Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS508B Mapping and Delivery Guide
Assist in leading a small team in an educational environment

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS508B - Assist in leading a small team in an educational environment
Description This 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
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit is intended for education support workers involved in team leadership with groups of students, staff and volunteers in the education context This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Assist with provision of information and training to team members
  • Work with teacher to clarify detailed information and training requirements to address identified purpose and performance requirements of team
  • Articulate clearly the purpose for which the team is formed
  • Explain to team members the team and individual responsibilities and performance requirements
  • Design team member responsibilities in accordance with industrial agreements where appropriate
  • In consultation with teacher, work with team members to identify their training needs
  • Implement a systematic approach to training as appropriate to the individual and the task
       
Element: Plan and manage workflow
  • Determine timeframes for completion of the task
  • Monitor and review of allocated task/functions to ensure delivery within timeframes
  • Provide opportunities for team members to vary tasks undertaken where a change might enhance productivity
  • Manage contingencies to ensure minimal effects on work outcomes, in consultation with teacher
       
Element: Review team performance, in consultation with teacher
  • Develop and maintain positive and constructive relationships with and between team members
  • Review and update team objectives in consultation with team members
  • Identify with the team the strengths and weaknesses as benchmarked against the organisation standards
  • Encourage team members to reflect upon own performance, suggest improvements and identify professional development needs
  • Provide recognition to team members for their contribution to team outcomes
       


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, 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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Basic knowledge of state and federal legislation and local government legislation affecting the operations of an education organisation, especially in regard to work health and safety (WHS), environmental issues, disability and anti-discrimination

Relevant industry awards and enterprise agreements

Organisation policy and procedures pertaining to team operations

Specific knowledge relevant to the work of the team

Essential skills:

It is critical that the candidate demonstrate the ability to:

Lead a team within relevant industrial and organisation frameworks

Develop and maintain team performance and relationships

Identify and meet training needs within the team

Plan and manage the work of a team

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use literacy skills to interpret legal requirements, comprehend equipment user manuals and maintain records

Use numeracy skills to effectively manage resource requirements, timeframes, budgets (where necessary) and team allocations

Use communication skills including effectively relating to team members and other staff

Undertake team building and motivation

Relate to a diverse range of people

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

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
Work with teacher to clarify detailed information and training requirements to address identified purpose and performance requirements of team 
Articulate clearly the purpose for which the team is formed 
Explain to team members the team and individual responsibilities and performance requirements 
Design team member responsibilities in accordance with industrial agreements where appropriate 
In consultation with teacher, work with team members to identify their training needs 
Implement a systematic approach to training as appropriate to the individual and the task 
Determine timeframes for completion of the task 
Monitor and review of allocated task/functions to ensure delivery within timeframes 
Provide opportunities for team members to vary tasks undertaken where a change might enhance productivity 
Manage contingencies to ensure minimal effects on work outcomes, in consultation with teacher 
Develop and maintain positive and constructive relationships with and between team members 
Review and update team objectives in consultation with team members 
Identify with the team the strengths and weaknesses as benchmarked against the organisation standards 
Encourage team members to reflect upon own performance, suggest improvements and identify professional development needs 
Provide recognition to team members for their contribution to team outcomes 

Forms

Assessment Cover Sheet

CHCEDS508B - Assist in leading a small team in an educational environment
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

CHCEDS508B - Assist in leading a small team in an educational environment

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: