1.3 Teaching & Learning 1.3.1 Demonstrate awareness of a range of relevant theories and research about learning and pedagogy and andragogy. 1.3.1 Use practical and theoretical knowledge of pedagogy, andragogy and learning to design and adapt a range of teaching, learning and classroom management strategies relevant to the student stages of learning. 1.3.1 Work collaboratively with colleagues to ensure teaching and learning programmes and classroom management strategies are based on current research about quality pedagogy and andragogy. 1.3.2 Demonstrate knowledge of how students’ skills, interests, prior achievement and social and cultural influences affect their learning. 1.3.2 Demonstrate knowledge and understanding of students’ backgrounds, their skills, interests, and prior achievement, in a flexible and responsive manner to meet their learning needs. 1.3.2 Demonstrate and share a deep understanding of how different social, ethnic, cultural and religious backgrounds can affect student learning and assist others in the developing programmes to meet these needs.
1.3.3 Demonstrate sound knowledge and understanding of the content and the competency standard content knowledge of the vocational area they are required to teach. 1.3.3 Be sufficiently informed to plan programmes and courses that take into consideration the diverse needs of student they teach. Apply and use knowledge of the vocational subject to plan meaningful and engaging learning experiences that are appropriate to the student/learner level. 1.3.3 Use depth of knowledge and experience to advise colleagues on the style of teaching & learning required for their diverse student needs and that responds to the needs of the vocational industry. Demonstrate and share comprehensive knowledge of vocational skills and subject content with other trainers and work with them to plan exemplary lessons and units of work. 1.4 Laws, Policies & Regulations 1.4.1 Demonstrate understanding of legal requirements, education and institution policies, and relevant vocational industry regulations, including health and safety in their own training programmes, courses and lessons. 1.4.1 Work collaboratively with others including colleagues and Industry groups to contribute to the implementation of workplace policies and practices including health and safety. 1.4.1 Promote collaboration and work effectively with colleagues and Industry groups to ensure workplace policies and practices, including health and safety contribute to their institute improvement.
2.1.3 Demonstrate high expectations of all learners and respect and value their individual needs and cultural backgrounds. 2.1.3 Demonstrate high expectations of all student, regardless of individual differences and a commitment to provide learning opportunities to enable students to achieve their potential. 2.1.3 Use expert knowledge to assist colleagues to understand the importance of high expectations of students regardless of individual differences and how to implement strategies to extend the achievement of their students. 2.1.4 Identify and use appropriate information technology to support the learning process. 2.1.4 Select and use a variety of ICT resources to make content meaningful to students to further support their learning. 2.1.4 Support staff and share expertise about ways to integrate ICT into their classroom programmes and courses to enhance student learning.
2.2 Presentation Skills 2.2.1 Demonstrate good communication skills through providing clear directions in English and Samoan, so that learning outcomes and procedures & content are clear to all students. 2.2.1 Demonstrate excellent communication skills through the use of English and Samoan language, explanation of learning goals, procedures, and content and achievement expectations so all students are able to fully participate. 2.2.1 Provide support and advice for colleagues to enhance their use of Samoan and English language in providing clear communication to their students. 2.2.2 Use a range of teaching strategies to motivate and gain student interest in learning activities, through the use of questioning skills, listening and responding to the needs of the students. 2.2.2 Demonstrate ability to modify their teaching in response to the needs of the students, through the use of high level questioning and classroom discussion and by listening to students as they share their existing ideas and experiences. 2.2.2 Model excellent and innovative teaching and learning strategies in order to assist colleagues to improve their teaching strategies and classroom practice through the use of quality questioning techniques to extend students’ thinking skills as well as including students in the process of learning.
2.3.3 Use constructive approaches to the social environment in the classroom and the development of respectful relationships between the trainer and students, and between the students. 2.3.3 Manage student behaviour and engagement through purposeful activities that enhance learning and build respectful and supportive relationships between students and the vocational industry. 2.3.3 Model and promote a range of class management strategies that encourage student responsibility for their own learning and assist colleagues to establish a positive social environment in their classes. 2.3.4 Establish and carry out classroom procedures for ensuring all equipment and materials used in practical learning activities are accounted for and maintained in good working order. 2.3.4 Establish and maintain a comprehensive inventory of all equipment and materials used in their courses, including the list of consumables used for learning activities, ensuring workshop equipment is stored and maintained to a high standard. 2.3.4 Work collaboratively with the institute management, vocational industry and colleagues to ensure the workshop equipment and materials used in the programme and courses are current and relevant to the workplace in Samoa, including establishing and maintaining a procurement and maintenance plan.
2.4.5 Demonstrate sound ability to identify where reasonable adjustment needs to occur and modify the assessment or learning environment accordingly. 2.4.5 Demonstrate well developed ability to identify where reasonable adjustment needs to occur and modify the assessment or learning environment accordingly. 2.4.5 Assist colleagues to identify reasonable adjustment opportunities and develop effective assessment solutions. 2.4.6 Keep accurate and reliable records on assessment outcomes to monitor and report on student progress. 2.4.6 Review assessment records to ensure accuracy and reliability of information. 2.4.6 Advise and assist colleagues to design and maintain effective assessment records. 2.4.7 Give timely oral and written feedback and feed-forward to students. 2.4.7 Provide effective feedback and feed-forward to students to encourage them to reflect on own and monitor their owning learning. 2.4.7 effective feedback and feed-forward to ensure that reflection and encouragement are a consistent part of learning. 2.4.8 Participate in validation activities assessor judgements are reviewed. 2.4.8 Conduct validation of other trainer’s judgements as part of quality control processes. 2.4.8 Organise and facilitate team validation activities where assessor judgements are reviewed as part of quality control processes.
2.4.9 Gather and analyse assessment information to identify progress and meet the ongoing learning needs of students. 2.4.9 Gather, analyse and use assessment information to inform planning and improve learning. 2.4.9 Use assessment information to evaluate student achievement, judge the effectiveness of training and to improve future teaching and learning. 3. Industry Engagement Element Grade 1 Trainer will be able to: 2 Trainer will be able to: Grade 3 Trainer will be able to: Developing effective relationships with industry 3.1.1 Identify and establish communication with relevant industry employers. 3.1.1 Identify relevant industry and community stakeholders and establish collaborative working relationships with them. 3.1.1 Ensure that the organisation and individual trainers are regularly establishing new industry and community connections for partnerships and collaboration. 3.1.2 Maintain regular and ongoing communication with industry employers. 3.1.2 Maintain ongoing, productive communication and collaboration with industry and community stakeholders. 3.1.2 Ensure that the organisation and individual trainers are maintaining networks and working relationships with industry and community stakeholders.
3.1.3 Establish relationships with industry employers where exchange of information and ideas occurs. 3.1.3 Establish exchanges of information between the organisation and relevant industry and community stakeholders for the purpose of guiding the development of training and assessment strategies. 3.1.3 Establish systems where the organisation can collaborate with industry and community partners to exchange information and ideas to contribute to quality training and assessment strategies. 3.2 Industry consultation to customise and contextualise delivery 3.2.1 Use information gained from industry consultation to design lessons taking into account latest technology and workplace techniques. 3.2.1 Use information gained from industry and community stakeholders regarding the required skills of graduates to design courses and programs taking into account latest technology and workplace techniques. 3.2.1 Provide guidance and training to other trainers on how to incorporate industry and community requirements and standards into the course/program design phase.
3.3 development and currency of trainers 3.3.1 Enhance and update vocational skills by participating in industry currency activities such as industry placement on an annual basis. 3.3.1 Enhance and update vocational skills by participating industry currency activities such as industry placement and industry advisory panels on an annual basis. 3.3.1 Participate in and assist other trainers to identify and participate in opportunities to enhance update skills through appropriate industry currency activities on an annual basis. 3.3.2 Use industry engagement to identify changing industry standards, expectations and technologies. 3.3.2 Use industry engagement to identify changing industry standards, expectations and technologies and incorporate this changes into future program design. 3.3.2 Collaborate with other trainers to ensure that training programs accurately reflect current industry standards, expectations and technologies. 3.3.3 Use industry engagement to identify current labour market needs. 3.3.3 Use industry engagement to identify current labour market needs and use this information to ensure job readiness of course graduates. 3.3.2 Review programs to ensure they produce job ready graduates as per the needs of the current labour market. 4. Professional Values & Attributes Element Grade 1 Trainer will be able to: Grade 2 Trainer will be able to: 3 Trainer will be able to:
4.1 Commitment to Equity 4.1.1 Describe practices that show a commitment to equity and justice and each student’s right to develop their full potential. 4.1.1 Interact with students in ways that are positive, respectful, fair and equitable to all students. 4.1.1 Model and share with colleagues teaching and learning practices that develop positive, inclusive learning environments. 4.2 Critical Reflection on Practice 4.2.1 Demonstrate awareness for the need for ongoing reflection on their training with a view to improving their own practice and student outcomes. 4.2.1 Critically reflect on their own practice and use student data to make changes to improve their training and enhance student outcomes. 4.2.1 Access relevant research and use professional networks to reflect on their own practice to continue to build professional expertise. 4.2.2 Accept constructive feedback to improve teaching and learning practices. 4.2.2 Accept and offer constructive feedback to improve teaching and learning practices in the organisation. 4.2.2 Contribute to the professional development of colleagues by providing constructive feedback and support.
1.2 Vocational Competence & Experience 1.2.1 Experience working in relevant industry Relevant skills and knowledge of vocational area Letters from qualified persons such as previous employers Resume 1.2.2 Vocational qualification relevant to training area Qualification is one higher than the one being taught/assessed Qualifications, transcripts or certificates of formal training in relevant vocation 1.3 Teaching & Learning 1.3.1 Learning theories and pedagogy & andragogy Application of pedagogical and andragogical knowledge into a lesson plan Lesson plan Learning resources 1.3.2 How learners learn Application of learning theories into teaching strategies Lesson plan Lesson observation Unit of work Learning resources 1.3.3 Knowledge of subject and curriculum development Able to transfer knowledge of subject area to a curriculum/ unit of work, able to understand the national competency standards. Qualifications, certificates and transcripts Resume Industry placements Letter from technical expert eg past employer Application test
2.1.3 High expectations of students Students are motivated and want to succeed. Lesson plan includes a variety of activities and motivational elements Observation of lesson Learner feedback 2.1.4 Use of ICT Computer literate, use of other technologies in lessons Observation of lesson Trainers notes in their workplan or lesson plan or unit of work relating to use of ICT. Learner feedback and other trainers Unit of work 2.2 Presentation Skills 2.2.1 Communication skills Confident in speaking English and Samoan to ensure learners understand the content and processes Observation of lesson Trainers notes in their workplan or lesson plan or unit of work relating to communication issues Learner feedback and other trainers Unit of work
2.4.9 Reviewing and improving practices Uses consolidated assessment information to review current practices and develop improvements. Copies of consolidated assessment reports Minutes of meeting where assessment reports and possible improvements where discussed Standard Standard focus Indicator Evidence Industry Engagement 3.1 Developing effective relationships with industry 3.1.1 Establishing industry connections Identifies and establishes new connections with industry to benefit the organisation. Industry consultation records Work diary 3.1.2 Maintaining networks Actively to maintain industry and community networks for the organisation. Industry consultation records Work diary 3.1.3 Collaborative exchange of information and ideas Uses networks and connections to seek information from industry and community that will assist future course design. Industry consultation records Work Records of professional conversations Minutes of meetings 3.2 Industry consultation to customise and 3.2.1 Industry input into program design Uses industry and community consultation to guide the development of courses and programs. Industry consultation records Records of professional conversations Minutes of meetings Unit of work
contextualise delivery 3.2.2 Industry involvement in program reviews Seeks feedback from industry and community stakeholders as part of the program review process. Industry consultation records Records of professional conversations Minutes of meetings Unit of work 3.2.3 Verification of assessment strategies by industry Uses stakeholder consultation to check that assessments are industry relevant. Industry consultation records Records of moderation activities Records of validation activities 3.3 Skill development and currency of trainers 3.3.1 Enhancing and updating trainer skills Skills and knowledge are kept up to date through industry currency activities. Professional development records Work Letters from industry 3.3.2 Identifying industry changes and trends Changes to industry standards, expectations and technologies are identified and incorporated into future program design. Industry consultation records Work Letters from industry 3.3.3 Understanding the current labour market Changes to labour market trends and expectations are accurately reflected in programs. Industry consultation records Work diary Letters from industry Standard Title Standard focus Indicator Evidence Professional Values & Attributes
4.1 Commitment to Equity 4.1.1 Equity and social justice Interacts with students in accordance with equity and social justice principles. Observation of lesson Lesson plans Feedback from learners and trainers Review of student outcomes 4.2 Critical reflection on practice 4.2.1 Self-reflection Able to reflect on their own practice to improve their practices and enhance student outcomes. Records of professional conversations during performance appraisals Records of requests to participate in personal development activities Copies of self-evaluations 4.2.2 Constructive feedback Able to accept and offer constructive feedback to enhance teaching and learning practices. Records of professional conversations during performance appraisals 4.3 Commitment to professional development 4.3.1 Professional development in vocational and educational Participates in ongoing learning in vocational competence and professional practice as a trainer. Records of training attended Records of industry placements Records of other personal development activities Records of professional conversations during performance appraisals
4.4 Commitment to innovation 4.4.1 Innovative practices Is able to contribute to innovative practices to improve student outcomes. Observation of lesson Lesson plans Minutes of team meetings Feedback from learners and other trainers 4.5 Cooperation with colleagues 4.5.1 Team work Works effectively and collaboratively within the team. Feedback from peers Observation of workplace behaviours 4.6 Commitment to ethical practice 4.6.1 Ethical, legal and professional conduct Exemplifies ethical, legal and professional practice in all aspects of training and assessment. Feedback from peers Feedback from students Observation of workplace behaviours Participation in ethics training 4.6.2 Privacy and confidentiality Abides by the principles of privacy and confidentiality. Feedback from learners and other trainers Records of training conducted on privacy and confidentiality Observation of workplace behaviours