VE teacher qualifications policy process

Purpose

To ensure that RMIT is able to demonstrate that all Vocational Education teachers meet the requirements of the Standards for Registered Training Organisations 2015.

This process outlines:

  • the minimum required qualifications and competencies that all Vocational Education teachers at RMIT must hold.
  • how evidence of Vocational Education teachers’ qualifications and competencies must be documented in RMIT systems.
  • the supervision requirements for Vocational Education teachers who do not yet hold the minimum training and assessment qualifications.

Exclusions

Teachers exclusively teaching in Associate Degree programs, Foundation Studies teachers, Higher Education academic staff, professional staff, senior executives, child care staff.

Process details

The Standards for Registered Training Organisations (RTOs) 2015 require that RMIT is able to demonstrate that it employs “skilled trainers and assessors”.

1. Required qualifications and competencies for trainers and assessors

1.1. Clauses 1.13 - 1.15 of the Standards require that training and assessment is delivered only by persons who have:

1.1.1. vocational competencies at least to the level being delivered and assessed;

1.1.2. current industry skills directly relevant to the training and assessment being provided;

1.1.3. current knowledge and skills in vocational training and learning that informs their training and assessment; and

1.1.4. the training and assessment qualification specified in Schedule 1, Item 1 or Item 2 of the Standards for RTOs 2015.

2. Teaching under supervision

2.1. Where a VE teacher does not hold the required training and assessment qualification, clauses 1.17 - 1.20 permit a VE teacher to work under the supervision of a qualified VE teacher, however they must not determine assessment outcomes. The supervising teacher must monitor and be accountable for all training provision and collection of assessment evidence by the teacher under their supervision.

2.2. The supervised teacher must have:

2.2.1. the Skill Set defined in Item 4 of Schedule 1. At RMIT, a teacher under supervision requires either:

    a) TAESS00007 Enterprise Trainer – Presenting Skill Set or its successor; or

    b) TAESS00003 Enterprise trainer and assessor Skill Set or its successor;

2.2.2. vocational competencies at least to the level being delivered and assessed; and

2.2.3. current industry skills directly relevant to the training and assessment being provided.

2.3. RMIT has additional requirements for VE teachers who are working under supervision, including that:

2.3.1. a Supervision Arrangement is established before the supervised teacher commences training;

2.3.2. the Supervision Arrangement is documented using the Vocational Education teacher supervision forms and explanatory notes (CA09) (PDF);

2.3.3. the supervised teacher is enrolled in the Certificate IV in Training and Assessment (TAE40110) and is actively working towards attaining the qualification. (It is expected that a teacher will obtain their TAE qualification within 12 months of commencing employment with RMIT.)

2.4. Responsibilities

2.4.1. Managers/Supervisors of a VE teacher working under supervision are responsible for ensuring that:

    a) professional learning and development activities are documented and updated at each six-monthly workplan review and that a discussion occurs regarding qualifications and knowledge/skills developed and attained.

    b) the teacher’s Staff File has up-to-date details of qualification records, i.e. by ensuring that the teacher provides verified copies to Human Resources using the Tertiary qualifications form (DOC).

    c) the teacher has a completed Vocational competency equivalence form on file, if required.

    d) any teacher who does not have the required training and assessment qualification is working under a documented Supervision Arrangement.

2.4.2. Teachers are responsible for:

    a) informing their School and HR of any change to their qualifications by submitting the Tertiary qualification form (DOC), to ensure details of qualifications remain current on their Staff File.

    b) for ensuring that their vocational currency and professional development records are kept up-to-date as described in section 6 below.

3. Higher level qualifications in adult education

3.1. Where a teacher does not hold the required training and assessment qualification but does have a higher-level adult education qualification, details of this qualification need to be provided to Human Resources for approval during the engagement process for new teachers, or once the qualification is obtained for existing teachers (using the Tertiary qualification form (DOC)).

3.2. Human Resources will consult with the Office of the Executive Director Vocational Education to determine if the qualification meets the requirements of the Standards for RTOs 2015. Note that the qualification must have required the individual to complete a teaching practicum, and education in the requirements of competency-based training and assessment.

4. Vocational equivalence

4.1. Where a teacher does not hold the vocational qualifications for the Units of Competency they are delivering, RMIT requires that the teacher documents their competence using the Vocational competency equivalence form.

4.2. Additional competencies may be required: some training packages specify the type of industry experience deemed current and appropriate and a minimum duration for that experience. Verified types of industry experience may be suitable as demonstrable vocational competence, depending on the rules within the relevant Training Package.

5. Required professional development for trainers and assessors

5.1. Clause 1.16 of the Standards for RTOs requires that all VE teachers must undertake continuous development in VET practice and maintain their vocational currency through continuous professional learning and development activities.

6. Recording qualifications, vocational competency and professional development

6.1 Evidence of training and assessment qualification

6.1.1. All VE teachers must ensure that evidence of their training and assessment qualification is documented on their Staff File. Submit this information to Human Resources using the Tertiary qualification form (DOC), along with the required documentary evidence (i.e. a certified copy of the testamur/certificate for the qualification).

6.1.2. If a teacher does not hold the minimum training and assessment qualification, they are required to have a Supervision Arrangement (refer to Section 2 above).

6.2 Evidence of vocational competency

6.2.1. All VE teachers must ensure that evidence of their vocational competency is documented on their Staff File. Information about formal qualifications and any relevant registrations, licences, certifications and accreditations must be provided to Human Resources using the Tertiary qualification form (DOC).

6.2.2. If a teacher does not hold the formal qualification for the Units of Competency that they are delivering, evidence of equivalent vocational competency must be demonstrated, for example by providing evidence that the teacher has a different qualification in the same field or relevant vocational skills and experience obtained through professional industry experience. This evidence must be documented using the Vocational competency equivalence form.

6.3. Evidence of professional development

6.3.1. All teachers must maintain a record of their professional learning and development activities.

6.3.2. For ongoing and fixed-term contract teachers:

6.3.3. For sessional teachers, details of all planned, in-progress and completed professional learning and development activities must be recorded in the VE sessional teacher professional development form (DOC) at the start of each engagement (hiring), which is typically at the start of each Semester.

6.3.4. When recording professional learning and development activities that have been undertaken to maintain industry currency, the documentation must clearly show how the activity relates to the specific unit/s being delivered and assessed. Teachers must retain evidence of the activities undertaken, include the date of the activity.

6.3.5. If a professional development activity results in the attainment of a formal qualification or a Unit of Competency, the Teacher must ensure this information is updated on their Staff File by submitting the Tertiary qualification form (DOC) to Human Resources, along with relevant documentary evidence.

7. Continuous improvement

7.1. This process details the minimum training and assessment and vocational qualifications and competence requirements for vocational education teachers at RMIT University. RMIT is committed to its staff and values highly skilled and innovative VE practitioners. The University will support VE staff to pursue higher levels of knowledge and practice in vocational training, learning and assessment and will encourage them in maintaining their vocational competence and currency in industry skills.

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