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Evidence Guide: CHCEDS412A - Contribute to continuous improvement processes within the education environment

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

 

CHCEDS412A - Contribute to continuous improvement processes within the education environment

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

Implement continuous improvement processes

  1. Demonstrate awareness of continuous improvement processes
  2. Accept delegated responsibility and demonstrate effective participation in decision-making processes
  3. Implement the organisation's continuous improvement processes
Demonstrate awareness of continuous improvement processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accept delegated responsibility and demonstrate effective participation in decision-making processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the organisation's continuous improvement processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor service delivery as directed by teacher

  1. Record personal reflections relating to operations and services provided to the education community
  2. Gather information on the effectiveness of servicedelivery from team members, adult stakeholders and relevant students
  3. Review service delivery using feedback from all stakeholders
  4. Formulate recommendations for improvement and discuss them with the team
Record personal reflections relating to operations and services provided to the education community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather information on the effectiveness of servicedelivery from team members, adult stakeholders and relevant students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review service delivery using feedback from all stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate recommendations for improvement and discuss them with the team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report on service delivery

  1. Articulate recommendations for action to be taken based on arguments for and against particular recommendations
  2. Provide issues and recommendations for improvement in a report to relevant personnel
  3. Adjust operational plans in line with recommendations and communicate these to the persons responsible for implementation
Articulate recommendations for action to be taken based on arguments for and against particular recommendations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide issues and recommendations for improvement in a report to relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust operational plans in line with recommendations and communicate these to the persons responsible for implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consolidate opportunities for further improvement

  1. Document own work performance and use the information to identify opportunities for further professional development
  2. Embed in practice responsibility for own professional development
  3. Incorporate new knowledge and skills into work practice
Document own work performance and use the information to identify opportunities for further professional development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Embed in practice responsibility for own professional development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate new knowledge and skills into work practice

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

appropriate documentation templates

a computer and printer similar to that used in the organisation context

organisation standards

information about the organisations continuous improvement processes

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:

Policies and procedures of the organisation that apply to document preparation

Methods that are used in continuous improvement in an education environment

Policies of circulation of records

Organisation's standards for service delivery

Organisation's recording, reporting and recommendation processes to facilitate continuous improvement

Benefits of continuous improvement

Barriers to continuous improvement

Formal and informal opportunities for professional development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate participation in organisations continuous improvement processes

Comply with legislation requirements of the education environment

Effectively relate to a diverse range of people

Demonstrate practical application of new knowledge and skills in the workplace

Follow organisation policies and procedures for record-keeping

Use literacy to access organisation's information and complete documents accurately

Monitor and evaluate service delivery on own, team and organisation level

Use communication methods appropriately to meet recipient needs

Use clear, concise and accurate communication skills with diverse range of individuals

Follow organisation policies for preparing documents

Demonstrate accurate spelling, grammar and punctuation

Apply time management for prioritising the distribution of information

Use desktop computer and printer

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.

Continuous improvement processes may include:

Policies and procedures which allow the organisation to systematically review and improve the quality of its services and procedures

Cyclical audits and reviews of workplace, team and individual performance

Seeking and considering feedback from a range of stakeholders

Modifications and improvements to systems, processes, services and products

Monitoring and evaluation of effectiveness

Operations and services may include:

Development and/or provision of teaching/learning resources

Teacher support

Student support

Communication with parents and community members

Administrative functions

Operating equipment

Maintenance of equipment

Technology services

Reporting

Stocktaking

Setting up and dismantling of displays/learning spaces and activities

Projects

Facilitation of VET in schools

Effectiveness of service delivery may include:

Being in the right place at the right time

Accurate provision of resources

Timely provision of resources

Contributing ideas and suggestions

Following guidelines/policies/directions/codes of conduct

Using initiative

Management of students

Keeping a sense of humour

Role modelling for students

Valuing diversity

Following occupational health and safety (OHS) procedures

Compliance with principles of practice used in the education environment

Team members may include:

Teachers

Principals

Deputy Principal

Head of Department

Parents of a student

Students

Education support workers

Cleaners

Administration

Staff school officers

Tutors

Volunteers

Recommendations for improvement may include:

Alterations to timetables

Scheduling maintenance

Alternative resources

Alternative suppliers

Alternative systems/software

Reallocation of responsibilities

Rescheduling duties

Professional development

Report may include:

Verbal reports

Written reports

Completed forms

Agenda items

Risk assessments

Log entries

Document own work performance may include:

Anecdotal notes

Diary entries

Commendations

Certificates

Feedback received

Visual feedback/ photos/video records

Professional development may include:

Participating in mentoring and coaching

On the job learning

Undertaking research

Attending seminars

Attending courses

Participating in networks

Work shadowing

Job rotation

Discussions with supervisors and/or colleagues

Participation as a member of committees