Level 4 Assessor Coach Apprenticeship Standard

This programme is designed for apprentices working in the Education and Training Sector (ETS). The Assessor Coach (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.

 Activities Covered 

The main purpose of ACs is to 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.

What does the Assessor Coach Apprenticeship Standard consist of?

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 work-related knowledge and skills.

K4: Additional support for learners available through workplace and provider-based colleagues

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.

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

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.

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.

 

Behaviours

  • 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

Functional Skills Units

 

Functional Skills in English Level 2                credit value 5

Functional Skills in Maths Level 2                  credit value 5

Functional Skills in ICT Level 2                      credit value 2

 Programme of Study 

The period of learning, development and continuous assessment is managed by the employer, in most cases with the support of a training provider.

The on-programme pace will be driven by the apprentice as well as by the breadth of experience an employer can offer, but will typically be a minimum of 15 months, prior to the end-point assessment taking place.

Off-the-job guided learning hours – this will equate to 20% of the apprentices working hours and could include:

 

  • Workshops

  • Meetings with Tutor

  • Online Learning

  • Learning about a new product/service/resource

  • Supervised learning – knowledge or practical skill

  • Attending a review or appraisal

 

This equates to approximately 7 learning hours a week, over the duration of the programme, based on a 35 hour working week.

 End-Point Assessment Plan 

The End-Point Assessment is planned with the Independent End-Point Assessor, Employer and Apprentice

 

The end-point assessment is synoptic and takes place at the end of the apprentice’s learning

and development. The requirement is that the end-point assessment is completed within 3

months from the start of the end-point assessment period.

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