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.


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 work health and safety (WHS) 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

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