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Evidence Guide: TAEPDD501A - 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

 

TAEPDD501A - 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 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 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 which include observing peers in training and assessment practices and providing them 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 which include observing peers in training and assessment practices and providing them 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

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:

model appropriate professional techniques and strategies

contribute to own professional development plan

network and use technology to gain information and other support

participate in professional development activities and maintain currency of skills and knowledge in VET sector as well as vocational area

document, reflect and discuss with peers evidence of feedback from at least 10 hours of facilitation practice and interviews with assessors covering at least the assessment of 10 candidates.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible.

Where no workplace is available, a simulated workplace must be provided which will enable all the critical aspects for evidence outlined above to be assessed in a manner equivalent to a workplace.

Method of assessment

Critical aspects of evidence for the 3 units:

TAEDEL502A Provide advanced facilitation practice,

TAEASS501A Provide advanced assessment practice, and

TAEPDD501A Maintain and enhance professional practice

are intended to be assessed in the context of a ‘practicum’.

A holistic assessment covering these three units can be accessed on the IBSA website to support such assessment.

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills to:

obtain feedback from colleagues and clients

participate in professional networks

consult with colleagues and clients

interpersonal skills to:

participate in industry events and activities

build professional relationships and networks

engage with peers professionally to give and receive feedback constructively

leadership skills to:

influence and motivate others

guide and support others

make informed decisions and recommendations

literacy skills to:

read and interpret vocational education and training information such as legal and organisational policy documents

complete and maintain records related to professional development

reflection skills to systematically evaluate personal work practices to improve performance or understanding

research skills to:

keep up with trends in vocational education and training

identify relevant industry affiliations

keep up with trends, changes and developments in own vocational area of competency

self-evaluation skills to:

identify gaps in skills or knowledge

obtain competencies to meet current and future organisational objectives

analyse and identify opportunities to improve training and assessment practices

time management skills to:

organise professional development activities.

Required knowledge

organisational goals and objectives

organisational processes, procedures and opportunities relating to professional development

continuous improvement techniques and processes and their application

social and education trends and changes impacting on the vocational education and training environment, such as:

policy changes

technological changes

cultural changes

economic changes

networks relevant to professional practice

ethical and inclusive principles and practices associated with assessment of competence

types and availability of development activities and opportunities.

Range Statement

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.

Vocational currency plan may include:

self assessment of current skills and knowledge

identified areas requiring development

identified opportunities for development

procedures for development including:

work-team meetings

professional practice groups

industry contact

training

job rotation

conferences

research

return to industry

industry visits.

VET currency plan may include:

professional goals

organisation’s requirements

identified current standards and regulatory requirements

identified opportunities for development including:

updated VET qualifications

VET sector engagement.

Professional development plan may include:

both vocational currency plan and training and assessment currency plan plus work and personal career objectives

the organisation's professional development plan for each individual staff member, outlining:

work and personal career objectives

identified areas requiring development

learning opportunities and activities

relevant work activities and projects

links to organisational training needs profile

link to organisation’s strategic plan.