Education Support Draft 2 Validation

CHCEDS058_Support the implementation of behaviour plans Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS058

UNIT TITLE

Support the implementation of behaviour plans

APPLICATION

This unit describes the skills and knowledge required by an education support worker to support the implementation of behaviour plans within an education organisation. It includes developing an understanding of relevant legislation and organisational policies and procedures.

 

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 aged between five and 18 years, but may also work within 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. Research and document legislative and organisation policy requirements.
    1. Access legislation and organisational policies in relation to behaviour support and planning.
    2. Identify requirements for learning environment and student behaviour strategies and plans.
    3. Identify and confirm essential requirements of relevant legislation and organisational policies.
    4. Conduct and review work practices in accordance with requirements of legislation and organisational policies.
  1. Create safe learning environments to socially support student learning.
    1. Establish constructive relationships with students based on mutual trust and respect.
    2. Ensure communication with students is inclusive and in the best interests of the student at all times.
    3. Establish strategies for promoting collaborative relationships between students.
  1. Support implementation of behaviour plans.
    1. Work in consultation with the teacher to identify behaviour management strategies which support students to take responsibility for their own behaviour.
    2. Maintain learning environments that assist students to work collaboratively.
    3. Implement strategies for assisting students to monitor and review their own behaviour.
    4. Create learning experiences for students to develop effective communication skills and appropriate social and learning behaviours.
    5. Follow support processes for individual students requiring specific skills in developing and maintaining behaviours.
    6. Take appropriate steps, if required, to maintain personal safety of self and others.
  1. Review and Evaluate.
    1. Implement strategies for providing regular feedback and reinforcement to students.
    2. Monitor classroom behaviour plan outcomes for effectiveness.
    3. Evaluate and implement strategies for improving professional practice in consultation with the supervising teacher.

2 Comments

Create learning experiences for students to develop effective communication skills and appropriate s

"Students may have difficulty applying this in a workplace where the role of the ESS is to follow instructions of the teacher rather than create their own experiences"

Susan Werner 22.08.2019 11.24AM

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one issue

"I only have issue with the first element as there isn't any legislative framework or policy in regards to behaviour plans. There are some policies in regards to behaviour but not plans, which is what is specified here. I think this is confusing this sector with aged care for example that has rules around restraint and things of that nature. From the TAs perspective, there are departmental policies about behaviour which are broad, then the teacher does the plan. The TA helps implements it, occassionally meets and offers feedback. So while there is a legislation that we could argue is related (disability etc.) this part is largely not relevant to TAs in any way."

Adam Green 20.08.2019 04.30PM

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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 legislation and organisational policies and procedures.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

Initiative and enterprise skills to:

  • Anticipate the need for assistance or intervention in order to support positive student behaviour.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS058 Support the implementation of behaviour plans.

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:

  • identify and document aspects of behaviour plans that provide appropriate support for students in one primary and one secondary class, including:
    • using a range of appropriate behaviour support strategies
    • using student self-management strategies
    • using group and individual behaviour support strategies
  • implement one behaviour plan for either of the above classes, including:
    • supporting student behaviour
    • collecting feedback on plan outcomes
    • evaluating effectiveness of behaviour plan and making recommendations for improvements
  • reflect on own skills in behaviour support and identify opportunities for improvement in discussion with teacher or supervisor.

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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 and education support worker and own job role
  • requirements of relevant legislation and organisational policies and procedures in relation to behaviour support
  • typical (and atypical) behaviours encountered in the education environment
  • child and adolescent development theories
  • differing philosophical approaches to behaviour support
  • strategies for supporting student behaviour:
    • individual students
    • groups of students
    • student self-management
  • factors that may affect behaviour of students and their impact on student learning:
    • cultural considerations
    • environment
    • family circumstances
    • language or communication difficulties
    • learning difficulties
    • health issues
      • physical
      • mental
    • mood and personality
    • social issues
  • importance of the student’s self-esteem in the learning process
  • factors to promote or diminish the student’s intrinsic motivation
  • communication techniques that support positive behaviour:
    • verbal
    • non-verbal
    • active listening
    • questioning
    • appropriate use of volume and tone
  • positive support strategies to redirect behaviour and defuse situations
  • available professional support services and resources
  • negotiation and conflict resolution techniques
  • how to recognise situations where further support or intervention may be required
  • practices and strategies for non-violent crisis prevention and intervention
  • when and how to implement consequences for inappropriate behaviour
  • organisational policies and procedures for risk management.

1 Comments

""child and adolescent development theories" are not relevant here and is well beyond a single knowledge point as well as beyond AQF3 or 4. This could be a unit to itself but not something that can be assessed as a short answer question or two. Also note coverage in the domains unit."

Adam Green 20.08.2019 04.34PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

 

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

 

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

 

Skills related to reflection may be demonstrated outside of the workplace.

 

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

 

Assessment must ensure access to:

  • 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

 

2 Comments

direct assessment

"This unit is one of the most important to be assessed directly by an assessor who visit the classroom. Behaviour management cannot be assessed via video effectively (and schools are less inclined to allow video these days if at all). The nuances of body language, tone, class dynamics, stress etc. can only be carefully considered by the experienced assessor face to face, and then advice provided. "

Adam Green 20.08.2019 04.36PM

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1 Reply

"Why do assessors need to physically attend the classroom to observe students? There are many technological methods that can be used instead. We need to consider rural students as well as the cost of an assessor visiting students multiple times. This needs to considered or the cost of courses will be prohibitive."

Anna Hannouche 11.09.2019 12.04PM

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