Unit of competency Outline
Information current as of
20/10/2026 5:10 PM AWST
20/10/2026 5:10 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Assist in leading a small team in an educational environment
Assist in leading a small team in an educational environment
Unit of competency
National Code
CHCEDS508B
CHCEDS508B
State Code
WC907
WC907
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2012
Original Release Date
07/05/2012
Nominal Hours
40
Field of Education
120505 - Work Practices Programmes
Description
DescriptorThis unit deals with the skills and knowledge required for education support workers to plan and lead the activities of a small team in the education environment, in conjunction with a teacher
General notes
N/A
Elements and Performance Criteria
1. Assist with provision of information and training to team members
- 1.1 Work with teacher to clarify detailed information and training requirements to address identified purpose and performance requirements of team
- 1.2 Articulate clearly the purpose for which the team is formed
- 1.3 Explain to team members the team and individual responsibilities and performance requirements
- 1.4 Design team member responsibilities in accordance with industrial agreements where appropriate
- 1.5 In consultation with teacher, work with team members to identify their training needs
- 1.6 Implement a systematic approach to training as appropriate to the individual and the task
2. Plan and manage workflow
- 2.1 Determine timeframes for completion of the task
- 2.2 Monitor and review of allocated task/functions to ensure delivery within timeframes
- 2.3 Provide opportunities for team members to vary tasks undertaken where a change might enhance productivity
- 2.4 Manage contingencies to ensure minimal effects on work outcomes, in consultation with teacher
3. Review team performance, in consultation with teacher
- 3.1 Develop and maintain positive and constructive relationships with and between team members
- 3.2 Review and update team objectives in consultation with team members
- 3.3 Identify with the team the strengths and weaknesses as benchmarked against the organisation standards
- 3.4 Encourage team members to reflect upon own performance, suggest improvements and identify professional development needs
- 3.5 Provide recognition to team members for their contribution to team outcomes
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.
Legislation and codes that may affect the team allocation of tasks may include:
Federal/State and territory legislation relating to anti-discrimination, WHS, disability environmental issues and industrial relations affecting education environments
Team may include:
Colleagues
Students
Parents
Home tutors
Volunteers
Community members
People from diverse cultural and ethnic backgrounds
People with a range of skills and knowledge
Groups formed across faculties, schools, clusters, districts and regions
Performance requirements may include:
Timelines for completion
Standards to be achieved
Quality of products
Individual responsibilities
Team productivity
Cooperation and support between team members
Compliance with legislation and organisation policies
Training requirements may include:
Use of technology
Relevant policy
Legislation requirements
Processes and procedures
Use of resources
Systems and protocols
Specific skills
Systematic approach to training includes:
Identifying skills available within the team
Identifying training needed by the team members
Pairing skilled team members with less skilled team members
Providing training in a logical sequence to build capability
Managing the amount of information provided to maintain active learning
Offering opportunities for practice and support
Providing ongoing constructive feedback and positive acknowledgement of achievements
Receiving and acting on feedback about training provided
Monitor and review task allocations may include:
Asking team members for feedback on progress
Monitoring timelines and outcomes
Team discussions on progress and reasons for delays
Requesting suggestions for improvement from the team
Reallocation of tasks when necessary to lift team effectiveness
Contingencies may include:
Illness
Absenteeism
Technology breakdown
Resources unavailable
Accident or emergency
Conflict within the team
Consultation involves:
A two way conversation in which both parties are given the opportunity to express a view, opinion, perspective, solution or options
Consultation undertaken well usually results in a decision owned by all participants in the conversation, even when some do not agree
Recognition of contributions may include:
A nod, smile or handshake
A few positive words about the task completed
Thanks and appreciation of the job well done
A formal appreciation for work by way of issue of a certificate
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.
Legislation and codes that may affect the team allocation of tasks may include:
Federal/State and territory legislation relating to anti-discrimination, WHS, disability environmental issues and industrial relations affecting education environments
Team may include:
Colleagues
Students
Parents
Home tutors
Volunteers
Community members
People from diverse cultural and ethnic backgrounds
People with a range of skills and knowledge
Groups formed across faculties, schools, clusters, districts and regions
Performance requirements may include:
Timelines for completion
Standards to be achieved
Quality of products
Individual responsibilities
Team productivity
Cooperation and support between team members
Compliance with legislation and organisation policies
Training requirements may include:
Use of technology
Relevant policy
Legislation requirements
Processes and procedures
Use of resources
Systems and protocols
Specific skills
Systematic approach to training includes:
Identifying skills available within the team
Identifying training needed by the team members
Pairing skilled team members with less skilled team members
Providing training in a logical sequence to build capability
Managing the amount of information provided to maintain active learning
Offering opportunities for practice and support
Providing ongoing constructive feedback and positive acknowledgement of achievements
Receiving and acting on feedback about training provided
Monitor and review task allocations may include:
Asking team members for feedback on progress
Monitoring timelines and outcomes
Team discussions on progress and reasons for delays
Requesting suggestions for improvement from the team
Reallocation of tasks when necessary to lift team effectiveness
Contingencies may include:
Illness
Absenteeism
Technology breakdown
Resources unavailable
Accident or emergency
Conflict within the team
Consultation involves:
A two way conversation in which both parties are given the opportunity to express a view, opinion, perspective, solution or options
Consultation undertaken well usually results in a decision owned by all participants in the conversation, even when some do not agree
Recognition of contributions may include:
A nod, smile or handshake
A few positive words about the task completed
Thanks and appreciation of the job well done
A formal appreciation for work by way of issue of a certificate
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
Access to relevant documentation and resources normally used in the education workplace
Access to appropriate awards and agreements relevant to the candidate and team members
Method of assessment:
Assessment may include observation, questioning, case studies, demonstration, simulation and work based projects and evidence gathered from a workplace environment
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
Access to relevant documentation and resources normally used in the education workplace
Access to appropriate awards and agreements relevant to the candidate and team members
Method of assessment:
Assessment may include observation, questioning, case studies, demonstration, simulation and work based projects and evidence gathered from a workplace environment
No information