Portfolio of Evidence – Performance Tasks and Evidences

Cluster 1: Lega lPerformance tasks Date observed Performance Evidence
1. Student discusses their understanding, of promoting and practicing professional and ethical conduct – For example, service expectations, appropriate dress, positive attitudes and regular professional conversations with colleagues.Marking guide:Student is to show their understanding of expectations and attitudes about how things are done at the service, has positive, open communication and regularly shares information about the program with their supervisor In place of work or in the general public, it is crucial that people take time to evaluate their ethical conduct. This is an aspect that I picked from the service and one that has had profound influence on my actions in and around the place of work. Much of the practices that learned revolve around being professional in every aspect of my roles and responsibilities (Martin & France, 2007). This also means that I have to dress appropriately as required in the service. At the same time I have to adopt the right attitude towards those that I work with and those that I interact with. Forming the right relationship is also important to make sure that professionalism gains roots. This experience has also taught me on how to make professional conversations with colleagues a work.2. Student to locate and explain in writing their understanding of the “Confidentiality and Privacy of Information Policy and Procedure” of the service. Written discussions must be verified by a Supervisor’s signature.Marking Guide:Student will show their understanding of an Educator’s obligations to following the policy and procedures for maintaining confidentiality.   Confidentiality and Privacy of Information Policy and Procedure, is a crucial policy at the service. One of the aspects of the place of work is the fact that, there is a lot of sensitive information that is passed around, some which can be incrementing to the owners (Harrison, Ungerer, SMITH, Zubrick, Wise, Press & Waniganayake, 2010). When dealing with children their privacy should always be respected. At the same time, privacy at the service does not apply to the children alone, but to all the documents at the service. At the service, I also learned that privacy and confidentiality form the basis of trust within any organisation. It is important that staffs respect and maintain the trust through maintaining and observing the proper procedures as pertains to the privacy and confidentiality of information.3. Student is seen to always alert colleagues when it is necessary for them to leave a supervision area.  This must verified by a Supervisor’s signature.Marker guide:Student will acknowledge and identify potential high risk supervision play spaces and discuss with their Supervisor safety procedures throughout play, routines and interactions.
In the service every staff have their designated duties and areas of operation. This means that there some areas are out of bound for the staffs, especially the junior staff. As a junior staff, I understood the benefits of restricted areas and the reasons that tie to responsibility (Suthers, 2008). Ideally the restricted areas are open to some of the staffs, which is associated with level of responsibility. At the same time, due to the privacy and confidentiality policy, some of the staffs would be restricted to ensure that this policy is not bleached. Some of the children who come to the service have record of abuse. This is sensitive information and if leaked, could damage not just the reputation of the service but that of the child to the extent that they may suffer trauma now and in the future (Wong & Press, 2012).Student to locate and record a discussion with their Supervisor on the procedures outlined in the child protection service policy. Written discussions must be verified by a Supervisor’s signature.Marker Guides:Student will show their understanding about remaining vigilant about observing and responding to signs or indicators of child abuse and/ or neglect. During one of the sessions with the supervisor, he explained to me the child protection policy that is very crucial at the service. From the discussion, I learnt about the vital signs that one can use to establish when a child has been abused and one that is suffering previous trauma (Bona, 2008). These are very crucial skills as they help in formulating special care to the child in full acknowledgment of the problems that the child is facing.4.Student collaborates with the workplace supervisor to identify principles and practice of the learning frameworks (Belonging, Being and Becoming and My time Our Place) to the role of the educator. http://education.gov.au/early-years-learning-framework
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/my_time_our_place_framework_for_school_age_care_in_australia.pdf
Marker guide:Student accesses The Early Years Leading Framework, discusses with workplace supervisors regularly to understand the principle and practices of the framework relative to the work role As children grow and develop, they do with the complexity of their emotions and thought processes (Kitchen, 2007). These are elements that are covered by the physical, spiritual, social, creative, creative, linguistic and cognitive aspects. As an educator, it is important to allow the child to be curious and creative. At the same time it is important that their personality is expressed at all times to allow them to get in terms with themselves and those around them. As such, they are able to form relationships and learn from their experiences (Nuttall, 2012). For this to be successful, the educators need to weave in their professional skills with reference to people, community, children well being and their past experiences (Farell, 2005).5.Student is to access practice sections of a relevant learning framework (Belonging, Being and Becoming (p.14) {webside seequestion 4 above } or My time Our Place (p.13) to document 3 examples of student involvement in pedagogical practices in the service. http://education.gov.au/early-years-learning-frameworkMarker guide:Student will show they understand their work role and works collaboratively with supervisors in the implementation of The Early Years Learning Framework. As an educator, it is important that all the practices and principles are aligned with the learning outcomes designed by the educators (Kruk, Prentice & Moen, 2013). The principles form the guide lines and rules for the educator to follow to ensure professionalism, while the practices point out the basic elements of learning. The two should then relate to gainful improvement of the child’s knowledge base and their behaviour (Kamerman, 2005). 
Further Resubmission notes required (include task number):Assessor to complete if required.Date: