further information.
Confidentiality
We must all follow the principles of the Privacy Act (2020), treating personal information as private. Be aware of confidentiality, our students, parents, employees, suppliers, and other stakeholders entrust us daily with their confidential communications and information. Confidential information includes all information not in the public domain that has come to a person’s knowledge by virtue of working NZMA.
Students are advised as part of enrolment agreement, some personal information may be communicated to specific staff such as where a student has advised you of a personal need, impairment. Except where we are obligated for legal or safety reasons, you must not use or disclose a student’s personal information other than for the purpose it was originally collected or obtained (as identified to the student in their enrolment form and Student Handbook) The exceptions to this are:
- student is under 18, we are permitted to speak to their guardian about a personal issue where we feel this is necessary, and/or
- for any age, student where we feel there is immediate risk of harm to themselves or others, or
- student has given their consent for us to disclose to the information to an identified party
It is important to explain or refer your student to their Student Handbook and the section on Personal Information and Privacy detailing which staff have access to types if personal information and why.
Advise your student when pastoral care notes are recorded in SELMA, and the purpose i.e., to plan and arrange appropriate support. Do not include information the student does not want recorded. You must mark the note confidential where the student requests it, and or if the matter is sensitive, as this highly restricts access to the record.
Student at Risk
If you are dealing with something where you identify the student’s personal safety or wellbeing is at serious risk, this would need to be escalated to campus management to ensure arrangements are made to minimise immediate risk to the student.
READ MORE about this in the UP Education Group Policy Document (along with other important Group policies) – Staff Privacy: BambooHR Files
Interacting with Students
Professional Boundaries
As a tutor, you are a mentor and support person to your students to achieve academic success and begin their career in the industry. It is essential to maintain a professional relationship between yourself and your students, it is important that you distance your personal life from them.
The following guidelines will give you a sense of what would not usually be acceptable:
- Having lunch with the students (other than when the class lunches together as a group for a special occasion)
- Singling a student out as a ‘favourite’ in any situation
- Mingling with the same students during breaks (where other students may think you have ‘favourites’)
- Socialising with students outside of working hours in any situation other than when the class gets together as a group for a special occasion
- Drinking with students on study trips other than what would be professionally acceptable with a meal
- Discussing your private life in too much detail e.g., which bars you went to in the weekend
- Giving students a ride to/from campus unless in an emergency
- Inviting students to your home
- Being a friend with them on your personal social media profile
UP Education has a Student Interaction and Ethical Behaviour Policy (link) . This policy confirms the UP Group expectations, and staff obligations around interactions with students, including around appropriate conduct, relationships and pursuing intimate relationships. UP provides an inclusive learning environment for all students. This means our students experience an inclusive learning environment where they are accepted and valued, respected, free from racism and discrimination, and connected with social and cultural network. The full policy & guidelines for acceptable behaviour is available in BambooHR and People Hub.
READ MORE about this in the UP Education Group Policy Document (along with other important Group policies) – Student Interaction and Ethical Behaviour: BambooHR Files.
The primary goal of health and safety is to prevent accidents, injuries, and illnesses that can occur. It involves identifying potential hazards, assessing risks, implementing preventive measures, and promoting practices that protect people from harm.
The key aspects of health and safety at our campuses include:
- Hazard identification: Recognising and understanding potential risks, such as unsafe equipment, hazardous substances, or environmental factors that can cause harm.
- Risk assessment: Evaluating the likelihood and severity of potential hazards to determine appropriate control measures.
- Risk management: Implementing measures to eliminate or minimise risks, including engineering controls, administrative controls, and personal protective equipment (PPE).
- Workplace safety: Ensuring that workplaces are designed, organised, and maintained in a manner that reduces risks to the lowest reasonably practicable level.
- Health promotion: Promoting overall well-being by encouraging healthy lifestyles, addressing ergonomic issues, providing access to medical services, and promoting mental health support.
- Training and education: Providing information, instruction, and training to individuals to raise awareness about potential hazards, safe work practices, emergency procedures, and the proper use of protective equipment.
- Legislation and compliance: Establishing and enforcing laws, regulations, and standards to ensure organisations and individuals comply with health and safety requirements.
- Incident investigation: Analysing accidents, incidents, or near misses to identify root causes and develop strategies to prevent similar occurrences in the future.
At NZMA, we take Health and Safety very seriously.
Our sister company, Pillar runs monthly overarching health and safety inductions for any new staff.
Click to check out Pillar's website: https://pillarconsulting.co.nz/
This 30 minute session covers:
- Workers responsibilities under the Health and Safety at Work Act (2015).
- UP Education's H+ S Policy statement and commitment to health and safety in the work place including how this is managed.
- Understanding what are incidents and hazards, and how to report these.
- A brief overview of how to report using the Safe365 App on the tablet/iPad.
- An overview of what hiring managers will cover at the Campus Specific H + S Induction.
All new employees also receive a campus specific induction lead by their manager which will cover:
- Hazard/Risks Specific to the campus – (Campus Risk Registers, First Aid kit, First Aid trained staff, Emergency Evacuation Assembly Areas).
- Familiarisation visit – where they will be working and understand the size and scope of the operations and the hazards and risks created by those operations relative to their role.
- How to access Group Health and Safety documentation and location of the campus tablet/iPad.
- Role specific training and use of PPE requirements.
- Campus Emergency Management.
First Aid Kit
All campuses have fully stocked First Aid kits in key areas of the campus. Usually there will be one at Reception and other key areas of your campus.
First Aid Certifications
Each campus has a responsibility to have a certain number of staff members who hold a First Aid certificate, which are gained through completing an accredited short First Aid course.
These are the people on campus to go to, if there is a situation that is needing more care or you are unsure what to do.
For all emergency situations, please call 111 first and follow their instructions.
If you are interested in gaining a First Aid qualification or already have one, let your manager know.
Health and Safety iPads
Each campus has a Health and Safety iPad, this is used for ensuring visitors to our campuses/sites are inducted with all our Health and Safety information. We also use the iPads for reporting First Aid situations, risks and hazards. The system is called Safe365.
Fire Alarm
If the fire alarm sounds in your campus:
- Remain Calm: The first thing to do in case of a fire alarm is to remain calm. Don't panic, and try to stay focused on following the proper procedures.
- Evacuate the Building: When you hear the fire alarm, evacuate the building immediately. Follow the evacuation route posted in the building, and don't use elevators. If you're in a classroom, ask all students to leave their belongings behind and evacuate. Ensure all students leave before you close your classroom door and leave yourself.
- Go to the Assembly Point: Once you have evacuated the building, go to the assembly point that has been designated for the building. This is usually a safe location outside of the building where you can wait for further instructions.
- Follow the guidance of the campus/building Fire Wardens.
- Do not stand on or near the road: Ensure all students are well clear of the nearby roads. Emergency vehicles need to access the area.
- Account for everyone: If you are a staff member or tutor, it is important to account for all students and personnel in your area of responsibility. Make sure that everyone has safely evacuated the building and report any missing persons to the emergency responders.
- If you are a Fire Warden, you will have a designated area of responsibility. Once you have cleared that area, you need to report that to the Chief Fire Warden.
- Do not re-enter the building: Do not re-enter the building until the emergency responders have declared it safe to do so. It is important to follow their instructions to ensure your safety.
Remember, fire alarms are serious, and it is important to follow the proper procedures to ensure everyone's safety. Stay calm, evacuate the building quickly and safely, and follow the instructions of emergency responders.
If you are interested in becoming a Fire Warden on your campus, ask your manager for more information.
Campus Opening Hours
Campus opening hours will be different for each campus. Ask your Manager for the opening hours for your campus, make a note of this in the Journal for this Topic. Staff and student access to the campus may differ.
Campus Visitors
All campus visitors must sign in at reception via the tablet/iPad. Visitors must always be accompanied by a staff member if they are on campus and receive a Health and Safety briefing, including evacuation procedure.
Campus Security
Our campuses are a safe and inclusive space for our teams and our students. We take security very seriously to protect our people and our facilities. Each campus has set access hours for students and staff and have secure entry areas (often by use of swipe tags or cards). Most of our campuses have security cameras and guards that attend after hours incidents on campus.
For more information regarding UP Education Health & Safety Policies & Procedures, visit BambooHR Files
Reflect & Connect
After completing this section on Health & Safety, complete the below reflection tool and share with your Campus Manager & LSL at the Reflect & Connect section of this module.
Overview in Relation to Education
Te Tiriti o Waitangi, or the Treaty of Waitangi, is an agreement signed in 1840 between the British Crown and Māori chiefs, which established the basis of the relationship between the two parties. It is considered a founding document of New Zealand and has significant importance in the country's history, culture, and governance. In tertiary education, Te Tiriti o Waitangi plays a crucial role in shaping curriculum and teaching practices.
One of the key principles of the Treaty is partnership, which recognises the equal status of Māori and non-Māori in New Zealand society. This principle is reflected in the education system, where the Treaty is used to guide the development of policies and practices that promote Māori success and participation in tertiary education. Institutions are encouraged to engage with Māori communities and incorporate Māori perspectives into their curriculum to create a more inclusive learning environment.
Another important principle of the Treaty is the protection of Māori culture and language. This has led to the establishment of Māori language courses and cultural programmes in many tertiary institutions, which help to preserve and promote the Māori language and culture.
The Treaty principles of participation, active protection, and redress have contributed to the development of initiatives that support Māori students in tertiary education. These include the provision of scholarships, mentoring programs, and support services that cater to the specific needs of Māori students.
Te Tiriti o Waitangi is an essential component of tertiary education in New Zealand, and its principles are integral to the development of a culturally responsive and inclusive learning environment. By incorporating these principles into curriculum and teaching practices, tertiary institutions can help to ensure the success and participation of Māori students and promote the values of partnership, participation, protection, and redress in New Zealand society.
READ MORE about NZMA’s commitment to Te Tiriti O Waitangi in the QMS here.
READ MORE
There are many websites where you can read more about the Treaty of Waitangi:
The Government website of the Waitangi Tribunal.
READ MORE: www.waitangitribunal.govt.nz/treaty-of-waitangi/meaning-of-the-treaty
The website of the National Library of New Zealand, which has a section dedicated to the Treaty of Waitangi.
READ MORE: www.natlib.govt.nz/researchers/guides/treaty-of-waitangi
The website of the New Zealand Ministry of Culture and Heritage, which has a comprehensive guide to the treaty and its history.
READ MORE: www.nzhistory.govt.nz/politics/treaty-of-waitangi
AKO Aotearoa have released the below on Indigenising Practices which is directly related to the role of a tutor.
READ MORE: https://ako.ac.nz/assets/Knowledge-centre/Ki-Te-Hoe-Indigenising-Practice/Ki-te-hoe-Te-Tiriti-o-Waitangi-.pdf
We proudly integrate te Tiriti o Waitangi through all our teaching practices which include the Seven Principles to Effectively Supporting Māori Students as Māori. Please review the below link and consider how you could incorporate these principles in your classroom.
READ MORE: https://theeducationhub.org.nz/seven-principles-to-effectively-support-maori-students-as-maori
Monitoring and maintaining class attendance supports our commitment to student work readiness through the promotion of time management, punctuality, and commitment to a programme of study.
From a compliance lens, NZQA (New Zealand Qualifications Authority) requires NZMA to maintain accurate electronic records of student attendance for at least the duration of a student’s programme. Timetabled attendance must be recorded for all directed learning hours as per NZQA and TEC programme approval. For international students attendance but meet a minimum of 20 hours on campus per week, (even where the directed learning hours may be less).
Students are required to attend every scheduled activity and lesson for the full duration of their programme (excludes preapproved/justified non-attendance). Full duration means being on time for the day’s tuition, and attending the entire directed period (excluding scheduled breaks).
The correct attendance codes need to be used as the impact the way the hours are recorded for compliance. If unsure which code to use – refer to your tutor manual.
This means if you get through the content much faster than planned, you will need to find additional value add to your lessons - you can not simply let your class go home early. Learning hours are important for us to maintain compliance.
Escalating Attendance Concerns
Non-attendance needs to be closely monitored to ensure authentic learning in accordance with NZQA programme approvals, but we also have a duty of care to ensure we are managing risk, and minimising barriers impacting student wellbeing and achievement.
Attendance issues can be an early indicator of students needing additional support to engage and/or attend. This is why monitoring is so important, it is essential to check in with the student as soon as possible where a pattern of non attendance is identified.
For more information and process/procedural information on how NZMA manages, records & supports attendance requirements, please refer to the Tutor Manual.
As you work through your first few days and weeks with NZMA, it’s important to stop and take time to reflect and connect. There are points throughout this Induction to help you Reflect on what you have read so far and Connect to your future practice. These will all build up to the reflect and connect task where you can discuss with your Campus Manager, Learner Success Lead or Learning & Development Lead on any areas you feel you would like more information or support or even to set some future goals as you head into the classroom!
- Present your findings from your Health & Safety journal task with your Campus Manager. Use this as an opportunity to clarify any Health & Safety queries you might have.
- Practice logging an incident report in Safe365 via campus iPad.
