Indigenous Tutorial Assistance Scheme [ITAS] · Indigenous Tutorial Assistance Scheme [ITAS] Tutor Guide July 2013 page 3 Table of Contents JUMBUNNA INDIGENOUS HOUSE OF LEARNING (IHL)

Indigenous Tutorial Assistance Scheme [ITAS] Tutor Guide July 2013 page 1

INDIGENOUS TUTORIAL ASSISTANCE SCHEME [ITAS] TUTOR GUIDE


© UTS:Jumbunna July 2013

The information in this guide is true and correct at the time of printing and is subject to change without notice.

Information in this guide is not intended to be exhaustive. For more information:

students should contact the Jumbunna Indigenous Student Services Officers

tutors should contact the Jumbunna Coordinator, Learning Development.


Table of Contents

JUMBUNNA INDIGENOUS HOUSE OF LEARNING (IHL) 4

INDIGENOUS TUTORIAL ASSISTANCE SCHEME (ITAS) 5

ITAS TERTIARY TUITION 5

UTS POSITION DESCRIPTION 6

UTS SELECTION CRITERIA 8

REQUIREMENTS FOR REGISTRATION AS AN ITAS TUTOR 9

EMPLOYMENT 9

CONFLICT OF INTERESTS 9

MANAGEMENT OF TUITION ARRANGEMENTS 9

CANCELLATION POLICY 10

ORIGINALITY OF STUDENT’S WORK 10

BEST PRACTICE IN ITAS TUITION 10

1. Cultural Awareness 10

2. Educational Theory 11

CONTACTING JUMBUNNA IHL 12

Indigenous Student Services Unit Contacts 12

APPENDIX A: EMPLOYMENT CONTRACT FOR CASUAL ITAS TUTOR 13

APPENDIX B: EDUCATIONAL THEORY 20

1. Developmental models of learning 20

2. Constructivism 20

3. Learning as social 22

4. Bloom’s Taxonomy 23

5. Avoiding reteaching: dialogic and questioning strategies 24

APPENDIX C: Terms and Conditions for Students accessing the Indigenous Tutorial

Assistance Scheme [ITAS] Tuition 28


JUMBUNNA INDIGENOUS HOUSE OF LEARNING (IHL)

Jumbunna IHL is comprised of two divisions:

Indigenous Student Services Unit

Research & Consultancy Division

ITAS at UTS is administered by Jumbunna Indigenous Student Services Unit which is located at

the Broadway campus of UTS on level 6 of the Tower Building (Building 1).

Jumbunna Indigenous Student Services Unit assists Aboriginal and Torres Strait Islander students

to participate equitably in their studies at the University of Technology, Sydney (UTS). Students

may be studying in any of the range of courses available at UTS. Jumbunna IHL also provides

access to UTS undergraduate courses through its Direct Entry Program and UniStart course. ITAS

is a crucial component of Learning Development opportunities offered to Direct Entry and UniStart

students.

The centre provides facilities and services for cultural and academic purposes. These include:

Indigenous Student Services Officers who provide assistance with the procedures and

administrative processes of university study

Liaison with faculties regarding student progress and representation of student issues

Academic Literacy and Numeracy development through the Learning Development

Program

Tutorial support through the Indigenous Tutorial Assistance Scheme [ITAS]

Computers and printing facilities

Group and private study areas

Student common/meeting room

Accommodation advice


INDIGENOUS TUTORIAL ASSISTANCE SCHEME (ITAS)

ITAS is funded under a contract between UTS and the Commonwealth Department of Industry,

Innovation, Climate Change, Science, Research and Tertiary Education [DIISRTE]. ITAS is

administered by Jumbunna IHL as a vital component of the services offered by the Indigenous

Student Services Unit. ITAS provides the opportunity for all Aboriginal and Torres Strait Islander

students to apply for supplementary tutorial assistance whilst enrolled at UTS. ITAS tutorials are

provided on a one-to-one or small group basis, subject to funding and need.

The primary objective of ITAS is to assist Aboriginal and Torres Strait Islander students to

participate equitably in their chosen field of study. This is achieved through the recruitment of

qualified tutors who work with our students to address their identified academic assistance needs.

Student participation in ITAS tutorials is voluntary.

ITAS TERTIARY TUITION

Students whose applications for ITAS assistance have been approved may receive the following

assistance subject to ongoing need and funding:

• Tuition supplementary to what is normally provided by UTS

The maximum amount of ITAS assistance that can be provided is two [2] hours

per subject per week during semester.

Students may also apply for an additional total of five hours per semester during

exam preparation periods.

• Transport Costs [Prior approval required].

Students and tutors who live in a non-metropolitan area and who must travel more

than 20 kilometres each way by private car to attend tutorial sessions may be

granted approval to receive some reimbursement of transport costs.

The maximum reimbursement is set at the Australian Public Service rate only for

that part of the journey in excess of 40 kilometres.

This provision is not available to students who live in metropolitan areas. It is also

not available to cover student’s travel to or from residential schools or field trips.

• Accommodation Costs [Prior approval required]

Students and tutors who live in non-metropolitan areas who need to stay away

from their normal place of residence overnight in order to attend a tutorial session

may be eligible to have the actual cost of the accommodation, including an

evening meal and breakfast, reimbursed.

The maximum rate payable is the equivalent of the lowest applicable rate of travel

and meal allowance provided to officers of the APS.

This provision is not available to students or tutors who live in metropolitan areas.

It is also not available to cover student’s travel to or from residential schools or field

trips - these allowances are covered by ABSTUDY


UTS POSITION DESCRIPTION

UTS: HUMAN RESOURCES POSITION TITLE - Tutor – Indigenous Tutorial Assistance Scheme (ITAS Tutor)

UNIT - Indigenous Student Services, Jumbunna Indigenous House of Learning (JIHL)

POSITION PURPOSE

The ITAS tutor provides supplementary instruction to Aboriginal and/or Torres Strait Islander students studying at UTS. Tuition may be to individuals or small groups in accordance with the Indigenous Tutorial Assistance Scheme (ITAS) guidelines as set by the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). The ITAS Tutor works with their students, the Coordinator Learning Development, Indigenous Student Services Officers, other UTS: Jumbunna staff and faculty staff, as necessary, to contribute to UTS Indigenous student success, retention, and completion rates.

DIMENSIONS

UTS is committed to the principle of Self-Determination for Indigenous people. Self-Determination being the internationally recognised right of Indigenous peoples to control their own affairs, maintain their culture and heritage and determine their future. UTS acknowledges Indigenous Australians as the original Australians and ongoing custodians of “Country” who occupy a unique place within Australian society and subsequently within UTS. Therefore UTS seeks to develop an institutional identity which takes pride in and actively seeks to identify with Indigenous Australians. UTS is committed to the achievement of educational outcomes for Indigenous Australians that are equal to those of other Australian students. UTS endorses the principle of equity for Indigenous peoples. Consequently, UTS believes that developing and delivering appropriate and effective educational services for Indigenous students is essential.

RELATIONSHIPS

The ITAS tutor reports to the Coordinator, Learning Development. The ITAS tutor works directly with the student/s under contract individually or in small groups to provide tuition and communicates regularly with the Coordinator, Learning Development to demonstrate that the tutorial sessions are meeting the requirements of the contract.

MAJOR RESPONSIBILITIES

Develop an understanding of the individual or group’s learning needs in relation to the subject the student(s) is/are studying

Plan a program of subject specific tuition in liaison with the student(s)

Deliver the program of tuition within the contractual agreement to facilitate Indigenous students’ learning of the subject specific content

Meet administrative requirements accurately and promptly

Attend training and development sessions periodically


Comply with the expectations outlined in the ITAS Tutor guide

Establish and maintain collaborative and respectful working relationships with UTS: Jumbunna staff and students

Comply with program guidelines as set by DIISRTE


UTS SELECTION CRITERIA

UTS: HUMAN RESOURCES

POSITION TITLE: Tutor – Indigenous Tutorial Assistance Scheme

UNIT/FACULTY: Jumbunna IHL – SDVC

Skills and Attributes:

Ability to plan and coordinate tuition with students

Ability to facilitate students’ learning of subject specific content

Excellent written and oral communication skills and ability to develop students’ discipline-specific written and oral communication skills

Capacity to manage time and cope with multiple deadlines

Ability to effectively liaise with diverse peoples

Ability to establish and maintain collaborative and respectful working relationships with JIHL students and staff

Ability to work independently with minimal supervision or as part of a team

High level computing skills including knowledge of the Microsoft programs.

Knowledge:

Sound knowledge of subject content

Knowledge of the theoretical underpinnings, intellectual orientations and methods of inquiry of the field in which the subject is located

Knowledge of Equity principles and their application to workplace environments.

Understanding of the educational, social and economic factors that impact upon Aboriginal and Torres Strait Islander participation in the Australian higher education

Qualifications

Tertiary qualification in the content area of the program of tuition or successful academic progression in such a program (as per the ITAS Guidelines).

Experience:

Desired but not essential:

Experience providing effective supplementary instruction in either paid or unpaid capacity


REQUIREMENTS FOR REGISTRATION AS AN ITAS TUTOR

To register with Jumbunna as an ITAS tutor, prospective tutors must complete registration

procedures online at:< http://www.jumbunna.uts.edu.au/students/itas-tutors/checklist.html >. As a

minimum, tutors are required to lodge:

Proof of identity and right to work in Australia (e.g. passport with work visa, birth certificate,

certificate of citizenship, driver’s licence)

Certified copies of qualifications

An up-to-date Resume

Applications that are not accompanied by requisite supporting documents will not be considered.

Tutors must comply with the Terms and Conditions of the DIISRTE ITAS funding contract and the

then current Code of Conduct and other policies and instruments of UTS. Access to the present

policies and other instruments is available through the UTS website

(www.gsu.uts.edu.au/policies/index.html )

Completion of registration procedures does not guarantee employment nor does it constitute an

offer of work.

Jumbunna reserves the right to remove any tutor from the list of registered tutors at any time

without notice.

EMPLOYMENT

Students can view the list of registered tutors through the ITAS online student portal and select

tutors for consideration. You will be notified of any ‘student match’ via email. The student and tutor

are required to meet to explore whether they wish to proceed to a tuition contract. Once this has

been determined both student and tutor are required to follow the relevant procedures through the

ITAS online portal. Tuition must not commence until a contract has been issued by Jumbunna and

agreed to by the tutor – a copy of the current employment contract with the conditions of

employment is at Appendix A. Tutors must provide their bank details on the contract in order that

they may be paid by direct deposit and an ATO Employment Declaration/Tax File Number

Declaration Form providing their TFN and nominating the rate of tax.

CONFLICT OF INTERESTS Before any ITAS contract can be approved, the prospective tutor must declare any conflict of

interest or potential conflict of interest between the student and her/himself. Tutors must not be:

1. immediately related to the student (by marriage or de facto relationship) 2. the student’s regular course lecturer/tutor 3. the student’s employer or supervisor at work

MANAGEMENT OF TUITION ARRANGEMENTS Tutors are required to

agree to a Work Program with their student/s no more than two weeks after tuition

commences

keep the tuition sessions on track and ensure time is used productively

provide feedback (by phone to the Coordinator, Learning Development or email to

[email protected]) at key points to assist with overall service delivery and if there are any

difficulties promptly contact the designated Jumbunna staff member for assistance

http://www.jumbunna.uts.edu.au/students/itas-tutors/checklist.html

http://www.gsu.uts.edu.au/policies/index.html

mailto:[email protected]


complete a Student Progress Report for each student at the end of the contracted tuition

period. The purpose of the progress report is to evaluate whether the tuition outcomes

have been achieved as identified in the work program. Data from the Student Progress

Report will also be used to conduct research, reviews and evaluations of ITAS service

provision

lodge Salary Claim Forms within six weeks of the provision of tuition. The hours claimed

must be consistent with the contractual agreement between the tutor and Jumbunna IHL.

The forms must be agreed to and approved by the student.

CANCELLATION POLICY

Students are required to provide a minimum of 24 hours’ notice of postponement or cancellation of

a tuition session, by email, and copied to [email protected] When tutors are provided with less than

24 hours’ notice of a cancelled tuition session, tutors are entitled to a ‘No show’ payment for one

hour and the potential number of hours of tuition available to the student will be reduced by the

number of hours cancelled.

The maximum number of ‘No shows’ per contract is two [2]. The ITAS contract may be terminated

by Jumbunna when a third [3rd

] ‘No show’ occurs by the student. This termination will be advised

by Jumbunna staff.

If the tutor is unable to attend a planned tuition session, it is the tutor’s responsibility to contact the

student to give a minimum of 24 hours’ notice, by email, and copied to [email protected]

ORIGINALITY OF STUDENT’S WORK

Under no circumstances is a tutor permitted to do any part of the student’s work for them. Tutors

are not permitted to undertake library research, take or supply notes, nor write or word-process

assignments on the student’s behalf.

Editing and proof-reading of student’s work is their responsibility and if a tutor is asked to assist,

the tutor will refer this to the Coordinator, Learning Development.

Tutors and students will be asked from time to time to separately sign documentation confirming

compliance with these requirements with regard to Originality of Student Work, and any reported

non-compliance may result in withdrawal of ITAS tuition.

BEST PRACTICE IN ITAS TUITION

1. Cultural Awareness UTS: Equity and Diversity Unit provides Wingara: Indigenous Australian Cultural

Awareness training. Information is available at:

< http://www.equity.uts.edu.au/training/indigenous/> Tutors are encouraged to access this

training.




Additionally, Jumbunna will schedule Cultural Awareness Training specifically for ITAS

tutors from time-to-time and it is a requirement for non-Indigenous tutors to attend these if

feasible1.

Tutors are also referred to the following texts as good introductions to cultural awareness:

Australian Institute of Aboriginal and Torres Strait Islander Studies, 2012, The Little Red Yellow

Black Book, 3rd

edn, Aboriginal Studies Press, Canberra.

Behrendt, L. 2012, Indigenous Australia for Dummies, Wiley, Queensland.

Some of the chapters of these books cover the following topics:

Understanding Indigenous Australia

Who are we?

A Land of Cultural Diversity

First Contacts

Taking the Children

The 1967 Referendum

Land Rights

Resistance and Reconciliation

Participation and Governance

Social Issues

Myths about Indigenous Peoples

2. Educational Theory UTS: Jumbunna considers ITAS Tuition to be a form of Supplemental Instruction (SI). SI is

the provision of tuition to supplement the core teaching and learning program in a

university subject or course, that is, supplemental to the lectures, tutorials, seminars or

laboratory sessions provided by the university. Two well-known versions of SI are:

PASS – Peer Assisted Study Sessions, and

PAL – Peer Assisted Learning.

SI has been adapted in many different ways to suit the needs of different universities and

cohorts of learners. In this instance, ITAS at UTS: Jumbunna does not only employ Peer

Tutors but also employs graduates and higher degree-qualified tutors. SI is underpinned by

a number of educational principles which should inform your tuition practices:

1. Tuition is developmental and is provided in subjects that many learners have difficulty

learning

2. Tuition is based upon a constructivist model of learning

3. Learning is considered to be social and located within relations

4. Tuition should move from more simple to more complex cognitive tasks (cf. Bloom’s

Taxonomy)

5. SI does not reteach the content of the core teaching program; SI facilitates students’

learning by modelling the study practices of successful learners and providing

opportunities for learners to practise these study behaviours; tuition is dialogue based

and utilises pedagogic questioning strategies

For further discussion of each of these points see Appendix B.

1 Jumbunna understands that it is not feasible for tutors residing outside Sydney metropolitan area to attend. Such tutors are

encouraged to seek out and access Cultural Awareness activities in their place of residence.


CONTACTING JUMBUNNA IHL

UTS Jumbunna IHL is located on Level 6, Building 1 [Tower Building], No 1 Broadway. Postal address: UTS Jumbunna IHL PO Box 123 BROADWAY NSW 2007 Phone: Toll Free 1800 064 312 Fax: [02] 9514 1894 Unless otherwise stated, UTS Jumbunna IHL is open Monday to Friday, between the hours of 9.00 am and 5.00 pm.

Indigenous Student Services Unit Contacts

Manager Indigenous Student Services

Lori Parish Ph: [02] 9514 1913 E-mail: [email protected]

Coordinator, Learning Development

Dr Adrian Kelly Senior Lecturer Ph: [02] 9514 1909 E-mail: [email protected]

Indigenous Student Services Officers

Damita McGuinness Ph: [02] 9514 1908 E-mail: [email protected]

Shaun Pattinson Ph: [02] 9514 1906 E-mail: [email protected]






APPENDIX A: DRAFT EMPLOYMENT CONTRACT FOR CASUAL ITAS TUTOR NB: This draft is presented as general information only. The contract you receive may be different from this draft. Read the contract you receive carefully before signing.

Receipt of payment under this contract: Payment to casual ITAS tutors is made upon submission of appropriately completed ITAS Salary Claim Forms via the ITAS online portal. The ITAS Salary Claim Form must specify the dates and hours for each tutorial session and be endorsed by the student(s) named below (in Part A) after each session. Salary claim forms endorsed by the student(s) must then be submitted via the ITAS online portal.

A. EMPLOYMENT DETAILS

Contract number

«SEMESTER»/«TUTOR»«IND__GROUP»«CONTRACT_»/«Hours_Per_Week»

Account details:

0 2 5 2 2 0 4 0 1 2 0 0 2 5 2 0 0 8 6 1 1 5 7

Company Org Unit Location Activity Natural Account

Student name Student telephone number Subjects

«Student_First_Name» «Student_Last_Name»

«Student_Contact_Numb

er»

«Subject_1»

«Subject_2»

«Subject_3»

«Subject_4»

«Subject_5»

Period of Employment Maximum hours per week

Total maximum hours for the period

Hourly rate of pay

Date from Date finish

«Start_Date» «End_Date» «Hours_Per_Week» «Total_Hours» «Rate_of_P

ayment»

I have read and certified to the conditions (on pages 2-6 of this form) and as funds are available, I approve this casual appointment.

Approved by Director, Jumbunna IHL Signature: Date:

Professor Michael McDaniel Per Adrian Kelly Co-ordinator Learning Development

B. TO BE COMPLETED BY APPLICANT (please circle where applicable)

Surname: «Tutor_Last_Name» First Name: «Tutor_First_Name» Preferred Name:

Mr / Miss / Ms / Mrs / Dr / Other(please specify): Date of birth: Previously employed at UTS? Yes / No

Sex: M / F If Yes Employee No:

Residential Address: «Tutor_Street_Address» «Tutor_Suburb_or_Town» «Tutor_State»

Postcode: «Tutor_Post_Code»

Are you a current UTS Student? Yes / No

If Yes Student Number:

Telephone No (H): «Tutor_Home_Number» Telephone No (M): «Tutor_Work_Number»

Emergency Contact: Surname: Given name:

Relationship: Telephone No (H): Telephone No (M):

Applicant declaration and acceptance:

I am entitled to work in Australia and attach documentary evidence of this (attach

certified or HRU sighted and authenticated copy).

I attach my completed tax declaration form. (Failure to submit tax declaration form will

result in tax being deducted at the maximum rate.)

I have read the Conditions of Appointment (see pages 2-6) and I accept the offer of a

Contract of Employment as specified in this form.

I consent to the University contacting the institution(s) from which I claim to have

received qualification(s) relevant to this appointment.

Details of Bank/ Building Society/ Credit Union

Account

Name of Financial Institution:

Branch name in full:

BSB No. (6 digits):

Account No.(9 digits):

Name of Account Holder:

Signature: Date: Date: Type of Account please circle: Savings /


Cheque

C. TO BE COMPLETED BY PAYROLL

Employee ID: Position No: Entered by: Date: Pay period:

Send completed form to Jumbunna

THIS EMPLOYMENT CONTRACT IS TO BE USED TO FILL SUPPORT STAFF POSITIONS INVOLVING IRREGULAR WORKING HOURS FOR A PERIOD NOT EXCEEDING 12 MONTHS

PROCESSING THIS FORM

A. The employment contract (Contract of Employment) is to be completed by the University of Technology, Sydney (UTS or the University) Faculty/ Unit authorised officer (in accordance with the UTS Register of Standing Delegations of Authority) and the person being offered the employment (Appointee).

B. The Faculty/ Unit will retain a copy of this Contract of Employment, give a copy of it to the Appointee and forward the signed original to Payroll in the Financial Services Unit (FSU).

C. The Payroll Officer will then check compliance, create an assignment and initiate payment.

CONDITIONS OF EMPLOYMENT

1. UTS offers and the Appointee, by signing the declaration and acceptance in Part B of this Contract of Employment, accepts the employment for such period and at such remuneration as is set out in Part A of this Contract of Employment. Payment will be initiated upon receipt of the following: (a) a completed authorised Contract of Employment and

(b) a completed Employment Tax Declaration Form and

(c) evidence of the right to work in Australia for the duration of this Contract of Employment (e.g. Australian

birth certificate; Certificate of Australian citizenship; Australian or New Zealand passport; evidence of

permanent resident status; or temporary visa with entitlement to work) and photographic identification (e.g.

a passport or driver’s licence).

Please provide a certified copy of original documents or have original documents copied, sighted and

authenticated by the Appointee’s supervisor). This Contract of Employment is subject to the Appointee

having the right to work in Australia for the duration of the Contract of Employment. By accepting this

Contract of Employment the Appointee gives consent to UTS to verify the Appointee’s right to work with

the Department of Immigration and Citizenship. If it is found that the Appointee does not have the right to

work in Australia, UTS will take such steps as it regards appropriate which may include termination of the

Appointees employment immediately (without notice or payment in lieu of notice).

(d) claims for payment via the ITAS Online Portal available through the Jumbunna website

2. This Contract of Employment is subject to the Appointee providing consent to UTS to verify relevant

qualifications. If the Appointee does not consent to UTS seeking to verify the Appointee’s qualifications or if it is

found that the Appointee has provided false or misleading information in relation to the Appointee’s qualifications

or other claims made during the selection process, UTS will take such steps as it regards appropriate which may

include termination of employment immediately (without notice or payment in lieu of notice).

3. UTS may, from time to time, require the Appointee to work at another location or may relocate the Appointee to

another location.

For the duration of the Contract of Employment, the Appointee will be required to perform duties consistent with the Appointee’s classification and, any position description and/or workplan which are in place from time to time. The Appointee may be required to participate in the University’s performance and development scheme as varied from time to time. The Appointee agrees to participate in the scheme if required. In performing his/her duties and at all times during his/her employment, the Appointee must: (a) faithfully and diligently perform the duties assigned to him/her by UTS from time to time; (b) perform such duties assigned to him/her in a competent manner; (c) use all reasonable efforts to promote the interests of UTS; (d) act in UTS’s best interests; (e) act in a professional and ethical manner; (f) comply with all lawful directions of UTS, and (g) comply with all laws applicable to his/her position and the duties assigned to him/her. Without limiting his/her duties to UTS, the Appointee must not: (a) act in conflict with UTS’s interests; (b) be involved in competing with UTS, or (c) perform work for any person or organisation other than UTS without first obtaining UTS’s written consent.

7. Section A of this Contract of Employment sets out the maximum number of hours and expected duration of the Contract of Employment. The exact number of hours and the period of the employment may differ according to the needs of UTS. The Contract of Employment may be terminated by either party subject to giving an hour's notice.

8. A 25% loading is included in the gross salary rate specified in Part A of this Contract of Employment. This loading is paid in lieu of all leave entitlements. The Appointee is not entitled to any termination payment on completion of this casual Contract of Employment.


9. The Appointee’s remuneration includes all amounts due to the Appointee under any applicable industrial instrument, agreement, contract or legislation including, without limitation, minimum hourly rates, penalties, overtime, allowances and loadings (Minimum Entitlements). The Appointee’s remuneration for any relevant pay period can be set off against any Minimum Entitlements for work performed during that period.

10. This is a casual Contract of Employment and does not entitle the Appointee to subsequent employment with UTS.

11. Currently, payslips are issued online at www.neo.uts.edu.au. The Appointee will need to register online first and then will be able to access Employee Self Service to change/view personal details including address, emergency contacts, bank details and qualifications.

12. UTS will make compulsory minimum superannuation contributions to UniSuper on the Appointee’s behalf. Minimum superannuation contributions are the level of superannuation contributions which UTS must make so as not to be liable to pay a charge under the Superannuation Guarantee (Administration) Act 1992 (Cth) and the Superannuation Guarantee Charge Act 1992 (Cth).

13. The Appointee will comply at all times with the UTS Code of Conduct and other policies and instruments which UTS may adopt, from time to time, in relation to its operation and governance. Access to the present policies and other instruments is available through the UTS website (www.gsu.uts.edu.au/policies/index.html). UTS policies, procedures or other such instruments do not form part of this Contract of Employment and are not intended to be contractual in nature unless expressly provided within this Contract of Employment. The Appointee acknowledges that UTS may adopt, vary or rescind any policies or procedures from time to time, in its absolute discretion and without any limitation on its capacity to do so.

14. Some conditions of employment may be regulated by the UTS enterprise agreement relevant to the Appointee’s position, location and duties. The UTS enterprise agreement relevant to the Appointee’s position, and any industrial instrument(s) which replace it, will apply to the Appointee’s employment as a matter of law and do not form part of this Contract of Employment. A copy of the present UTS enterprise agreements is available through the UTS web site (http://www.hru.uts.edu.au) or by telephoning the Human Resources Unit on 9514 1060.

15. If the Appointee deals with personal information, as defined in the Privacy and Personal Information Protection Act 1998 (NSW) (Act), he/she must comply with the requirements of the Act, any other applicable legislation regarding privacy, and any applicable policies of UTS, as adopted, varied or rescinded from time to time. The Appointee acknowledges that, as a result of and during the course of their employment, UTS will obtain personal information about them. The Appointee consents to UTS obtaining this personal information and disclosing this personal information to other parties for the purposes of conducting its business and as otherwise outlined in any relevant UTS policy.

16. The Appointee must keep confidential and take reasonable steps to maintain the confidentiality of all Confidential Information. The Appointee may disclose Confidential Information which the Appointee: (a) has obtained UTS’ prior written consent to disclose;

(b) is required to disclose in the course of his/her duties as an employee of UTS;

(c) is required by law to disclose, or

(d) is required to disclose to his/her legal or financial advisers for the purpose of obtaining legal or financial

advice, provided those advisers are under a duty of confidentiality.

For the purposes of this clause, Confidential Information means: (a) All information of which the Appointee becomes aware or generates in the course of, or in connection with,

his/her employment with UTS (including confidential information belonging to a third party), including but

not limited to:

information which is specifically designated as confidential by UTS or its officers, agents or contractors;

information which, by its nature or the circumstances of its disclosure, may be reasonably understood

to be confidential;

trade secrets and know-how;

inventions, discoveries, processes (whether in writing or recorded in any form);

the contents of patent applications, patentable ideas,

research materials including biological materials, data that is referred to in a patent application;

Intellectual Property created or generated by the Appointee (whether alone or with any other persons)

in the course of or in connection with the Appointee’s employment with UTS and Intellectual Property

which is disclosed to the Appointee or comes into the Appointee’s possession during the period of the

Appointee’s employment with UTS, which is capable of commercial exploitation and is required to be

kept confidential under UTS’ Intellectual Property Policy, the Vice-Chancellor’s Operational Directive

on Research Generated Intellectual Property and Commercialisation and any related policies,

procedures, instruments and directives which UTS may adopt or vary from time to time, in its absolute

discretion;

financial, accounting, marketing and technical information, customer and supplier lists, student

information, staff information, operating procedures, contractual, technical and production information,

terms and conditions of employment of UTS employees, price lists, databases, reports, plans,

strategies, source codes and methodologies, contractual arrangements with third parties, clients or

prospective customers and suppliers, this Contract of Employment, any discussion, negotiation or

agreement between UTS and the Appointee regarding the performance, termination or cessation of

employment at UTS, business systems and operating procedures;

(b) or manuals, tender policies and arrangements, salary structures and remuneration schemes, policies and

procedures documents, and

http://www.neo.uts.edu.au/

http://www.gsu.uts.edu.au/policies/index.html

http://www.hru.uts.edu.au/


(c) all copies, notes and records based on or incorporating the information described in this paragraph.

Confidential Information does not include any information:

that was public knowledge on the date of commencement of this Contract of Employment or becomes so

at a later date (other than as a result of a breach of confidentiality or this Contract of Employment by, or

involving, the Appointee), or

already in the Appointee’s possession (as evidenced by written records) at the date of commencement of

this Contract of Employment (other than as a result of a breach of confidentiality by, or involving, the

Appointee).

17. It is a condition of the Contract of Employment that the Appointee complies with UTS’s Intellectual Property Policy and any related policies, procedures, instruments and directives which UTS may adopt or vary from time to time, in its absolute discretion. Subject to UTS’s Intellectual Property Policy and any related policies, procedures, instruments and directives, as amended from time to time, the Appointee: (a) hereby assigns to UTS all Intellectual Property created or generated by the Appointee (whether alone or

with any other persons) in the course of or in connection with the Appointee’s employment with UTS; and

(b) agrees:

that by virtue of this clause, all existing Intellectual Property referred to in the clause on Intellectual

Property is vested in UTS and, on its creation, all future Intellectual Property will vest in UTS, unless

UTS agrees in writing with the Appointee that it will not assert ownership or will share ownership of

such Intellectual Property;

to immediately disclose to UTS in writing all Intellectual Property; and

to execute all documents and do all things reasonably required by UTS to enable UTS to exploit and assure further the Intellectual Property assigned under this clause.

For the purposes of this clause, Intellectual Property includes (whether registered, unregistered or applied for):

patents, patentable ideas, copyright, designs, trade marks, circuit layouts, rights in relation to plant

varieties, technical trade secrets, know-how, research materials including biological materials, technology

and all other forms of intellectual property as defined by Article 2 of the “Convention Establishing the World

Intellectual Property Organisation of July 1967”, and

all rights provided by law in relation to the protection of Confidential Information. 18. Surveillance: UTS notifies the Appointee that it will, from the commencement of his/her employment, carry out

ongoing, intermittent surveillance of its property and buildings with cameras, for among other things, the safety of staff, students and visitors and the protection of property and buildings. Currently, cameras operate in an open surveillance manner (that is, there are no hidden surveillance cameras) consistent with the requirement of the Workplace Surveillance Act 2005 (NSW), are monitored on a continuous basis and are supported by recordings that are kept for a limited time in the event of the need arising to investigate incidents. Some areas of the campus are under constant camera surveillance.

19. This Contract of Employment shall in all respects be governed by and construed in accordance with the laws for the time being in the State of New South Wales.

20. The Appointee must return any property belonging to or leased by UTS which is in his/her possession, power or control, immediately on request by UTS or immediately on termination of the Contract of Employment, whichever occurs first.

21. Part or all of any provision of this Contract that is unenforceable will be severed and the remaining provisions shall have full force and effect.

22. This Contract and the UTS enterprise agreement relevant to the Appointee’s position (refer to clause 13) constitutes the entire agreement between the parties as to the Appointee’s employment and supersedes all previous communications, understandings, representations and agreements and any prior condition, warranty or indemnity or representation imposed, given or made by a party. In executing this Contract, the Appointee acknowledges that he/she is not relying on any representations by, or on behalf of, UTS unless expressly incorporated into this Contract.

23. The parties acknowledge that this Contract can only be varied by the written agreement of both parties. MINIMUM PAYMENT AND EXCEPTIONS The minimum payment to a casual Appointee is three hours regardless of whether there is a requirement to be in attendance for three hours of work, except for the following: (a) a casual staff member who is a student (including post graduate students) and who is expected to attend the

University on that day in his/her capacity of as a student shall have a minimum engagement of one hour. Without limiting the generality of this Clause, for the purpose of this Clause, a student will be taken as being expected for attendance on any Monday to Friday during the main teaching weeks of the University, other than public holidays;

(b) a casual staff member who has a primary occupation with another employer, or who has their primary occupation within the University in other than the casual employment in question, will have a minimum engagement of one hour;

(c) a casual staff member who, in order to meet his/her personal circumstances, requests and his/her supervisor agrees to an engagement for less than three hours.

CONVERSION OF CERTAIN CASUAL STAFF Subject to the relevant UTS support staff enterprise agreement, a casual staff member may apply for conversion to continuing or fixed-term employment, as appropriate, if s/he meets certain conditions as set out in the relevant agreement. A copy of the agreement is available through the UTS web site (www.hru.uts.edu.au) or by telephoning the Human Resources Unit on 9514 1060.

http://www.hru.uts.edu.au/


FAIR WORK INFORMATION STATEMENT All employers are required by law to provide new staff with the Australian Government Fair Work Information Statement (Statement). A copy of this Statement is attached to this Contract of Employment but it does not form part of this Contract of Employment and is not intended to be contractual in nature. The Statement provides basic information on the Australian industrial and workplace regulatory framework. The conditions set out within the Statement represent minimum conditions which every employer must provide to their staff. The Statement also notes that these workplace conditions include the right to freedom of association (including the right to become or not to become a member of a union). The unions with coverage of UTS staff are:

Community and Public Sector Union (CPSU) (support staff) – http://www.thegeneralstaffunion.org.au/index.phr/tgsu/ and

National Tertiary Education Union (NTEU) (both support staff and academic staff) – http://www.nteu.org.au.

http://www.thegeneralstaffunion.org.au/index.phr/tgsu/




APPENDIX B: EDUCATIONAL THEORY

1. DEVELOPMENTAL MODELS OF LEARNING

‘A developmental model of learning enhancement argues that all students, indeed all people, have ongoing learning development needs: we can all improve our learning.’ (Cottrell, 2001, p. 43)

Developmental models contrast with deficit models. Deficit models regard learners as being not

good enough or not knowing enough or being deficient. Nobody likes being labelled or regarded in

this way, it does not assist people to learn and it is an inaccurate way to diagnose students’

learning needs.

A developmental approach starts from the assumption that the learner is a complete, entire, whole

and sufficient human being exactly as they are and that given sufficient learning opportunities and

learning motivation they will be able to identify what they want to learn and to progress. A

developmental model begins by helping learners to identify their learning needs and the

opportunities (resources, experiences) they need to achieve their learning goals.

Many learners and indeed many tutors operate from a deficit model and this constitutes a risk to

learner development. As a tutor, it is important that you maintain a developmental view of your

learners and that you are able to identify when deficit models are in operation in your learner’s

thinking and talking and assist them to take a developmental view of themselves and learning.

2. CONSTRUCTIVISM

Constructivism stands in contrast with ‘traditional’ (‘transmission’ or ‘transfer’) models of learning.

Whereas the latter conceives of learning in terms of knowledge being transferred or transmitted

from a knower to someone who does not know, constructivism conceives of learners as actively

engaged in the construction of what they know. The mind is considered to contain structures,

known as schemata, which ‘hold’ knowledge.

‘As new understandings, experience, actions and information are assimilated and accommodated

the schemata change. Unless schemata are changed learning will not occur.’ (Fry, Ketteridge and

Marshall 2009, p. 10)

For this reason, SI discourages the provision of knowledge by the tutor to learners as the predominant means of tuition and encourages techniques of questioning, redirecting and task setting to facilitate learners’ active engagement in the construction of their own knowing. One formulation of constructivist learning theory is Kolb’s Experiential Learning Cycle.

‘Learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.’ (Kolb 1984, p. 41)


(Clark 2000)

By cycling round the Experiential Learning Cycle, the learner is able to internalise experience so

that knowledge is constructed which is fully theirs and part of the way in which the learner inhabits

the world; knowing becomes an act of identity formation. This contrasts with transmission

conceptualisations of learning in which knowledge is something which exists as an object which is

external to the learner.

‘Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes.

Listed below are some examples:

Learning to ride a bicycle: o Reflective observation - Thinking about riding and watching another person ride a

bike. o Abstract conceptualization - Understanding the theory and having a clear grasp of

the biking concept. o Concrete experience - Receiving practical tips and techniques from a biking expert. o Active experimentation - Leaping on the bike and have a go at it.

Learning a software program: o Active experimentation - Jumping in and doing it. o Reflective observation - Thinking about what you just performed. o Abstract conceptualization - Reading the manual to get a clearer grasp on what

was performed. o Concrete experience - Using the help feature to get some expert tips.


Learning algebra: o Abstract conceptualization - Listening to explanations on what it is. o Concrete experience - Going step-by-step through an equation. o Active experimentation - Practicing. o Reflective observation - Recording your thoughts about algebraic equations in a

learning log.’ (Clark 2000)

Also within the constructivist paradigm, Marton and Säljö (1976) provide a useful distinction between surface and deep approaches to learning.

‘The surface approach to learning is typified by an intention to complete the task, memorise

information, make no distinction between new ideas and existing knowledge; and to treat the task

as externally imposed. Rote learning is the typical surface approach.’ (Fry, Ketteridge & Marshall

2009, p. 11)

‘The deep approach to learning is typified by an intention to understand and seek meaning,

leading students to attempt to relate concepts to existing understanding and to each other, to

distinguish between new ideas and existing knowledge, and to critically evaluate and determine

key themes and concepts. In short, such an approach results from the students’ intention to gain

maximum meaning from their studying, which they achieve through high levels of cognitive

processing throughout learning. Facts are learnt in the context of meaning.’ (Fry, Ketteridge &

Marshall 2009, p. 10-11)

The information presented in section 5 is intended to provide you with techniques to foster a deep approach to learning in your learners and to orient them away from surface approaches.

3. LEARNING AS SOCIAL

Social Development Learning Theory is associated with the work of Russian social psychologist

Lev Vygotsky (1896-1934). Vygotsky (1978) argued that social interaction is a precondition of

development and that consciousness and cognition proceed from social relations. In particular,

people learn through social relations with more knowledgeable others (MKOs) who are able to

guide the learner in the Zone of Proximal Development (ZPD). The ZPD is the distance between a

learner’s ability to perform a task under guidance and/or with peer collaboration and the learner’s

ability to perform a task independently. According to Vygotsky, learning occurs in this zone.

Scaffolding learning is a term that is often associated with Vygotsky’s ZPD although he never used

the term. A scaffold is a temporary framework that is put in place to assist the learner to access

meaning and taken away when it is apparent that the learner can complete tasks without the need

for the scaffold. The dialogic and questioning strategies outlined in section 5 below are examples of

scaffolds. Another example of the use of scaffolding is when a sample text such as a sample

student assignment essay or report is presented to learners so that the structure, purpose and

linguistic features of the text can be exemplified and analysed (see CALT Learning Support 2007

for samples). Assigning a subsequent essay or report task on a different topic would constitute the

removal of the scaffold in order that the learner can demonstrate mastery of the task.


(cited in DEECD 2007)

Vygotsky’s Social Development Learning Theory is constructivist but rather than conceiving of the

learner constructing knowing individually, it emphasises the interpersonal, relational, contextual

and cultural dimensions of learning. Knowledge is not seen as something external to people or a

quality of individuals, but rather as situated within the social relations of people. Learning happens

through a process of negotiating meaning.

4. BLOOM’S TAXONOMY

In the 1950s, Benjamin Bloom (1913-99) developed a model for explaining how complex learning

can be ordered into six increasingly complex levels. ‘What is taxonomic about the taxonomy is that

each subsequent level depends upon the student’s ability to perform at the level or levels that

precede it.’ (Eisner 2000, p. 389) The model has had enduring influence and utility for talking about

learning in higher education and has been adapted since it was first developed.


In planning a program of tuition, it is helpful to think about what is being learned in terms of the

ascending steps that are required in order to reach a creative engagement with subject content.

Meyer and Land (2006) developed the term threshold concepts to refer to ‘those key ideas,

concepts or processes in a discipline that need to be understood by students before they can

understand other parts of the subject that follow from them.’ (Fry, Ketteridge & Marshall 2009, p.

13-14) Such threshold concepts can be seen as ‘troublesome knowledge’ that represents a ‘portal’

or ‘gateway’ that needs to be passed through in order to progress with understanding. Learners

can get ‘stuck’ without these concepts. In planning a program of tuition, it is helpful to think about

whether there are threshold concepts that learners will need help in exploring at different levels of

Bloom’s taxonomy in order to enable them to progress with their understanding.

5. AVOIDING RETEACHING: DIALOGIC AND QUESTIONING STRATEGIES SI is not usefully conceived of as simply reteaching the content of the subject, nor should it replace the core teaching and learning program. Rather SI focuses on fostering in the learner the study skills and practices that lead to success. To achieve this, the tutor should develop a program of study which guides the learner in the activities that successful learners engage in to achieve success. Examples of some of these activities are:

Reading lecture notes and textbooks to locate information needed to complete or prepare

for assessment tasks – the tutor doesn’t read these for the learner but rather guides the

learner in how to read them

Guiding learner’s analysis of assessment tasks and subject outlines in order to find out

what learning is expected and what assessors are looking for in work

Assisting learners in identifying information needs and in how to search for information in

library databases, on line or in print materials

Guiding learners in how to select information in relation to assessment tasks

Developing learner’s ability to synthesise information from multiple sources

Providing practice in applying formula, processes or theory to problems or tasks


Quizzing students on concepts, formula or information that may be required for an

examination

Providing learners with opportunities to explain, summarise, exemplify and elaborate on

subject content

Giving students timed writing activities that emulate examination tasks and then guiding

students in a reflection on their performance

Based on the learning theories outlined above, it should be clear that simply giving learners

information is not going to provide them with the best tuition. Educational dialogues and

conversations generally involve using questioning strategies that guide the learner to develop their

own understanding and knowledge.

For example, if a learner asked, ‘What is x?’, a response might be, ‘That’s a good question. How

could we find out what x is?’ This response is developmental rather than transmission based; it is

oriented towards fostering in the learner the ability to learn independently. It guides the learner

through the Zone of Proximal Development and it avoids reteaching. It moves the learner’s

question from the Knowledge level of Bloom’s Taxonomy to the Apply level.

If a learner has answered a question wrongly, you could respond by asking, ‘Why did you choose

this answer?’ or, ‘What other answers did you think might also be correct?’ Again, this response

avoids transmission of knowledge or reteaching of content and moves the learner from the Apply

level of Bloom’s Taxonomy to the Analyse or Evaluate level.

However, if the learner has reached a point of frustration and you can see that they have lost the

motivation to continue with their efforts, you may decide that it is better to provide some information

and to move on to a more profitable or stimulating activity. You should not do this too quickly

though; one of the characteristics of successful learners is increased capacity to delay gratification

and to tolerate ambiguity. Skilful tuition involves being able to pitch activities that suit the

developmental level of your learner and being able to assess the degree to which you can gently

expand your learner’s tolerance of ambiguity and delay of gratification in relation to their study. Dialogue and questioning in an SI model of tuition can move up the levels of Bloom’s Taxonomy by asking increasingly more complex questions such as: Bloom’s taxonomy level Examples of questions

Knowledge – Remember What is ..?

Understand – Describe, Explain What’s ... like? (look/sound/feel/smell/taste like)

How does ..?

What is the process ..?

Apply Can you ..?

Do X to Y.

Show me how you ..?

Analyze

(definition, exemplification, classification, comparison, contrast, causality)

Can you define X?

Can you give an example of X?

Can you classify these phenomena?

What are the similarities and differences between X and Y?

What is the cause of X?

What are the effects of X?

Evaluate What are the advantages and disadvantages of X or Y to address Z?


What are the strengths of this approach? What are the weaknesses in this approach?

How could this be improved?

Create Using a variety of sources, discuss X.

How might X be understood differently?

What would you do if ..?

Identify the problems and suggest solutions. CONCLUSION

Throughout this paper, phrases and words have been placed in italic font. The purpose of this is to

highlight the language (jargon) that is used to encapsulate the concepts, theories and ways of

thinking about learning and teaching in higher education. It is hoped that you will find these useful

when you are planning the program for your learners.

It has been said that if the tutor leaves the tutorial session tired and the learner leaves relaxed then

the tutor has done it the wrong way round

It is useful to conceptualise yourself as managing your learner’s activity: it is they who should be

active and you the calm navigator of their activity.

Additionally, it has been estimated that learners only recall a very small fraction of what they listen

to. Educational development literature frequently advises that tutors should aim to reduce TTT –

that is Tutor Talking Time, and maximise LTT – Learner Talking Time; for as the author E. M.

Forster famously said, ‘How can I know what I think til I see what I say?’ Likewise, our students

need opportunities to talk in order to formulate what they think – this is perhaps the opposite of

what we have previously thought. But learners will often recall what they have had to formulate

themselves in speech much more clearly than the ideas they have simply listened to.

Perhaps most importantly, we recall what we have been actively engaged in constructing.

Therefore the dialogue and questioning approach is designed to actively engage our learners in

constructing their own knowledge by explaining it and using it to perform tasks.

We hope that the information contained here will assist you in constructing engaging learning

sessions for your learners and will provide a foundation for you and your learners to have fun

learning together. We look forward to seeing how you are employing these learning theories in the

construction of the learning plan for your learners.

REFERENCES Anderson, L. W. & Krathwohl, D. R. (Eds) 2001, A Taxonomy for Learning, Teaching, and

Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman, New

York.

CALT Learning Support. 2007, Sample Essay, Monash University Language and Learning Online,

viewed on 4 October, 2011

< http://www.monash.edu.au/lls/llonline/writing/general/essay/sample-essay/index.xml>

Clark, D. 2000, Kolb's Learning Styles and Experiential Learning Model, viewed 4 October 2011

<www.nwlink.com/~donclark/hrd/styles/kolb.html>

Cottrell, S. 2001, Teaching Study Skills and Supporting Learning. Palgrave Macmillan, New York.

Department of Education and Early Childhood Development (VIC). 2007, Overview of Literacy

Learning, viewed on 5 October 2011,

http://www.monash.edu.au/lls/llonline/writing/general/essay/sample-essay/index.xml

http://www.nwlink.com/~donclark/hrd/styles/kolb.html


<http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/litoview.

htm>

Eisner, E. W. 2000, ‘Benjamin Bloom 1913-99’, Prospects: the quarterly review of comparative

education vol. 30, no. 3, pp. 387-95.

Fry, H., Ketteridge, S., & Marshall, S. 2009, ‘Understanding Student Learning’, in H. Fry, S.

Ketteridge, & S. Marshall (Eds) A Handbook for Teaching and Learning in Higher Education.

Enhancing Academic Practice. 3rd

Edition. Routledge, New York.

Kolb, D. 1984, Experiential Learning: experience as the source of learning and development.

Prentice-Hall, Englewood Cliffs, NJ.

Marton F. and Säljö R. 1976, ‘On qualitative differences in learning. I – Outcome and Process’,

British Journal of Educational Psychology vol. 46, pp. 4-11.

Meyer, J. H. F. & Land, R. (eds) 2006, Overcoming Barriers to Student Understanding, Routledge,

London.

Vygotsky, L.S. 1978, Mind and society: The development of higher mental processes. Harvard

University Press, Cambridge, MA.


APPENDIX C: Terms and Conditions for Students accessing the Indigenous

Tutorial Assistance Scheme [ITAS] Tuition

By signing this form I agree to the following Terms and Conditions:

1. Supplementary Service

1.1 I understand that ITAS is a service but is not guaranteed and not a right; Jumbunna will do its best to provide tuition but may not in all circumstances be able to provide a suitable tutor, or provide a tutor within preferred timeframes

1.2 I understand that ITAS is a supplementary service and is not to be relied upon to pass my

subjects

2. Preparation and Attendance

2.1 I agree that it is my responsibility to prepare for and attend all tutorial sessions 2.2 I agree that specific methods and times of contact are to be decided at the beginning of the

contract with my tutor and that I must not initiate contact outside of those arrangements 2.3 I agree that my tutor is not responsible for providing any additional assistance outside my

tutorial sessions 2.4 I agree that my attendance and participation at tutorial sessions may be monitored by

Jumbunna for quality assurance purposes and to ensure that my tutorial arrangements are working effectively

2.5 I understand that Jumbunna is the employer of my ITAS tutor, and Jumbunna may liaise

with my tutors, exchange information and enquire into my learning needs, academic progress and other ITAS related matters

3. Commencing Tutorials

3.1 I understand that tutorial sessions can only begin when 3.1(a) the tutor has been approved for registration as a tutor by Jumbunna; and 3.1(b) the tutor has signed a written contract and returned it to Jumbunna; and 3.1(c) I have signed this Agreement and it has been received by Jumbunna.

3.2 I understand that neither Jumbunna nor UTS will be responsible for payment of any tutoring arrangements that has not complied with clause 3.1 (a), (b) & (c).

4. Cancellation policy

4.1 If I require the tutorial session to be postponed or cancelled, I agree that it is my responsibility to give the tutor at least 24 hours’ notice by email and copied to [email protected]. Failure to comply with this requirement will result in the tutor being entitled to a 1 hour “NO SHOW” payment and the hour will be deducted from my allocation of hours

4.2 I understand in accordance with the Department of Industry, Innovation, Science, Research

and Tertiary Education [DIISRTE] (the funding body) ITAS Guidelines the maximum number of “NO SHOWS” per contract is two [2]. The ITAS Tutor contract may be terminated when a third [3rd] “NO SHOW” occurs

5. Originality of work

5.1 I agree that under no circumstances will I ask or expect tutors to do any part of my work for me

5.2 I agree that I will not ask or expect my tutor to undertake library research, do subject

reading, take or supply notes, nor write or word-process assignments on my behalf

5.3 I understand that editing and proof reading of my work is my responsibility and that if I need assistance in developing the ability to edit and proof read the ITAS tutor can provide me with assistance but will not edit and proof read my work for me



5.4 I understand that my ITAS tutor and I will be asked from time to time to separately sign documentation confirming compliance with clauses 5.1 to 5.3, and that any reported non-compliance will result in withdrawal of ITAS Tuition.

6. Tutor Claims

6.1 I agree that it is my responsibility to promptly check and sign the ITAS Tutor Claim form or

approve its online version at the end of each tutorial session. Before signing or approving, I must check that:

6.1(a) the date and time that the tuition took place are correct and 6.1(b) the amount of time the tutorial session has taken is correct

6.2 I agree that I will not sign or approve a tutor’s salary claim form if the details outlined in clauses 6.1(a) and 6.1(b) are not already correctly completed

7. Total Approved Hours

7.1 I agree that the number of hours stated on the tutor’s contract and in my ‘tutor allocated email’ will not be exceeded without approval from Jumbunna.

8. ITAS Tuition Assessment Report

8.1 I agree that an ITAS Tuition Assessment Report will be completed by me and received by

Jumbunna at the end of each semester I have received tuition

9. Feedback on Tuition

9.1 I agree to provide feedback about my tutoring service as requested by Jumbunna. I will promptly advise Jumbunna staff of any issues with my tutoring service.

10. Personal information

10.1 I agree that information provided by me to ITAS will be kept on file and may be used by Jumbunna or passed on to the Department of Industry, Innovation, Science, Research and Tertiary Education [DIISRTE] (the funding body) for monitoring and evaluation purposes

11. Agreement

I understand that failure to agree to comply with any or all of these terms and conditions may

result in review of my access to ITAS services.

I understand that exceptions to any of these terms and conditions will only be made if I can

demonstrate that exceptional circumstances have prevented me from carrying out my

responsibilities under ITAS.

Student Name:

Student ID No:

Signature:

Date:

Documents

Indigenous Tutorial Assistance Scheme [ITAS] · Indigenous Tutorial Assistance Scheme [ITAS] Tutor Guide July 2013 page 3 Table of Contents JUMBUNNA INDIGENOUS HOUSE OF LEARNING (IHL)