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Department of education Jobs in Victoria VIC

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Visiting Teacher - Inner East Area - South Western Victoria Region - 20003301

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English Classroom Teacher

13 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 15/07/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1421000

Job posted: 18/06/2024

Closes: 01/07/2024

Classification: Classroom Teacher

Job duration: From 15/07/2024

Contact: Jessica Quinn | 039/795-2366

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

SC1     Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2     Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 

SC3     Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4     Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5     Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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

The role of classroom teacher may include but is not limited to:

• Direct teaching of groups of students and individual students;
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
• Undertaking other non-teaching supervisory duties.

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.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

• Favourite job

Full time / From 15/07/2024

Job classification:

Classroom Teacher

Jessica Quinn | 039/795-2366

To apply for this role, you will be redirected to the Schools (Government) job application system.

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Human resources

Workforce Support and Initiatives for Schools

• Recruitment
• Supporting early-career teachers – retention – career development

On this page:

What support is available to recruit more teachers and who can help me, teacher recruitment initiative – access streamlined recruitment processes for schools and applicants through the teacher recruitment initiative (job opportunities pool), international teacher recruitment supports reducing administrative and financial burdens and helping schools recruit international teachers, teacher re-engagement initiative – supporting returning teachers through funded placements of up to 40 days in victorian government schools, central workforce support service – providing personalised assistance and support to schools, how can i attract more teachers to my school, graduate teacher recruitment initiative – offers incentives of $5,650 (pre-tax) for eligible graduate teachers taking up a graduate position throughout 2023 and 2024, returning teacher support service – providing individualised support to assist non-practicing teachers to return to the workforce, crt travel fund – supporting 100 rural and regional schools to attract more crts through funded special payments, use special payments to help attract and retain teachers – provide payments of up to $10,000 to help attract or retain teachers for your school.

The department’s recruitment initiatives seek to reduce administrative burdens, facilitate recruitment efficiencies, and support schools to recruit new teachers.

The Teacher Recruitment Initiative (TRI) simplifies recruitment for schools and applicants, easing challenges by streamlining the process. It centralizes applicants in a Job Opportunities Pool, ensuring easier access for teachers seeking roles in Victorian government schools, minimizing individual role advertisements and enabling quicker interviews for local vacancies.

The TRI is designed to assist school recruiters and teachers by streamlining the recruitment process. There are 2 ways to apply for classroom teaching jobs in Victoria, by:

• submitting your interest in the Job Opportunities Pool under this initiative
• searching and applying for available vacancies.

While both systems use Recruitment Online (ROL), classroom teachers and graduate teachers using the TRI will benefit by being auto-matched to their preferences and no longer being required to provide a written response to Key Selection Criteria (KSC).

All vacancies must be filled in accordance with the department’s selection procedures (merit based) as set out in the Recruitment in Schools policy and comply with Ministerial Order 1388– Teaching Service (employment conditions, salaries, allowances, selection and conduct) Order 2022.

How does the TRI work?

• Applicants register their interest once (attaching a cover letter and a resume) for all classroom and graduate teacher positions in the Job Opportunities Pool, saving the time needed to manage multiple applications.
• The Job Opportunities Pool will match applicants’ work preferences, location, role and subject preferences with teacher vacancies.
• Applicants will receive an email notification when linked to matched vacancies and will be able to withdraw as required.
• School recruiters can search, shortlist, interview, and recruit candidates without having to advertise locally.
• School recruiters will be able to review applicants automatically matched against their vacancies (no searching required, however, there still is an option for school recruiters to manually search and link applicants to vacancies).
• School recruiters can access applications at any time after the initial match and short list after the minimum matching period of 3 days.

The benefits of the TRI for school recruiters

• Applicants will be matched automatically and will be linked to the school’s vacancy.
• Functionality to manually search for candidates from the Job Opportunities Pool, to link applicants, shortlist, interview and appoint.
• No requirement to post vacancies for a minimum 14-day period. Vacancies are to be open for a minimum of 3 days, allowing time to inform internal staff of the job opportunity available at the school.
• Recruiters can use both methods of recruitment ensuring they are undertaken, one after the other. Requirements for KSC apply at different times and in different ways in the recruitment cycle (TRI utilises KSC during the interview whereas a written submission is required for advertised vacancies). This allows a level playing field for applicants.

The benefits of the TRI for applicants

• A simpler and more efficient way to submit their interest for multiple vacancies in preferred localities.
• Applicants submit their interest once in the Job Opportunities Pool (attaching a cover letter and a resume), saving the time needed to manage multiple applications.
• There is no requirement for written responses to KSC. The KSC will be used to determine suitability as part of the interview stage.
• Option to deselect schools as required.
• Receipt of email notifications when vacancies match against preferences.
• Applicants can track their applications and withdraw when matched to an unsuitable vacancy.

For policy advice relating to the TRI, please refer to the Advertising vacancies section of the Recruitment in Schools policy .

For recruiter TRI user guides and fact sheets, please refer to the Recruitment Online help for recruiters External Link (staff login required).

For applicant TRI user guides and fact sheets, please refer to the Applicant Help – Recruitment Online External Link (staff login required).

Schools can access support for the recruitment of international teachers, including access to free advice and support through the Migration Support Service.

The Migration Support Service provides government schools with access to free specialist migration advice on international teacher recruitment, migration, sponsorship, and visa arrangements.

Where schools are seeking to employ and sponsor a visa holder in a teaching position, these supports reduce the cost and administrative burden on schools, and ensures they have the most up to date migration advice and information regarding international recruitment.

Additional recruitment support is available to schools experiencing significant staffing challenges, and announcements on future programs will be made soon.

Further information

• Refer to the Employment and Sponsorship of Overseas Workers policy
• Contact: [email protected]

The Teacher Re-Engagement Initiative (TREI) supports returning teachers through placements of up to 40 days in Victorian government schools to:

• build returning teachers’ confidence and readiness to return to the school workforce
• support schools with a range of needs including mentoring of provisionally registered teachers, student learning where appropriate
• alleviate the pressure of the current workforce and serve as a recruitment opportunity for schools and returning teachers where there are suitable vacant positions.

The TREI aims to support the return of the following teachers:

• teachers on a career break with no ongoing connection to a school, including teachers with provisional, full and non-practicing VIT registration
• newly retired teachers – registered teachers retired within the past 1 to 3 years who schools wish to engage because of their experience and skill.

TREI is designed to reengage teachers who have been out of the teaching workforce for greater than one year.

Teachers on extended parental absence

Teachers that have been on extended parental absence for greater than 2 years are able to access up to 40 days temporary resumption to support their transition back to work at their base school.

For further information about the TREI:

• refer to Teacher Re-Engagement Initiative External Link
• contact: [email protected]

Central Workforce Support Services (CWSS) supports schools facing teacher recruitment challenges by collaborating closely with principals, offering personalized assistance and services which range from candidate sourcing and onboarding to implementing workforce initiatives aimed at attracting teachers.

The services provided by CWSS include:

personalised recruitment and retention advice – CWSS offers personalised and strategic advice to cater to the unique requirements of each school. This advice is designed to help schools attract and retain qualified teachers effectively

comprehensive support in recruitment activities – CWSS collaborates closely with schools to provide comprehensive support in recruitment activities. This support encompasses various aspects of the recruitment process, making it easier for schools to find suitable candidates

proactive candidate sourcing – the CWSS team actively sources candidates to fill both long-term and casual relief teacher (CRT) roles as needed by schools. This proactive approach ensures that schools have access to a pool of potential candidates to choose from

access to department recruitment initiatives – CWSS assists schools in accessing a diverse array of department recruitment initiatives. These initiatives are aimed at enhancing teacher attraction, recruitment, and retention, making the hiring process more efficient and effective.

For more information contact the Schools Workforce Group on:

• phone: 03 7022 5555
• email: [email protected]

The Graduate Teacher Recruitment Initiative (GTRI) offers incentives of $5,650 (pre-tax) for eligible graduate teachers taking up a graduate position throughout 2023 and 2024.

This initiative provides schools with strategic recruitment advice and actively supports the promotion and recruitment of Teacher Graduate Recruitment program vacancies.

The GTRI has established partnerships with various education providers to support the transition of pre-service teaching students and graduates into the teaching workforce. To attract aspiring graduate teachers and promote department graduate employment opportunities, GTRI also conducts engaging online and in-person presentations that inform graduates of available job opportunities, the benefits of employment in a Victorian government school, and guides them through the application process.

To be eligible for employment under this initiative, candidates must:

• be a teaching graduate who has completed all course requirements and graduated within the past 4 years
• not be employed as a teacher by the department at the time the advertised position is to start
• commit to a minimum one-year employment at a Victorian government school to retain the incentive
• be currently registered (or eligible for registration) with the Victorian Institute of Teaching
• not be a Graduate Teacher Incentive recipient from a previous vacancy.

Schools can advertise between 2.0 and 8.0 FTE graduate positions per year, based on their school type and SRP:

• up to 2.0 FTE in primary, P–12, and specialist schools
• an additional 2.0 FTE for primary, P–12 or specialist schools with SRP over $2 million, and secondary schools with SRP over $5 million
• an additional 4.0 FTE for SRP over $8 million.

Schools who are yet to fill their designated Teacher Graduate Recruitment vacancies can advertise their vacancies with the provision of the $5,650 financial incentive to help attract graduate teacher applicants.

The Graduate Teacher Recruitment initiative process guide can be found on the Resources tab .

• For more information, refer to the Teacher Graduate Recruitment program requirements under the Advertising vacancies section of the Recruitment in Schools policy .
• For more information on recruiting a graduate teacher through this initiative, visit Commence your teaching career at a Victorian government school External Link .

The Returning Teachers Support Service (RTSS) supports teachers to return to the workforce. Teachers not currently working in schools, who are interested in a return to the classroom in a full time, part time or casual capacity, can register for this service. RTSS offers non-practicing teachers access to individualised support to assist them transition successfully back into the teacher workforce, whether they have retired, been on extended leave or changed professions and wish to return.

The supports offered to returning teachers include an initial consult with RTSS staff to determine support needed and development of an individual support plan which can entail:

• free and accessible professional development in coaching
• access to online peer networks
• links to relevant department and teaching resources
• support in creating an ROL account and job applications
• matching returning teachers to current school vacancies
• regular contact with each returning teacher throughout the process, up until the returning teacher has successfully re-entered the teacher workforce.

A dedicated RTSS team has been established to customise and coordinate these supports and are available 5 days a week to support teachers in returning to the workforce.

• Refer to Returning Teachers Support Service External Link
• Contact: [email protected]
• newly retired teachers – registered teachers retired within the past one to 3 years who schools wish to engage because of their experience and skill.

The CRT Travel Fund supports rural and regional schools with casual relief teacher supply. The CRT Travel Fund is available to identified regional and rural schools having trouble attracting CRTs in 2023 and 2024.

Eligible schools can use this funding to attract CRTs to their school for extended periods, through making a special payment. Special payments may range between $925 and $10,000 per annum (in one or more lump sum payments).

For further information:

• refer to: CRT Travel Fund
• contact: [email protected]

Schools can offer special payments of up to $10,000 to help attract or retain teachers for their schools. These payments can be paid as a lump sum or on a fortnightly basis.

Special payments may range between $925 and $10,000 per annum (in one or more lump sum payments).

For more information on using special payments, refer to Special Payments External Link .

Reviewed 12 May 2024

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The State of Career and Technical Education, in Charts

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More than 8 in 10 high school graduates completed at least one course in a career-education field in 2019, according to new federal data. However, it’s unclear how much secondary career pathways really link to students’ work after graduation.

The U.S. Department of Education’s annual Condition of Education , released last week, highlighted detailed data from 2019 to give an updated snapshot of career and technical education teachers, courses, participation, and postsecondary degrees.

Career education remains somewhat skewed to male students, 87 percent of whom earned career-tech credit in 2019, 5 percentage points more than female students who earned CTE credit. Each credit, or Carnegie unit , represents 120 hours of class time in a particular subject.

More students took information technology courses than any other field. Technology and health sciences have gotten boosts in recent years, as more school districts offer “pathways,” or multi-year curriculums focused on high-need career fields.

In 2023, every state except Massachusetts, Minnesota, and New York passed career-education laws , with a majority of the new laws adding accountability measures for the programs and supporting more industry partnerships and work-based learning for schools. The legislative push was part of a more than decade-long state effort to make career-focused coursework more challenging and build pathways from school to work, regardless of whether students go to college after high school.

The federal data show that career-tech pathways may still funnel students into shorter-term degrees after high school. Among public school graduates in 2013 who entered a college degree program by 2021, those who had concentrated on career-education courses in high school were nearly twice as likely to earn an associate degree (14 percent versus 9 percent) than those who didn’t focus on CTE. However, 54 percent of non-CTE students earned at least a bachelor’s degree, while less than half of CTE-focused students did so.

The federal data also show school districts continue to struggle to recruit and keep high-quality career-tech-education teachers across a multitude of fields.

For example, the 42,000-student Kern High School district, in Bakersfield, Calif., offers—and must recruit teachers for—some 40 career pathways, from finance to medical research to industrial robotics.

Dean McGee, Kern’s deputy superintendent of educational services and innovative programs and a 2023 EdWeek Leader to Learn From , launched a special teacher-induction program to move industry professionals like welders to the classroom, which McGee said has helped them keep up with demand.

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What is STEM Education?

STEM education, now also know as STEAM, is a multi-discipline approach to teaching.

• Importance of STEAM education

STEAM blended learning

• Inequalities in STEAM

Additional resources

Bibliography.

STEM education is a teaching approach that combines science, technology, engineering and math . Its recent successor, STEAM, also incorporates the arts, which have the "ability to expand the limits of STEM education and application," according to Stem Education Guide . STEAM is designed to encourage discussions and problem-solving among students, developing both practical skills and appreciation for collaborations, according to the Institution for Art Integration and STEAM .

Rather than teach the five disciplines as separate and discrete subjects, STEAM integrates them into a cohesive learning paradigm based on real-world applications. 

According to the U.S. Department of Education "In an ever-changing, increasingly complex world, it's more important than ever that our nation's youth are prepared to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions." 

In 2009, the Obama administration announced the " Educate to Innovate " campaign to motivate and inspire students to excel in STEAM subjects. This campaign also addresses the inadequate number of teachers skilled to educate in these subjects. 

The Department of Education now offers a number of STEM-based programs , including research programs with a STEAM emphasis, STEAM grant selection programs and general programs that support STEAM education.

In 2020, the U.S. Department of Education awarded $141 million in new grants and $437 million to continue existing STEAM projects a breakdown of grants can be seen in their investment report .  

The importance of STEM and STEAM education

STEAM education is crucial to meet the needs of a changing world. According to an article from iD Tech , millions of STEAM jobs remain unfilled in the U.S., therefore efforts to fill this skill gap are of great importance. According to a report from the U.S. Bureau of Labor Statistics there is a projected growth of STEAM-related occupations of 10.5% between 2020 and 2030 compared to 7.5% in non-STEAM-related occupations. The median wage in 2020 was also higher in STEAM occupations ($89,780) compared to non-STEAM occupations ($40,020).

Between 2014 and 2024, employment in computer occupations is projected to increase by 12.5 percent between 2014 and 2024, according to a STEAM occupation report . With projected increases in STEAM-related occupations, there needs to be an equal increase in STEAM education efforts to encourage students into these fields otherwise the skill gap will continue to grow. 

STEAM jobs do not all require higher education or even a college degree. Less than half of entry-level STEAM jobs require a bachelor's degree or higher, according to skills gap website Burning Glass Technologies . However, a four-year degree is incredibly helpful with salary — the average advertised starting salary for entry-level STEAM jobs with a bachelor's requirement was 26 percent higher than jobs in the non-STEAM fields.. For every job posting for a bachelor's degree recipient in a non-STEAM field, there were 2.5 entry-level job postings for a bachelor's degree recipient in a STEAM field. 

What separates STEAM from traditional science and math education is the blended learning environment and showing students how the scientific method can be applied to everyday life. It teaches students computational thinking and focuses on the real-world applications of problem-solving. As mentioned before, STEAM education begins while students are very young:

Elementary school — STEAM education focuses on the introductory level STEAM courses, as well as awareness of the STEAM fields and occupations. This initial step provides standards-based structured inquiry-based and real-world problem-based learning, connecting all four of the STEAM subjects. The goal is to pique students' interest into them wanting to pursue the courses, not because they have to. There is also an emphasis placed on bridging in-school and out-of-school STEAM learning opportunities. 

– Best microscopes for kids

– What is a scientific theory?

– Science experiments for kids  

Middle school — At this stage, the courses become more rigorous and challenging. Student awareness of STEAM fields and occupations is still pursued, as well as the academic requirements of such fields. Student exploration of STEAM-related careers begins at this level, particularly for underrepresented populations. 

High school — The program of study focuses on the application of the subjects in a challenging and rigorous manner. Courses and pathways are now available in STEAM fields and occupations, as well as preparation for post-secondary education and employment. More emphasis is placed on bridging in-school and out-of-school STEAM opportunities.

Much of the STEAM curriculum is aimed toward attracting underrepresented populations. There is a significant disparity in the female to male ratio when it comes to those employed in STEAM fields, according to Stem Women . Approximately 1 in 4 STEAM graduates is female.  

Inequalities in STEAM education

Ethnically, people from Black backgrounds in STEAM education in the UK have poorer degree outcomes and lower rates of academic career progression compared to other ethnic groups, according to a report from The Royal Society . Although the proportion of Black students in STEAM higher education has increased over the last decade, they are leaving STEAM careers at a higher rate compared to other ethnic groups. 

"These reports highlight the challenges faced by Black researchers, but we also need to tackle the wider inequalities which exist across our society and prevent talented people from pursuing careers in science." President of the Royal Society, Sir Adrian Smith said. 

Asian students typically have the highest level of interest in STEAM. According to the Royal Society report in 2018/19 18.7% of academic staff in STEAM were from ethnic minority groups, of these groups 13.2% were Asian compared to 1.7% who were Black. 

If you want to learn more about why STEAM is so important check out this informative article from the University of San Diego . Explore some handy STEAM education teaching resources courtesy of the Resilient Educator . Looking for tips to help get children into STEAM? Forbes has got you covered.  

• Lee, Meggan J., et al. ' If you aren't White, Asian or Indian, you aren't an engineer': racial microaggressions in STEM education. " International Journal of STEM Education 7.1 (2020): 1-16. 
• STEM Occupations: Past, Present, And Future . Stella Fayer, Alan Lacey, and Audrey Watson. A report. 2017. 
• Institution for Art Integration and STEAM What is STEAM education? 
• Barone, Ryan, ' The state of STEM education told through 18 stats ', iD Tech.  
• U.S. Department of Education , Science, Technology, Engineering, and Math, including Computer Science.  
• ' STEM sector must step up and end unacceptable disparities in Black staff ', The Royal Society. A report, March 25, 2021.  
• 'Percentages of Women in STEM Statistics' Stemwomen.com  

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Vocational Education Teacher

Overview of this occupation.

Vocational Education Teachers / Polytechnic Teachers teach one or more subjects within a prescribed course of study at technical and further education (TAFE) institutes, polytechnics and other training institutes to tertiary students for vocational education and training purposes.

What they do:

• Administer tests to assess educational needs or progress
• Advise students on academic or career matters
• Assess educational needs of students
• Assign learning activities to students
• Collaborate with other teaching professionals to develop educational programs
• Create technology-based learning materials
• Develop educational or training programs
• Develop instructional objectives
• Develop strategies or programs for students with accessibility needs
• Establish rules or policies governing student behaviour
• Evaluate effectiveness of educational programs
• Evaluate student work
• Guide class discussions
• Maintain student records
• Modify teaching methods, materials, or environments to accommodate student needs
• Monitor student performance
• Plan educational activities
• Prepare academic or educational tests
• Prepare reports detailing student activities or performance
• Promote educational institutions or programs
• Schedule instructional activities
• Supervise student research or internship work
• Teach online or digital courses
• Teach vocational courses
• Tutor students who need extra assistance

What technology tools they use:

• E-learning software
• Inventory management software
• Student and learning management systems

What their interests are:

• Practical – they enjoy working with equipment, operating machinery and fixing things.
• Social – they enjoy focusing on social welfare and working with people.

Source: Australian Skills Classification, job and Skills Australia, Commonwealth of Australia. Used under Creative Commons BY 4.0 licence and Jobs and Skills Australia, ABS Census 2016, Customised Report.

Quick facts

All employees nationwide 1

The number of people employed in an occupations as their main job across all Australian states.

Project growth 2

The projected increase in employment in Australia from May 2023 to May 2028.

Working in NSW 3

The distribution of people employed in an occupation in NSW.

Median weekly earnings before tax 4

Earnings are before tax and include amounts salary sacrificed.

Median age of all workers 5

This shows the median age of all workers in this occupation.

Part-time workers 6

Those who usually work less than 35 hours per week.

See footnotes for source details and additional information.

Skills and knowledge

What are they good at.

This table lists skills and knowledge categories according to how relevant they are for this occupation.

Source: Australian Skills Classification, Jobs and Skills Australia, Commonwealth of Australia. Used under Creative Commons BY 4.0 licence.

Education and qualifications

Vocational education teacher – skill level 1.

Occupation at Skill Level 1 have a level of skill commensurate with a bachelor's degree of higher qualification .

At least five years of relevant experience may substitute for the formal qualification

Source: Conceptual basis of ANZSCO, ABS Survey, Release Nov 2021.

Qualifications in this workforce

This table shows the distribution of employment by highest qualification completed (in any field of study). 7

Year 12 and below

Certificate iii or iv, diploma or advanced diploma, bachelor`s degree, post-graduate.

Source: ABS, 2021 Census of Population and Housing based on place of usual residence.

Use this as a guide for understanding what qualifications are the most common in this field. For personalised support on your education journey, talk to a Careers NSW specialist.

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Talk to one of our specialists

At any career stage you can talk with a specialist from Careers NSW about your goals and how you can achieve them.

This website contains information supplied by third parties and links to other websites. All information on this website and links to other websites are provided as a general reference source only, with no guarantee of completeness, accuracy, timeliness, fitness for purpose or of the results obtained from using this information. The information on this website and the links to other websites do not constitute or imply any endorsement or approval by the State of New South Wales of the information or the material at those websites, or any associated organisation, product or service. The information on this website and the links to other websites are provided on the understanding that the State of New South Wales is not providing professional advice on a particular matter. Please see https://www.nsw.gov.au/disclaimer for more information.

1. All employees nationwide:

This is the number of people employed in this occupation as their main job across all Australian states.

Source: ABS, Labour Force Survey, Detailed, November 2023, Jobs and Skills Australia (JSA) Trend Data.

2. Projected growth:

Employment projections are important to understand how the current expected economic and labour market outlook is impacting Australia’s future workforce needs.

Jobs and Skills Australia has worked with Victoria University to produce employment projections for 2028 and 2033, using their Victoria University Employment Forecasting Model (VUEF). On this page Careers NSW have used the 2028 projections at 4-digit ANSCO level to understand the shorter-term trend for an occupation.

Employment projections are important to understand how the current expected economic and labour market outlook is impacting Australia’s future workforce needs. Jobs and Skills Australia has worked with Victoria University to produce employment projections to 2033. Victoria University’s Employment Forecasting Model (VUEF) is underpinned by a computable general equilibrium (CGE) model.

The projections have been calibrated to the macroeconomic and labour market outlook provided by the Australian Treasury. The projections are presented over a 5-year period to highlight the shorter-term trends and over a 10-year horizon to show the impact of longer-term or structural trends.

These projections are based off a starting point of employment estimated at May 2023 using the Australian Bureau of Statistics’ Detailed Labour Force Survey and trended by Jobs and Skills Australia, which may not align with estimates of employment from other data sources.

Like any forecasts, these projections are based on assumptions and are subject to an inherent degree of uncertainty. They are useful to demonstrate how current trends could be expected to play out rather than as precise predictions of the future. Caution should be exercised when using these projections.

Source: Jobs and Skills Australia (JSA), Employment Projections, May 2023.

3. Working in NSW:

This is the distribution of people employed in an occupation in NSW. Data for occupations with less than 50 people employed has been suppressed to protect confidentiality and prevent identification of individuals.

4. Median weekly earnings before tax

Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed.

The "full-time non-managerial employees paid at the adult rate" population has been used because it excludes people paid unusually high or low amounts (for example managers, part-time employees and youths). This allows for more accurate comparison between occupations. These figures are a guide only and should not be used to determine a wage rate as they do not take into account years of experience or other factors that may influence a person’s wage.

Median weekly earnings figures are not produced for the following occupations:

• ANZSCO 6–digit occupations
• Senior Non-Commissioned Defence Force Officers (1392) and Defence Force Members - Other Ranks (4411), and
• ANZSCO 4–digit occupations where there is a high relative standard error.

Source: ABS Survey of Employee Earnings and Hours, May 2021, customised report.

5. Median age of all workers

Source: ABS, Labour Force Survey, 2022, four-quarter average data, customised report.

6. Part-time workers

This is the proportion of people employed in an occupation who work part-time (those who usually work less than 35 hours per week).

Data for occupations with less than 50 people employed have been suppressed to protect confidentiality and prevent identification of individuals.

Source: ABS, Labour Force Survey, 2022, 4-quarter average data, customised report.

7. Qualifications in this workforce

This is the distribution of employment by highest qualification completed (in any field of study).

Data for occupations with less than 50 people employed has been suppressed to protect confidentiality and prevent identification of individuals.

The sum of educational attainment percentages may not equal 100% as "Not stated", "Not applicable", "Inadequately described" and "No educational attainment" responses have been excluded.

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Ministers and key staff: Department of Education

Profile information about the ministers and key staff responsible for the Department of Education.

On this page

• The Hon. Ben Carroll MP

Hon Lizzie Blandthorn MP

• Secretary, Jenny Atta PSM

Deputy Secretaries

The hon. ben carroll mp, deputy premier, minister for education and minister for medical research.

Ben Carroll was born and raised in Airport West where his family have lived for over 40 years. Ben has over 20 years’ worth of experience in public service, including as a lawyer for the Victorian Government, and adviser to former Victorian Premier Steve Bracks. 

First elected as the Member for Niddrie on 24 March 2012, Ben was appointed the Minister for Industry and Employment in October 2017. In this role he oversaw the implementation of Australia’s first-ever local jobs-first legislation and the country’s first Social Procurement Framework. 

Following the 2018 Victorian State Election, Ben was appointed the Minister for Crime Prevention, Corrections, Youth Justice and Victim Support.

In June 2020, Ben was appointed the Minister for Public Transport, Roads and Road Safety.

In July 2022, Ben added the portfolios of Minister for Industry Support and Recovery and Business Precincts to his existing portfolio responsibilities of Public Transport, Roads and Road Safety. In these roles, Ben focused on ensuring Victoria’s transport network and industry policies provided access to opportunity, supported the transition to net zero emissions, and contributed towards a fairer society. 

Following the 2022 Victorian State Election, Ben added the portfolios of Minister for Industry and Innovation, Manufacturing Sovereignty and Employment to his existing portfolio responsibility of Public Transport. 

In October 2023, Ben became the Deputy Premier and Minister for Education and Medical Research.

Contact: Ben Carroll MP - Member for Niddrie

Deputy Leader of the Government in the Legislative Council,  Minister for Children and Minister for Disability

Minister Blandthorn was elected to the Victorian Parliament’s Legislative Assembly as the Member for Pascoe Vale in 2014. She was elected to the Victorian Legislative Council representing the Western Metropolitan Region in November 2022. Minister Blandthorn has been the Deputy Leader of the Government in the Legislative Council and Minister for Disability since December 2022, and has been the Minister for Children since October 2023.

The Minister for Children oversees Victoria’s early childhood education and care system and the delivery of the nation-leading Best Start, Best Life reforms, including universally funded Three-Year-Old Kindergarten and Pre-Prep. Access to quality early childhood education for all Victorian children is critical, including for children with disability or developmental delay. The Minister is also responsible for driving improvements to Victoria’s child protection and family services system, and the maternal and child healthcare system, providing a whole-of-government focus on child development and wellbeing.

Contact: Lizzie Blandthorn MP - Member for Western Metropolitan Region

Secretary, Jenny Atta PSM

Jenny Atta has been Secretary of the department since March 2019. Prior to this, Jenny was Acting Secretary from November 2018.

Jenny is directly responsible for the management of the department and for supporting the early childhood, education and training portfolio ministers in the management and administration of their portfolios.

Jenny joined the department in December 2015 as Deputy Secretary, Infrastructure and Finance Services Group. In this role, Jenny was responsible for the management and oversight of the department’s financial, procurement and information technology services, along with strategic advice and planning for State Budget processes, and infrastructure policy and delivery. This followed a range of senior roles in the VPS, including with the Department of Treasury and Finance (DTF) and the Department of Human Services.

Jenny holds a Bachelor of Applied Science and a Master of Public Policy and was awarded a Public Service Medal in June 2021 for outstanding public service to strategic social policy reform and delivery in Victoria. In 2019, Jenny was inducted as an Institute of Public Administration Australia Victorian Fellow.

The 8 Deputy Secretaries and CEO of the Victorian School Building Authority are directly responsible for each group within our departmental structure.

• Deputy Secretary, Early Childhood Education - Ms Bronwen FitzGerald
• Deputy Secretary, Financial Policy and Information Services - Mr Tony Bates
• Deputy Secretary, People and Executive Services - Ms Kate Rattigan
• Deputy Secretary, Policy, Strategy and Performance - Ms Kylie White
• Deputy Secretary, School Education Programs and Support - Mr Stephen Fraser
• Deputy Secretary, Schools and Regional Services - Dr David Howes
• Deputy Secretary, Schools Workforce - Ms Andrea Del Monaco
• Chief Executive Officer, Victorian School Building Authority - Mr Tom Kirkland

Updated 7 May 2024