College and Other Vocational

Instructors (NOC 4131)

This unit group includes instructors who teach applied arts,
academic, technical and vocational subjects to students at
community colleges, CEGEPs, agricultural colleges, technical
and vocational institutes, language schools and other college
level schools. This unit group also includes trainers who are
employed by private training establishments, companies,
community agencies and governments to deliver internal
training or development courses. College teachers who are
heads of departments are included in this group.

Reading

Read notes from co-workers, colleagues, students and

administrators. For example, they read notes from
students requesting appointments to discuss course
materials, assignments and progress. They read notes
from administrators asking them to submit completed
attendance records. (1)
Read text entries in forms. For example, they read
students' comments in evaluation forms and reasons for
changing and withdrawing from courses in course change
forms. They scan other instructors' comments in students'
historical record forms. They review employers' comments
on students' practicum performances on job placement
forms. (2)

Read e-mail messages and memos from co-workers and

administrators. For example, they read co-workers' e-mail
messages about dates and times of department meetings
and instructional resources and materials. They read
administrators' e-mail messages about dates and
locations of training sessions and teaching assignments
for new courses. They read memos announcing changes
in registration procedures, requesting verification of
semester timetables and providing directions for
administering and returning student surveys. (2)

May read policy and procedure manuals. For example, they

read policy manuals which outline student attendance
requirements and examination procedures. (3)

May read a variety of newspapers and industry-specific

magazines. For example, language and theatre instructors
read newspapers and local magazines to locate articles of
interest for use in class activities and discussions.
Instructors of firefighters read industry-specific magazines
such as Fire Engineering and Fire Chief to remain
knowledgeable of the technical and leadership
requirements in their field. Business and private training
instructors read magazines such as Commerce,
Communication World and Macleans. (4)

May read discussion papers and reports. For example,

vocational school instructors may read reports about
changes in industry standards and projected changes in
workforce numbers and demands. Instructors of railway
occupations may read reports about train accident and

derailment investigations to identify safety and procedural

changes which may affect course curriculum. (4)

May read collective agreements, contracts and requests for

proposals. For example, department heads may read
collective agreements to confirm salary scale ranges and
clauses governing the hiring of part-time instructors.
Private training and non-tenured instructors may read
employment contracts to verify intellectual properties are
protected and cancellation and rescheduling clauses are
included. They may read requests for proposals to
understand the scope of work being contracted. (4)

Read textbooks and course curricula. For example, they

read textbooks and course outlines critically to analyze
the suggested learning objectives, to plan assignments
and instructional activities, and to identify resource
materials. Department heads and senior instructors may
evaluate course curriculum to ensure organizational and
external standards are met. (5)

Writing

Write reminders, short notes and e-mail messages to coworkers, colleagues and students. For example, they write
reminders in daybooks about changes to assignment due
dates and tasks to be completed. They may write notes
on students' assignments and examinations to indicate
corrections needed. They may write notes to
administrators on matters such as timetable changes and
class sizes. They may write e-mail messages to
information technology coordinators about use of portable

computers. Private training instructors send e-mail

messages to inquire about room reservations and
furniture set-ups for upcoming training sessions. (1)
Write memos to co-workers and students. For example,
instructors write memos to inform students of dates and
times of upcoming activities such as presentations, field
trips and examinations. Department heads write memos
for staff on topics such as changes in registration
procedures and new requirements for accessing
laboratories. (2)

May write letters of reference. For example, they may write

reference letters supporting students' applications for
practicums and jobs. (3)

Write course outlines and lesson plans. For example, they

write course outlines which include instructors' contact
information, course overviews and objectives, required
course materials, exercises and assignments, assessment
dates and evaluation criteria. They may include policies
on attendance and late assignments and outline their
instructional approaches. They write lesson plans and
associated instructional materials and assignments.
Language instructors may provide explanations and
procedures written for students with differing abilities. (3)

May write proposals and grant applications. For example,

private training instructors may write responses to
requests for proposals in which they outline their
qualifications, work plans, personnel and procedures for
evaluation and report on training content. Instructors may
write grant proposals in which they outline research and

development objectives, intended audience, research

methodology and the manner in which they will present
their findings. (4)