Learning, Teaching and Professional Development Manager

The post holder will lead the enhancement of teaching, learning and academic staff. development across LAAT, ensuring academic staff are supported to deliver high-quality, inclusive, applied and student-centred learning that reflects LAAT’s mission, values and educational model. The role is central to embedding LAAT’s Social Learning Paradigm, supporting staff to design learning that is dialogic, active, reflective, applied, inclusive and socially purposeful, so students develop knowledge, skills, confidence, self-efficacy, agency, reflective ability and professional behaviours. It also leads to LAAT’s academic professional development. Arrangements, including induction, probation support, peer review of practice, teaching standards, CPD planning and Advance HE PSF alignment where appropriate.

• Learning, teaching and academic enhancement - Lead and enhance learning, teaching and assessment in line with strategy and regulation, supporting inclusive, applied, high-quality teaching that reflects LAAT's values. This includes embedding the Social Learning Paradigm and authentic assessment, applying the educational gain model across teaching and engagement, and driving continuous enhancement using student feedback, performance data and peer review.
  
  

• Professional development and staff capability - Lead LAAT's academic professional development framework induction, CPD and Professional Development Plans aligned to teaching, student and programme priorities and design and deliver CPD on inclusive and active learning, assessment, feedback and integrity, and support engagement with the Advance HE PSF and Fellowship routes.
  
  

• Peer review, communities of practice and culture - Lead a developmental, collegial Peer Review of Practice process, monitoring completion and reporting themes while preserving confidentiality. Facilitate communities of practice and a culture of reflection, feedback and shared responsibility for student success, modelling LAAT's values throughout.
  
  

• Student-centred learning, inclusion and educational gain - Ensure staff development improves student belonging, engagement, confidence and success, responding to diverse needs and embedding metacognition and reflection. Promote active, learner-centred methods that build applied skills and contribute to LAAT's educational gain outcomes.
  
  

• Quality, regulation and digital innovation - Contribute to quality assurance and gather evidence for OfS conditions, external review and partner requirements, supporting programme approval, review and reporting. Promote purposeful, inclusive technology-enhanced learning, authentic assessment and evidence-informed pedagogic innovation.
  
  

• Leadership and collaboration - Provide visible leadership for teaching excellence and collaborate with the Dean, Academic Managers and professional services colleagues to build trust across LAAT.
  
  

• Quality and completion of staff induction and CPD.
  
• Peer review completion and themes informing enhancement.
  
• Improved staff confidence in teaching, assessment and inclusive practice.
  
• Positive student feedback on teaching quality and support.
  
• Clear alignment between teaching, educational gain, employability and LAAT values.
  

• Internal: Dean/Senior Academic Lead, Academic Managers, Programme and Module Leaders, teaching staff, Student Support and Success Manager, Assessment Manager, Quality and Compliance Manager, Admissions/Registry/Operations, student reps.
  
• External/partner: Partner University, Advance HE, external examiners, employers, external trainers/consultants.
  
  
  
  

Essential

• Education:

Desirable

• Teaching qualification (HEA Fellowship, PGCert HE, CertEd, PGCE or equivalent).
  
• Managing academic teams, projects or enhancement activity.
  
• Leading or participating in peer review of teaching.
  
• Working with educational gain, student outcomes or learning analytics.
  
• Experience of partnership/collaborative HE provision.
  
• Familiarity with OfS conditions and UK HE quality expectations.
  
• Supporting technology-enhanced learning and digital/blended delivery.
  
• Understanding of curriculum-embedded employability.
  

Knowledge, skills and behaviours

• Knowledge: Effective HE teaching, learning and assessment; inclusive, accessible curriculum design; reflective practice and metacognition; peer review and professional development; evidence-informed quality enhancement.
  
• Skills: Develop and deliver CPD; translate strategy into practical guidance; analyse feedback and data; facilitate workshops and reflective discussion; manage multiple priorities.
  
• Behaviours: Student-centred and supportive; collegial and professional; confident in leading change; reflective and evidence-informed; trusted and engaging.