Application
This unit describes the skills and knowledge required to design, implement and evaluate an adult language, literacy and numeracy professional development program.
It applies to those involved in the educational leadership of adult language, literacy and numeracy professional development programs.
Adult language, literacy and numeracy professional development programs include those within training organisations or workplace settings, where an experienced adult language, literacy and numeracy practitioner, provides professional development to other practitioners to develop their skills and knowledge in providing language, literacy and numeracy to adult learners.
Professional development programs also occur in community settings, such as in volunteer adult literacy programs.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements Elements describe the essential outcomes | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Design an adult language, literacy and numeracy professional development program | 1.1 Identify skills and skill development requirements of individuals and teams 1.2 Formulate an adult language, literacy and numeracy professional development program plan in consultation with stakeholders 1.3 Design program to reflect social and educational context in which it operates 1.4 Determine most appropriate delivery mode for professional development program 1.5 Design participant selection criteria 1.6 Design and sequence adult language, literacy and numeracy professional development training sessions and professional development activities 1.7 Source and contextualise, or develop, resources to support the professional development program 1.8 Design processes for monitoring and evaluating professional development program |
2. Implement and deliver program plan | 2.1 Clarify responsibilities of parties involved in adult language, literacy and numeracy professional development program 2.2 Conduct professional development activities as planned in the professional development program 2.3 Use formal and informal monitoring to support the professional development of participants and provide feedback as required 2.4 Maintain records as required by the training organisation |
3. Evaluate professional development program outcomes | 3.1 Implement program evaluation 3.2 Complete program evaluation report for stakeholders 3.3 Introduce changes to program in response to evaluation and participant feedback |
Evidence of Performance
Evidence of the ability to:
design a language, literacy and numeracy professional development program to address the identified skill development requirements of individuals and teams that incorporates:
participant selection criteria
delivery mode
program content
professional development training sessions
resources required
monitoring and evaluation processes
engage stakeholders in the planning, design, implementation and evaluation of a professional development program to ensure the program reflects the requirements of the social, vocational and educational context
implement a language, literacy and numeracy professional development program and maintain records as required
evaluate and report professional development program outcomes
use participant feedback and evaluation as the basis for ongoing changes to the professional development program.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
document current and emerging language, literacy and numeracy issues as they relate to professional development requirements in a VET context that relate to:
changes in the Australian economic and industrial context, community context and training context that impact on language, literacy and numeracy skills requirements
legislation, codes of practice and national standards that influence the delivery of language, literacy and numeracy in VET
range of circumstances and special requirements of adult learner groups likely to access language, literacy and numeracy programs
current thinking and theories that inform adult language, literacy and numeracy teaching approaches
explain adult learning principles, as they relate to professional development programs
document the roles and responsibilities of all parties involved in a language, literacy and numeracy professional development plan and identify strategies for working together to achieve the planned outcomes.
Assessment Conditions
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to:
opportunities to participate in a range of practical exercises and projects
research materials
media equipment
relevant documents, special purpose tools, equipment, materials and industry software packages.
Assessors must satisfy NVR/AQTF assessor requirements.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 1.1, 1.7, 3.3 | Sources, analyses and interprets information presented in a variety of formats in order to identify skill development requirements |
Writing | 1.2, 1.6, 1.7, 2.4, 3.2 | Prepares documentation which incorporates the analysis and evaluation of information using specialised language in a format and style appropriate to a specific audience |
Oral Communication | 1.1, 1.2, 2.1, 2.2, 2.3, 3.3 | Leads complex verbal exchanges using appropriate language, questioning and listening techniques to provide and elicit information, confirm understanding and seek feedback |
Interact with others | 1.2, 2.1, 3.1 | Selects and uses appropriate conventions and protocols when communicating with a range of stakeholders |
Get the work done | 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.2, 3.1, 3.3 | Accepts full responsibility for planning, developing and reviewing programs to meet defined goals Gathers and analyses data and seeks feedback to improve program |
Sectors
Language, literacy and numeracy practice