CHCEDS060: Work Effectively with Students and Colleagues

Task instructions

The TAFE Assessor will use the criteria outlined in the following tasks to determine if you have satisfactorily completed this assessment event. Follow these instructions to ensure you demonstrate the required knowledge and skills.

The skills in this assessment must be demonstrated in the workplace. Skills related to documentation may be completed outside of the school but must be based on actual work completed in the school environment.

Before you begin:

• Access policies and procedures related to behaviour support, and student and colleague interactions.

Part 1: Consult and seek permission

For this part, you will consult and seek permission from the workplace supervisor (supervising teacher) to identify 2 students requiring support.

You must complete the following before moving to Part 2.

1. Meet with the workplace supervisor (supervising teacher) and discuss 2 individual students requiring support.
2. Seek permission to observe each student and permission to implement support strategies.
3. Complete the docx (if required).

Complete the following verification below once you have completed this task:

Student verification:

I, [Student full name], declare the following:

☒ I have obtained permission from my workplace supervisor (supervising teacher) to observe, develop and implement strategies to support 2 individual students.

Table 2 Verification details

Sara

• Date: 25/02/2025

• School: Green Valley Primary School

• Professional Role: Supervising Teacher

• Time of Verification: 10:00 AM

Ella

• Date: 28/02/2025

• School: Green Valley Primary School

• Professional Role: Supervising Teacher

• Time of Verification: 10:00 AM

Part 2: Observe, analyse and develop positive support strategies

For this part, you will observe 2 students, identified in Part 1, analyse your observations, and develop positive support strategies in consultation with your workplace supervisor (supervising teacher).

Task 1: Observations

Observe and document your observations of the selected 2 students in the Jottings record following the provided guidelines. Ensure your notes accurately reflect the student's strengths, skills requiring support, and behaviours needing growth.

Task 2: Analyse observations and discussion with a colleague

Review your Jottings record and other relevant information for the selected 2 students. In consultation with your workplace supervisor (supervising teacher), analyse the observations

• Complete the Observation Analysis and Support Strategies Template for Sara and 2;
  • Analyse the student’s strengths
  • Identify academic, social, or other concerns
  • Describe setting events and antecedents/triggers
  • Determine the function of the behaviour (reason or purpose behind a student's actions)
  • Document the consequences or outcomes of behaviours

Task 3: Preparing to support students with a colleague

In this task, you will work with a colleague (teacher or educational professional) to develop positive support strategies based on the student needs identified in Task 2. You will then apply these strategies for the 2 selected students during Assessment 4 – Skills Demonstration.

• Identify the behaviours and skills requiring support based on observations.
• Provide background information, including triggers, calmers, frequency, and intensity of behaviours.
• Develop Positive Support Strategies in consultation with your colleague, ensuring they align with the SLSO role and uphold student rights, agency, and dignity.
  • Strategies should be student-focused, not behaviour-focused.
  • use positive and respectful communication to support student engagement.
  • Maintain the integrity of individual student rights, self-determination and personal dignity.

Summary of Assessment Requirements

This assessment requires the student to demonstrate the skills and knowledge needed to work effectively with students and colleagues in a real school environment. The tasks must be completed in the workplace, with documentation based on actual observations and interactions. Before starting, students must review relevant policies and procedures related to behaviour support and interactions with students and staff.

Key Requirements:

Part 1: Consult and Seek Permission

• Meet with the workplace supervisor (supervising teacher).

• Identify two students requiring support.

• Seek permission to observe and implement support strategies.

• Complete the required permission documentation.

• Record verification details confirming the permissions obtained.

Part 2: Observe, Analyse and Develop Support Strategies

Task 1: Observations

• Observe each of the two identified students.

• Document detailed jottings, noting:

  • Strengths

  • Skills requiring development

  • Behaviours needing support

Task 2: Analyse Observations (with supervisor)

• Review jottings and additional student information.

• Collaborate with the supervising teacher to analyse:

  • Student strengths

  • Academic or social concerns

  • Setting events and triggers

  • Purpose behind behaviours (behaviour function)

  • Consequences of behaviours

Task 3: Prepare to Support Students (with colleague)

• Identify the behaviours and skills needing support.

• Provide background information (triggers, calmers, frequency, intensity).

• Develop Positive Support Strategies in collaboration with a colleague.

• Ensure strategies:

  • Are student-focused, not behaviour-focused

  • Align with the SLSO role

  • Respect student rights, dignity, and self-determination

  • Use positive, respectful communication

How the Academic Mentor Guided the Student

The Academic Mentor supported the student by breaking the assessment into manageable steps and ensuring each section aligned with workplace practices and assessment outcomes.

Step 1: Understanding Policies and Requirements

The mentor first guided the student to:

• Access and read the school’s behaviour support, student wellbeing, and interaction policies.

• Understand how these policies shape ethical and professional behaviour when observing or supporting students.

This foundation ensured the student approached the assessment with confidence and policy alignment.

Step 2: Part 1 – Consultation and Permissions

The mentor assisted the student in:

1. Preparing for the meeting with the supervising teacher.

2. Identifying appropriate students needing support, ensuring the selection met the task requirements.

3. Understanding what consent and ethical considerations look like in practice.

The mentor also helped the student correctly complete the required Permission to Observe documentation and showed how to record verification details clearly.

Step 3: Part 2 – Conducting Observations

For the observation phase, the mentor:

• Explained how to take effective jottings, focusing on observable behaviours rather than personal judgement.

• Demonstrated examples of detailed notes that capture strengths, challenges, triggers, and behavioural patterns.

• Guided the student on maintaining confidentiality and professional boundaries.

This ensured that the student produced accurate, objective, and professionally aligned observation records.

Step 4: Analysing Observations With the Supervisor

The mentor walked the student through:

• Reviewing jottings and identifying key behavioural themes.

• Structuring the analysis according to the template (strengths, concerns, antecedents, triggers, functions, consequences).

• How to engage in a collaborative discussion with the supervisor using evidence-based observations.

The student learned how to convert raw observations into meaningful insights that support classroom practice.

Step 5: Developing Positive Support Strategies

The Academic Mentor helped the student:

• Identify specific behaviours and skills needing support.

• Document relevant contextual information (environmental factors, emotional triggers, calming strategies, intensity patterns).

• Co-create student-centred strategies using respectful, strengths-based language.

The mentor emphasised:

• Upholding student dignity

• Promoting self-determination

• Encouraging engagement through positive communication

• Staying within the responsibilities of the SLSO role

This step bridged the gap between observation and actionable support planning.

Final Outcome & Learning Achievements

By the end of the guided process, the student successfully:

• Completed all assessment requirements for Parts 1 and 2.

• Observed two students ethically and professionally.

• Analysed behavioural patterns using structured, evidence-based methods.

• Developed practical, respectful, and student-centred support strategies in collaboration with colleagues.

Learning Objectives Achieved

The student demonstrated the ability to:

• Work effectively with supervisors and colleagues in a school setting.

• Follow policies and procedures related to behaviour support and student interaction.

• Take meaningful, accurate observations of student behaviour.

• Analyse behavioural data and identify functional patterns.

• Create positive support strategies that enhance student engagement and wellbeing.

• Uphold student rights, agency, and dignity in all interactions.

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