CHCEDS504A: Support the development and implementation of responsible behaviour

Descriptor: This unit deals with the skills and knowledge required by education support workers to assist the individual and education organisation to implement responsible behaviour plans
The unit develops an understanding of relevant legislation and organisation policies
Employability Skills: This unit contains Employability Skills
Application: This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Research and document legislative and organisation policy requirements	1.1 Access legislation and organisation policies in relation to behaviour support concerns 1.2 Identify and confirm essential requirements of relevant legislation and organisation policies 1.3 Conduct and review work practices in accordance with requirements of legislation and organisation policies 1.4 Identify organisation requirements for student and learning environment behaviour strategies and plans
2. Create safe learning environments to socially support student learning	2.1 Plan and implement learning experiences in consultation with the teacher 2.2 Establish constructive relationships with students based on mutual trust and respect 2.3 Engage in inclusive communication with students 2.4 Establish strategies for promoting collaborative relationships between students
3. Support learning environments encouraging student’s responsibility	3.1 Examine and determine key aspects of philosophical approaches to behaviour management 3.2 Support students to identify and analyse their learning goals in consultation with teacher 3.3 Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher 3.4 Implement learning experiences where students reflect on their own learning in consultation with the teacher
4. Support implementation of strategies for student responsibility in behaviour management	4.1 Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour 4.2 Establish learning environments that assist students to work collaboratively 4.3 Implement strategies for assisting students to monitor and review their own behaviour 4.4 Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours 4.5 Implement strategies for providing regular feedback and reinforcement to students 4.6 Examine classroom behaviour management practices for effectiveness 4.7 Implement support processes for students requiring specific skills in developing and maintaining behaviours 4.8 Evaluate and implement strategies for professional practice improvement 4.9 Use collaborative problem solving skills when working with colleagues and students

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Requirements of relevant legislation and organisation policies
Whole of school and student approaches to behaviour support
Philosophical approaches to behaviour support
Factors to promote or diminish students’ intrinsic motivation
Child and adolescent development theories
Social and group dynamics
Importance of the student’s self-esteem in the learning process
Effective communication skills
Origins of inappropriate behaviour and the impact on student learning
Typical (and atypical) behaviours encountered in the education environment
Assessment strategies involving learner’s participation
When and how to implement consequences for inappropriate behaviour
Universal precautions for risk management
Practices and strategies for non-violent crisis prevention and intervention
Available professional support services and resources

Essential skills:

It is critical that the candidate demonstrate the ability to:

Access and reference documented research information using relevant standards
Adhere to education organisation’s policies and procedures
Interpret feedback from colleagues relating to policies and procedures
Demonstrate supportive and collaborative relationships with students
Demonstrate use of a range of appropriate behaviour management strategies
Implement student self management strategies
Reflect on personal skills in behaviour management

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills
These include the ability to:

Apply reinforcement strategies within student behaviour support plans
Research and analyse
Observe and reflect
Implement proactive and reactive responses to irresponsible behaviour
Demonstrate collaborative problem solving skills
Implement negotiation and conflict resolution strategies
Encourage student’s monitor and review of self

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. Add any 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.

Legislative and organisation policy requirements may include:	Anti-discrimination Act 1991 Education (General Provisions) Act 1989 Commission for Children and Young People and Child Guardian Act 2000 Workplace Health and Safety Act 1995 Freedom of Information Act 1992 Individual education environment policy, procedure and plans
Philosophical approaches to behaviour management may include:	Behavioural Cognitive Ecosystemic Psychodynamic
Strategies for assisting students to monitor and review their own behaviour may include:	Reflection Discussion Hypotheticals Role play Questioning
Effective communication skills may include:	Written (e.g. electronic, letters, memos) Verbal/non-verbal Presentations Discussions (individual or group) Conflict management Critical listening and questioning Providing constructive and supportive feedback Paraphrasing Culturally appropriate language Use of translators Use of languages other than English if required
Classroom behaviour management practices may include:	Establish expectations Give instructions Cue with parallel acknowledgement Body language Descriptive encouraging Selective attending Provide choice
Collaborative problem solving skills may include:	Active listening Clarify Draw inference Summarise Provide positive feedback

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.