QSA Self-Assessment Tool for TAA40104 Certificate IV in Training ...

QSA Self-Assessment ToolforTAA40104 Certificate IVin Training and AssessmentThis self-assessment tool has been developed to assist Queensland school teachers to demonstrateequivalence to TAA40104 Certificate IV in Training and Assessment for VET delivered and assessedunder the QSA’s delegation from the Training and Employment Recognition Council.This booklet contains the following:General informationPart A Instructions for using the QSA self-assessment toolPart B Structure of TAA40104 Certificate IV in Training and AssessmentPart C Overview of evidence required to demonstrate equivalenceEvidence-gathering toolsPart D Evidence-gathering log bookPart E Statement of ‘equivalence’ to TAA40104 Certificate IV in Training and AssessmentTeacher’s name.Part A — Instructions for using the QSA self-assessment tool todemonstrate equivalence to TAA40104 Certificate IV in Training andAssessment

Meeting AQTF standard 7.3/7.4To satisfy Standard 7.3 & 7.4 of the Australian Quality Training Framework Standards forRegistered Training Organisations (2005), staff involved in training and assessment in VETmust have one of the following:• BSZ40198 Certificate IV in Assessment and Workplace Training or• Demonstrated equivalence to BSZ40198 Certificate IV in Assessment and WorkplaceTraining 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 todemonstrate equivalence to TAA40104 Certificate IV in Training and Assessment. Teacherswho would need to use this tool could include:• teachers who commence VET delivery and assessment for the first time after 23November 2005, for example first-year teachers or experienced teachers who have neverdelivered and assessed vocational education and training• VET teachers who have not demonstrated equivalence to BSZ40198 and will be deliveringand assessing VET after 23 November 2005, for example a returning teacher.MentorAQTF Standard 7.3/7.4 states that if a teacher does not have the assessor units ofcompetency (TAAASS401A, TAAASS402A and TAAASS404A) or cannot demonstrateequivalence, then the teacher must work with someone who does meet the requirement toconduct VET assessment. In addition, if a teacher does not have TAA40104 or cannotdemonstrate equivalence, then the teacher must work under the direct supervision of a personwho does meet the requirement to deliver VET. It is envisaged that a teacher would needto work with a mentor for at least 12 months to enable the teacher to develop andcollect 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 PartB. The units of competency should be downloaded from www.ntis.gov.au, or the trainingpackage purchased.2. Refer to the ‘Overview of evidence required to demonstrate equivalence’ (Part C) whichillustrates the relationship of the evidence to be gathered in the ‘Evidence-gathering logbook’ (Part D) and ‘Statement of equivalence to TAA40104’ (Part E), to the units ofcompetency.3. Record in the ‘Evidence-gathering log book’ (Part D) the evidence collected which hasbeen presented for examination to a person who meets the requirements of AQTFstandards 7.3/7.4 (e.g. mentor).4. The ‘Evidence-gathering log book’ (Part D) should be updated regularly by the teacherand 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 andAssessment‘ (Part E).6. A copy of this booklet must be attached to the teacher’s staff profile, and be presented atinternal 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; andon 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 andAssessment recommended by Queensland Studies Authority•nits of competency lement of competencyAAENV401A Work effectively invocational education andtrainingAAENV402A Foster and promotean inclusive learning cultureAAENV403A Ensure a healthyand safe learning environmentAADES401A Use TrainingPackages to meet client needsAADES402A Design and developlearning programsAADEL401A Plan and organisegroup-based deliveryAADEL403A Facilitate individuallearningAADEL404A Facilitate workbasedlearningAAASS401A Plan and organiseassessmentAAASS402A Assess competenceAAASS403A Develop assessmenttoolsAAASS404A Participate inassessment validationAADEL402A Facilitate groupbasedlearning1. Work within the vocational education and training policy framework2. Work within the training and/or assessment organisation’s quality framework3. Manage work and work relationships4. Demonstrate a client-focused approach to work1. Practise inclusivity2. Promote and respond to diversity3. Develop and implement work strategies to support inclusivity4. Promote a culture of learning5. Monitor and improve work practice1. Identify OHS responsibilities2. Identify hazards in the learning environment3. Assess risk in the learning environment4. Develop and implement actions to ensure the health safety and welfare of learnersand/or candidates5. Provide appropriate OHS requirements to learners and/or candidates6. Monitor OHS arrangements in the learning environment1. Define the basis for using Training Package/s and accredited courses2. Analyse and interpret the qualifications framework3. Analyse and interpret competency standards and accredited modules for clientapplication/s4. Contextualise competency standards and accredited courses for clientapplication/s5. Analyse and interpret assessment guidance for client application6. Use Training Package/s and accredited course as an integrated tool for clientapplication1. Define the parameters of the learning program in consultation with the client/s2. Generate options for designing the learning program3. Develop the learning program content4. Design the structure of the learning program5. Review the learning program1. Interpret the learning environment and delivery requirements2. Prepare session plans3. Prepare resources needed for delivery1. Identify individual learning facilitation requirements2. Establish the learning/facilitation relationship3. Maintain and develop the learning/facilitation relationship4. Close and evaluate the learning/facilitation relationship1. Establish an effective work environment for learning2. Develop a work-based learning pathway3. Implement the work-based learning pathway4. Monitor learning and address barriers to effective participation5. Review the effectiveness of the work-based learning pathway1. Determine focus of assessment2. Prepare the assessment plan3. Contextualise and review assessment plan4. Organise assessment arrangements1. Establish and maintain the assessment environment2. Gather quality evidence3. Support the candidate4. Make the assessment decision5. Record and report the assessment decision6. Review the assessment process1. Determine the focus of the assessment tool2. Determine assessment tool needs3. Design and develop assessment tools4. Review and trial assessment tools1. Prepare for validation2. Contribute to validation process3. Contribute to validation outcomes1. Establish an environment conducive to group learning2. Deliver and facilitate training sessions3. Demonstrate effective facilitation skills4. Support and monitor learning

AADEL301A Provide trainingthrough instruction anddemonstration of work skills5. Review and evaluate effectiveness of delivery1. Organise instruction and demonstration2. Conduct instruction and demonstration3. Check training performancePart C – Overview of evidence required to demonstrate equivalenceQSA staff undertook an in-depth analysis of the units of competency in TAA40104 Certificate IVin Training and Assessment, and the evidence teachers could provide to support ‘equivalence’ toTAA40104. The evidence will be gathered through the ‘Evidence gathering log book’ (PartD) and ‘Statement of equivalence to TAA40104’ (Part E). The following table needs to beread in conjunction with Parts D and E.nits of CompetencyAorevidence is indicated by theTAAENV401A Work Effectively in vocational education and trainingTAAENV402A Foster and promote an inclusive learning cultureTAAENV403A Ensure a healthy and safe learning environmentTAADES401A Use Training Packages to meet client needsTAADES402A Design and Develop learning programsTAADEL401A Plan and organise group-based delivery (teacher meets requirement)TAADEL403A Facilitate individual learningTAADEL404A Facilitate work-based learningTAAASS401A Plan and organise assessmentTAAASS402A Assess competenceTAAASS403A Develop assessment toolsTAAASS404A Participate in assessment validationlectives (teacher meets requirement for following units)TAADEL402A Facilitate group-based learningTAADEL301A Provide training through instruction and demonstration of work skillsKey:Evidence-gathering techniquesA – 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, professionaldevelopment, e.g. staff profile with verified copies of qualificationsG – VET Induction (checklist/attendance/agen– Internal Review/ Internal Audit/ industry vactivities (evidence of participation)– Student VET profiles, student assessmen– Analysis of stakeholder feedback/self-evaK – Demonstration of relevant underpinning k– Documented evidence of mentoring arranprocedure, in-service sessions, formal/infoPart D – Evidence-gathering log bookThis ‘Evidence-gathering log book’ should be signed off by the mentor/s only when the teacher hasshown consistency in the activity or production of the evidence shown below.Focus Activity/evidence Refer toPart EAccessed AQTF Standards / Evidence GuideReferred to/is familiar with school Quality ManualDateMentorinitials

Referred to/is familiar with school VET Teacher’s ManualAccessed DOEM or similar for WHS, Risk assessment andother relevant policiesAttended VET meetings/workshops Item 8Adheres to school general and VET policy & proceduresCompleted school general Teacher inductionCompleted school VET Teacher Induction Item 10Accessed relevant Training PackageAccessed copies of relevant sections of Training PackageAccessed relevant competencies in Training PackageReferred to Range Statements in competenciesContextualised learning experiences for studentsProduced Learning and Assessment Strategy documents toensure cultural inclusivity and the diversity of studentbackgrounds – two versions of same qualification or fromdifferent qualificationProduced individual learning plans for students with specialneeds (more than one plan, different students)Participated in providing one-on-one mentoring withindividual students outside of class time with more than onestudent on more than one occasionCurrently teaching VET (competency-based training andassessment) class/esWork history of delivering and assessing VET (Practicum,previous VET teaching)Facilitated student learning in the workplace or a simulatedworkplaceItem 2Items3(a) (b)Item 11Item 9Participated in teacher workplace currency activities Item 9Produced assessment items that satisfy AQTF standard 8 &the rules of evidence, for at least three units of competencyProduced expected student responses to assessment itemsMapped elements of competency to assessment itemsModified assessment items for special needs studentsMet with support staffItem 4(a)Item 4(a)Item 4(a)Item 4(b)Analysed stakeholder feedback Item 6Item4(c)Item4(c)

Item4(c)Item4(c)Item 5Item 5Item 5Item 5Designed student assessment profiles Item 7Completed student assessment profile Item 7Details of mentor/sMentor 1:Name:Position:Mentor 2:Name:Position:Comments:

Part E – Statement of equivalence to TAA40104 Certificate IV in Trainingand AssessmentTeacher’s nameThe 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 whomeet/s the requirements of AQTF standards 7.3/7.4.1. teaching qualification and, if applicable, other relevant qualifications2. two Learning and Assessment Strategy documents3. examples of facilitating individual learning with two different students, e.g. mentoring,coaching, tutoringa. individual student learning plansb. self-evaluation and student feedback in regard to meeting goals4. for three units of competencyc. competency-based assessment items (with marking schemes/suggestedresponses/suggested actions) covering a range of assessment methods andeach item clearly mapped to the units of competencyd. some items customised to show reasonable adjustmente. review/validation documentation5. participation in internal reviews and/or internal audits and/or other industry validationactivities, and internal moderation activities6. analysis of stakeholder feedback/self-evaluation7. student VET profiles and student assessment folios8. minutes of relevant meetings attended9. detailed staff profile10. VET Induction checklist/agenda11. teacher timetable showing VET classes•SchoolPrincipal’s namePrincipal’s signatureDate