Certificate 3 Education Support

Introduction

Sunbury 2015

Employment Contracts and Awards

Teaching Assistants may be employed on a temporary, fixed-term, full-time or part-time basis.

Typically, an award will set out a range of employment conditions, such as:

• provision for payment

• provision for training/professional development

• workplace bullying policies

• dispute grievance procedures

• additional jobs to be performed

• disciplinary and suspension procedures

The National Employment Standards and Modern Awards

• community service leave for jury service (paid) or activities dealing with certain emergencies or natural disasters (unpaid)

• long service leave

• public holidays and the entitlement to be paid for ordinary hours on those days

• notice of termination and redundancy pay

• the right for new employees to receive the Fair Work Information Statement

Things to Find out About Your Role and the School

It is important to be informed about day-to-day ‘housekeeping’ matters, such as:• days/hours you will be working and your rate of pay; procedures for

notification of absence

• who your direct supervisor is and the lines of communication and authority. To whom do you address problems/concerns/issues?

• occupational health and safety

• where you sign on/off

• where you put your personal belongings

• where you access tea/coffee and lunch facilities

• the school routine/timetable

• the resources and supplies kept and how are they are accessed

Things to Find out About Your Role and the School

In relation to your role as Teaching Assistant you should also clarify areas such as:

• your specific role and responsibilities

• school Code of Conduct for staff and students, and behaviour management practices

• playground rules

• your role if the teacher is absent

• what to do if approached by a parent about their child’s progress or behaviour

Duties and Responsibilities

Duties and responsibilities may be divided into specific areas, such as:• Assist teachers in the implementation of classroom programs

• Carry out general administrative duties

• Apply basic first aid and administer medication to students in accordance with school policy and procedures

• Use a variety of technology

• Participate in staff, planning and review meetings

• Assist specialists

• Maintain a safe environment in accordance with OHS policy

• Support the health, safety and wellbeing of students

• Work cooperatively as a member of the team

• Undertake general supervision duties

The role of the teacher and the Teaching Assistant

Professional Conduct

Generally a Code of Conduct may set out the following requirements:

• Act in an ethical manner at all times

• Embrace the values of the school

• Comply with workplace policies and procedures

• Comply with current child protection legislation

• Maintain a professional relationship with students

• Follow behaviour management procedures

• Refrain from the consumption of drugs/alcohol/tobacco on school premises

• Act to ensure student’s health and safety, confidentiality and privacy

Professional Conduct• Behave with dignity, respect, compassion towards all students and

families

• Avoid discrimination and bias – respect the beliefs and abilities of others

• Respect the status, role and knowledge of school staff

• Work collaboratively with students, staff and parents

• Be accountable for your behaviour and perform all duties in a professional and competent manner

• Follow all lawful instructions, including policies and procedures such as WHS

• Participate in professional development

• Use effective communication to collaborate with colleagues to achieve the best possible outcomes for students and families

Professional Conduct• Refrain from engaging in any

behaviour that would bring the school into disrepute

• Comply with procedures in relation to privacy and confidentiality and copyright

• Ensure all documentation such as evaluations and observations are written in an objective and factual manner

• Address any workplace grievances in accordance with workplace policies and procedures

Compliance with Legislative, Policy and Industrial Requirements

Staff must comply with legislative, policy and industrial requirements in the education environment such as:

• State/Territory Public Health Legislation

• Child Protection Legislation

• The Human Rights and Equal Opportunity Commission

• Occupational Health and Safety State/Territory Legislation

• Anti-discrimination State/Territory and Federal Legislation

• Equal Employment Opportunity

• Privacy and Personal Information Protection State/Territory and Federal Legislation

• International Treaties and Declarations

Think Pair Share• How would Ellen feel

about being given this contract?

• What are some items that might be in the code of conduct?

• Give an example of Acting in the best interest of the student

• Give an example of being a positive role model for children.

As part of her employment contract Ellen was given a Code of Conduct for ancillary staff, which she was required to read and sign prior to her appointment. The Code of Conduct outlined the behaviour of her as member of the school community. It stressed the importance of acting in the best interests of the students and the role adults play as positive role models for students.

Organising, Storing and Accessing Information

Most schools will maintain the following types of records and information:

• student records

• documented policies and procedures

• personnel records

• financial records (income and expenditure)

• assets/inventory register

• maintenance records and maintenance schedule for items

Organising, Storing and Accessing Information

Security and Storage of Information• information will need to be stored on a short-, medium- or long-term basis

• Once a system is in place it is important that all team members who need access to the data know, and understand, how it is stored and how it can be retrieved

• All confidential information should be stored in a manner that ensures security and confidentiality

Archiving and Disposal of Information• Information that is no longer required or that is out of date should be

archived or destroyed

• All schools have a legal requirement to retain and archive some records for specific periods of time

Organising, Storing and Accessing Information

Using Technology

When selecting technical equipment it is important to consider the following:

• Capacity

• Compatibility

• Availability of associated equipment

• Reliability and after-sales service

• Ease of maintenance

• Ease of learning to use

• Safety

• Delivery and installation

• Warranty

• Impact on the organisation

• Running costs

• The life of the equipment

Organising, Storing and Accessing Information

Demands of New Systems on the Workplace

To make certain that the organisation makes the best use of technology, the following should be considered:

• IT support

• Maintenance

• Upgrades

• Supplies

• Security

Organising, Storing and Accessing Information

Written Documentation

When completing documentation consider the following:

• Identify the audience and the purpose of the document

• Be clear about what you wish to communicate

• Be clear and concise

• Avoid the use of slang or jargon

• Avoid the word ‘kids’

• If acronyms are used identify what they mean

• Where possible be gender specific

• Use bullet points or numbering

• Avoid value judgments and assumptions

• Proofread

Role Play

Connie is a teacher aide at the local secondary school and

works with a student whose family was involved with a drug

raid that was reported on the local news. While out

shopping, Connie runs into a friend who has a child at

Connie’s school. Over coffee the friend asks Connie what

she knows about the family.

“You work with the son of the family who were involved in

that drug raid, don’t you? I’ve heard they are a violent

family. How did the boy react?”

Drop the Ball

Materials needed: Golf balls, straws, tape

Instructions:

• Each small group receives 12 straws and 46 centimetre of masking tape.

ten minutes to build a container that will catch a golf ball dropped from about ten feet.

Each group selects a ‘ball dropper’ — that person stands on a chair, holds a golf ball at eye level. That group places its container on the floor under where it thinks the ball will land.

Each group gets three attempts.

The group that gets a ball to go in and stay in its container wins.

Working as a Member of a Team

• For any organisation to run smoothly all team members must have a clear understanding of their role, duties and responsibilities as well as those of other team members

• Effective teamwork depends on every member of the team taking responsibility for carrying out the work described in their position description to the best of their ability

Working as a Member of a Team

Effective teamwork depends on individual team members developing and using a range of specific skills including:

• having a clear understanding and commitment to the goals of the organisation

• being familiar with and complying with the policies of the organisation

• being flexible, adaptable and open to change

• being cooperative and willing to share information and address issues as they arise in a spirit of collaboration

• using effective communication

• complying with lawful directions

• using initiative and anticipating ahead

Working as a Member of a Team

Team Meetings

Attending meetings will allow Teaching Assistants to give and receive information, ask questions, and seek guidance and direction. It is important to:• be clear about the purpose of the meeting

• be well-prepared – for example, you may be asked to provide documentation such as observations or evaluations

• be clear about your role at the meeting (e.g. to give or receive information)

• be clear about the expected outcomes of the meeting

• document the key points, tasks allocated or follow-up required (including time frame)

Working as a Member of a Team

Conflict Resolution Strategies

• Win/win is a strategy that can be used effectively with colleagues, parents and students. The process of win/win involves the following steps:

• Find out why each party wants a particular outcome so that you can better understand the situation from the perspective of others

• Find out where there might be agreement about outcomes. Be objective and don’t allow personalities to get in the way of solving the problem

• Consider options – reach a compromise that all parties are able to accept and always try to be fair

• Work cooperatively to reach a mutually agreed outcome

• Using ‘I’ statements makes it possible to describe how you feel and what you need without blaming others

You can only save 9 Who would they be?

1. Nelson Mandela 2. Sir Peter Cosgrove 3. Afaf Hossain, who is 6 months pregnant 4. Prof George Braitberg Director of Emergency Medicine RMH 5. Pope Francis 6. Professor Janice Southby – Head of Reconstructive Surgery Monash Medical Centre. 7. Tony Abbott 8. Bill Shorten 9. Siobhan O’Mara – 7 years old 10. Lachlan Moran – 25 year old distant cousin of the Moran family who has never been in

trouble and runs a home for abused women. 11. Adam Goodes, Indigenous Footballer and former Australian of the Year 12. Rosie Batty, Australian of the Year and Domestic Violence Campaigner 13. Sang Minh Nguyen, mathematics teacher, youth worker, former Mayor of Richmond, Chief

of Staff for Gareth Evans 14. Galarrwuy Yunupingu, leader in the Australian Indigenous community 15. Matt Preston, Food Writer and Masterchief Host.

Communicating Effectively

Workplaces where there is good communication between team members is characterised by:

• open communication – people say what they mean

• a cooperative, happy and productive atmosphere

• an environment where problems are ‘nipped in the bud’ and solved to everyone’s satisfaction

• acknowledgment and respect for different views

• genuine collaboration and support within the team

Communicating Effectively

Many types of communication take place between team members in a school setting, including:

• verbal communication

• nonverbal communication

• written communication

• casual level

• exchanging information and opinions level

• more personal level

• very close personal level

Communicating EffectivelyBlocks to Effective Communication

Some common examples of blocks to effective communication include:

• giving orders

• warning

• preaching

• lecturing

• giving unsolicited advice

• blaming

• interpreting

• labelling

• asking questions at inappropriate times

• praising and reassuring

• distracting

Teacher Aide: ‘Rachide is not having a very good day. He hasn’t managed to complete any work and he keeps saying he is tired. I am not sure what to do.’

Teacher: ‘I’ll be glad when this week is over. It hasn’t been a good one.’

Teacher Aide: ‘Do you think I should just give Rachide some games to play? I’m not sure if this won’t give him the message that not doing any work is OK’.

Teacher: ‘I know what you mean, sometimes students can be lazy’.

The teacher aide smiles and walks away wondering whether she was not communicating effectively or the teacher wasn’t hearing what she said.

Mr Dark is the Year 5 teacher, is in one of his moods. The Teacher

Aide, Kate, knows the signs – he’s quiet, tends to answer questions in

the briefest possible manner and snaps at the children for no real

reason. Kate knows that when Mr. Dark behaves this way it is best to

keep out of his way.

When Kate returns to the classroom after recess Mr Dark says ‘you

were obviously too busy to set up the computer task Kate, so I’ve done

it for you!’

Kate knows that in 10 minutes the class is going to a special assembly.

The usual procedure for special assemblies is that the class returns to

the room after recess and then walk to the hall. Any work for this

session is normally cancelled. Mr Dark had not mentioned to Kate that

today would be any different to the normal procedure.

Homework…Only joking

• Bring 100 points of ID for Working with Children’s Check on Tuesday.