Common use of Capability Assessment Clause in Contracts

Capability Assessment. (a) Teachers who satisfy the eligibility requirements in clause 50.2 shall be subject to a Capability Assessment based on the following criteria: (b) The teacher demonstrates a clear understanding of, and contribution and commitment to the Quality Improvement Plan of the service. (c) The teacher must demonstrate a well-developed level of understanding of and developing capabilities relevant to the roles and responsibilities and professional standards of a Level 3 teacher in the following areas: (i) Pedagogical excellence and expert teaching skills; (ii) Comprehensive knowledge and practice in developing innovative programs and curriculum; (iii) An ability to respond to emerging trends and issues within early childhood education, their service and community; (iv) Provision of leadership and role modelling to other early childhood staff within the service; (v) Provision of expert advice and support to parents and the broader community in the development and delivery of early childhood education; and (vi) Actively pursues opportunities to advocate on behalf of children and the development and delivery of early childhood education by working collaboratively and effectively with appropriate groups in the broader community. (vii) Plays a significant role in leading and supporting programs determined by state and federal authorities.

Capability Assessment. (a) Teachers who satisfy the eligibility requirements in clause 50.2 50.3 shall be subject to a Capability Assessment based on the following criteria: (b) The teacher demonstrates a clear understanding of, and contribution and commitment to the Quality Improvement Plan of the service. (c) The teacher must demonstrate a well-developed level of understanding of and developing capabilities relevant to the roles and responsibilities and professional standards of a Level 3 teacher in the following areas: (i) Pedagogical excellence and expert teaching skills; (ii) Comprehensive knowledge and practice in developing innovative programs and curriculum; (iii) An ability to respond to emerging trends and issues within early childhood education, their service and community; (iv) Provision of leadership and role modelling to other early childhood staff within the service; (v) Provision of expert advice and support to parents and the broader community in the development and delivery of early childhood education; and (vi) Actively pursues opportunities to advocate on behalf of children and the development and delivery of early childhood education by working collaboratively and effectively with appropriate groups in the broader community. (viid) Plays a significant role in leading and supporting programs determined by state and federal authorities.