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CHCPRP003 Reflect On And Improve Own Professional Practice Workplace Assessment Task

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Introduction: Reflect On And Improve Own Professional Practice Workplace Assessment Task

Access Free Samples Prepared by our Expert Subject Matter Experts, known for offering the Best Online Assignment Help Services in Australia.

This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.

CHCPRP003 Reflect on and improve own professional practice

Elements

  1. Reflect on own practice
  2. Enhance own practice
  3. Facilitate ongoing professional development

How students participate in assessment

You are required to read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation.

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting.

  1. You MUST provide responses to tasks and questions to a Satisfactory level
  2. Assessment responses MUST demonstrate consistent performance in a real-world setting
  3. You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses

Authenticity requirements

You must make a genuine attempt to answer each task appropriately in this assessment activity. Intentionally or unintentionally presenting answers to assessment questions that are another individual’s work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. Refer to the Student Handbook for further information.

Authenticity declaration

It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work.

Supervisor confirmation of authenticity

A supervisor (usually a Workplace Supervisor or assessor) should acknowledge the authenticity of your work prior to submission. By completely this declaration, the supervisor is authenticating these tasks as having been completed in an appropriate setting, under supervision and to an acceptable standard for Early Childhood Education and Care workplace.


ATTENTION

You must include your name and SIGNATURE on this page

Your signature is required to verify authenticity of your work.

Student declaration

By making this declaration:

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I understand the assessment conditions and how to effectively participate

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I understand my responsibility to provide assessment responses that are my own.

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I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.

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I understand I must gain the approval of the assessor and/or Workplace Supervisor before and/or after implementation of these tasks.

Name:

 

Signature:

Date:

You must include the name of your supervisor and

collect an authenticating SIGNATURE on this page.

Supervisor declaration

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I confirm the workplace assessment tasks were completed by the named student in a regulated children’s service in Australia.

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I confirm that I have discussed and provided specific feedback in relation to:

·         Workplace Task 2: Self-evaluation

·         Workplace Task 3: My personal development plan

Supervisor Name:

 

Signature:

ECEC Name:

 

Date:

Optional comment/feedback:

 

         

 

 

SUMMARY

RECORD OF ASSESSMENT

Assessor declaration

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Assessment tasks were completed in a regulated children’s service in Australia.

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Assessment tasks are authentic and supported by a student and Workplace Supervisor declaration

Assessors satisfy the Standards for RTOs’ requirements for assessors

This assessment activity has been assessed as:

?Satisfactory?Not Yet Satisfactory?Incomplete

For work deemed “Not Yet Satisfactory” or “Incomplete”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment. 

Assessor Name:

 

Signature:

Date Received:

 

Date Marked:

Assessor comment/feedback:

 

Resubmit instructions: (for Not Yet Satisfactory or Incomplete assessment outcomes only).

     

 

Assessment instructions

You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting.

Attempting assessment tasks

You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as ‘Not Yet Satisfactory’, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process.

Reasonable adjustment

You may apply for reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.

Submitting tasks

Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.

Student appeals

Students have the right to appeal an unfavourable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information. 

Learning materials and required readings

Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.

 

Textbook reference

Kearns, K. (2020)The Big Picture,5th ed., Cengage Learning Australia, Melbourne.

Chapters 1 & 3

 

 

Readings

Australian Children’s Education & Care Quality Authority. Developing a culture of learning through reflective practice.

https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea1/DevelopingaCultureofLearningThroughReflectivePractice.pdf

Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster)

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

beyou websitewww.beyou.edu.au

Blue Bay Early Learning Centre. Professional Development Policy.

Blue Bay Early Learning Centre. Mental Health and Wellbeing Policy.

Early Childhood Australia (2016). Code of Ethics

http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf

 

Workplace tasks planning table

This tool provides you with a summary of the workplace tasks for this unit. It indicates:

  • the approximate time frame needed to complete each task
  • the preparation required for each task.

Use this tool with your Workplace Supervisorto plan the completion of your tasks.

 

 

This symbol indicates that the task can be completed either in your allocated workplace study time, or at home.

 

 

This symbol indicates that your Workplace Supervisor must observe you as you complete this task, or sign to confirm you

 

Task

Time frame

(mins)

Preparation for task

Target completion date

Complete

Task 1

150

Reflective journal

·         Complete the readings

 

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Task 2

60

Self-evaluation

·         Print the questionnaire

·         Access your job description/duty statement

·         Discuss with your Workplace Supervisor a time where they can complete their section of the self- evaluation.

 

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Task 3

180

Developing my personal development plan

·         Choose an area from Task 2 you would like to improve

·         Organise a time to discuss the task with your Workplace Supervisor

 

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Task 4

120

Professional review process

·         Organise a time to discuss the task with your Workplace Supervisor

·         Access your service’s policies and procedures for professional development/performance appraisals

 

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Task 5

120

Self-care and educator wellbeing

·         Review all the information prior to completing the task

·         Access your service’s Wellbeing Policy

 

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Task 6

60

Reflecting on gathered feedback

·         Organise a time to discuss the questions with your Workplace Supervisor

·         Access any policies relating to gathering and reflecting on feedback

 

?

Supervisor notes and/or suggestions:

 

Task 1: Reflective journal

The purpose of this journal is to demonstrate that you can:

  • reflect on and recognise the effect of values, beliefs and behaviour in practice
  • assess and confirm own practice against ethical and legal requirements and opportunities

Preparation

Before commencing this task access the following readings:

 

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 3 (pp. 92-97)

·         Figure 3.9 ‘Example of a self-reflection – Ella’

·         Figure 3.10 ‘Example of a self-reflection – Salima’

·         Figure 3.11 ‘Example of a self-reflection – Bindi’

·         Figure 3.12 ‘Example of a self-reflection – Dom’

 

 

Reading

Developing a culture of learning through reflective practice.Australian Children’s Education & Care Quality Authority.

https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea1/DevelopingaCultureofLearningThroughReflectivePractice.pdf

 

Legal and Ethical Behaviour

When writing your journal, you must be mindful of legal and ethical behaviour. Your entries should not include names of children, families or colleagues – instead refer to a child/children, a colleague or a parent. This will support privacy and confidentiality and respect for all parties. Try to keep your comments objective and avoid criticising others.

 

 

Student tip

·     Remember the journal is about you and your values, beliefs, and practices.

·     Before you record in your journal, remember to read through the examples provided.

·     Your goal is to focus on your emerging skills and knowledge and reflect on your values and beliefs and how they might be challenged, shaped, or reinforced.

·     Your journal will be read by your trainer/assessor.Please ensure you do not identify others.

·     Remember to stay within your work role and refer to your job description where necessary.

Instructions

  • The task has been divided into threekey areas:
    • Families
    • Teams/colleagues
    • Children
  • You are required to record journal entries in each of the three key areas on the template provided. (Each entry should be no more than 100-150 words)
  • To assist you with this task, sample responses have been provided. Please do not copy these as you will need to reflect on your own personal and professional skills.

Task 1:Reflective Journal 1

My practices, values and beliefs for working with familiesdemonstrating the following statement from the Code of Ethics:

In relation to families I will… develop respectful relationships based on open communication with the aim of encouraging families’ engagement and to build a strong sense of belonging

Entry 1My Values and Beliefs in relation to families

Write one value or belief you have in relation to communicating and building partnerships with families.

You may like to reflect on:

What do I believe about families? How does working with families relate to my job role?How do I show respect for families in my interactions with them? What do I believe is important when communicating with families?

Example: I believe that partnerships with families are important. I have a large family and we are always very respectful of each other and value our opinions. I do become concerned about how families view me and whether they take me seriously because of my experience. I am also not sure how to approach families when there is a concern about their child.

My values and beliefs in relation to families are:

 

I have assured that personal belief on the families has strengthened the bond of the relation between other family members with me. I have assured that implication or adoption of Flexibility and Spontaneity has created values and strengthened the relation with families through effective communication.

 

Entry 2 Journal entry on an interaction with a family

Provide a summary of an interaction with a family that relates to a value or belief you have listed in Entry 1.

Example: Today a child had a toileting accident and I assisted the child with the incident. This was not a regular occurrence and I was concerned about telling the parent. I was on the later shift so it was my responsibility to talk with the parent and also remember to gather the soiled clothing. I approached the parent on arrival, moving them to an area where we could talk confidentially. I explained what happened and the child’s reaction. The parent was a little upset and I reassured them about the incident. I gathered the clothing for the parent and went with them to see the child.

Summary of interaction

 

Interaction has provided self-confidence and enhanced the communication skills among an individual. The effectiveness in analysing the consistency in decision making within a family has assured by interaction strategy. I have identified that proper engagement of interaction skills can be convinced the other members of a family to permit you to take decision for their benefit. The interaction has strengthened the bonds between the family members. 

Entry3Reflection on values and practices

Write a short reflection on how your values and beliefs are reflected in the example you have provided for Entry 2, and any strengths and areas for improvement.

You may like to reflect on:

Do my practices match my values and beliefs? How is this evident in my practices? What are my strengths in relation to developing relationships with families? Are there any concerns I have when it comes to working with families? What would I like to develop my skills in?

Example: I was nervous throughout the whole conversation, but I was pleased with how I was able to explain the situation. I would do this again as I feel that I am gaining confidence with speaking with parents, but I would ask my supervisor for tips on how to reassure parents about toileting accidents and set a goal for speaking to families about these situations.

Reflection

I am excited and want to go through the provided readings to answer the selected journal entries in the tasks.

 


Task 1: Reflective Journal 2

My practices, values and beliefs for working in a team environment- demonstrating Element 4.2.1 from the National Quality Standard:

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Entry 1 My values and beliefs in relation to Colleagues

Write one value or belief you have in relation to working respectfully as part of a team

You may like to reflect on:

What do I believe about working in a team? How does working with my colleagues/as part of a team relate to my job role? What do I believe is key to respectful communication and collaboration? Do I feel it is important to recognise other educator’s strengths and skills? Why?

Example: I believe that working in a team environment is very important.I think that being a good communicator makes the team function well.I believe that helping one another to get the jobs done means that we are supporting the children’s learning.

My values and beliefs in relations to colleagues are remarkable as they believe on my skills of decision-making and increased their faith on me. Hence, colleague has

 

I have assured that personal belief on the families has strengthened the bond of the relation between other family members with me. I have assured that implication or adoption of Flexibility and Spontaneity has created values and strengthened the relation with families through effective communication.

Entry 2Journal entry on an interaction with a colleague

Please provide a summary of an interaction or occurrence of working with colleagues that relates to a value or belief you have listed in Entry 1.

Example: Today, we had 2 relief educators in the room who were unsure of our routines. I showed them the routine and duties of the day which were posted on the wall so they could familiarise themselves. We then spoke about how we could share the roles and I said I would assist them to settle in and share relevant information about the children e.g., allergies. I also told them to just ask me if they needed any clarification if they were unsure.

Summary of interaction

 

Interaction has provided self-confidence and enhanced the communication skills among an individual. The effectiveness in analysing the consistency in decision making within a family has assured by interaction strategy. I have identified that proper engagement of interaction skills can be convinced the other members of a family to permit you to take decision for their benefit. The interaction has strengthened the bonds between the family members. 

Entry 3

Write short reflection on how your values and beliefs are reflected in the example provided for Entry 2, and any strengths and areas for improvement.

You may like to reflect on:

Whether your practices match my values and beliefs? How is this evident in my practices? What are my strengths in relation to developing relationships with my colleagues? Are there any concerns I have when it comes to working within a team? What would I like to develop my skills in?

Example:I feel that my practices supported my values and beliefs as I was able to communicate with the new educators and show them the duty rosters for the day.I was also able to take initiative and share and discuss the individual needs of the children and supported them throughout the day to make sure our room ran smoothly.I would like to continue to grow in this area by taking on more responsibilities in sharing my knowledge about how our room functions to support our children.

Reflection

I am excited and want to go through the provided readings to answer the selected journal entries in the tasks. However, I have assured that focusing on strength and skills development will be assured the improvement goals and objective of an organisation or an individual.

 


Task 1 Reflective Journal 3

My practices, values and beliefs for working with children, demonstrating Early Years Learning Framework Principle:

Secure, respectful and reciprocal relationships

Entry 1 My values and beliefs in relation to children

Write one value or belief you have in relation to building secure and respectful relationships with children

You may like to reflect on:

What do I believe about working children? How does working with children relate to my job role? What do I believe is important when developing relationships with children? How do I show respect for children?

Example: I believe that all children are unique and have different ways of learning that connect to their families and the environments that we provide.I believe that all children learn at their own pace and that I should provide learning environments that support their interests and allows for exploration and experimentation.I believe that I need to be respectful to each child and build a relationship that supports a sense of belonging

My values and beliefs in relation to children are

I have enhanced that personal belief on the families and children that has strengthened the bond of the relation between members of families with me. I have noted that adoption or implication of “Spontaneity and Flexibility” has created values and strengthened the relation with families through effective communication.

 

Entry 2

Provide a summary of an interaction with a child or group of children that relates to a value or belief you have listed in Entry 1.

Example:On arrival today, T held out a shell that he had found.I thanked him for sharing his special treasure with me.I asked him where he had found it and he said at the beach when he was playing in the sand.I told him I know we had a book on shells and other things we might find at the beach and asked if he would like to help me find it and we could read it together.He said yes, so we headed off to our library.

Summary of interaction

Interaction has boosted self-confidence and increased the communication skills among an individual. The professionalism in analysing the consistency in decision-making within a family has assured by interaction strategy. I have noticed that proper engagement of interaction skills can be convinced the other members of a family to permit you to take decision for their benefit. The interaction has strengthened the bonds between the family members. 

 

Entry 3

Writea short reflection on how your values and beliefs are reflected in the example you have provided for Entry 2, and any strengths and areas for improvement

You may like to reflect on:

Do my practices match my values and beliefs? How is this evident in my practices? What are my strengths in relation to developing relationships with children? Are there any concerns I have when it comes to working with children? What would I like to develop my skills in?

Example:Firstly, I thanked T for bringing his shell in for me to look at and thought about the connection between family and the service.I was able to ask him questions about the shell and gave him the opportunity to further his interest by providing him with research ideas to find out more objects that he could find.To further extend his interest and knowledge I could also think about other experiences such as adding sea creatures to water trough, adding shells to drawing and art area.

Reflection

I have focused on practical implication of learned skills to enhanced the engagement of the children and put their faith on an individual

Reflect on your threecompleted journal tasks andstate one area or practice you would like to improve in:

I have improved the engagement and communication areas by focusing on skill development and human behaviour approach.

 

 

 

 

 

 

 

 

Task 2: Self-evaluation

The purpose of this task is for you to demonstrate that youcan:

  • undertake self-evaluation in conjunction with supervisors and/or peers
  • share two-way, open and evaluative feedback with co-workers or peers
  • identify and engage with opportunities to extend and expand own expertise.

Preparation

Before you commence this task:

  • Have your job description/duty statement handy as you complete the questionnaire. This will be a guide on the expectations of the skills and abilities you should be displaying and those that you are building and the responsibilities of your employer.If you do not have access to a job description refer to Chapter 1 pp.5-6 of your textbook ‘The Big Picture’.
  • Discuss with your Workplace Supervisor a time where they can complete their section of the self- evaluation.
 

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 1 (pp. 5-6) Figure 1.3 ‘Job description for a Certificate III Educator’.

Instructions

  • Take time to reflect on your skills and knowledge as you answer this self-evaluation.
  • Identify your key strengths as well as the skills and knowledge you will work towards.
  • Ask your Workplace Supervisor to complete their section of the evaluation.

 

 

Student tip

Try to be honest with yourself and remember that as a beginning educator you have only just started on the long journey towards professional competence. The questionnaire describes the skills and knowledge that you are expected to develop over the next few years as you gain experience as an educator. While you may have already acquired some of the skills and knowledge described in the questionnaire, it is expected that there will be areas you will continue to develop.

 

 

 

 


Task 2: Certificate IIISkills and Knowledge: Self-evaluation

Rating System

1 = Never/Not Yet 2 = Sometimes3 = Often4 = Always

My responses

 Workplace Supervisor responses

 

1.Communication

1

2

3

4

1

2

3

4

 

a.      I can access,read and understand service documents, job description, WHS policies and procedures, programs/routines, assessment tasks

 

ü   

 

 

 

 

 

 

 

b.      I can communicate verbally with others e.g., speaks clearly, clarifying daily tasks, introduces self to others, greets team members

 

 

 

 

 

 

 

 

 

c.      I can listen, understand and follow instructions in a respectful manner

 

 

 

 

 

 

 

 

 

d.      I can develop a rapport with children through talking and listening to them

 

 

 

 

 

 

 

 

 

e.      I can apply basic written communication skills (legible, no spelling errors) to complete documentation in the workplace e.g., written information for parents in regards to program/daily routines, completing workplace assessments in a professional manner, use correct script/position for writing children’s names

 

 

 

 

 

 

 

 

 

f.       I demonstrate awareness of privacy, confidentiality and ethical practices when communicating with others in the workplace.

 

 

 

 

 

 

 

 

 

g.      I can use a range of technology relevant to the workplace

 

 

 

 

 

 

 

 

 

2. Teamwork

1

2

3

4

1

2

3

4

 

a.      I treat people with respect, and I am aware of the role and responsibilities of others within the service

 

 

 

 

 

 

 

 

 

b.      I manage conflict constructively and in a timely manner in accordance with service policy and procedures.

 

 

 

 

 

 

 

 

 

c.      I can build effective workplace relationships with team members and work effectively in a team setting e.g., sharing ideas, completing duties, assisting other team members

 

 

 

 

 

 

 

 

 

3. Problem Solving

1

2

3

4

1

2

3

4

 

a.    I can apply basic problem-solving strategies e.g.,define and assess the problem, use initiative, ask questions, clarify, seek assistance, and follow procedures

 

 

 

 

 

 

 

 

 

b.    I address problems as they arise in a fair and ethical manner, seeking assistance when necessary and according to my job role

 

 

 

 

 

 

 

 

 

c.    I can assess and respond appropriately to an emergency, accident or risk by following procedures

 

 

 

 

 

 

 

 

 

4. Learning

1

2

3

4

1

2

3

4

 

a.      I can independently read articles/blogs for my own professional development and apply this to my practices

 

 

 

 

 

 

 

 

 

b.      I value feedback and actively seek it out.

 

 

 

 

 

 

 

 

 

c.      I keep up to date with current developments and best practice in the Early Childhood profession.

 

 

 

 

 

 

 

 

 

d.      I actively seek to learn from my more experienced colleagues.

 

 

 

 

 

 

 

 

 

e.      I understand and follow the legal requirements and responsibilities of my work role.

 

 

 

 

 

 

 

 

 

5. Initiative and Enterprise

1

2

3

4

1

2

3

4

 

a.      I am flexible and can adapt to new situations e.g., change in routines

 

 

 

 

 

 

 

 

 

b.      I care for equipment e.g., using and storing equipment correctly, model respect for equipment when setting-up and packing away.

 

 

 

 

 

 

 

 

 

c.      I can use resourcesto support sustainable practices

 

 

 

 

 

 

 

 

 

d.      I contribute to ideas for the development of the continuous improvement of the service e.g., workplace practices, planning, documentation, resources etc.

 

 

 

 

 

 

 

 

 

6. Planning and Organising

1

2

3

4

1

2

3

4

 

a.      I can communicate my planning to my supervisor and priortise the completing of my tasks

 

 

 

 

 

 

 

 

 

b.      I can locate and plan the use of a variety of resources in the service to support the children’s learning

 

 

 

 

 

 

 

 

 

c.      I can effectively and efficiently organise and use my time e.g., shift duties, documentation etc.

 

 

 

 

 

 

 

 

 

d.      I can use organisational systems to ensure the smooth functioning of the room.

 

 

 

 

 

 

 

 

 

 

My key strengths (what I do well)

The key strengths and weakness of mine that are evaluated based on the communication and strategically changes of the management resources. The presentation skills of mine were found increasing during my involvement in the task.

Areas I am working towards improving

(Note: You will be required to select one area that you identified as working towards improving as the focus of your Personal Development Plan in Task 3.)

The areas that are still required to be furnished by me and to be improved are communication and team work collaboration while engaging in the team work assignments and tasks.

 

 

Task 3:Developingmy personal development plan

The purpose of this task is to demonstrate that you can:

  • determine improvements needed based on own evaluation and feedback from others
  • seek specialist advice or further training where need is identified
  • devise, document and implement a self-development plan that sets realistic goals and targets
  • assess and confirm own practice against ethical and legal requirements and opportunities
  • identify and engage with opportunities to extend and expand own expertise.

Preparation

Before commencing this task, you should:

  • Choose an area from Task 2 that you are working towards improving (i.e.,you indicated with a rating of 1 or 2). This will become your learning goal for your personal development plan.
  • Organise a time to discuss the task with your Workplace Supervisor.

 

 

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 1 (pp. 101-103)

 

 

Reading

Code of Ethics. Early Childhood Australia.

http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf

 

National Quality Standard (A4 Poster).Australian Children’s Education & Care Quality Authority (ACECQA). (2018).

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

 

Instructions

  • For your identified area of improvement, develop one professional learning goal in the template below.
  • Ask your Workplace Supervisor to complete their section of the personal development plan.

To assist you with this task a completed template of a learning goal has been provided as an example.

 

 

 

Task 3:My personal development plan–Example Responses

a.My learning goal

·         I will develop my confidence in implementing a small group time

b. Why this goal is important to me

·         I want to feel confident that I can plan and implement experiences that are interesting and support children’s learning

c.Choose one statement from the code of ethics that relates to your goal e.g. In relation to children, I will …

·         In relation to children, I will provide a meaningful curriculum to enrich children’s learning, balancing child, and educator-initiated experiences

d. Choose a quality area and standard/element that supports your goal

·         Quality Area 1 Element 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

e. What I will do to work on this goal (you must list at least two examples of how this will be achieved)

·         Watch (observe) how the children play and what interests they have

·         Observe the practices of other educators and join in their group times

·         Ask questions about how the structure (beginning middle and end) of the group e.g., transitions, how to start and end

·         Observe and ask questions about how to support behaviours of children

f.Resources needed to achieve my goal, considering my own learning style e.g., working with mentor, accessing professional development training, local networks, online networks, reading materials.

·         I will research ideas and experiences e.g.,Pinterest professional media groups

·         I will document in a notebook favourite Songs, book, fingerplays, games

·         I will practice singing/reading in front of mirror to become confident when presenting

g.How I will measure my progress e.g., Make recordings in a daily journal, complete daily tasks, ask a colleague for feedback etc.

·         I will read/sing during free play times

·         I will use songs during routines to practice my singing e.g., nappy change tickle time, waiting for lunch

·         I will get to know the children by observing and will choose something interesting to them e.g., dinosaur to research song, access books at service

·         I will reflect on how I felt each day reading or singing songs with children

h.What is the realistic timeframe for achieving this goal?

·         At one month I will be able to confidently read or sing for one to 3 children during free play

·         At 2 months I will settle the children to reduce waiting times by singing finger plays with them

·         By 4 months I will conduct a small group time with the assistance of another educator who will provide me with feedback so I can improve my skills

·         By 6 months I will plan and implement a small group experience with confidence.

i.      Identify one co-worker or peer that you feel could support you with this goal due to their strengths and/or knowledge in this area. List the strengths or skills the person has in this area

·         This co-worker has great skills in implementing story group times

j.      Write a short note you could give this co-worker or peer to provide them with feedback on this skill and one question you would like to ask them.

·         Your group times are always interesting, and the children are always engaged. You have a great range of resources, and your group times always relate to the children’s current interests. Where do you find these resources?

 

Task 3:My Personal Development Plan

a.         My learning goal

 

I will be continuously focused on skill development along with enhancing my communication skills to being humble with others. I will be working on increasing my confidence level to increase faith and assurance of other on my skills.

 

b.         Why this goal is important to me.

 

The accomplishment of this goal will be increased my personal skills and enhanced my values in the competitive market.

 

 

 

c.         Choose one statement from the code of ethics that relates to your goal e.g., in relation to children I will …

 

However, I will be working on engagement of children by providing real examples to them.

 

 

d.         Choose a quality area and standard/element that supports your goal.

 

I will be focused on adoption of “enrich children’s learning”, and promote experience of educator-initiated in a sustainable learning environment.  

 

 

e.         What I will do to work on this goal (You must list at least two examples of how this will be achieved)

 

I will closely observe the activities, likings and priority of children to accomplish the enrichment and educator instructor goal in effective manner.

 

 

f.          Resources needed to achieve my goal, considering my own learning style/s (e.g., working with mentor, accessing professional development training, local networks, online networks, reading materials)

 

I will be working properly and professionally with the mentor of the children to know about their

 

 

g.         How I will measure my progress (you must list at least two examples on how this will be achieved)

 

The confidence and problem-solving skills have progressed after focused on personal development learning approach by me.

 

 

h.         What is the realistic timeframe for achieving this goal?

 

I have estimated that this will be taken nearly 4 weeks to accomplished or achieved the pre-determined objective of interaction and skill development. However, with effective engagement and teamwork it will be achieved within 3 weeks.

 

 

i.           Identify one co-worker or peer that you feel could support you with this goal due to their strengths and/or knowledge in this area. List the strengths or skills the person has in this area.

 

The honesty and humble behaviour of the team and staffs will be identified as the strength in the gaol accomplishment in future.

 

 

j.           Write a short note you could give this coworker or peer to provide them with feedback on this skill and one question you would like to ask them.

I will be asking them about the quality of service provided to the children or client during the whole session. The feedback will be improved the quality of interaction and successive chances in future. 

 

 

 

Workplace supervisor to complete

Review this personal development plan and provide the student with feedback on their chosen goals, strategies, and time frame.

 

 

 

 

 

 

 

 

Task 4: Professional review process

The purpose of this task is for you to demonstrate that you can:

  • actively seek and reflect on feedback from clients, organisations or other relevant sources.

Preparation

Before commencing this task, you must:

  • Organise some time to discuss with your Workplace Supervisor or service director.
  • Access your service’s policies and procedures for professional development/performance appraisals.If your service does not have a Professional Development policy refer to the following Blue Bay Professional Development Policy.

 

 

Reading

Professional Development Policy. Blue Bay Early Learning Centre.

Instructions

Using the information from your professional development policy complete the questions below.

 

 


Task 4: Professional Review Process

a.      Describe the current performance review process for educators.

 

The current performances of mine are identified to be improving with day to day involvement in the plenty of actional activities and tasks that are required for the present performance of the educators.

 

 

 

 

b.      How often is the review process undertaken?

 

The review process is undertaken due to the action plans and recommendation  that have been drawn after the involvement in the task and amending changes as required.  

 

 

 

 

c.       How are professional development goals for individual educators monitored and measured?

 

The improvement in the professional goals is readily required to be followed by the educators for the purpose of improving the overall performance and making changes in the educational systems.

 

 

 

d.      What professional development opportunities for educators are supported by the employer? Address formal and informal, associations and training opportunities. (Also think about what training occurs ‘in house’ and online).

The professional development opportunities for educators are really beneficial for theor overall growth and development and progress.  

e.      Networking with others is a way to build and share our skills and experience. Identify an internal network you use at your service (e.g., room meetings to share ideas) and an external network (you might belong to a social media group).

Internal Network

The internal network helps in ensuring that the employees are working and exchanging opinion and views more ofently and can be of value for one another.

External Network

The external network helps in the management of the relationships and communication for management and strengthening of relations with suppliers and stakeholders

 

Task 5: Self-care and educator wellbeing

The purpose of this task is to demonstratethat you can:

  • recognise requirements for self-care and identify requirements for additional support.

Preparation

Before commencing this task you must:

  • Review the information below prior to completing this task.
  • Access your service’s Wellbeing Policy. If your service does not have a Wellbeing policy,refer to the following Blue Bay Wellbeing Policy.
  • You may also like to discuss this task with your Workplace Supervisor.
 

Textbook reference

The Big Picture (5th edition) by Karen Kearns

Chapter 3 (pages 93-95)

·         Figure 3.10 ‘Example of a self-reflection – Salima’

·         Figure 3.11 ‘Example of a self-reflection – Bindi’

·         Figure 3.12 ‘Example of a self-reflection – Dom’

 

 

Resources

·         Mental health and Wellbeing policy. Blue Bay Early Learning Centre.

·         beyou websitewww.beyou.edu.au

Instructions

  • Go to the Consider This Box ‘My Stress Triggers’ on page 93 of your textbook.Think about the things that cause you stress in your current (or previous) workplace and describe two things that you find stressful in the workplace.
  • Identify a goal to reduce or eliminate each stressor.
  • Set a realistic timeframe to evaluate your progress.
  • Identify who you can go to for support/advice.

To assist you with this task an example has been provided.

 

Student tip

Other examples of workplace (in a children’s service or other workplace) stressors may include:

·         Meeting supervisor expectations

·         Juggling duties in a timely manner

·         Managing work, study, social and family commitments

·         Working with difficult colleagues (demanding, lazy, thoughtless, complaining, untidy, gossiping)

·         Communicating effectively

·         Learning new skills/applying new knowledge

·         Remembering and applying policies and procedures

Self-care plan

 

Example

Stressor: A team member who gossips about colleagues

 

Why this stresses me:

It makes me feel uncomfortable; I feel pressured to respond to the gossip; I worry that I will be drawn into taking sides; I don’t like talking about my colleagues because I think its disrespectful and unprofessional

 

Goal to reduce or eliminate my stress:

·         I will tell my colleague that I feel uncomfortable with gossip.

·         I will say that I don’t have time to talk and walk away.

·         I will change the subject.

 

My timeframe for evaluation:

4 weeks

 

Who I can go to for support/advice:

Workplace Supervisor or a trusted friend

 

Stressor 1: Executive

 

Why this stresses me:

 

 

Goal to reduce or eliminate stress:

I will

 

My timeframe for evaluation:

 

 

Who I can go to for support/advice:

(Research any support services that support self-care and wellbeing, (internal or external) that could be accessed for additional support. You may like to refer to any plans your service has in place, policies/procedures or ask your Workplace Supervisor for assistance)

 

Stressor 2: Children behavior

 

Why this stresses me:

 

Goal to reduce or eliminate stress:

I will

 

My timeframe for evaluation:

 

Who I can go to for support/advice:

(Research any support services that support self-care and wellbeing, (internal or external) that could be accessed for additional support. You may like to refer to any plans your service has in place, policies/procedures or ask your Workplace Supervisor for assistance)

 

 

     

Task 6: Reflecting on gathered feedback

The purpose of this task is to demonstrate that you can:

  • actively seek and reflect on feedback from clients, organisations or other relevant sources.

Preparation

Before commencing this task, you must:

  • Organise a time to discuss the questions with your supervisor.
  • Access any policies and procedures related to gathering and reflecting on feedback that will help youanswer these questions.

Instruction

Complete the questions in the template below.


Task 6:Seeking and reflecting on gathered feedback

How does the service seek feedback from families and children or other clients?

 

The accumulation of information or feedbacks has required proper time planning to interact with the clients or children in a survey. I have assured that proper time management has avoided issue of panic in accumulation of feedbacks from children. I have noted that proper communication and convenient service will be assured the client or children to provide their feedback in related to service of an organisation without any issues.   

How does your service reflect on this feedback to support continuous improvement (how do they use/act on the feedback)?

 

I have noted that customer’s feedback has provided clarity in the mind of the management what the customers has required to be done to become satisfied. However, feedbacks from client or children have provided overview about the changes required in the service to attract more children or client to improve the demand for specific services. I have assured that proper inclusion of feedback has continuously improved the quality of services provided to an individual or a children.

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