Education Support Draft 2 Validation

CHCEDS034_Contribute to the planning and implementation of educational programs Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS034

UNIT TITLE

Contribute to the planning and implementation of educational programs

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to assist teachers in the planning and delivery of education programs. Classroom-level support is provided to ensure the learning environment is inclusive and relevant, and appropriately resourced and maintained. This includes routine classroom administration and operational functions.

 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly in classroom settings in schools, with students between the ages of five and 18 years, but may also work in other education settings within the community.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Education Support

UNIT SECTOR

Children’s Education and Care

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Contribute to planning and preparation.
    1. Seek and use guidance of teacher or other education professional when contributing to planning.
    2. Make contributions that reflect clear understanding of program objectives and outcomes and their relationship to current curriculum.
    3. Prepare for implementation in accordance with teacher direction, safety and legal requirements, school policy and procedures and job role.
  1. Implement program under guidance of teacher.
    1. Organise and distribute notes and student work as agreed.
    2. Guide students in the location and use of relevant materials needed to participate in the lesson or activity.
    3. Implement classroom strategies that support individual student needs under teacher direction.
    4. Coordinate identified equipment and resources relevant to the program.
    5. Identify and provide information that assists the teacher in identifying educational needs of students.
  1. Contribute to a consistent and stable learning environment.

 

 

    1. Clarify requirements and implement classroom routines appropriately.
    2. Manage routine duties and tasks within established timeframe and according to school policies and procedures.
    3. Promote cooperation and good relationships through positive approaches to work.
    4. Identify possible environmental modifications that suit the individual needs of students according to established guidelines.
  1. Contribute to individual and group assessment.
    1. Accurately record and report observations as specified in the job role in accordance with routine requirements.
    2. Provide informed contributions to student reviews and case conferences as part of a collaborative process.
  1. Review the implementation of educational programs to identify potential strategies for improvement.
    1. Consider program implementation in relation to the plan to identify where improvements could be made.
    2. Discuss outcomes with the supervising teacher and share feedback to contribute to strategies for improvement
    3. Seek, acknowledge and act upon teacher feedback to improve own practice and identify development opportunities.

5 Comments

Element 4.2 Provide informed contributions to student reviews and case conferences ..

"EA's in training are not usually involved in providing contributions to student reviews and case conferences. Verbal feedback or observations provided to the classroom teacher on the progress of a student would be a more acceptable PC here as far as teachers are concerned."

Jenny Gudsell 08.09.2019 05.53PM

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Suggestions

"Organise and distribute notes and student work as agreed. -> A TA would not distribute student notes – not sure what is meant by this. Why not change to ‘resources’. 4.1 remove “Accurately record and” -> this is mainly in ECEC. TA’s report to the teacher regularly but very rarely record behaviours/observations. Most do not assess students. 4.2 Awkward working using terminology not used by industry. Change to “provide teacher with feedback about student’s academic and behavioural performance’ or similar. TAs are rarely involved in ’case conferences’ -> in fact case conferences are rare regardless. "

Adam Green 20.08.2019 01.57PM

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3 Replies

"I would recommend keeping 4.1 as most TAs do record and report observations, perhaps not as in depth as a teacher's report but it is certainly a valuable contribution from a person who is often working 1:1 with a student. Additionally this written feedback can be part of a student review even where the TA may not be present. A key role of a TA is to complete running records and assist in the delivery of testing such as NAPLAN, PAT tests etc. "

Susan Davison 21.08.2019 08.51AM

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"Yes, I agree with Adam re: changing to resources."

Rita Hermansen 03.09.2019 11.14AM

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"Yes, I agree with Adam that the word resource should be used in place of notes. I don't agree that records of observations are not the role of a special needs EA. My notes have proved valuable in identifying patterns of behaviour and teachers found them valuable. I was also a regular attendee at case conferences where my notes were referred to and utilised. "

Juanita Nanos 04.09.2019 04.14PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS

DESCRIPTION

Reading skills to:

  • Interpret educational program information and curriculum documentation.

Writing skills to:

  • Record information and observations according to organisational procedures.

Initiative and enterprise skills to:

  • Proactively seek opportunities to improve own work practice and conduct.

UNIT MAPPING INFORMATION

CHCEDS002 Assist in implementation of planned educational programs

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS034 Contribute to the planning and implementation of educational programs

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • contribute to the preparation of three classroom programs
  • implement classroom programs on three occasions
  • record observations for three different students
  • perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours, in a classroom environment catering to children between the ages of five and 18 years, within at least one educational organisation in Australia.

3 Comments

Performance evidence

"Contribute to the preparation of three classroom programs? Does the writer of the unit mean " Learning Experiences/ lessons or activities? " The same terminology could be used for dot point 2 "implement classroom programs on three occasions" should read "implement classroom learning experiences/lessons or activities on three occasions.""

Jenny Gudsell 08.09.2019 06.03PM

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1 Reply

"I agree. The term 'programs' in the first 2 dot points does not make sense here. It is too broad and sounds more like VE terminology. "

Robyn Blaikie 09.09.2019 01.33AM

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3 occasions

"Satisfying evidence for 3 occasions may be unreasonable, especially if reporting is simplistic and informal at times."

Robyn White 05.09.2019 01.00PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role and responsibilities of an education support worker and specific understanding of work role and responsibilities in relation to program planning and implementation
  • education system policies and procedures
  • organisational policies and procedures as they apply to the work role
  • the process used by teachers to plan and implement educational programs
  • features and formats of curriculum documentation:
    • how to interpret
    • how it is used in the classroom
  • different types of classroom support activities:
    • demonstrating skills
    • individual instruction
    • modifying environment or materials
    • monitoring student progress
    • observing / listening to student work
    • small group instruction
  • how to make and record student observations
  • factors that affect individual student needs:
    • age and individual development against milestones
    • cultural background
    • disability
    • language background (whether English is first language)
    • personal characteristics
    • preferred learning style
  • types of classroom routines in relation to:
    • start and finish of sessions
    • communication protocols:
      • between students
      • between students and teacher
  • ways in which the support worker can promote cooperation and good relationships:
    • with teacher
    • with students
  • key aspects of the student review / case conference process:
    • what the process includes
    • terminology used
    • who may be involved
    • documentation and reporting requirements.

4 Comments

Case conference

"I have never seen or conducted a case conference in all my years as a teacher in both PS and HS (rural, city etc.). This just doesn't happen very often and when it does the TA would not be involved. TAs in high school can work in up to 10 different classes so they wouldn't be going to case conferences all the time."

Adam Green 20.08.2019 02.02PM

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3 Replies

"This is certainly a part of the role as across a majority of Schools Students will have an individual TA that works in multiple subject areas with them. Year Coordinators in High Schools consult with both teachers and and those specific TAs to formulate support techniques"

Lucas Bendt 22.08.2019 12.56PM

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"Yes. I agree with Adam."

Rita Hermansen 03.09.2019 11.15AM

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"I would love to agree with Lucas and Adam , however in my experience EA's were invited to case conferences. They did not dominate or take the lead in the meeting , however there imput , observations and suggestions were taken on board. "

Juanita Nanos 04.09.2019 04.16PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • implementation of classroom programs must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.

 

Interactions with students must be supervised by a teacher or other educational professional.

 

Assessment must ensure access to:

  • student information to inform planning
  • curriculum information
  • teaching and learning resources
  • educational equipment and teaching aids
  • organisational policies and procedures
  • students in an educational organisation
  • colleagues for guidance and collaboration.

 

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

LINKS

 

3 Comments

Slight change

""implementation of classroom programs must be directly observed by the assessor on at least one occasion" can be modified to "implementation of classroom programs must be directly observed by the assessor attending the classroom on at least one occasion""

Adam Green 20.08.2019 02.03PM

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2 Replies

"I strongly agree with Adam on this point. By not assessing the student in person we are relying on the input of the third party (the teachers) and by default suggesting that they somehow are responsible for assessing our student. I have teachers regularly tell me that they cannot pass a practicum student and assume that they are responsible for this decision. On another note, there is simply no way that personal relationships (mothers in the school now a student or a past student of the school) or alternatively personality clashes that develop over the 100 hours of time spent together, will not distort the outcome of a teacher’s feedback. In my experience I value the feedback however I have found that my observations in person of the student working in the classroom differ from the teacher’s perspective. To explain, the teacher unaware of industry standards, will often expect that a student should be working at a level equal to that of a teacher on practicum from university. Real life observations are also an accurate take on the surrounding events that led to the activity to be observed, which would not be identified if the trainer were not there in person. Just as changing a nappy on a doll is different from working with a baby in real life, so are snippets of recordings or opinions just as flawed. "

Juanita Nanos 04.09.2019 04.34PM

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"I don't believe assessors need to directly observe the student (face to face). We are in 2019, and observations can be completed using technological methods. "

Anna Hannouche 11.09.2019 10.24AM

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