The Certificate Courses Educator delivers engaging, current and practical training and assessment in the CHC33021 Certificate III in Individual Support and the CHC32015 Certificate III in Community Services. These qualifications prepare students for work as support workers in aged care, disability, home and community care and community services — some of the largest and fastest-growing workforces in Australia — and for many students they are the first step on a pathway into the Diploma of Nursing and other health careers.

The role teaches in the classroom, online and in the simulated care environment, prepares students for mandatory work placement, assesses them in the workplace, and gives the individual support that keeps every student progressing. It reports to the Course Coordinator for its state, who allocates teaching, marking and placement support, and works within the academic framework set by the Academic Director.

The role is where competency is judged. The administrative roles in the National Enrolment Compliance Team coordinate the workflow and apply approved outcomes to student records; the Certificate Courses Educator, as a credentialled and current trainer and assessor, makes the assessment judgements those records reflect — against validated tools, the unit requirements published on training.gov.au, and the principles of assessment and rules of evidence, subject to moderation and validation.

The role carries the same teaching and assessment standard as the School's Educator position description. What differs is the training products, the industry: aged care, disability and community services rather than nursing, and the credentials. Vocational competency and current direct care industry experience replace Registered Nurse registration.

Key responsibilities: Teaching and assessment delivery

- Prepare and deliver engaging, well-structured training in CHC33021 and CHC32015, in the classroom, online and in the simulated care environment, to the allocation and timetable set by the Course Coordinator.
- Deliver to the approved training and assessment strategy, learning plans and validated assessment tools, and to the unit requirements published on training.gov.au.
- Prepare session plans, learning activities and resources that are current, accessible and inclusive, and that reflect real practice in aged care, disability and community services.
- Adjust delivery for the language, literacy, numeracy and digital skills in each cohort, using pre-training review outcomes, and identify students who need further support.
- Provide active in-class support: check understanding as the session runs, work alongside students who are struggling now they struggle and adjust pace and explanation, so no student is carried past a gap.
- Deliver VETiS cohorts to the agreed program, working with the school's VET coordinator on timetables, attendance, student wellbeing and reporting, and applying the additional care required for students under 18.
- 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 and funding evidence is complete.

Simulated workplace and practical skills

- Facilitate practical sessions in the simulated care environment, including personal care, mobility and manual handling,



use of equipment such as hoists and slide sheets, infection prevention and control, and safe work practices for direct client care.
- Run realistic scenarios — for example supporting a person living with dementia, responding to a change in a client's condition, or working within a person-centred support plan — and debrief so students build judgement, communication and respect for the person, not only task completion.
- Prepare the simulated environment before each session and leave it ready for the next, reporting equipment faults and consumable shortages to the Course Coordinator.
- Teach and enforce infection prevention and control, manual handling, and work health and safety practice in every practical session.
- Use simulation to prepare students for the workplace, and never as a substitute where a unit requires performance evidence from the workplace.

Student progression and retention support

- Monitor the progress, participation and engagement of students taught, and identify students at risk early rather than at the end of a unit.
- Contribute to the weekly class and student progression meetings, providing an accurate picture of the students taught.
- Flag students who are off track against the cohort timetable or funding contract progress requirements, so a documented recovery plan can be agreed.
- Where requested, contribute to discussions about cancellation, suspension or transfer, giving a realistic view of what recovery is possible before a withdrawal is accepted.
- Refer students needing academic, wellbeing, coaching or engagement support to the Student Experience Coordinator, and support the activities they coordinate.
- Escalate disclosures involving risk of harm, safeguarding or reportable conduct immediately — including any concern involving a student under 18 — and never hold a matter of that kind within the

Assessment, marking and moderation

- Mark allocated assessments within the 2-week turnaround from the assessment due date in the cohort timetable.
- Assess fairly and consistently against the validated tools, the unit Assessment Requirements and the principles of assessment and rules of evidence and make and record a defensible competency judgement.
- Conduct recognition of prior learning and credit transfer assessment where allocated, using the approved tools and evidence requirements.
- Enter results accurately and on time so units can be closed within the closure window, and progression and certification are not delayed.
- Provide written feedback stating why the outcome was reached and what is required for a resubmission or reassessment and manage resubmissions within the approved policy.
- Participate in moderation and in scheduled validation of CHC33021 and CHC32015 assessment tools and judgements, 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.





Work placement and industry engagement

- Prepare students for work placement: scope of the support worker role, duty of care, dignity of risk, privacy, documentation, escalation, infection prevention and control, and the expectations of host supervisors.
- Confirm students are placement-ready in the skills within the role's remit before a placement block starts, and report readiness gaps to the Course Coordinator and the Enrolment and Placement Compliance Lead.
- Brief host supervisors on the placement plan, the tasks students must perform, the evidence required and their role in assessment, in line with the host agreement.
- Conduct workplace assessment visits and supervisor liaison where allocated, and record observations that describe the tasks performed, the conditions, the evidence collected and the basis for each judgement — not tick-box checklists alone.
- Make sure placement hours, logbooks and supervisor sign-off are complete and verified, so no CHC33021 student is put forward for certification without at least 120 hours evidenced.
- Support students during placement, working with host supervisors on students who are struggling, and escalate placement incidents, unsafe practice, safeguarding matters and conduct concerns immediately.
- Bring insight from current practice in aged care, disability and community services back into delivery, and pass on VETiS, employer and business-to-business opportunities to the Student Recruitment

Selection criteria

- Trainer and assessor credential: TAE40122 or TAE40116 Certificate IV in Training and Assessment, or another credential accepted under Section 1 of the Credential Policy, such as a diploma or higher-level qualification in adult education or VET.
- Vocational competency: CHC33021 Certificate III in Individual Support (or its predecessor) and CHC32015 Certificate III in Community Services, or equivalent or higher-level qualifications, giving vocational competencies at least to the level being delivered and assessed.
- Industry experience: at least 3 years' recent experience in direct care or support work in aged care, disability, home and community care or community services.
- Industry currency: current industry skills and knowledge, with the ability to evidence them through recent practice and career development.
- Assessment capability: demonstrated ability to assess against validated tools, apply the principles of assessment and rules of evidence, conduct workplace assessment and make defensible competency judgements.
- Practical skills teaching: ability to teach personal care, manual handling, infection prevention and control and safe work practices in a simulated care environment.
- Inclusive delivery: ability to engage and support diverse learners, including school students, mature-age learners, and students with language, literacy, numeracy or digital skill needs.
- Communication: strong interpersonal skills, with the ability to work with students, school staff and host supervisors and to hold honest conversations about performance.
- Organisation: excellent organisational and time management skills, and the ability to 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.

Pay: $50.00 – $60.00 per hour

Work Location: In person

📌 Educator Certificate lll (Adelaide)
🏢 School of Health
📍 Adelaide