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Evidence Guide: CHCEDS314B - Work effectively in an education team

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS314B - Work effectively in an education team

What evidence can you provide to prove your understanding of each of the following citeria?

Participate in work groups and teams

  1. Identify correctly relevant goals to the education team
  2. Identify own and others roles in meeting work requirements and ensure that own role is carried out effectively
  3. Provide assistance to others involved the education work group/team, as required and make constructive contributions to achieving work goals
  4. Consider time and resource constraints when undertaking work requirements
  5. Perform work in accordance with the education organisation's policies and code of conduct
  6. Consider individual's personalities and work styles when working toward group goals
  7. Access wider networks to inform the work of the team
Identify correctly relevant goals to the education team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own and others roles in meeting work requirements and ensure that own role is carried out effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance to others involved the education work group/team, as required and make constructive contributions to achieving work goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider time and resource constraints when undertaking work requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform work in accordance with the education organisation's policies and code of conduct

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider individual's personalities and work styles when working toward group goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access wider networks to inform the work of the team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to ideas and information within the education team

  1. Share information and ideas with others to enhance work processes and student learning outcomes
  2. Provide relevant and accurate information to team members and supervisors as required
  3. Seek information and ideas from other team members to support the achievement of work goals/targets as needed
  4. Record information in required detail and format as determined by the team
  5. Record information systematically and accurately and file for retrieval as determined by the team
  6. Consider linguistic and cultural differences in team members' communication style and identify the value of these to tasks identified
  7. In consultation with teacher, identify issues, problems and/or conflicts encountered within the education team or workplace and consider appropriate actions
Share information and ideas with others to enhance work processes and student learning outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant and accurate information to team members and supervisors as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information and ideas from other team members to support the achievement of work goals/targets as needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record information in required detail and format as determined by the team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record information systematically and accurately and file for retrieval as determined by the team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider linguistic and cultural differences in team members' communication style and identify the value of these to tasks identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with teacher, identify issues, problems and/or conflicts encountered within the education team or workplace and consider appropriate actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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