Classroom Teacher - VET Trainer - Health (Cert II Health Support Services / Cert III Health Services Assistance)

Department of Education Victoria – Hampton VIC

4d ago , from Department of Education & Training Victoria

Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.

In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.

At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.

In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.

Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/

Selection Criteria

KEY SELECTION CRITERIA ¿ VET HEALTH TRAINER

Applicants should use significant examples to demonstrate the impact of their practice, particularly how they have improved student learning, supported student wellbeing, achieved training and assessment outcomes, contributed to team effectiveness or resolved challenging situations.

1. VET Knowledge, Industry Currency and Training & Assessment

Demonstrated relevant qualifications, current industry knowledge and VET experience, including the capacity to effectively deliver and assess all units within the Health qualification and maintain compliance with relevant VET requirements.

2. Teaching, Communication and Student Learning

Demonstrated highly developed teaching, communication and interpersonal skills, including the ability to engage and motivate students, respond to diverse learning needs, provide effective feedback and support students to achieve successful learning and assessment outcomes.

3. Organisation, ICT and Management of Competing Priorities

Demonstrated highly developed organisational, time management and ICT skills, including the ability to effectively plan and manage multiple responsibilities, maintain accurate records, use relevant digital systems and resources, and consistently meet deadlines.

4. Collaboration, Initiative and Problem Solving

Demonstrated ability to build positive professional relationships and contribute effectively to a team, while showing initiative, taking ownership of responsibilities and using sound judgement and problem-solving skills to respond to challenges, changing priorities and workplace demands.

5. Student Safety, Wellbeing and Professional Responsibility

Demonstrated commitment to student safety, wellbeing and inclusion, including the ability to establish and maintain safe, supportive and respectful learning environments and apply appropriate duty of care, child safety,



workplace health and safety and professional responsibilities.

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities

KEY RESPONSIBILITIES

1.Learning, Teaching and Assessment

- Deliver high quality face-to-face training and assessment aligned with the approved course structure, curriculum requirements and current Units of Competency

- Provide engaging, contemporary and industry relevant learning experiences that develop students' knowledge and practical skills

- Use a range of teaching and assessment strategies to respond to diverse student learning needs

- Deliver and assess practical and simulated workplace activities relevant to the health sector, including infection prevention and control, patient movement and other relevant clinical support skills

- Provide clear instructions, constructive feedback and appropriate support to enable students to progress towards competency





- Monitor student progress and identify students requiring additional learning, wellbeing or pathway support

- Maintain the integrity, validity, reliability and fairness of assessment practices

- Ensure all training and assessment is delivered in accordance with the requirements of the RTO and relevant VET standards and procedures

- Maintain current knowledge of relevant health industry practices and incorporate contemporary industry expectations into learning experiences

2. Student Engagement, Inclusion and Wellbeing

- Establish a positive, respectful and inclusive learning environment that encourages student participation and achievement

- Build positive professional relationships with students while maintaining appropriate skilled boundaries

- Recognise and respond appropriately to diverse student learning needs, abilities and circumstances

- Encourage students to develop confidence, independence, employability skills and an understanding of health industry expectations

- Work collaboratively with relevant school staff to support student engagement, attendance, learning and wellbeing

- Communicate appropriately with students, parents / carers and relevant staff regarding student progress and concerns

- Contribute to a learning environment that is culturally safe, inclusive and respectful

3. Student Safety, Child Safety and Workplace Health and Safety

- Maintain a safe and supportive learning environment consistent with school policies, legislative requirements and child-safe standards

- Ensure practical training and simulated workplace activities are conducted safely and appropriately

- Identify and manage risks associated with practice and training activities

- Demonstrate a explicit understanding of duty of care, child safety and professional boundaries when working with young people

- Respond appropriately to student safety, wellbeing or protection concerns in accordance with school policies and legislative requirements

- Maintain appropriate professional conduct and behaviours at all times

- Promote a culture in which students feel safe, respected and supported

- Follow all workplace health and safety procedures and report hazards, incidents and concerns through appropriate processes

4. VET Compliance, Administration and Record Keeping

- Ensure training and assessment activities comply with the requirements of the Registered Training Organisation

- Deliver the current Units of Competency specified within the approved course structure

- Maintain accurate student records, assessment documentation, samples of student work and other required evidence

- Record and monitor student attendance through Compass and other relevant systems

- Refer attendance concerns to the VET Coordinator in accordance with school and RTO procedures

- Complete assessment, reporting and administrative requirements within published timelines

- Provide accurate information regarding student progress and achievement to students, parents / carers and relevant stakeholders

- Maintain confidentiality and appropriately manage student and organisational information

- Complete all required VET administration in accordance with RTO and school policies and procedures

5. Communication and Collaboration

- Establish effective working relationships with the VET Coordinator, school staff, RTO personnel and relevant external stakeholders

- Communicate clearly, respectfully and professionally with students, colleagues, families and industry representatives

- Contribute to team planning, review and continuous improvement of the VET Health program

- Share relevant industry knowledge, resources and effective teaching practices with colleagues

- Participate in meetings, moderation activities and other skilled activities as required

- Raise issues proactively and contribute to practical solutions

- Support effective communication between the school and RTO regarding student progress, assessment and compliance matters

6. Professional Practice and Industry Currency

- Maintain current industry knowledge and vocational currency relevant to the Health qualification

- Maintain required VET training and assessment currency

- Participate in professional development, team meetings, industry engagement, in-service training and relevant skilled learning

- Maintain awareness of changes to health industry practices, VET requirements and relevant legislation

- Reflect on teaching and assessment practice and contribute to continuous improvement

- Demonstrate professionalism, reliability, initiative and accountability in all aspects of the role

- Maintain professional presentation and comply with the College's Professional Dress Code

- Maintain confidentiality and comply with all relevant school policies and procedures

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📌 Classroom Teacher - VET Trainer - Health (Cert II Health Support Services / Cert III Health Services Assistance) (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne