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
What evidence can you provide to prove your understanding of each of the following citeria?
Liaise with Aboriginal and/or Torres Strait Islander parents/community members on education issues under supervision of a teacher
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Explain difficulties in understanding aspects of the education program by parents/guardians according to the teacher's instructions and school policy and procedures Completed |
Evidence:
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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 Completed |
Evidence:
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Facilitate community contributions to adapt school/centre policies to meet education needs of Aboriginal and/or Torres Strait Islander students Completed |
Evidence:
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Encourage parental involvement in meetings, assemblies and events Completed |
Evidence:
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Provide interpretation and translation for parents when there is a communication difficulty between parents and school/centre Completed |
Evidence:
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Assist parents with forms, vouchers and documents according to school/centre administration procedures Completed |
Evidence:
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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 Completed |
Evidence:
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Prepare and submit specific items for school/centre newsletters and community newspapers for final approval Completed |
Evidence:
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Provide mediation between the school/centre and parents or community, according to teacher/school/centre direction Completed |
Evidence:
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Represent the school/centre or system of schools (Department, Catholic or Independent schools) at community meetings as required Completed |
Evidence:
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Contribute appropriately at meetings held to discuss issues raised by the school/centre or community Completed |
Evidence:
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Identify and represent the educational needs of Aboriginal and/or Torres Strait Islander students
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Identify and convey educational needs of student/s to the relevant teacher Completed |
Evidence:
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Encourage parents to identify and convey educational needs of students to the relevant teachers Completed |
Evidence:
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Offer appropriate suggestions to the relevant teacher on making the classroom environment supportive to Aboriginal and/or Torres Strait Islander students Completed |
Evidence:
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Provide a first-point-of-contact between parents/community and teachers/staff when necessary Completed |
Evidence:
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Provide appropriate liaison and communication links between parents and the school/centre or department or system as required Completed |
Evidence:
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Liaise with other agencies to further the educational welfare of Aboriginal and/or Torres Strait Islander students
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Maintain links with agencies for further education and training, according to the school/centre protocol Completed |
Evidence:
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Source and compile information on other services and agencies such as family and community health and welfare and access in consultation with teacher Completed |
Evidence:
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Provide assistance in coordination of work experience programs for Aboriginal and/or Torres Strait Islander students Completed |
Evidence:
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Conduct interviews or home liaison visits to discuss the academic progress and or social development of students
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Inform students and parents/guardians of the time and purposes of the planned visit/liaison Completed |
Evidence:
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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 Completed |
Evidence:
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Use appropriate interpersonal skills to allow accurate and relevant exchange of information Completed |
Evidence:
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Carry out visits punctually and professionally Completed |
Evidence:
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Undertake record-keeping and reporting in accordance with school/centre standards and procedures Completed |
Evidence:
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Inform teacher/s and relevant staff of the date and nature of the visits Completed |
Evidence:
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