Assessor or Coach Level 4
Summary
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 vocational and professional development across the formal ETS as well as in any employer setting, and at any level. They may, for example, coach and assess apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, commensurate with their own level of experience and qualifications, as required by their employer or their sector. ACs coach and assess vocational learners, usually on a one-to-one 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 or professionals (such as teachers, human resource professionals and mentors/supervisors in the workplace) in supporting the learner’s development of vocational competence and the wider skills that relate to employability and professionalism.
Within the sector, ‘coaching’ is seen as a more complex set of interpersonal skills, compared with ‘mentoring’. It is more learner-centred, exploring the learner’s understanding and needs rather than simply giving advice. (See the Level 3 Learning Mentor Standard for further clarification about these two different roles.)
The AC apprenticeship requires the development of following professional behaviours, knowledge and skills:
Professional behaviours. The Assessor-Coach will:
- Inspire, motivate and raise learners’ aspirations through their passion for the sector
- Operate at all times to ethical and legal standards and within professional boundaries
- Model and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies
- Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
- Value the importance of maths, English and ICT skills in the learners’ future economic and social well-being
- Evaluate and improve their own professional practice in relation to the Professional Standards for Teachers and Educators in the Education and Training Sector
The Assessor-Coach will be able to: |
The Assessor-Coach will understand: |
| Plan coaching and assessment | Procedures for planning coaching and assessment |
| S1 facilitate access to relevant, current information advice and guidance (IAG) | K1 sources of and how to access up-to-date and valid IAG |
| S2 apply or reference relevant initial and diagnostic assessment | K2 relevant forms of assessment to identify individual needs |
| S3 agree a programme of development and assessment, setting realistic but challenging goals that meet learners’ and employers’ needs | K3 how to agree individual programmes that inspire and challenge learners to achieve current work-related knowledge and skills |
| S4 liaise with employers, colleagues and others to support learners’ development | K4 additional support for learners available through workplace and provider-based colleagues |
| Deliver coaching support | Effective coaching practice |
| S5 anticipate and overcome barriers to progress and inspire achievement, ensuring that learning is inclusive and supports diversity | K5 strategies for inspiring learners, increasing their resilience in overcoming barriers and obstacles, and in raising concerns |
| S6 highlight learners’ mathematics and English needs, and signposts to appropriate support | K6 maths and English underpinning vocational skills and how to access additional support |
| S7 give timely feedback on progress towards mastery of relevant skills and knowledge | K7 effective practice in giving feedback to guide progress and achievement |
| S8 provide access to pastoral support and guidance | K8 ways of supporting the learner’s well-being |
| S9 promote the safe and effective use of digital and mobile technologies to support learners and the Assessor-Coach role | K9 current and emerging technologies that could safely and effectively support learner autonomy and the Assessor-Coach role |
| S10 agree and record targets and progress, complying with quality, confidentiality and data protection requirements | K10 administrative procedures for recording, storing and sharing information that is legally compliant |
| Assess learners | Effective vocational assessment |
| S11 use effective listening, assertiveness and questioning to support learners’ to engage with their learning plans and with assessment criteria and processes | K11 the effective use of active listening, assertiveness and questioning skills to support retention, progress and achievement |
| S12 comply with awarding organisation requirements and local quality and safety guidelines | K12 the quality and safety requirements of assessment and procedures for reporting concerns |
| Support quality improvement | Ways to support quality improvement |
| S13 support peer review and quality assurance procedures | K13 Internal and External quality procedures and the role of peer review |
| S14 report concerns about quality and safeguarding through appropriate channels | K14 organisational and legislative requirements for reporting concerns about quality and safeguarding |
| S15 maintain the currency of their own knowledge and skills, with reference to workplace practice and feedback from others | K15 how to maintain occupational currency and ways to improve coaching and professional practice |