Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS314B Mapping and Delivery Guide
Work effectively in an education team

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS314B - Work effectively in an education team
Description This unit describes the skills and knowledge needed to work effectively with team members, colleagues and others in an educational work environment
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by nominated teacher
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Participate in work groups and teams
  • Identify correctly relevant goals to the education team
  • Identify own and others roles in meeting work requirements and ensure that own role is carried out effectively
  • Provide assistance to others involved the education work group/team, as required and make constructive contributions to achieving work goals
  • Consider time and resource constraints when undertaking work requirements
  • Perform work in accordance with the education organisation's policies and code of conduct
  • Consider individual's personalities and work styles when working toward group goals
  • Access wider networks to inform the work of the team
       
Element: Contribute to ideas and information within the education team
  • Share information and ideas with others to enhance work processes and student learning outcomes
  • Provide relevant and accurate information to team members and supervisors as required
  • Seek information and ideas from other team members to support the achievement of work goals/targets as needed
  • Record information in required detail and format as determined by the team
  • Record information systematically and accurately and file for retrieval as determined by the team
  • Consider linguistic and cultural differences in team members' communication style and identify the value of these to tasks identified
  • In consultation with teacher, identify issues, problems and/or conflicts encountered within the education team or workplace and consider appropriate actions
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Acceptable workplace conduct, including regular attendance, punctuality, maintaining and orderly workspace

Conflict management techniques

Effective communication techniques, including active listening, questioning and non-verbal communication

Health and safety principles as they apply to working within a team environment

Individual roles and responsibilities and relationships to others, including duty of care

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Teamwork principles

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply techniques to manage own work load e.g. meeting deadlines, acknowledging if tasks are beyond current capacity, handling tasks or problems as far as possible then referring on to others as required

Apply the level of reading, writing, language and numeracy competence required to perform effectively in an education support role

Ask for guidance and support from other team members when required

Recognise and act upon opportunities to enhance sustainability in the workplace

Use effective interpersonal communication skills

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Education team may include:

Education support worker and one or more of the following;

administrators

committees

established or ad-hoc teams

small semi-autonomous teams

students

teachers

volunteers

work experience students

Constructive contributions may include:

Displaying a positive attitude

Finding alternative resources

Offering possible solutions to problems

Using initiative

Work requirements may include:

Application of particular procedures

Clear role definitions

Coordination with other work processes

Goals

Objectives

Organisation of resources

Priorities

Roster arrangements or particular approached to work processed specified by the organisation or work team

Specified targets or results

Timeframes

Education organisation's policies and code of conduct may include:

Anti-discrimination policies

Behavioural standards

Privacy requirements

Roles and responsibilities

Networks may include:

Community members

Discussion lists

Education sector groups

Other education support workers

Specialists

Information and ideas relevant to work may include:

Different ways to achieve objectives

Examples of student work

Information about particular tasks or work requirements

Issues that arise

Location of and access to available resources

Observations of students

Technical information

Technological options

Useful strategies and techniques

Linguistic and cultural differences may add value to tasks through:

Alignment with the cultural or linguistic background of students and their families

Offering additional/alternative options to achieve team goals

Offering background information to improve student outcomes through alternative approaches to teaching and learning

Widening the frame of reference within which tasks are undertaken

Appropriate actions to address issues, problems or conflicts may include:

Acknowledging that all team members have the right to their opinions but that the team must find the best solution to achieve team goals

Developing trust between team members

Negotiation between parties in conflict to effect a win-win outcome

Problem solving as a team

Use of a mediator or conciliator to bring the parties to a satisfactory outcome if necessary

Using positive language that vales various opinions

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify correctly relevant goals to the education team 
Identify own and others roles in meeting work requirements and ensure that own role is carried out effectively 
Provide assistance to others involved the education work group/team, as required and make constructive contributions to achieving work goals 
Consider time and resource constraints when undertaking work requirements 
Perform work in accordance with the education organisation's policies and code of conduct 
Consider individual's personalities and work styles when working toward group goals 
Access wider networks to inform the work of the team 
Share information and ideas with others to enhance work processes and student learning outcomes 
Provide relevant and accurate information to team members and supervisors as required 
Seek information and ideas from other team members to support the achievement of work goals/targets as needed 
Record information in required detail and format as determined by the team 
Record information systematically and accurately and file for retrieval as determined by the team 
Consider linguistic and cultural differences in team members' communication style and identify the value of these to tasks identified 
In consultation with teacher, identify issues, problems and/or conflicts encountered within the education team or workplace and consider appropriate actions 

Forms

Assessment Cover Sheet

CHCEDS314B - Work effectively in an education team
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS314B - Work effectively in an education team

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: