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

ELEMENT

PERFORMANCE CRITERIA

1. Liaise with Aboriginal and/or Torres Strait Islander parents/community members on education issues under supervision of a teacher

1.1 Explain difficulties in understanding aspects of the education program by parents/guardians according to the teacher's instructions and school policy and procedures

1.2 Convene liaison meetings between teachers and Aboriginal and/or Torres Strait Islander parents/ guardians and community as requested by school/ centre staff or Aboriginal and/or Torres Strait Islander groups

1.3 Facilitate community contributions to adapt school/centre policies to meet education needs of Aboriginal and/or Torres Strait Islander students

1.4 Encourage parental involvement in meetings, assemblies and events

1.5 Provide interpretation and translation for parents when there is a communication difficulty between parents and school/centre

1.6 Assist parents with forms, vouchers and documents according to school/centre administration procedures

1.7 Consult parents and Aboriginal and/or Torres Strait Islander elders in the community on sensitive issues of culture and language and the educational needs of Aboriginal and/or Torres Strait Islander students

1.8 Prepare and submit specific items for school/centre newsletters and community newspapers for final approval

1.9 Provide mediation between the school/centre and parents or community, according to teacher/school/centre direction

1.10 Represent the school/centre or system of schools (Department, Catholic or Independent schools) at community meetings as required

1.11 Contribute appropriately at meetings held to discuss issues raised by the school/centre or community

2. Identify and represent the educational needs of Aboriginal and/or Torres Strait Islander students

2.1 Identify and convey educational needs of student/s to the relevant teacher

2.2 Encourage parents to identify and convey educational needs of students to the relevant teachers

2.3 Offer appropriate suggestions to the relevant teacher on making the classroom environment supportive to Aboriginal and/or Torres Strait Islander students

2.4 Provide a first-point-of-contact between parents/community and teachers/staff when necessary

2.5 Provide appropriate liaison and communication links between parents and the school/centre or department or system as required

3. Liaise with other agencies to further the educational welfare of Aboriginal and/or Torres Strait Islander students

3.1 Maintain links with agencies for further education and training, according to the school/centre protocol

3.2 Source and compile information on other services and agencies such as family and community health and welfare and access in consultation with teacher

3.3 Provide assistance in coordination of work experience programs for Aboriginal and/or Torres Strait Islander students

4. Conduct interviews or home liaison visits to discuss the academic progress and or social development of students

4.1 Inform students and parents/guardians of the time and purposes of the planned visit/liaison

4.2 Discuss the academic and social progress of the student/s in a manner that is linguistically and culturally acceptable to the students and parents/guardians

4.3 Use appropriate interpersonal skills to allow accurate and relevant exchange of information

4.4 Carry out visits punctually and professionally

4.5 Undertake record-keeping and reporting in accordance with school/centre standards and procedures

4.6 Inform teacher/s and relevant staff of the date and nature of the visits

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:

Education system's policies and procedures

Structure of the education system

Curriculum and curriculum framework

School/centre's policies and procedures

Duty of care responsibilities

Safe working practises

Potential hazards and risks for students

State and federal legislative and regulatory requirements

Industrial awards and duty statements

Relevant code/s of ethics

Cultural and linguistic background of students and families

Developmental milestones of children/young people (cognitive, physical, language, social, emotional)

Child management techniques

Positive behaviour guidance strategies

Contextual factors which influence the child's emotional and psychological development

Factors that enhance the development of self-esteem and self identity

Own cultural conceptions and pre-conceptions and perspectives of diverse cultures

An understanding of own culture, western systems and structures and how this impacts on Aboriginal and Torres Strait Islander culture

Knowledge of the impacts of cultural, sub-cultural, social, religious, gender, age, language issues etc. on attitudes towards education

Availability of resources and assistance within and external to the school/centre in relation to cultural diversity issues

The role and use of language and cultural interpreters

Community health issues

Impact on learning

Understand own work role and responsibilities

Understand knowledge of learning and development to implement role and responsibilities appropriately in an educational environment

Essential skills:

The candidate must be able 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 the ability to:

Demonstrate effective application of skills in:

communication/interpersonal skills of questioning, informing, listening and discussing

organisation planning, administrative support skills

time management skills

active listening

study skills

Identify the capabilities of individual children

Use and respond to non-verbal communication and cues of children

Employ culturally respectful practises

Sensitively and respectfully communicate with persons of diverse backgrounds and cultures

Work effectively as a member of a team

Employ basic conflict resolution and negotiation skills

Show respect and inclusiveness towards culturally diverse people in all work practices

Communicate effectively with culturally diverse persons

Apply knowledge of learning and development to implement role and responsibilities appropriately in an education environment

Adhere to own work role and responsibilities

Follow school/centre policies and procedures

Communicate effectively with other adults in the work environment

Liaise with and report to relevant personnel

Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account the child/young person's age, development, culture and needs

Respond effectively to challenging behaviours

Respond effectively to health issues

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

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.

Educational environment may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special education centre

Community education centre

Student education requirements will vary according to such variables as:

Students with a disability or disabilities

Students who are learning English as their second or later language

Students with special social, emotional, health and / or psychological needs

Age and ability of students

Personal Characteristics of students

Individual learning styles of students

Education program may include:

Literacy and numeracy

Remediation skills

Life skills

Communication and speech

Individual and class social skills

Arts

English

Health and physical education

Languages other than English

Mathematics

Science

Society and environment

Technology and enterprise

Relevant procedures, guidelines, protocols, policies will address:

Education system's (government or non-government) policies and procedures

School's and / or centre's policies and procedures

Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Cultural differences may include:

Interpersonal approach

Thinking/learning styles

Expectations

Responsibilities

Priority setting

Cultural obligations

Factors affecting Aboriginal and Torres Strait Islander education may include:

History of European/ Aboriginal and Torres Strait Islander contact

Loss of culture, land, identity and indigenous law

Family links

Geographical remoteness

Lack of relevant and culturally appropriate education

Feelings of isolation and vulnerability and being culturally unsafe

Violence

This unit contains Employability Skills