TAE50122 - Diploma Of Vocational Education And Training (VET) Victorian Reclassification Readiness Program

For VIC teachers to gain a higher pay rate than other teachers you need to complete different qualifications. Specifically you need to meet the requirements set out in the Victorian TAFE Teaching Staff Agreement 2018 otherwise known as the Multi-Enterprise Agreement (MEA)

This means that you can enrol in any diploma specialisation, but you have to complete different units and do things slightly differently to gain the skills needed to meet the Level 2.1-2.3 .

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To meet the requirements of the Victorian TAFE Teaching Staff Agreement 2018 (MEA) you will complete the following units for your chosen Diploma specialisation

TAE50122 Diploma Packaging Rules

Total number of units = 12

3 core units plus

9 elective units, of which:

At least 5 must be from the chosen specialisation group A, B or C.

Of the remaining elective units:

- At least 2 must be chosen from the elective units listed (see FAQ - "What Units Are Available In This Diploma?"

- Up to 2 may be from any currently endorsed Certificate IV or above training package qualification or accredited course, provided that no more than 1 of these 2 units is from a Certificate IV qualification.

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VIC RRP Packaging Rules

All students seeking reclassification must complete the following units (these form some of the cores and electives as outlined above):  

• TAEDES511 Design and develop strategies for training and assessment*
• TAEDES515 Evaluate training
• TAEPDD511 Maintain and enhance professional practice – this one is specifically indicated in the 200 hours professional practice and is a core unit

AND

• TAEASS511 Lead assessment* - Group A elective
• TAEDEL512 Lead training facilitation* - Group A elective
• TAEPDD502 Lead and mentor VET teachers, trainers and assessors – Group A and C elective
• TAERES511 - Apply research to training and assessment practice – Group A and C elective

You can then choose the remaining 5 electives depending on the packaging rules of their chosen specialisation. See individual specialisation FAQ below.

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TAEDES511 - Design and Develop Strategies For Training and Assessment – CORE UNIT (Min. Hours: 60)

Note – all enrolling students must hold the Pre-requisite Unit: TAEDES411 Use nationally recognised training products to meet vocational training needs (or its previous version TAEDES402 Use training packages and accredited courses to meet client needs)

PERFORMANCE EVIDENCE

1. Design, develop, document and evaluate at least 2 strategies for training and assessment:

• At least 1 for a nationally recognised qualification
• At least 1 for a different nationally recognised qualification or for an accredited course.

The above strategies should be tailored to meet foundation skill and learning needs.

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TAEDES515 - Evaluate Training – CORE UNIT (Min. Hours: 60)

PERFORMANCE EVIDENCE

1. Plan and implement a training evaluation of an entire course that includes full coverage of at least 1 nationally recognised unit of competency.

In the course of the above, the candidate must:

• Evaluate at least 3 sequential training sessions to be delivered in above course
• Conduct the evaluation against industry performance needs and capability requirements

Note: This unit MAY form part of your gathering of research data for TAERES511 if researching improvements for courses within your RTO.

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TAEPDD511 Maintain and Enhance Professional Practice - CORE UNIT (Min. Hours: 60)

Must be completed to achieve the 200 hours supervised teaching practicum component

PERFORMANCE EVIDENCE

1. Develop and implement a plan for 30 hours of own professional development that must include:

Collaborating with an internal or external peer on at least 3 different occasions:

• Providing feedback on peer’s professional practice
• Reflecting on and discussing feedback from peer on own professional practice

2. Participating in professional development, including interacting with a professional network at least once.

Creating a professional reference list of research (and documenting this in a plan) that includes reflections and application to own practice, and identifies:

• At least 1 vocational education and training development or trend
• At least 1 industry development or trend

3. Reviewing the professional development process and practice and creating a professional reference list of research, including reflections and application to own practice, and identify opportunities to improve

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TAEASS511 - Lead Assessment (Min. Hours: 75)

Must be completed to achieve the 200 hours supervised teaching practicum component.

Note – all enrolling students must hold the Pre-requisite Unit: TAEASS412 Assess competence (or its previous version TAEASS402 Assess competence)

PERFORMANCE EVIDENCE

1. Provide leadership to at least 3 different assessors during an assessment process against at least 1 entire unit of competency from a nationally recognised training package or accredited course.

2. Support the development of the assessment practice of the above 3 VET assessors.

3. In the course of the above, the student will undertake supervision and guidance of the assessment of:

• A total of at least 30 competency-based assessments that include:
• At least 1 entire unit of competency from a nationally recognised training package or accredited course
• At least 10 different candidates

4. The individual must identify and apply at least 3 changes to improve own assessment practice based on own research, feedback and professional development in competency-based assessment practice.

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TAEDEL512 - Lead Training Facilitation (Min. Hours: 150)

(Must be completed to achieve the 200 hours supervised teaching practicum component)

Note – all enrolling students must hold the Pre-requisite Unit: TAEDEL411 Facilitate vocational training (or its previous version TAEDEL401 Plan, organise and deliver group-based learning)

PERFORMANCE EVIDENCE

1. Apply research and own professional development to improve own training facilitation practice, including facilitating at least 100 hours of vocational training with groups of learners based on a product that is nationally recognised or aligned with other recognised frameworks.

2. Select and use training facilitation techniques appropriate to learner needs and work context.

3. Use strategies suited to each learner and facilitation context to support learners to develop competency and develop increased learner independence.

4. Support the development of the training facilitation practice of at least 4 trainers.

5. Identify and respond to learner foundation skill needs.

6. Collect feedback from at least 4 peers and 10 learners.

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TAEPDD502 - Lead and Mentor VET teachers, Trainers and Assessors (Min. Hours: 15)

Must be completed to achieve the 200 hours supervised teaching practicum component.

PERFORMANCE EVIDENCE

1. Provide leadership, mentoring guidance and support to at least 3 vocational education and training (VET) teachers, trainers or assessors during at least 3 sessions with each practitioner, where each session is at least 30 minutes.

2. In the course of the above students will:

• Assign and communicate work tasks to each individual
• Provide mentoring support in relation to:
• A training-related work challenge
• An assessment-related work challenge
• Identify professional development opportunities for each individual.

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TAERES511 - Apply Research to Training and Assessment Practice (Min. Hours: 50)

‍Must be completed to meet the mea requirements for studies in applied research.

PERFORMANCE EVIDENCE

1. Complete at least 1 applied research project (linked to the Boyer framework of scholarship) that includes:

• A research brief, including purpose of research, rationale, methodology, research activities, timeframe, resources required and expected outcomes
• Wide research into theories that inform vocational training and assessment practices
• Analysis of data in relation to its application to improving current and future training and assessment practice
• Use of academic referencing and citation protocols

2. They will then use strategies to implement findings from at least 1 research project into their own practice.

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