VET Teacher / Trainer - Furniture Making Pathways

Government schools; Melbourne; On-site; AUD 70,000 - 100,000; Full time

Job summary

Cranbourne East Secondary College is seeking a dynamic VET Teacher/Trainer to deliver Certificate II in Furniture Making Pathways to secondary students. This role emphasizes practical, hands-on learning in workshop environments aligned to national training packages.

The successful candidate will hold TAE40116/TAE40122 or progress toward it, possess VIT registration or Permission to Teach, and maintain current industry currency in Electrotechnology.

Qualifications

• Hold TAE40116/TAE40122 cert or demonstrate progress towards obtaining it.
• Hold or be eligible for Victorian Institute of Teaching (VIT) registration or Permission to Teach with Working with Children Check.
• Maintain up-to-date industry currency in Electrotechnology.

Responsibilities

• Deliver engaging VET curriculum aligned with national training packages.
• Facilitate practical, workshop-based or simulated workplace learning environments.
• Assess student competence with accurate documentation and reporting.
• Foster a safe, inclusive learning culture that supports student retention and success.

Skills

VET teaching

Workshop management

OHS/WHS compliance

Effective communication

Education

TAE40116/TAE40122 cert

VIT registration / Permission to Teach

Job description

VET Teacher / Trainer - Furniture Making Pathways

Time fraction 1.0 - fulltime - the role is advertised as fulltime however, there is flexibility of this role being part-time with negotiated days to the selected applicant.

Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.

The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 5.4% of the entire cohort, EAL students 7.6%, and >1% of students are indigenous.The 2024 SFOE index is 0.4403.

As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2100 students, and expected incremental growth over the next few years.

The College currently has approximately 235 full-time and part-time staff that compose of teaching, education support, leadership, principal class, allied health, and paraprofessional staff. The Leadership Team is made up of an Executive Principal, 9 Assistant Principals, 14 Learning Specialists, 26 Leading Teachers, and 3 ES Leaders.

Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, SWPBS, and wellbeing.

CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.

At Cranbourne East Secondary College, we stand by our purpose and motto:

"Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success"

We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our College values of Respect, Growth, Achievement, and Responsibility.

It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.

Strategic focus areas to improve NAPLAN (Reading, Writing, and Numeracy) alongside student experiences, linked to Attitudes to School Survey, are on an upwards trend. There have been marked improvements in AtoSS in 2024 and 2025 alongside an increase to Year 9 students performing in the Strong and Exceeding bands in NAPLAN.

The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.

English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in years 7 to 9 and offered as electives in year 10.

Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, and Hands on Learning.Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, and annual College Production.

As students move into Senior School, broad and robust Victorian Certificate of Education (VCE) opportunities exist, with or without the Vocational Major (VM). Ongoing growth in our VCE results has led to a consolidation of median student study score of 30 in 2024. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.

Ourhighly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in our Pastoral Program.

Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.

We recognise and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on trauma-informed practices, SWPBS, and tiered supports.

Location Profile

Time fraction 1.0 - fulltime - the role is advertised as fulltime however, there is flexibility of this role being part-time with negotiated days to the selected applicant.

Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.

The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 5.4% of the entire cohort, EAL students 7.6%, and >1% of students are indigenous.The 2024 SFOE index is 0.4403.

As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2100 students, and expected incremental growth over the next few years.

The College currently has approximately 235 full-time and part-time staff that compose of teaching, education support, leadership, principal class, allied health, and paraprofessional staff. The Leadership Team is made up of an Executive Principal, 9 Assistant Principals, 14 Learning Specialists, 26 Leading Teachers, and 3 ES Leaders.

Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, SWPBS, and wellbeing.

CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.

At Cranbourne East Secondary College, we stand by our purpose and motto:

"Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success"

We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our College values of Respect, Growth, Achievement, and Responsibility.

It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.

Strategic focus areas to improve NAPLAN (Reading, Writing, and Numeracy) alongside student experiences, linked to Attitudes to School Survey, are on an upwards trend. There have been marked improvements in AtoSS in 2024 and 2025 alongside an increase to Year 9 students performing in the Strong and Exceeding bands in NAPLAN.

The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.

English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in years 7 to 9 and offered as electives in year 10.

Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, and Hands on Learning.Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, and annual College Production.

As students move into Senior School, broad and robust Victorian Certificate of Education (VCE) opportunities exist, with or without the Vocational Major (VM). Ongoing growth in our VCE results has led to a consolidation of median student study score of 30 in 2024. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.

Ourhighly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in our Pastoral Program.

Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.

We recognise and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on trauma-informed practices, SWPBS, and tiered supports.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Role

We are seeking a dynamic, qualified, and industry-connected VET Teacher / Trainer to join our team. In this versatile role, you will deliver high-quality, hands-on vocational education and training to secondary students, helping them bridge the gap between school and the modern workforce.

Successful candidates will deliver entry-level, accredited pathways in Certificate II in Furniture Making Pathways.

Responsibilities

Key Responsibilities

• Deliver engaging, student-centred VET curriculum aligned with national training packages.
• Facilitate practical, workshop-based, or simulated workplace learning environments.
• Assess student competence against rigorous industry standards, maintaining accurate and compliant documentation.
• Foster a safe, inclusive, and positive learning culture that promotes student retention and success.

Who May Apply

Qualifications

To be successful in this role, applicants must meet the following mandatory and desirable criteria:

• Qualifications:
  • Hold a current TAE40116 / TAE40122 Certificate IV in Training and Assessment (or an approved equivalent), OR be able to demonstrate progress towards obtaining it.
  • Hold, or be eligible for, Victorian Institute of Teaching (VIT) registration, OR qualify for Permission to Teach with appropriate Working with Children Check.
• Industry Currency:
  • Possess up-to-date, relevant industry experience and professional currency in Electrotechnology.
  • Note: Candidates who have strong trade/industry backgrounds but require minor top-ups to complete formal training credentials or teaching currency are encouraged to apply, provided they have a proven ability to achieve currency.
• Skills & Attributes:
  • Strong classroom and workshop management skills with an understanding of OHS and WHS compliance.
  • Excellent communication, interpersonal, and mentoring skills tailored to secondary school learners.

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 (seeWorkplace 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*******@education.vic.gov.au

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

• 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

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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 https://www2.education.vic.gov.au/pal

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 atRecruitment in Schools.

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