Vocational Education teaching staff mandatory qualifications, competencies and supervision instruction

Instruction statement

The purpose of this instruction is to:

a. Ensure that all Vocational Education teachers at RMIT have the qualifications and competencies as required by the Australian Skills Quality Authority (ASQA), under the Standards for Registered Training Organisations (RTOs) 2015; and

b. To record the documentation of those qualifications and competencies for all Vocational Education teachers; and

c. To determine and put in place the appropriate level of supervision for those approved Vocational Education casual or fixed term teachers who do not currently hold the requisite qualifications or competencies and are in the process of acquiring them.

This instruction applies to all Vocational Education teaching staff.

Exclusions

Academic staff, professional staff, senior executives, child care staff.

Instruction steps and actions

Under the Standards for Registered Training Organisations (RTOs) 2015, RMIT must demonstrate it employs “skilled trainers and assessors” as follows:

1. Training and assessment qualifications and competencies (Standard 1.13 - 14)

RMIT training and assessment will be delivered only by persons who:

    a. have current knowledge and skills in vocational training and learning that informs their training and assessment,

    b. hold the TAE 40110 Certificate IV in Training and Assessment, or the TAE50111 Diploma of Vocational Education and Training as a minimum training and assessment qualification, and

    c. undertake ongoing professional development in “the fields of the knowledge and practice of vocational training, learning and assessment including competency based training and assessment” (Standard 1.16).

Important note: Where a fixed-term or casual VE teacher is unable to meet any or all of the requirements for training and assessor competencies, that teacher must work under direct supervision and complete the VE teacher supervision form (PDF) to document supervision arrangements. “Where the RTO, in delivering training and assessment, engages an individual who is not a trainer or assessor, the individual works under the supervision of a trainer and does not determine assessment outcomes” (Standard 1.17). See section 4 below for more detail on supervision.

2. Vocational competencies (Standard 1.13)

In addition to the training and assessment competencies specified above, RMIT training and assessment must be delivered only by persons who have:

    a. vocational competencies at least to the level of those Units of Competency being delivered and assessed, and

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

Important note: Where a teacher does not hold formal vocational qualifications, a mapping document is required to demonstrate competence against the units being taught. VE teachers must also maintain their vocational currency as part of the continuous improvement requirements for all RMIT programs.

3. Recording qualifications and competencies

All VE teachers need to maintain the Tertiary qualifications details form (DOC) and the VE teacher professional development form (PDF) to record evidence of continuous development in VET practice and currency in relevant vocational/industry skills.

The VE teacher professional development form (PDF) addresses:

    a. development of vocational competencies and currency in industry skills

    b. development of knowledge and practice of vocational training and assessment, including competency based training and assessment competencies

For both sections, teachers should record development activities as they relate to the specific unit/s being delivered and assessed and include dates and evidence on the activities undertaken. Examples of development activities and suitable evidence are provided.

If development activities include the attainment of a formal qualification or units of competency, this information should then be transferred to the Tertiary qualifications details form (DOC). All evidence should be attached to the forms and kept in the local school file. The form needs to be accessible for audit purposes.

Important note: The forms should be completed and updated as part of the annual work-planning and review cycle for fixed term and continuing VE teaching staff. For casual VE teaching staff, the forms should be completed and updated at the start of each semester.

Supervisors are responsible for:

  • ensuring that both the Tertiary qualifications details form (DOC) and the VE teacher professional development form (PDF)are maintained and updated at each six monthly review and that a discussion occurs regarding qualifications and knowledge/skills developed and attained
  • updating qualification records of current staff in Employee Self Service (ESS) by sighting the original qualifications and forwarding verified copies of the qualifications to Human Resources to document on the staff member’s file.

Teachers are responsible for:

  • informing their School of any change to their qualifications to ensure details of qualifications remain current
  • for updating their currency and professional development records.

3.1. Evidence of competency

All teachers involved in VE program delivery must ensure that qualifications and competency outlined in the Tertiary qualifications details form (DOC) is evidenced appropriately and updated regularly. Evidence may include:

  • Testamur (for evidence of qualification): The teacher is qualified either by having completed the relevant qualification or competency as part of a formal course of study or via an RPL assessment process
  • Transcript of results (for evidence of equivalence of qualification): The teacher may provide evidence of completion of a vocational qualification or competency via a transcript of results from a different qualification in the same field, mapped against specific units that they are teaching and/or assessing.
  • Verified evidence (e.g. position descriptions, official letter from previous employer, licences or registrations etc.): The teacher may provide evidence of current vocational competency by providing verified evidence of performance /recent industry experience mapped against specific units that they are teaching and/or assessing.

Important note: 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.

4. Direct supervision

Where a casual or fixed-term staff member is unable to meet any or all of the requirements for training and assessor competencies as outlined in section 1 above, they must deliver under the direct supervision of a qualified trainer and assessor and not determine assessment outcomes. Some licensing authorities may not permit direct supervision of trainers who do not hold the appropriate vocational competencies.

Direct supervision of training should include a combination of the following:

  • providing input to the preparation of training delivery and assessment
  • discussing strategies to support specific learners
  • assisting the trainer to locate appropriate resources
  • observing some training sessions and providing feedback
  • de-briefing after the training session
  • discussing internal review requirements
  • discussing assessment evidence gathering techniques
  • participating in assessment validation activities

It is not necessary for the supervising person to be present during all training delivery. A minimum of three supervision meetings per semester, per course is required. Supervision meetings should cover a range of activities and be conducted across the beginning, middle and end periods of a course or program.

The Head of School or nominee is responsible for ensuring that approved staff who have not completed the TAE 40110 deliver training under supervision and that the VE teacher supervision form (PDF) is completed. Trainers providing supervision must monitor and are accountable for all training provision and collection of assessment evidence by the individual under supervision.

Fixed term staff under supervision must complete and review the form as part of the annual work-planning and review process.

Casual staff under supervision must complete the form at the start of their engagement and review on it a regular basis with their supervisor.

The VE teacher supervision form (PDF) is to be kept in the school together with the Tertiary qualifications details form (DOC) and VE teacher professional development form (PDF).

5. Continuous improvement

This instruction 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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