Further Education Assessor-Coach

Occupation overview

The AC role has emerged within the Education and Training Sector (ETS), over the last 30 years, originally as a result of the implementation of vocational (competence-based) qualifications (notably NVQs) and formalised work-based education and training. The AC is a dual professional, using their up-to-date professional knowledge and skills to support learner’s development across the ETS, including: work based/independent training provision; further, adult and higher education; offender learning and the voluntary sector.

ACs coach and assess vocational learners, usually on a one-toone basis, in a range of learning environments. Coaching skills involve complex communication techniques to actively listen, provide feedback and to engage learners in planning their individualised learning programme. These skills are also integral to assessing learners’ competence in-relation to work-related/industry standards and life skills.

ACs work co-operatively with other ETS professionals (such as teachers and mentors/supervisors in the workplace) in supporting the learner’s develop

Skills

S1 facilitate access to relevant, current information advice and guidance (IAG)

S2 apply or reference relevant initial and diagnostic assessment

S3 agree a programme of development and assessment, setting realistic but challenging goals that meet learners’ and employers’ needs

S4 liaise with employers, colleagues and others to support learners’ development

S5 anticipate and overcome barriers to progress and inspire achievement, ensuring that learning is inclusive and supports diversity

S6 highlight learners’ mathematics and English needs, and signposts to appropriate support

S7 give timely feedback on progress towards mastery of relevant skills and knowledge

S8 provide access to pastoral support and guidance

S9 promote the safe and effective use of digital and mobile technologies to support learners and the Assessor-Coach role

S10 agree and record targets and progress, complying with quality, confidentiality and data protection requirements

S11 use effective listening, assertiveness and questioning to support learners’ to engage with their learning plans and with assessment criteria and processes

S12 comply with awarding organisation requirements and local quality and safety guidelines

S13 support peer review and quality assurance procedures

S14 report concerns about quality and safeguarding through appropriate channels

S15 maintain the currency of their own knowledge and skills, with reference to workplace practice and feedback from others

 

Knowledge

K1 sources of and how to access up-to-date and valid IAG

K2 relevant forms of assessment to identify individual needs

K3 how to agree individual programmes that inspire and challenge learners to achieve current workrelated knowledge and skills

K4 additional support for learners available through workplace and provider-based colleagues Effective coaching practice

K5 strategies for inspiring learners, increasing their resilience in overcoming barriers and obstacles, and in raising concerns

K6 maths and English underpinning vocational skills and how to access additional support K7 effective practice in giving feedback to guide progress and achievement

K8 ways of supporting the learner’s well-being

K9 current and emerging technologies that could safely and effectively support learner autonomy and the Assessor-Coach role

K10 administrative procedures for recording, storing and sharing information that is legally compliant Effective vocational assessment

K11 the effective use of active listening, assertiveness and questioning skills to support retention, progress and achievement

K12 the quality and safety requirements of assessment and procedures for reporting concerns Ways to support quality improvement

K13 Internal and External quality procedures and the role of peer review

K14 organisational and legislative requirements for reporting concerns about quality and safeguarding

K15 how to maintain occupational currency and ways to improve coaching and professional practice

 

Behaviours

a) Inspire, motivate and raise learners’ aspirations through their passion for the sector

b) Operate at all times to ethical and legal standards and within professional boundaries

c) Model and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies

d) Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control

e) Value the importance of maths, English and ICT skills in the learners’ future economic and social well-being

f) Evaluate and improve their own professional practice in relation to the Professional Standards for Teachers and Educators in the Education and Training Sector

 

 

Entry Requirements

  • (As a dual-professional) - A qualification, at an appropriate level, and relevant up-to-date experience in the candidate’s vocational/subject specialism.
  • Many candidates will already possess a Level 3 qualification in Assessing. Depending on the specific education and training context, employers (and/or Awarding Organisations) may require candidates without an Assessor qualification, to achieve this prior to completion of their apprenticeship.

 

Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C, or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.

 

 

Duration

Minimum 15 months

 

 

Professional Qualifications / Recognition

Level 1 Safeguarding Employers may also wish candidates to achieve appropriate additional qualifications in Education and Training, including coaching

Originally published on Gov.uk, this information has been re-used under the terms of the Open Government Licence.

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