Assessor Resource

CUADTM509A
Refine professional practice as a dance teacher

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those working at a senior level as teachers or instructors in a private dance studio or school. They could be employed by the school or offer their services on a freelance basis.

At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources.

Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.

This unit describes the performance outcomes, skills and knowledge required to apply professional and ethical business practices and refine dance teaching methodologies.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

adhere to the Dance Industry Code of Ethics in a dance teaching environment

work collaboratively with others in a dance teaching and professional development context

manage business aspects of working as a dance teacher

communicate effectively and constructively with students, parents and carers.

Context of and specific resources for assessment

Assessment must ensure:

interaction and collaboration with others involved in dance teaching

access to industry networks and information.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence

third-party workplace reports of on-the-job performance

evaluation of promotional material distributed

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of refining professional practice as a dance teacher

review of candidate’s diaries or logbooks recording ideas and strategies for improving own teaching practice

direct observation of candidate interacting with students, parents and colleagues.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUFIND401A Provide services on a freelance basis

CUVPRP502A Prepare for sustainable professional practice.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own teaching practice

discuss teaching issues with colleagues

effectively impart information to students and parents or carers

initiative and enterprise skills to think laterally about ways to improve own teaching practice

learning skills to maintain own expertise by taking advantage of ongoing professional development opportunities

problem-solving skills to manage financial management aspects of own teaching practice

self-management and planning skills to:

manage time

follow OHS requirements as they relate to the teaching of dance or movement

act in an ethical manner in own teaching practice.

Required knowledge

well-developed knowledge of the:

Dance Industry Code of Ethics

Australian Guidelines for Dance Teachers

availability and sources of resources, equipment and support services for learners with specific needs

organisational record management system and reporting requirements

OHS relating to teaching role, including:

duty of care under common law

safe dance practice

reporting requirements for hazards

safe use and maintenance of equipment

emergency procedures

sources of OHS information

overview knowledge of relevant policy, legal requirements, codes of practice and national standards, including commonwealth, state or territory requirements with regard to:

OHS in the context of teaching dance

recording information and confidentiality requirements

anti-discrimination, including equal opportunity, racial vilification and disability discrimination in the context of teaching dance.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Dance Industry Code of Ethicsis:

the code devised by leading representatives of Australia’s studio teachers (Ausdance) to inform teachers and the public of the ethical standards expected by the profession of its practitioners.

Communication should be:

in a style appropriate to:

student’s age

preferred method of communication

physical or cultural factors

sensory or intellectual impairment, e.g. sight loss or hearing loss

according to the Dance Industry Code of Ethics.

Assessment tools and proceduresinclude:

tools and processes developed by individual dance schools, such as:

instruments to be used for gathering evidence, such as a profile of acceptable performance measures

templates and proformas

specific questions or activities

evidence and observation checklists

checklists for the evaluation of work samples

candidate self-assessment materials

procedures, information and instructions for assessors and candidates relating to the use of assessment instruments and assessment conditions.

Relevant personnel may include:

supervisors

managers

parents

carers

medical practitioners

physiotherapists

other teachers

OHS representatives.

Student confidentialitymay relate to:

not passing on information regarding student status or wellbeing to other individuals without permission

referring to best practice principles of the activity or organisation.

Duty of carerelates to:

doing everything ‘reasonably practicable’ to protect the health and safety of others in the workplace

duty placed on:

all employers

employees and contractors

any others who have an influence on hazards in a workplace.

Factual statements may relate to:

fee structures

information about results in examinations and competitions

publicity about services offered by a school or teacher

information about the number of former students now dancing professionally

information about qualifications held by teachers

advertising a particular teaching method only where legitimate teaching qualifications in that methodology or syllabus are held.

Support services may include:

accountants

couriers

design services

equipment repair and maintenance services

financial planners

printers

tax consultants.

Impartiality can be demonstrated through:

using appropriate and constructive criticism in verbal and non-verbal judgements and written reports

explaining guidelines to ensure that participants are treated fairly and without bias

dealing diplomatically with other teachers, students, parents and carers.

Continuous improvement strategiesmay include:

encouraging learners to explore new techniques in dance performance

exploring options with learners for recording and presenting creative ideas through performance

encouraging critical self-reflection in learners to engender realistic career-development planning

instructing learners in the negotiation of dance briefs with realistic timeframes, budgets and technical production contingencies

emphasising the need for learners to consider audience needs and tastes in dance

promoting the value of keeping up with broad media, conceptual and technology issues through industry literature and forums.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Comply with Dance Industry Code of Ethics when interacting with students and members of the public 
Ensure that communication with students, parents or carers is appropriate and undertaken in a professional and accountable manner 
Inform parents or carers of studio or school’s policy and procedures 
Ensure that assessment tools and procedures enable students and parents or carers to have access to accurate and honest feedback and advice when requested 
Ensure that class sizes and dance school/studio facilities are appropriate to the age group of students and level and dance style being taught 
Ensure that references to or comparisons with the services of others are fair and balanced 
Avoid situations that may lead to a conflict of interest 
Report medical concerns along with referral recommendations to relevant personnel 
Comply with statutory requirements regarding student confidentiality and duty of care 
Distribute only promotional material that contains factual statements, the accuracy of which can be verified 
Set up and use effective systems for managing budgets, finance and paperwork associated with own practice as a teacher 
Establish and maintain effective support services 
Uphold and enhance the good standing and reputation of the dance teaching profession 
Ensure no attempt is made to influence or intimidate examiner at an examination or judge at a competition 
Act with impartiality in any assessment or judging role 
Act in an ethical manner with regard to other dance schools when conducting student recruitment campaigns 
Communicate with others in a way that engenders respect 
Share information and ideas in a timely fashion to enhance work outcomes 
Seek information and ideas from others as required to assist achievement of work requirements 
Observe linguistic and cultural protocols when communicating with others 
Seek feedback from relevant personnel on own teaching practice and incorporate constructive suggestions into continuous improvement strategies 

Forms

Assessment Cover Sheet

CUADTM509A - Refine professional practice as a dance teacher
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUADTM509A - Refine professional practice as a dance teacher

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: