Not by itself. Explain the actual special or advanced organizational knowledge and how the proposed duties use it. General teaching ability is not the complete legal test.
Show the specific process knowledge
Identify what the applicant learned about the employer’s methods and how that knowledge informs decisions. A successful teaching history may provide context without establishing the organizational knowledge needed for the transfer. Test it with a substitution question: could a competent professional hired from outside, holding the same credentials and with no time inside this organisation, perform the proposed duties after ordinary onboarding?
If yes, the file is describing skill in a field. If not, name precisely what closes the gap, whether a scoring convention, an exception path or a set of decision thresholds that exist only in this employer's procedures, and show where each one is written down. Hypothetical example: an instructor who has taught aseptic technique for a decade joins an employer whose qualification framework weights observed deviations differently and requires a documented rationale before a technician is released to work unsupervised; the teaching history supplies context, and knowledge of the weighting and the release rules is what the evidence must establish.
Length of service proves exposure rather than advanced knowledge on its own, so the record should show what the applicant decided, not only how long they were present. Where the answer to the substitution question is genuinely yes, say so internally and examine whether a different category fits, rather than rewriting the duties to produce a better answer.