The School of Health is expanding and is appointing a part-time Educator. The role delivers engaging, current and impactful health care education across the Diploma of Nursing and the School's accredited and non-accredited health care training and is central to equipping the next generation of nurses with the skills, knowledge and professional judgement they need to practise safely and well. The Educator holds the teaching and assessment work of the School in its state: classroom and online facilitation, simulation and clinical laboratory teaching, assessment marking and moderation, and the individual support that keeps students progressing — both active support inside the classroom and laboratory and scheduled one-to-one support outside class time.

The role reports to the Course Coordinator — Diploma of Nursing for its state, who allocates teaching, simulation and marking, and works within the academic framework set by the Head of Discipline.

The role is also where competency is judged. The administrative roles in the National Enrolment Compliance Team coordinate the workflow and apply approved outcomes to student records; the Educator, as a credentialled and current trainer and assessor, makes the assessment judgements those records reflect — against validated tools, within the assessment system, and subject to moderation and quality assurance.

Beyond delivery, the role contributes to curriculum review and continuous improvement, keeps content aligned to current practice, technologies and industry trends, supports students on placement, and participates in education research and scholarship that advances nursing pedagogy in the School.

Key responsibilities

Teaching and assessment delivery

- Design and deliver engaging, well-structured training across the Diploma of Nursing and the School's accredited and non-accredited health care training, in the classroom, online and in the laboratory, to the allocation and timetable set by the Course Coordinator.
- Deliver to the approved training and assessment strategy, learning plan and validated assessment tools, and use teaching approaches that challenge and inspire a diverse student cohort.
- Prepare session plans, learning activities and resources that are current, accessible and inclusive, and adjust delivery for the range of language, literacy, numeracy and digital skills in the cohort.
- Provide active in-class support while teaching: circulate, check understanding as the session runs, work alongside students who are struggling with a concept or a skill at the moment they struggle with it, and adjust pace, grouping and explanation so no student is carried past a gap.
- Make it easy for students to ask for help in class and follow up in class support with a one-to-one session where the gap needs more than a session can give.
- Implement approved reasonable adjustments in delivery and assessment and identify where a further adjustment or support plan should be sought.
- Record attendance, participation and engagement accurately and on time in the approved systems, so progression, VSL and funding evidence is complete.
- Cover allocated sessions reliably and notify the Course Coordinator as early as possible where cover is required.

Simulation and clinical laboratory facilitation

- Facilitate simulation and clinical skills laboratory sessions to the required educator-to-student ratio, with current clinical credentials for the skills being taught.
- Prepare the laboratory before each session — equipment, consumables, scenario setup and manikin readiness — and leave it ready for the next session, reporting faults and shortages to the Course Coordinator.
- Run scenarios and debriefs that build clinical reasoning, communication and protected practice, not only technical task completion.
- Teach and enforce infection control, manual handling, medication safety and work health and safety practice in every laboratory session.




- Support the national simulation approach set by the National Simulation Coordinator and contribute to scenario development and improvement.
- Conduct clinical skills assessments, including medication calculation, to the validated tools and record outcomes promptly.

5.3 Student progression and retention support

- Monitor the progress, participation and engagement of allocated students, and identify students at risk early rather than at census or at the end of a unit.
- Contribute to the weekly class progression meetings with the Course Coordinator and educator team, and to the weekly student progression meetings for all students, with an informed view of each student's academic position.
- Track allocated Diploma of Nursing students against the trajectory to complete within 24 months, and flag students who are off track so a documented recovery plan can be agreed.
- Contribute to the weekly cancellation and suspension meeting, offering a realistic view of what recovery is possible before a withdrawal is accepted.
- Refer students needing academic support, wellbeing support, coaching or engagement follow-up to the Student Experience Coordinator, and support the activities they coordinate — including drop-in sessions, medication calculation workshops and clinical skills support.
- Escalate disclosures involving risk of harm, safeguarding or reportable conduct immediately, and never hold a matter of that kind within the role.

Academic intervention and coaching

- Provide individual support and mentorship that helps students build the competencies, confidence and professional behaviours of an exceptional health care professional.
- Provide scheduled one-to-one student support outside class time — consultation and drop-in appointments, skills practice, assessment preparation and post-assessment debrief — available to every allocated student, not only to students flagged as at risk.
- Offer one-to-one time proactively to students whose participation, in-class performance or results indicate they need it but who have not asked and follow up when a student does not take up the offer.
- Record each one-to-one session: what was discussed, what was agreed, the timeframe, and any referral made, so the support history travels with the student.

Assessment marking and moderation

- Mark allocated assessments within the 2-week turnaround from the assessment due date set out in the cohort timetable, to the weekly allocation made by the Course Coordinator.
- Assess fairly and consistently against the validated tools, the unit requirements and the principles of assessment and rules of evidence and make and record a defensible competency judgement.
- Enter results accurately and on time so units of competency can be closed within the closure window in the cohort timetable, and so progression and completion decisions are not delayed.
- Provide written feedback that tells the student why the outcome was reached and what is required for a resubmission or reassessment.
- Manage resubmissions and reassessments within the approved policy and record each attempt.
- Participate in pre-delivery and post-delivery validation and in moderation activities, including benchmarking marking against other assessors, and act on the outcomes.
- Refer assessment appeals to the Course Coordinator and the Quality inbox on the same business day, and do not determine the outcome of an appeal against the role's own judgement.
- Maintain assessment evidence, records and version control to audit standard.

5.6 Industry engagement and placement support

- Prepare students for clinical placement: scope of practice, professional conduct, documentation, escalation, infection control and the expectations of host supervisors.




- Confirm that allocated students are placement-ready in the skills and competencies within the role's remit before a block starts, and report readiness gaps to the Course Coordinator and the Enrolment and Placement Compliance Lead.
- Conduct workplace assessments and supervisor liaison where allocated, and record placement hours, supervisor sign-off and workplace assessment outcomes accurately and on time.
- Support students during placement, working with host supervisors and clinical facilitators on students who are struggling.
- Escalate placement incidents, unsafe practice, safeguarding matters and student conduct concerns immediately through the correct process.
- Maintain professional relationships with health, aged care, disability and community services partners, and bring industry insight back into delivery — including opportunities for Health Care Competencies and industry engagement identified through those relationships.

Selection criteria

Essential

- Registration: current registration as a Registered Nurse with the Nursing and Midwifery Board of Australia, with no conditions preventing the requirements of this role.
- Trainer and assessor credential: TAE40116 or TAE40122 Certificate IV in Training and Assessment, or a higher-level or equivalent credential accepted under the Standards for RTOs, including any required upgrade skill sets.
- Clinical experience: minimum 5 years' experience in a clinical role, with a demonstrated commitment to lifelong learning and career development.
- Education design and delivery: proven track record of designing and delivering engaging, interactive and effective education programs.
- Assessment capability: demonstrated ability to assess against validated tools, apply the principles of assessment and rules of evidence, make defensible competency judgements and participate in validation and moderation.
- Clinical teaching and simulation: ability to teach clinical skills and facilitate simulation and laboratory sessions safely, including scenario delivery and debriefing.
- Individual student support: demonstrated ability to support students one-to-one outside the classroom — diagnosing the gap, agreeing a plan and following it through — as well as supporting students within a class as it runs.
- Interpersonal and communication skills: strong interpersonal and communication skills, with the ability to connect with and inspire a diverse group of students, and to hold honest conversations about performance.
- Organisation and time management: excellent organisational and time management skills, with the ability to manage multiple priorities and meet marking and reporting deadlines.
- Records and compliance: accurate record-keeping and a working understanding of the obligations that apply to VET delivery, assessment and student records.
- Commitment: passion for health care and a genuine desire to contribute to the development of future health care leaders.

Desirable

- Post-graduate qualification in nursing education, clinical education, adult education or a related field.
- Experience teaching in the Diploma of Nursing or another ANMAC-accredited program.
- Experience in a Registered Training Organisation and working knowledge of the 2025 Standards for RTOs.
- Experience with ASQA audit, validation or self-assurance activity.
- Experience in simulation design, scenario development or simulation debriefing.
- Experience supervising or assessing students in clinical placement settings.
- Experience in curriculum development, resource writing or assessment tool development.
- Experience contributing to education research or scholarship in nursing pedagogy.
- Specialist clinical background relevant to the School's programs — aged care, disability, acute care, mental health or community health.
- Experience mentoring new or casual educators.
- A current driver's licence.

Pay: $98,000.00 – $100,000.00 per hour Expected hours: 24.0 per week

Benefits

- Professional development assistance

Work Location: In person

📌 Educator (Northbridge)
🏢 School of Health
📍 Northbridge