Job Description
Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1523046
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.
Role
Beauty Therapy VET Teacher ¿
We are seeking an experienced and enthusiastic Beauty Therapist VET Teacher. In this role, you will support students in both practical Beauty Therapy activities and classroom-based training, helping them develop essential skills for a career in the hairdressing industry.
Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students, enrolled across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students. Many of the young people who choose to enrol at our school have not experienced learning success, or a sense of connectedness, to mainstream schools for a range of reasons.
The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community.
A primary focus of our VET trainers at KCHS is on the planning, preparation, and teaching of programs to achieve specific student outcomes, along with participation in the development of KCHS policies and programs and the implementation of KCHS Strategic priorities. All KCHS VET trainers are expected to teach a range of students with varying academic abilities and are accountable for the effective delivery of their programs. This will include contributing to, and in some cases leading, innovative VET curriculum development and demonstrating a range of best practice approaches within our setting. Our VET trainers will use student data to inform teaching approaches which will enable differentiated individualised teaching and learning to improving student educational outcomes. The VET Trainer is also expected to work collaboratively within the VETiS team, being responsible for the delivery of the CERT II program. Trainers MUST hold a current TAE (Certificate IV in Workplace Assessment and Training) and any trainers will be prepared to undertake the process to arrange permission to teach through the Victorian Institute of Teaching.
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
You will have :
Relevant VET qualifications at the equivalent or higher level
Certificate IV in Training and Assessment
Relevant/Current Industry work experience post qualifications
Demonstrated ongoing commitment to professional development
Knowledge of the relevant Training Package
Co-ordinate the delivery of the course
Current working with children's check
Which of the following statements best describes your right to work in Australia?
How many years' experience do you have as a salon assistant?
Do you have a current Police Check (National Police Certificate) for employment?
Do you have a Certificate II in Beauty Therapy?
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 [email protected]
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
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
Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students, enrolled across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students. Many of the young people who choose to enrol at our school have not experienced learning success, or a sense of connectedness, to mainstream schools for a range of reasons.
The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community.
In our school we endeavour to build positive relationships between adults and our young people so that they might flourish and realise their potential. To facilitate these relationships, we run smaller class sizes and utilise a co-teaching to ensure our students¿ learning and wellbeing needs are fully supported.
At our school, pastoral teachers and education support staff assist young people to set personalised learning goals based upon their passions or interests. Staff strive to enable student voice, encouraging young people to exercise as much choice as possible in their learning. Pastoral teachers also ensure that the teaching and learning program as a whole meets the standards of the Victorian Curriculum F¿10, and that it enables the reporting of student achievement against the achievement standards. At Year 11 & 12, the school offers the VCE Vocational Major (VM), or the Victoria Pathways Certificate (VPC), formerly known as VCAL for students. From year 10, students complete a VET course as part of their VM or VPC studies. We have partnered with AIE & AIET registered RTOs to deliver a range of Certificates in Visual Arts, Outdoor Education, Hospitality, Hair & Beauty, and Creative Industries. The certificates are taught on campus at KCHS.
The wellbeing of every student at KCHS is our highest priority. The KCHS wellbeing model is a multi-tiered system of support, which is a systematic improvement framework whereby continuous data-based problem-solving and decision making is practised at the school. It is a strengths-based approach, implementing early identification and intervention strategies, that utilises high-impact, evidence-based pedagogical and wellbeing practices. This ensures every student receives the appropriate level of support, instructional intervention, and adjustments to be successful.
Through School-Wide Positive Behaviour System (SWPBS) the school creates positive relationships to provide opportunities for our students to develop connections with their communities, and an understanding of the world around them. We commit to providing accessible, authentic, and ongoing learning for all within our school community.
The school is currently beginning the implementation of the Berry Street Education Model (BSEM), a trauma-informed practice approach to student-centric learning and wellbeing. BSEM promotes wellbeing in the school and supports teachers to meet the individual needs of each student.
The school acknowledges that some students may need extra social, emotional, or educational support at school, and that the needs of students will change over time as they grow and learn. We commit to resourcing a highly skilled wellbeing team to support young people and their families to engage with education.
We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning and wellbeing. If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.
To find out more about our school, we invite
Applications close Tuesday 14 April 2026 at 11.59pm
Posted
1 April 2026
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1523046
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.
Role
Beauty Therapy VET Teacher ¿
We are seeking an experienced and enthusiastic Beauty Therapist VET Teacher. In this role, you will support students in both practical Beauty Therapy activities and classroom-based training, helping them develop essential skills for a career in the hairdressing industry.
Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students, enrolled across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students. Many of the young people who choose to enrol at our school have not experienced learning success, or a sense of connectedness, to mainstream schools for a range of reasons.
The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community.
A primary focus of our VET trainers at KCHS is on the planning, preparation, and teaching of programs to achieve specific student outcomes, along with participation in the development of KCHS policies and programs and the implementation of KCHS Strategic priorities. All KCHS VET trainers are expected to teach a range of students with varying academic abilities and are accountable for the effective delivery of their programs. This will include contributing to, and in some cases leading, innovative VET curriculum development and demonstrating a range of best practice approaches within our setting. Our VET trainers will use student data to inform teaching approaches which will enable differentiated individualised teaching and learning to improving student educational outcomes. The VET Trainer is also expected to work collaboratively within the VETiS team, being responsible for the delivery of the CERT II program. Trainers MUST hold a current TAE (Certificate IV in Workplace Assessment and Training) and any trainers will be prepared to undertake the process to arrange permission to teach through the Victorian Institute of Teaching.
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
You will have :
Relevant VET qualifications at the equivalent or higher level
Certificate IV in Training and Assessment
Relevant/Current Industry work experience post qualifications
Demonstrated ongoing commitment to professional development
Knowledge of the relevant Training Package
Co-ordinate the delivery of the course
Current working with children's check
Which of the following statements best describes your right to work in Australia?
How many years' experience do you have as a salon assistant?
Do you have a current Police Check (National Police Certificate) for employment?
Do you have a Certificate II in Beauty Therapy?
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 [email protected]
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
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
Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students, enrolled across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students. Many of the young people who choose to enrol at our school have not experienced learning success, or a sense of connectedness, to mainstream schools for a range of reasons.
The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community.
In our school we endeavour to build positive relationships between adults and our young people so that they might flourish and realise their potential. To facilitate these relationships, we run smaller class sizes and utilise a co-teaching to ensure our students¿ learning and wellbeing needs are fully supported.
At our school, pastoral teachers and education support staff assist young people to set personalised learning goals based upon their passions or interests. Staff strive to enable student voice, encouraging young people to exercise as much choice as possible in their learning. Pastoral teachers also ensure that the teaching and learning program as a whole meets the standards of the Victorian Curriculum F¿10, and that it enables the reporting of student achievement against the achievement standards. At Year 11 & 12, the school offers the VCE Vocational Major (VM), or the Victoria Pathways Certificate (VPC), formerly known as VCAL for students. From year 10, students complete a VET course as part of their VM or VPC studies. We have partnered with AIE & AIET registered RTOs to deliver a range of Certificates in Visual Arts, Outdoor Education, Hospitality, Hair & Beauty, and Creative Industries. The certificates are taught on campus at KCHS.
The wellbeing of every student at KCHS is our highest priority. The KCHS wellbeing model is a multi-tiered system of support, which is a systematic improvement framework whereby continuous data-based problem-solving and decision making is practised at the school. It is a strengths-based approach, implementing early identification and intervention strategies, that utilises high-impact, evidence-based pedagogical and wellbeing practices. This ensures every student receives the appropriate level of support, instructional intervention, and adjustments to be successful.
Through School-Wide Positive Behaviour System (SWPBS) the school creates positive relationships to provide opportunities for our students to develop connections with their communities, and an understanding of the world around them. We commit to providing accessible, authentic, and ongoing learning for all within our school community.
The school is currently beginning the implementation of the Berry Street Education Model (BSEM), a trauma-informed practice approach to student-centric learning and wellbeing. BSEM promotes wellbeing in the school and supports teachers to meet the individual needs of each student.
The school acknowledges that some students may need extra social, emotional, or educational support at school, and that the needs of students will change over time as they grow and learn. We commit to resourcing a highly skilled wellbeing team to support young people and their families to engage with education.
We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning and wellbeing. If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.
To find out more about our school, we invite
Applications close Tuesday 14 April 2026 at 11.59pm
Posted
1 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Beauty Therapy VET Teacher position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
