Certificate III in Health Services Assistance jobs

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.

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 professional 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 practical health training activities

• Demonstrate a clear 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 professional 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 professional 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

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

POSITION PURPOSE

The VET Health Trainer is responsible for delivering high quality, engaging and industry relevant training and assessment for secondary school students undertaking Certificate II Health Support Services and Certificate III in Health Services Assistance.

The successful applicant will create a stimulating, inclusive and supportive learning environment that enables students to develop the knowledge, practical skills and employability capabilities required for further education, training and employment within the health sector.

The VET Health Trainer will use contemporary teaching, learning and assessment strategies to respond to diverse student learning needs while maintaining high standards of student safety, wellbeing, professional conduct and VET compliance.

The position requires the successful applicant to work collaboratively with the school, Registered Training Organisation (RTO), VET Coordinator, staff, families and relevant industry stakeholders.

QUALIFICATIONS AND REGISTRATION

The successful applicant must:

• Hold a current Certificate IV in Training and Assessment, such as TAE40116, TAE40122 or an approved equivalent, as applicable to the RTO's requirements

• Hold relevant health industry qualifications and demonstrated industry experience appropriate to the Units of Competency being delivered and assessed

• Meet the Registered Training Organisation's requirements for vocational competency, industry currency and professional development

• Hold or be eligible to obtain Permission to Teach Registration with the Victorian Institute of Teaching (VIT), where required

• Hold a current Working with Children Check

• Hold or be willing to obtain a National Police Check, as required

• Meet all other school and RTO compliance requirements relevant to the position

  
  

KEY ATTRIBUTES

The successful applicant will demonstrate:

• Strong knowledge and experience within the health industry

• Effective VET teaching and assessment practice

• Excellent communication and interpersonal skills

• Ability to engage and motivate secondary school students

• Strong organisation and attention to detail

• Ability to manage competing priorities and meet deadlines

• Competence in relevant ICT and student administration systems

• Initiative, adaptability and effective problem-solving skills

• Ability to work collaboratively as part of a school and VET team

• Commitment to student safety, wellbeing and inclusion

• High levels of professionalism, reliability and accountability

• Commitment to continuous professional and industry development

  
  

COMMITMENT TO CHILD SAFETY

Hampton Park Secondary College is committed to the safety, wellbeing and inclusion of all children and young people.

The successful applicant will:

• Demonstrate a strong commitment to child safety and wellbeing

• Understand and comply with relevant child safety legislation, standards and College policies

• Maintain appropriate professional boundaries with students at all times

• Promote respectful, inclusive and culturally safe learning environments

• Respond appropriately to concerns, disclosures or allegations relating to student safety and wellbeing

• Participate in relevant child safety training and professional learning

• Understand that child safety is a shared responsibility across the school community

  
  

KEY PERFORMANCE EXPECTATIONS

Success in this position will be demonstrated through:

• High quality delivery and assessment of the Health VET programs

• Positive student engagement and learning outcomes

• Accurate and timely completion of VET administration and compliance requirements

• Safe and well managed practical learning environments

• Positive relationships with students, colleagues, families and external stakeholders

• Maintenance of relevant industry and VET currency

• Consistent professional conduct and commitment to child safety

• Contribution to the continuous improvement of the VET Health program

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

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/

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