QSA Self-Assessment Tool for TAA40104 Certificate IV in Training and Assessment This self-assessment tool has been developed to assist Queensland school teachers to demonstrate equivalence to TAA40104 Certificate IV in Training and Assessment for VET delivered and assessed under the QSA s delegation from the Training and Employment Recognition Council. This booklet contains the following: General information Part A Instructions for using the QSA self-assessment tool Part B Structure of TAA40104 Certificate IV in Training and Assessment Part C Overview of evidence required to demonstrate equivalence Evidence-gathering tools Part D Evidence-gathering log book Part E Statement of equivalence to TAA40104 Certificate IV in Training and Assessment Teacher s name. Part A Instructions for using the QSA self-assessment tool to demonstrate equivalence to TAA40104 Certificate IV in Training and Assessment
Meeting AQTF standard 7.3/7.4 To satisfy Standard 7.3 & 7.4 of the Australian Quality Training Framework Standards for Registered Training Organisations (2005), staff involved in training and assessment in VET must have one of the following: BSZ40198 Certificate IV in Assessment and Workplace Training or Demonstrated equivalence to BSZ40198 Certificate IV in Assessment and Workplace Training prior to 23 November 2005 or TAA40104 Certificate IV in Training and Assessment or Demonstrated equivalence to TAA40104 Certificate IV in Training and Assessment. Who needs to use this tool? This tool has been developed to help teachers in Queensland schools who need to demonstrate equivalence to TAA40104 Certificate IV in Training and Assessment. Teachers who would need to use this tool could include: teachers who commence VET delivery and assessment for the first time after 23 November 2005, for example first-year teachers or experienced teachers who have never delivered and assessed vocational education and training VET teachers who have not demonstrated equivalence to BSZ40198 and will be delivering and assessing VET after 23 November 2005, for example a returning teacher. Mentor AQTF Standard 7.3/7.4 states that if a teacher does not have the assessor units of competency (TAAASS401A, TAAASS402A and TAAASS404A) or cannot demonstrate equivalence, then the teacher must work with someone who does meet the requirement to conduct VET assessment. In addition, if a teacher does not have TAA40104 or cannot demonstrate equivalence, then the teacher must work under the direct supervision of a person who does meet the requirement to deliver VET. It is envisaged that a teacher would need to work with a mentor for at least 12 months to enable the teacher to develop and collect the evidence required to demonstrate equivalence. How to complete the tool? 1. Read the summary details of the units of competency and elements of competency in Part B. The units of competency should be downloaded from www.ntis.gov.au, or the training package purchased. 2. Refer to the Overview of evidence required to demonstrate equivalence (Part C) which illustrates the relationship of the evidence to be gathered in the Evidence-gathering log book (Part D) and Statement of equivalence to TAA40104 (Part E), to the units of competency. 3. Record in the Evidence-gathering log book (Part D) the evidence collected which has been presented for examination to a person who meets the requirements of AQTF standards 7.3/7.4 (e.g. mentor). 4. The Evidence-gathering log book (Part D) should be updated regularly by the teacher and the mentor as they work together throughout the year. 5. When all evidence has been presented, and equivalence to TAA40104 established, complete Statement of equivalence to TAA40104 Certificate IV in Training and Assessment (Part E). 6. A copy of this booklet must be attached to the teacher s staff profile, and be presented at internal reviews, internal audits and external audits. 7. If the teacher moves from one school to another before this document is completed the teacher should request sign-off of all possible parts of the Mentor Checklist; and on arrival at the new school, the teacher should request the appointment of a mentor to continue
the process.part B Structure of TAA40104 Certificate IV in Training and Assessment recommended by Queensland Studies Authority nits of competency lement of competency AAENV401A Work effectively in vocational education and training AAENV402A Foster and promote an inclusive learning culture AAENV403A Ensure a healthy and safe learning environment AADES401A Use Training Packages to meet client needs AADES402A Design and develop learning programs AADEL401A Plan and organise group-based delivery AADEL403A Facilitate individual learning AADEL404A Facilitate workbased learning AAASS401A Plan and organise assessment AAASS402A Assess competence AAASS403A Develop assessment tools AAASS404A Participate in assessment validation AADEL402A Facilitate groupbased learning 1. Work within the vocational education and training policy framework 2. Work within the training and/or assessment organisation s quality framework 3. Manage work and work relationships 4. Demonstrate a client-focused approach to work 1. Practise inclusivity 2. Promote and respond to diversity 3. Develop and implement work strategies to support inclusivity 4. Promote a culture of learning 5. Monitor and improve work practice 1. Identify OHS responsibilities 2. Identify hazards in the learning environment 3. Assess risk in the learning environment 4. Develop and implement actions to ensure the health safety and welfare of learners and/or candidates 5. Provide appropriate OHS requirements to learners and/or candidates 6. Monitor OHS arrangements in the learning environment 1. Define the basis for using Training Package/s and accredited courses 2. Analyse and interpret the qualifications framework 3. Analyse and interpret competency standards and accredited modules for client application/s 4. Contextualise competency standards and accredited courses for client application/s 5. Analyse and interpret assessment guidance for client application 6. Use Training Package/s and accredited course as an integrated tool for client application 1. Define the parameters of the learning program in consultation with the client/s 2. Generate options for designing the learning program 3. Develop the learning program content 4. Design the structure of the learning program 5. Review the learning program 1. Interpret the learning environment and delivery requirements 2. Prepare session plans 3. Prepare resources needed for delivery 1. Identify individual learning facilitation requirements 2. Establish the learning/facilitation relationship 3. Maintain and develop the learning/facilitation relationship 4. Close and evaluate the learning/facilitation relationship 1. Establish an effective work environment for learning 2. Develop a work-based learning pathway 3. Implement the work-based learning pathway 4. Monitor learning and address barriers to effective participation 5. Review the effectiveness of the work-based learning pathway 1. Determine focus of assessment 2. Prepare the assessment plan 3. Contextualise and review assessment plan 4. Organise assessment arrangements 1. Establish and maintain the assessment environment 2. Gather quality evidence 3. Support the candidate 4. Make the assessment decision 5. Record and report the assessment decision 6. Review the assessment process 1. Determine the focus of the assessment tool 2. Determine assessment tool needs 3. Design and develop assessment tools 4. Review and trial assessment tools 1. Prepare for validation 2. Contribute to validation process 3. Contribute to validation outcomes 1. Establish an environment conducive to group learning 2. Deliver and facilitate training sessions 3. Demonstrate effective facilitation skills 4. Support and monitor learning
AADEL301A Provide training through instruction and demonstration of work skills 5. Review and evaluate effectiveness of delivery 1. Organise instruction and demonstration 2. Conduct instruction and demonstration 3. Check training performance Part C Overview of evidence required to demonstrate equivalence QSA staff undertook an in-depth analysis of the units of competency in TAA40104 Certificate IV in Training and Assessment, and the evidence teachers could provide to support equivalence to TAA40104. The evidence will be gathered through the Evidence gathering log book (Part D) and Statement of equivalence to TAA40104 (Part E). The following table needs to be read in conjunction with Parts D and E. nits of Competency A ore vidence is indicated by the TAAENV401A Work Effectively in vocational education and training TAAENV402A Foster and promote an inclusive learning culture TAAENV403A Ensure a healthy and safe learning environment TAADES401A Use Training Packages to meet client needs TAADES402A Design and Develop learning programs TAADEL401A Plan and organise group-based delivery (teacher meets requirement) TAADEL403A Facilitate individual learning TAADEL404A Facilitate work-based learning TAAASS401A Plan and organise assessment TAAASS402A Assess competence TAAASS403A Develop assessment tools TAAASS404A Participate in assessment validation lectives (teacher meets requirement for following units) TAADEL402A Facilitate group-based learning TAADEL301A Provide training through instruction and demonstration of work skills Key: Evidence-gathering techniques A Teaching qualification Learning and Assessment Strategy/individual learning plans Competency-based assessment instruments Minutes of attended meetings, e.g. VET, learning support, OHS Adherence to school s policy documents general, AQTF Teaching/practicum experience, VET qualification, work history, professional development, e.g. staff profile with verified copies of qualifications G VET Induction (checklist/attendance/agen Internal Review/ Internal Audit/ industry v activities (evidence of participation) Student VET profiles, student assessmen Analysis of stakeholder feedback/self-eva K Demonstration of relevant underpinning k Documented evidence of mentoring arran procedure, in-service sessions, formal/info Part D Evidence-gathering log book This Evidence-gathering log book should be signed off by the mentor/s only when the teacher has shown consistency in the activity or production of the evidence shown below. Focus Activity/evidence Refer to Part E Accessed AQTF Standards / Evidence Guide Referred to/is familiar with school Quality Manual Date Mentor initials
Referred to/is familiar with school VET Teacher s Manual Accessed DOEM or similar for WHS, Risk assessment and other relevant policies Attended VET meetings/workshops Item 8 Adheres to school general and VET policy & procedures Completed school general Teacher induction Completed school VET Teacher Induction Item 10 Accessed relevant Training Package Accessed copies of relevant sections of Training Package Accessed relevant competencies in Training Package Referred to Range Statements in competencies Contextualised learning experiences for students Produced Learning and Assessment Strategy documents to ensure cultural inclusivity and the diversity of student backgrounds two versions of same qualification or from different qualification Produced individual learning plans for students with special needs (more than one plan, different students) Participated in providing one-on-one mentoring with individual students outside of class time with more than one student on more than one occasion Currently teaching VET (competency-based training and assessment) class/es Work history of delivering and assessing VET (Practicum, previous VET teaching) Facilitated student learning in the workplace or a simulated workplace Item 2 Items 3(a) (b) Item 11 Item 9 Participated in teacher workplace currency activities Item 9 Produced assessment items that satisfy AQTF standard 8 & the rules of evidence, for at least three units of competency Produced expected student responses to assessment items Mapped elements of competency to assessment items Modified assessment items for special needs students Met with support staff Item 4(a) Item 4(a) Item 4(a) Item 4(b) Analysed stakeholder feedback Item 6 Item4(c) Item4(c)
Item4(c) Item4(c) Designed student assessment profiles Item 7 Completed student assessment profile Item 7 Details of mentor/s Mentor 1: Name: Position: Mentor 2: Name: Position: Comments:
Part E Statement of equivalence to TAA40104 Certificate IV in Training and Assessment Teacher s name The following collection of evidence, that contributes to demonstarting equivalence to TAA40104, has been presented by the teacher named above, and examined by the teacher s mentor/s who meet/s the requirements of AQTF standards 7.3/7.4. 1. teaching qualification and, if applicable, other relevant qualifications 2. two Learning and Assessment Strategy documents 3. examples of facilitating individual learning with two different students, e.g. mentoring, coaching, tutoring a. individual student learning plans b. self-evaluation and student feedback in regard to meeting goals 4. for three units of competency c. competency-based assessment items (with marking schemes/suggested responses/suggested actions) covering a range of assessment methods and each item clearly mapped to the units of competency d. some items customised to show reasonable adjustment e. review/validation documentation 5. participation in internal reviews and/or internal audits and/or other industry validation activities, and internal moderation activities 6. analysis of stakeholder feedback/self-evaluation 7. student VET profiles and student assessment folios 8. minutes of relevant meetings attended 9. detailed staff profile 10. VET Induction checklist/agenda 11. teacher timetable showing VET classes School Principal s name Principal s signature Date