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Evidence Guide: CHCEDS010 - Work effectively as an Aboriginal or Torres Strait Islander education worker

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS010 - Work effectively as an Aboriginal or Torres Strait Islander education worker

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage personal work tasks

  1. Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required
  2. Prioritise tasks/jobs in accordance with organisation goals
  3. Assess and organise competing demands within time constraints to provide an effective and responsive service
Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise tasks/jobs in accordance with organisation goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and organise competing demands within time constraints to provide an effective and responsive service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model high standards of personal performance, ethics and integrity

  1. Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards
  2. Demonstrate personal and professional integrity to engender confidence and respect
  3. Commit to organisation’s policies and procedures
Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate personal and professional integrity to engender confidence and respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Commit to organisation’s policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist and support other personnel

  1. Provide informative and constructive feedback to other personnel in a positive manner
  2. Interact with others to promote a productive and harmonious education environment
  3. Provide encouragement, support and advice to personnel as required
Provide informative and constructive feedback to other personnel in a positive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with others to promote a productive and harmonious education environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide encouragement, support and advice to personnel as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Manage personal work tasks

1.1 Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required

1.2 Prioritise tasks/jobs in accordance with organisation goals

1.3 Assess and organise competing demands within time constraints to provide an effective and responsive service

2. Model high standards of personal performance, ethics and integrity

2.1 Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards

2.2 Demonstrate personal and professional integrity to engender confidence and respect

2.3 Commit to organisation’s policies and procedures

3. Assist and support other personnel

3.1 Provide informative and constructive feedback to other personnel in a positive manner

3.2 Interact with others to promote a productive and harmonious education environment

3.3 Provide encouragement, support and advice to personnel as required

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Manage personal work tasks

1.1 Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required

1.2 Prioritise tasks/jobs in accordance with organisation goals

1.3 Assess and organise competing demands within time constraints to provide an effective and responsive service

2. Model high standards of personal performance, ethics and integrity

2.1 Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards

2.2 Demonstrate personal and professional integrity to engender confidence and respect

2.3 Commit to organisation’s policies and procedures

3. Assist and support other personnel

3.1 Provide informative and constructive feedback to other personnel in a positive manner

3.2 Interact with others to promote a productive and harmonious education environment

3.3 Provide encouragement, support and advice to personnel as required

Range Statement

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.

Role model refers to:

a person looked to by others in Aboriginal and/or Torres Strait Islander education work as an example to be followed in areas such as:

respect for Elders and culture

respect for Australian values

personal behaviour

reliability

Personal and professional integrity refers to:

being honest

showing consistency

following codes of ethics

being unbiased