Supervise students outside the classroom Evidence Guide

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Evidence Guide: CHCEDS415A - Supervise students outside the classroom

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

CHCEDS415A - Supervise students outside the classroom

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

Identify potential risks associated with an activity in cooperation with relevant personnel

Assess the environment for physical hazards and impediments to active supervision of students
Identify physical, psychological and logistical risks to be considered in the risk evaluation
Use planning strategies to address identified risks and hazards in activities
Access information about additional needs of students to inform the supervisory process

Assess the environment for physical hazards and impediments to active supervision of students

Completed
Date:

Teacher:

Evidence:

Identify physical, psychological and logistical risks to be considered in the risk evaluation

Completed
Date:

Teacher:

Evidence:

Use planning strategies to address identified risks and hazards in activities

Completed
Date:

Teacher:

Evidence:

Access information about additional needs of students to inform the supervisory process

Completed
Date:

Teacher:

Evidence:

Use positivestudent management techniques

Establish expectations for student behaviour in advance of the activity in accordance with the organisation's positive behaviour support plan
Model positive interactions with students and other adults at all times
Use verbal and non-verbal techniques to acknowledge and influence student behaviour
Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner
Use timely interventions to avert escalation of incidents

Establish expectations for student behaviour in advance of the activity in accordance with the organisation's positive behaviour support plan

Completed
Date:

Teacher:

Evidence:

Model positive interactions with students and other adults at all times

Completed
Date:

Teacher:

Evidence:

Use verbal and non-verbal techniques to acknowledge and influence student behaviour

Completed
Date:

Teacher:

Evidence:

Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner

Completed
Date:

Teacher:

Evidence:

Use timely interventions to avert escalation of incidents

Completed
Date:

Teacher:

Evidence:

Maintain calm and confident demeanour

Monitor and control personal stress levels
Articulate verbal directions in a clear and moderate tone and repeat this where necessary
Assess situations and determine suitable action
Defuse stressful situations before they escalate where ever possible using planned strategies
Summon assistance when necessary using the organisations planned methods of communication
Follow the organisation's debriefing processes

Monitor and control personal stress levels

Completed
Date:

Teacher:

Evidence:

Articulate verbal directions in a clear and moderate tone and repeat this where necessary

Completed
Date:

Teacher:

Evidence:

Assess situations and determine suitable action

Completed
Date:

Teacher:

Evidence:

Defuse stressful situations before they escalate where ever possible using planned strategies

Completed
Date:

Teacher:

Evidence:

Summon assistance when necessary using the organisations planned methods of communication

Completed
Date:

Teacher:

Evidence:

Follow the organisation's debriefing processes

Completed
Date:

Teacher:

Evidence:

Review and reflect on the effectiveness of strategies and performance

Evaluate the effectiveness of strategies with other members of the education team
Revise strategies when necessary
Assess and communicate professional development needs to the supervisor
Access professional development opportunities and implement new skills in supervising students

Evaluate the effectiveness of strategies with other members of the education team

Completed
Date:

Teacher:

Evidence:

Revise strategies when necessary

Completed
Date:

Teacher:

Evidence:

Assess and communicate professional development needs to the supervisor

Completed
Date:

Teacher:

Evidence:

Access professional development opportunities and implement new skills in supervising students

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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 Resources required for assessment include access to: relevant workplace or simulated realistic workplace setting where assessment may take place education organisation's behaviour support plan copies of documentation compiled by candidate organisation policies and procedures for excursions, and/or bus and playground duties

Method of assessment:	Assessment may include observation, questioning and evidence gathered from a workplace environment, case studies, demonstration, simulations and role plays

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:

Supportive behaviour techniques appropriate to the education environment and students

Risk management procedures of the organisation

Appropriate sources of required additional information about students to be supervised

Reporting requirements for hazards/incidents

Effective use of communication equipment/procedures

Responsibilities of the education support worker when supervising students in non classroom environments

Essential skills:

It is critical that the candidate demonstrate the ability to

Use a range of supportive behaviour techniques as described in the education organisations supportive behaviour plan

Maintain equilibrium under stress

Identify potential hazards and associated risks

Contribute to the development of risk management strategies for non classroom based activities

In addition, 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:

Value and respond appropriately to cultural difference

Make accurate observations of student interactions

Make accurate evaluations and report information correctly

Use effective verbal and non-verbal communication

Cooperate with team members and supervisors

Maintain equilibrium whilst supervising students

Apply judgement to determine a suitable course of action

Demonstrate self awareness to determine own professional development needs

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.

Environment may include:	School grounds Community locations Building and facilities Bushland Camping grounds Sports grounds

Physical hazards may include:	Unsafe equipment Hot equipment Sharp materials Motorised equipment Water Flying objects Protruding objects Holes in the ground Traffic Animals and wildlife People Transport systems Weather conditions

Impediments to active supervision may include:	Blind spots Size of the area to be supervised Number of students to be supervised Accidents and incidents Access and exit points

Strategies to address identified risks include:	Development of an action plan in case of emergency Increased ratio of adults to students Prior inspections of areas to be visited Information provided in permission slips Changes to duty areas Changes to timetables Discussion with transport providers Discussions with local authorities Information sharing Knowledge of emergency procedures Ongoing assessment of grounds and facilities Expectations for behaviour clearly articulated Additional training for staff Use of portable communications equipment

Positive student management techniques may include:	Ten micro skills for management focused language: establishing expectations giving instructions waiting and scanning cueing with parallel acknowledgement encouraging through body language descriptive encouraging selective attending giving choice following through defusing Maintaining composure Showing respect for individuals and cultural difference Modelling problem solving Effective use of communication skills Use of strategies outlined in the education organisation's supportive behaviour plan

Additional needs of students may include:	Abilities/disabilities Support strategies to be used Friends and buddies Known antecedent-related interventions appropriate to out of class activities Equipment Health management plans Critical incidents that may influence behaviour Emotional, behavioural, family history

Verbal and non-verbal techniques may include:	Short positive clear instructions Consistent use of instructions Firm, calm tone of voice Cueing with parallel acknowledgement Encouraging through body language Descriptive encouraging Selective attending Giving choice Defusing Eye contact\positioning of self and student Facial expressions Holding student's hand Gestures

Methods of communication may include:	Walki.e. talki.e. - hand held radios Mobile phone Card system Calling out Sound an alarm Sending a message with a student

Debriefing processes may include:	Use of a quiet space Relevant members of staff Questions Discussion Reflecting back Assurance of survival/safety

Education team may include:	Principal Teachers Administration staff Education support workers Guidance and school counsellor staff Grounds Persons Chaplin/minister Nurses Advisory visiting staff

Professional development opportunities may include:	Accessing organisation policies Mentoring by experienced staff member On the job training Workshops, on line or studies in behaviour support Contributing as a team member to risk management planning and/or planning for behaviour support Networking Recommended readings

NTISthis.com

Evidence Guide: CHCEDS415A - Supervise students outside the classroom

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCEDS415A - Supervise students outside the classroom

Identify potential risks associated with an activity in cooperation with relevant personnel

Use positivestudent management techniques

Maintain calm and confident demeanour

Review and reflect on the effectiveness of strategies and performance

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _