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Evidence Guide: TAEPDD501 - Maintain and enhance professional practice

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

 

TAEPDD501 - Maintain and enhance professional practice

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

Model high standards of performance

  1. Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements
  2. Model appropriate professional techniques and strategies
  3. Apply ethical and inclusive practices in professional practice
Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model appropriate professional techniques and strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply ethical and inclusive practices in professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine personal development needs

  1. Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities
  2. Seek input from other relevant personnel about own development needs and priorities
  3. Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan
  4. Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan
  5. Combine the vocational currency plan and VET currency plan into an overall professional development plan
Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek input from other relevant personnel about own development needs and priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Combine the vocational currency plan and VET currency plan into an overall professional development plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate with peers in professional development

  1. Observe facilitators in facilitation practice and provide them constructive feedback
  2. Invite peers to observe and provide constructive feedback on own facilitation practices
  3. Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback
  4. Invite peers to question own judgements in assessment practices, and provide constructive feedback
Observe facilitators in facilitation practice and provide them constructive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite peers to observe and provide constructive feedback on own facilitation practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite peers to question own judgements in assessment practices, and provide constructive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in professional development activities

  1. Select and implement development opportunities to support continuous learning and maintain currency of professional practice
  2. Participate in professional networks to support continuous learning and maintain currency of professional practice
  3. Engage in processes that include observing peers in training and assessment practices, and providing them with feedback
  4. Invite peers and others to observe, and provide feedback, on own training and assessment practices
  5. Use technology to maintain regular communication with relevant networks, organisations and individuals
Select and implement development opportunities to support continuous learning and maintain currency of professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in professional networks to support continuous learning and maintain currency of professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage in processes that include observing peers in training and assessment practices, and providing them with feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite peers and others to observe, and provide feedback, on own training and assessment practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use technology to maintain regular communication with relevant networks, organisations and individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on and evaluate professional practice

  1. Research developments and trends impacting on professional practice and integrate information into work performance
  2. Use feedback from colleagues and clients to identify, and introduce, improvements in work performance
  3. Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes
Research developments and trends impacting on professional practice and integrate information into work performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from colleagues and clients to identify, and introduce, improvements in work performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Model high standards of performance

1.1 Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements

1.2 Model appropriate professional techniques and strategies

1.3 Apply ethical and inclusive practices in professional practice

2. Determine personal development needs

2.1 Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities

2.2 Seek input from other relevant personnel about own development needs and priorities

2.3 Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan

2.4 Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan

2.5 Combine the vocational currency plan and VET currency plan into an overall professional development plan

3. Collaborate with peers in professional development

3.1 Observe facilitators in facilitation practice and provide them constructive feedback

3.2 Invite peers to observe and provide constructive feedback on own facilitation practices

3.3 Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback

3.4 Invite peers to question own judgements in assessment practices, and provide constructive feedback

4. Participate in professional development activities

4.1 Select and implement development opportunities to support continuous learning and maintain currency of professional practice

4.2 Participate in professional networks to support continuous learning and maintain currency of professional practice

4.3 Engage in processes that include observing peers in training and assessment practices, and providing them with feedback

4.4 Invite peers and others to observe, and provide feedback, on own training and assessment practices

4.5 Use technology to maintain regular communication with relevant networks, organisations and individuals

5. Reflect on and evaluate professional practice

5.1 Research developments and trends impacting on professional practice and integrate information into work performance

5.2 Use feedback from colleagues and clients to identify, and introduce, improvements in work performance

5.3 Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Model high standards of performance

1.1 Incorporate individual responsibilities and accountabilities into personal work plans in accordance with organisational and legal requirements

1.2 Model appropriate professional techniques and strategies

1.3 Apply ethical and inclusive practices in professional practice

2. Determine personal development needs

2.1 Assess own knowledge and skills against relevant benchmarks to determine development needs and priorities

2.2 Seek input from other relevant personnel about own development needs and priorities

2.3 Identify ways to update and maintain currency of vocational competency, and prepare a vocational currency plan

2.4 Identify ways to update, and maintain, vocational education and training (VET) knowledge and skills, as well as trainer and assessor competence, and prepare a VET currency plan

2.5 Combine the vocational currency plan and VET currency plan into an overall professional development plan

3. Collaborate with peers in professional development

3.1 Observe facilitators in facilitation practice and provide them constructive feedback

3.2 Invite peers to observe and provide constructive feedback on own facilitation practices

3.3 Interview assessors in relation to the judgements they make in their assessment practices, and provide them constructive feedback

3.4 Invite peers to question own judgements in assessment practices, and provide constructive feedback

4. Participate in professional development activities

4.1 Select and implement development opportunities to support continuous learning and maintain currency of professional practice

4.2 Participate in professional networks to support continuous learning and maintain currency of professional practice

4.3 Engage in processes that include observing peers in training and assessment practices, and providing them with feedback

4.4 Invite peers and others to observe, and provide feedback, on own training and assessment practices

4.5 Use technology to maintain regular communication with relevant networks, organisations and individuals

5. Reflect on and evaluate professional practice

5.1 Research developments and trends impacting on professional practice and integrate information into work performance

5.2 Use feedback from colleagues and clients to identify, and introduce, improvements in work performance

5.3 Document professional development activities, learning and planned changes in behaviours, in accordance with the organisation’s systems and processes

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

modelling appropriate professional techniques and strategies

enhancing own professional development plan

identify, locate and use, current and credible references to inform professional practice

identify three critical incidents related to the role as teacher/trainer, and document actions, and reflections on these incidents by making links to relevant theories

networking and using technology to gain information and other support

participating in professional development activities and maintain currency of skills and knowledge in the vocational education and training (VET) sector as well as vocational area

documenting, reflecting and discussing with peers evidence of

feedback from at least 10 hours of facilitation practice

interviews with assessors covering at least the assessment of 10 candidates enrolled in VET programs.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

organisational goals and objectives

the organisational processes, procedures and opportunities relating to professional development

continuous improvement techniques and processes, and their application

the theories of professional development, including reflective practice as a technique for professional practice

the relevant capability frameworks for VET practitioners and their application as guides to current, and future, skill development

social and educational trends, and changes, impacting on the VET environment, including:

policy changes

technological changes

cultural and social changes

economic changes

networks relevant to professional practice

ethical and inclusive principles, and the practices associated with professional development

the types and availability of development activities, and opportunities.