Course Title: Contribute to continuous improvement processes within the education environment
Part B: Course Detail
Teaching Period: Term2 2012
Course Code: MIET6292C
Course Title: Contribute to continuous improvement processes within the education environment
School: 360T Education
Campus: City Campus
Program: C4282 - Certificate IV in Education Support
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 45
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No specific pre-requisite and co-requisite.
Course Description
This course is for students to gain the skills and knowledge required for education support workers to contribute to a continuous improvement process in order to enhance levels of education service delivery.This course applies in a variety of education contexts where it is essential for education support workers to review strategies in order to deliver optimum services.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS412A Contribute to continuous improvement processes within the education environment |
Element: |
1. Implement continuous improvement processes |
Performance Criteria: |
1.1 Demonstrate awareness of continuous improvement processes |
Element: |
2. Monitor service delivery as directed by teacher |
Performance Criteria: |
2.1 Record personal reflections relating to operations and services provided to the education community |
Element: |
3. Report on service delivery |
Performance Criteria: |
3.1 Articulate recommendations for action to be taken based on arguments for and against particular recommendations |
Element: |
4. Consolidate opportunities for further improvement |
Performance Criteria: |
4.1 Document own work performance and use the information to identify opportunities for further professional development |
Learning Outcomes
The learning outcomes are for students to gain the skills and knowledge required for education support workers to contribute to a continuous improvement process in order to enhance levels of education service delivery.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects- Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Continuous improvement processes
Policies and procedures of the organisation that apply to document preparation
Organisation standards for service delivery
Methods used in continuous improvement
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Implementing the organisation’s continuous improvement processes
Reviewing and improving quality of service, policies and procedures
Benefits of continuous improvement
Barriers to continuous improvement
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Recording personal reflections relating to operations and services provided to the workplace
Monitoring service delivery
Gathering information on the effectiveness of service delivery from team members, adult
stakeholders and relevant students
Reviewing service delivery using feedback from all stakeholders
Discussion, Q&A activities
Week 15-18
Theory – Formulating recommendations for improvement and discuss them with the team
Reporting on service delivery
Gathering and reviewing feedback
Formulating recommendations for improvement
Articulating and recording recommendations
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Observation/Demonstration e.g. evidence of experience contributing to continuous improvement processes within the education/community environment , Third party
Semester 2
Week 1-4
Theory – Analysing recommendations for action
Reporting issues and recommendations for improvement to relevant personnel
Adjusting operational plans in response to recommendations
Process for communicating recommendations to personnel responsible for implementations
Discussion, Q&A activities
Week 5-9
Theory – Consolidating opportunities for further improvement
Documenting own work performance
Using the information to identify opportunities for further professional development
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory– The role of professional development in contributing to continuous improvement
Embedding in practice responsibility for own professional development
Incorporating new knowledge and skills into work practice
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Professional development; e.g. formal and informal opportunities
Policies and procedures related to workplace Professional development
Demonstrating practical application of new knowledge and skills in the workplace
Reviewing and reflecting on professional development experiences
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g : Evidence Guide, Assignment 1 and 2, Observation/Demonstration; e.g. evidence of experience contributing to continuous improvement processes within the education/community environment , Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects - Working with children project
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).
Course Overview: Access Course Overview