Elements and Performance Criteria

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

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