NL

Created by Nicole.
on 19/01/2020

YR

Created by Yasmin.
on 17/01/2020

Responsibilities
Positions classified as Teacher have the following characteristics. Some tasks will be more
appropriate to senior levels of the Teacher classification.

Work within the Institute policies, procedures and other legislative, regulatory requirements.

Select and deliver appropriate teaching and learning materials.

Develop and modify appropriate teaching and learning materials.

Facilitate and assess the learning process of Institute students in a range of contemporary
TAFE settings.

Determine the training needs of commercial clients.

Maintain accurate records of student, progress and assessment in accordance with
established policies and practices.

Prepare and maintain teaching and learning resources.

Supervise and monitor student progress.

Liaise with employers as appropriate to ensure the establishment of strong cooperative
arrangements.



Undertake administrative duties directly related to the role of the position and the
organisational area.

Participate in networks beyond the Institute.

Participate in professional development.

Provide pre-course advice to students and participate in student selectin and induction.

Teacher Classification (L1 to L3.4 subject to teaching qualifications and performance requirements
in industrial the agreement)

Classification Context and Task Level
The Teacher classification encompasses duties and requirements applicable to new entrants into
the Institute's teaching workforce and to experienced Teachers.

Teachers classified as Teacher L1.1 and L.2 will generally be under close supervision and guidance
of a Teacher L3.4 or above and their focus will generally be on working with students in a direct
teaching role. The teaching function will develop with experience and more highly developed skills
and knowledge.

As Employees progress to the higher Teacher levels they take responsibility within assigned areas
of work for preparing, conducting and assessing TAFE education programs. They assist Education
Managers in a range of activities associated with the effective operation of TAFE education
programs.

Teaching roles will include planning and conducting teaching, conducting and evaluating
assessment and pastoral care.

In addition to the characteristics outlined in the General Context and Task Level for Teachers and
Education Managers, the requirements and typical functions of a Teacher are consistent with the
following:

Typical Functions:

Assist others with program related administrative tasks.

Assist team members with resource evaluation and moderation of standards leading towards

interpretation of course materials.

Provide assistance with staff induction.

Provide advice and guidance within areas of specialist expertise.

Assist in providing advice with team developmental needs

Assist with counselling.

Assist with staff selection.

Determine instructional strategies.

Coordinate student resources.

Customise units and courses as appropriate to meet client needs.

Liaise as appropriate with specialist inter Training Provider networks and learning

communities.

Conduct teaching programs.

Establish and maintain a learning environment, including encouraging students to take

responsibility for their own learning.

Assist with diagnosing learning difficulties and identifying appropriate teaching strategies.

Assist in relation to the establishment, maintenance and review of teaching programs.

Judgement, Problem Solving, Accountability and Extent of Authority

Provide basic pastoral care to students leading to more complex problem resolution.

Exercise judgment and initiative.

Supervise and guide entry level Teachers.

Work independently and in a team environment.

Plan and prioritise work schedule.

Set and achieve teaching objectives.

Manage the learning process, including student participation and preparation of student

learning plans.

Refer learning difficulties

Take an active role in own professional development.

Provide authoritative advice to stakeholders in relation to learning needs of students and

training needs of Employers.

Encourage and support innovative strategies.

Provide leadership in specialist areas within the teaching department and across the Institute.

Set priorities, plan and manage resources.

Trial and report on innovative delivery strategies.

Organisational Relationships and Impact

Consult and provide educational services under the direction of Senior Educators and

Education Managers

Provide a well-developed range of teaching strategies to TAFE students and other clients

both within and external to the Institute.

Communicate with course stakeholders as appropriate.

Plan and conduct information sessions and student selection processes, as appropriate.

Provide contact point for course content and student issues.

Undertake a range of administrative, coordination, and learning services activities directly

related to the areas taught.

Specialist Skills and Knowledge

Research, develop and improve TAFE curriculum and teaching and learning methods.

Develop teaching and learning strategies and materials.

Conduct student entry level assessment.

Research and prepare own teaching materials and for utilization across the Institute.

Adapt learning and assessment materials to cater for different students, learning

environments, facilities and resources.

Develop leadership and mentoring skills.

Develop project and or research skills.

Moderate validation of outcomes.

Develop curriculum and/or consultative duties as appropriate.

Package accredited courses as identified.

Develop and design courses.

Specialist Skills and Knowledge

Research, develop and improve TAFE curriculum and teaching and learning methods.

Develop teaching and learning strategies and materials.

Conduct student entry level assessment.

Research and prepare own teaching materials and for utilization across the Institute.



Adapt learning and assessment materials to cater for different students, learning

environments, facilities and resources.

Develop leadership and mentoring skills.

Develop project and or research skills.

Moderate validation of outcomes.

Develop curriculum and/or consultative duties as appropriate.

Package accredited courses as identified.

Develop and design courses.

Major Objectives and Responsibilities

1. Design, prepare, deliver and assess vocational education and training programs, applying a

variety of teaching methods, (including flexible delivery, on the job training and assessment),
which reflect best practice teaching methodology.

2. Research, adapt and develop innovative learning practices and delivery options that enhance
the Program area’s capacity to meet the learning needs of students.

3. Provide learning programs that are inclusive for students from diverse cultures, backgrounds
and abilities; and implement appropriate support and/or modified learning programs and
strategies as required.

4. Collaborate with other teaching staff in continuous improvement strategies to ensure quality
delivery of training, moderation and validation of assessments across the Program area.

5. Liaise with industry, community or other key stakeholders to develop and customise training
appropriate to client requirements.

6. Ensure that learning and teaching materials including learning resources, assessment tools,
delivery and assessment plans, and student information are developed and that they are
appropriately recorded and stored, and readily accessible for the Program area’s
administration; and able to be produced as evidence of compliance in accordance with
legislative, regulatory and organisational requirements and systems.

7. Participate in both teaching and industry specialist area related professional development
activities to maintain vocational competence; and to improve skills and knowledge current to
the profession or specialist area in accordance with regulatory standards and organisational
requirements.

8. Collaborate and participate in organisation-wide project teams to deliver new education and
training programs or options.

9. A demonstrated commitment to The Gordon’s values and behaviours.

10. Actively participate in an annual performance planning and review process.

11. Contribute to and comply with all Gordon policies and procedures, and legislative
requirements, including: Staff Code of Conduct; Quality Management; Equal Opportunity;
Occupational Health and Safety; Child Safe Standards; Victorian Information Privacy Act; and
contribute to the identification, reporting and control of risks within areas of responsibility and
organisation wide.

12. Perform other duties as required by the Program Manager.

Key Selection Criteria

1. Successful completion of Certificate IV in Training and Assessment (TAE40116) as updated

from time to time. Commencing level is also dependent on further teaching qualification
requirements in the industrial agreement.

2. A degree, diploma or other approved tertiary qualification in relevant vocational area to enable
to teach across any of the following courses/disciplines:

Certificate III in Individual Support or Certificate III in Aged Care

Certificate IV in Ageing Support

Certificate IV in Leisure and Health

Diploma of Nursing

(NB: The appointee must be able to demonstrate the vocational competencies at least to the
level of those delivered)

3. Demonstrated current knowledge, relevant skills and industry/commercial experience
including at least 5 years of industry experience working as a Personal Carer or Nurse in an
Aged Care facility

4. Demonstrated capacity to design, deliver and assess vocational education and training
programs that meet the needs of a range of learners.

5. Demonstrated ability to ensure all administrative and teaching requirements for a teaching
program are developed, documented and recorded in accordance with quality standards
prescribed within external and internal policies and procedures.

6. Demonstrated capacity to use a range of innovative and flexible vocational and/or teaching
strategies, including blended online learning, which can be adapted and used to meet client
needs.

7. Ability to demonstrate maintenance of professional currency in the relevant specialist area and
teaching methodologies.

8. Demonstrated capacity to apply national, state and organisational quality compliance
standards and regulations as they apply to Registered Training Organisations.

9. Ability to work collaboratively, harmoniously and flexibly as part of a professional and/or project
team and as a self-motivated person without close supervision.

10. Ability to liaise effectively with external customers to promote The Gordon and its programs
within the region and beyond.

11. Ability to demonstrate The Gordon’s values and behaviours.
Major Ob

Corporate Criteria

1 Demonstrated Information and Communication Technology skills, e.g. experience using the

Microsoft Office suite of programs.

2 Understanding of, and ability to apply, Customer Service, Quality Assurance and Human

Resource principles, including: Equal Opportunity; Occupational Health and Safety; and risk
management.

Positions classified as Teacher have the following characteristics. Some tasks will be more appropriate
to senior levels of the Teacher classification.

Work within the Institute policies, procedures and other legislative, regulatory requirements.

Select and deliver appropriate teaching and learning materials.

Develop and modify appropriate teaching and learning materials.

Facilitate and assess the learning process of Institute students in a range of contemporary TAFE
settings.

Determine the training needs of commercial clients.

Maintain accurate records of student, progress and assessment in accordance with established
policies and practices.

Prepare and maintain teaching and learning resources.

Supervise and monitor student progress.

Liaise with employers as appropriate to ensure the establishment of strong cooperative
arrangements.



Undertake administrative duties directly related to the role of the position and the organisational
area.

Participate in networks beyond the Institute.

Participate in professional development.

Provide pre-course advice to students and participate in student selectin and induction.

Teacher Classification (L1 to L3.4 subject to teaching qualifications and performance requirements
in industrial the agreement)

Classification Context and Task Level
The Teacher classification encompasses duties and requirements applicable to new entrants into the
Institute's teaching workforce and to experienced Teachers.

Teachers classified as Teacher L1.1 and L.2 will generally be under close supervision and guidance of
a Teacher L3.4 or above and their focus will generally be on working with students in a direct teaching
role. The teaching function will develop with experience and more highly developed skills and
knowledge.

As Employees progress to the higher Teacher levels they take responsibility within assigned areas of
work for preparing, conducting and assessing TAFE education programs. They assist Education
Managers in a range of activities associated with the effective operation of TAFE education programs.

Teaching roles will include planning and conducting teaching, conducting and evaluating assessment
and pastoral care.

In addition to the characteristics outlined in the General Context and Task Level for Teachers and
Education Managers, the requirements and typical functions of a Teacher are consistent with the
following:

Typical Functions:

Assist others with program related administrative tasks.

Assist team members with resource evaluation and moderation of standards leading towards

interpretation of course materials.

Provide assistance with staff induction.

Provide advice and guidance within areas of specialist expertise.

Assist in providing advice with team developmental needs

Assist with counselling.

Assist with staff selection.

Determine instructional strategies.

Coordinate student resources.

Customise units and courses as appropriate to meet client needs.

Liaise as appropriate with specialist inter Training Provider networks and learning communities.

Conduct teaching programs.

Establish and maintain a learning environment, including encouraging students to take responsibility

for their own learning.

Assist with diagnosing learning difficulties and identifying appropriate teaching strategies.

Assist in relation to the establishment, maintenance and review of teaching programs.

Judgement, Problem Solving, Accountability and Extent of Authority

Provide basic pastoral care to students leading to more complex problem resolution.

Exercise judgment and initiative.



Supervise and guide entry level Teachers.

Work independently and in a team environment.

Plan and prioritise work schedule.

Set and achieve teaching objectives.

Manage the learning process, including student participation and preparation of student learning

plans.

Refer learning difficulties

Take an active role in own professional development.

Provide authoritative advice to stakeholders in relation to learning needs of students and training

needs of Employers.

Encourage and support innovative strategies.

Provide leadership in specialist areas within the teaching department and across the Institute.

Set priorities, plan and manage resources.

Trial and report on innovative delivery strategies.

Organisational Relationships and Impact

Consult and provide educational services under the direction of Senior Educators and Education

Managers

Provide a well-developed range of teaching strategies to TAFE students and other clients both

within and external to the Institute.

Communicate with course stakeholders as appropriate.

Plan and conduct information sessions and student selection processes, as appropriate. Provide

contact point for course content and student issues.

Undertake a range of administrative, coordination, and learning services activities directly related to

the areas taught.

Specialist Skills and Knowledge

Research, develop and improve TAFE curriculum and teaching and learning methods.

Develop teaching and learning strategies and materials.

Conduct student entry level assessment.

Research and prepare own teaching materials and for utilization across the Institute.

Adapt learning and assessment materials to cater for different students, learning environments,

facilities and resources.

Develop leadership and mentoring skills.

Develop project and or research skills.

Moderate validation of outcomes.

Develop curriculum and/or consultative duties as appropriate.

Package accredited courses as identified.

Develop and design courses.

Specialist Skills and Knowledge

Research, develop and improve TAFE curriculum and teaching and learning methods.

Develop teaching and learning strategies and materials.

Conduct student entry level assessment.

Research and prepare own teaching materials and for utilization across the Institute.

Adapt learning and assessment materials to cater for different students, learning environments,

facilities and resources.

Develop leadership and mentoring skills.

Develop project and or research skills.



Moderate validation of outcomes.

Develop curriculum and/or consultative duties as appropriate.

Package accredited courses as identified.

Develop and design courses.

Major Objectives and Responsibilities

1. Design, prepare, deliver and assess vocational education and training programs, applying a

variety of teaching methods, (including flexible delivery, on the job training and assessment),
which reflect best practice teaching methodology.

2. Research, adapt and develop innovative learning practices and delivery options that enhance the
Program area’s capacity to meet the learning needs of students.

3. Provide learning programs that are inclusive for students from diverse cultures, backgrounds and
abilities; and implement appropriate support and/or modified learning programs and strategies as
required.

4. Collaborate with other teaching staff in continuous improvement strategies to ensure quality
delivery of training, moderation and validation of assessments across the Program area.

5. Liaise with industry, community or other key stakeholders to develop and customise training
appropriate to client requirements.

6. Ensure that learning and teaching materials including learning resources, assessment tools,
delivery and assessment plans, and student information are developed and that they are
appropriately recorded and stored, and readily accessible for the Program area’s administration;
and able to be produced as evidence of compliance in accordance with legislative, regulatory and
organisational requirements and systems.

7. Participate in both teaching and industry specialist area related professional development
activities to maintain vocational competence; and to improve skills and knowledge current to the
profession or specialist area in accordance with regulatory standards and organisational
requirements.

8. Collaborate and participate in Organisation wide project teams to deliver new education and
training programs or options.

9. A demonstrated commitment to The Gordon’s values and behaviours.

10. Actively participate in an annual performance planning and review process.

11. Contribute to and comply with all Gordon policies and procedures, and legislative requirements,
including: Staff Code of Conduct; Quality Management; Equal Opportunity; Occupational Health
and Safety; Child Safe Standards; Victorian Information Privacy Act; and contribute to the
identification, reporting and control of risks within areas of responsibility and organisation wide.

12. Perform other duties as required by the Program Manager.

Key Selection Criteria

1. Successful completion of Certificate IV in Training and Assessment (TAE40116) as updated from

time to time. Commencing level is also dependent on further teaching qualification requirements
in the industrial agreement.

2. A degree, diploma or other approved tertiary qualification in relevant Information and
Communication Technology to enable to teach across any of the following courses/disciplines:

Certificate III in Information, Digital Media and Technology

Certificate IV in Information Technology

Certificate IV in Information Technology Networking

Diploma of Information Technology

Diploma of Networking Technology

Advanced Diploma of Information Technology

Advanced Diploma of Computer Systems Engineering

(NB: The appointee must be able to demonstrate the vocational competencies at least to the level
of those delivered)

3. Demonstrated current knowledge, relevant skills and industry/commercial experience including:

Cybersecurity

Cyber operations

Computer Networking to CISCO CCNA level

Server administration Windows and LINUX

Firewalls

CISCO

Palo Alto

Fortinet

AWS, AZURE Cloud

VMware virtualisation

Programming

Enterprise Server Administration

4. Demonstrated capacity to design, deliver and assess vocational education and training programs
that meet the needs of a range of learners.

5. Demonstrated ability to ensure all administrative and teaching requirements for a teaching
program are developed, documented and recorded in accordance with quality standards
prescribed within external and internal policies and procedures.

6. Demonstrated capacity to use a range of innovative and flexible vocational and/or teaching
strategies, including blended online learning, which can be adapted and used to meet client
needs.

7. Ability to demonstrate maintenance of professional currency in the relevant specialist area and
teaching methodologies.

8. Demonstrated capacity to apply national, state and organisational quality compliance standards
and regulations as they apply to Registered Training Organisations.

9. Ability to work collaboratively, harmoniously and flexibly as part of a professional and/or project
team and as a self-motivated person without close supervision.

10. Ability to liaise effectively with external customers to promote The Gordon and its programs within
the region and beyond.

11. Ability to demonstrate The Gordon’s values and behaviours.

Corporate Criteria

1. Demonstrated Information and Communication Technology skills, eg experience using

Outlook, PowerPoint, Internet and on-line learning technologies.

2. Understanding of, and ability to apply, Customer Service, Quality Assurance and Human

Resources principles, including: Equal Opportunity; Occupational Health & Safety; and risk
management.

MM

Created by Meagan.
on 14/01/2020