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

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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
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Page 5 and 6: Referred to/is familiar with school
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QSA Self-Assessment Tool for TAA40104 Certificate IV in Training ...

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