AET Manual for the Certification of Level 3 Portfolio

AET Manual for the Certificationof Level 3 Portfolio

AET Manual for the Certification of Level 3 Portfolio

CONTENTS

1. Introduction

2. The process for submission and examination of portfolios

3. The AET Portfolios of Evidence for Level 3

3.1 Guidance notes on completion of portfolios of evidence

3.2 Level 3 portfolio

4. The role of the verification assessors

5. Annexes

Annex A: AET equal opportunities policy

Annex B: AET plagiarism policy

Annex C: AET complaints policy

1. Introduction

The AET national training programme has been funded by the DfE and has been developed and delivered by a partnership of a number of the major voluntary and maintained sector organisations which focus on professional training for staff who educate children and young people with autism.

The training is at 3 levels:

Level 1is basic autism awareness training for teaching ornon-teaching staff within anyeducation setting who needan understanding of autism in their role (including office staff;governors; caretakers; driversand escorts).

Level 2provides practical knowledge, hands on tools and techniques for all staff working directly withchildren on the autism spectrum(including teaching assistants;lunchtime staff; teachers).

Level 3isfor all staff who need further knowledge on autism and/or who may wish to pursue atraining role (including lead practitioners for autism; SENCOs and inclusion managers).

A consultation process carried out for the AET in 2012 established that there was a considerable demand for the provision of an AET certificate for candidates who had completed level 2 or level 3 training who wished to demonstrate the impact of the training on their practice through the submission of evidence.

Subsequently the AET has developed its own verification system whereby an AET Verification Certificate is issued to learners who have completed the AET Training at either Level 2 or 3 and submit a portfolio of evidence.

The process for the submission and examination of portfolios is outlined in section 2.

The evidence forms are provided in section 3.

Professionals appointed by the AET, assess the forms. The role and qualifications of these assessors is set out in section 4

Section 5 contains annexes which include the AET policies on equal opportunities, plagiarism and complaints which underpin the process.

2. The process for submission and examination of portfolios

The flow chart below sets out the process for the submission and examination of the portfolios for level 3 certification.

KEY:

3. The AET Portfolios of Evidence for Level 3

3.1 Guidance notes on completion of portfolios of evidence

The purpose of the portfolio is to give you an opportunity to verify that you have been able to practically implement ideas and strategies from the AET Level 3 training. The attached portfolio template provides a framework for you to reflect on and record your professional development and the impact you have had on provision for pupils and your school or setting.

The portfolio reflects the structure of the AET training programmes and provides some examples to illustrate what is expected. You do not need to add numerous attachments to the templates to evidence your work. There should be ample space in the boxes provided to provide your evidence. Submissions should be succinct and clear, summarising your key points.

Your portfolio will be marked by a panel of markers in good faith on the understanding that the work submitted is your own work and has not been copied from other sources. You will be notified in due course about the outcome of your submission and whether your portfolio meets the required standard. Where portfolios are deemed to meet the criteria, you will then receive an AET Verification Certificate at the appropriate level. In cases where there is not enough evidence to award a certificate, you will be notified of the decision, giving reasons why and offering an opportunity to re submit an amended and updated portfolio of evidence at a later stage.

If you have any further questions, please contact your hub lead for additional information and advice about completion of portfolios.

Please complete all relevent sections of the form and email it to:

In addition please complete the declaration at the end of the portfolioto undertake that the work is your own and send it with a copy of your certificate of attendance (of AET L3 training) and a chequefor £50* made payable to The National Autistic Society to:

The Autism Education Trust

c/o The National Autistic Society

393, City Road

London

EC1V 1NG

Applicants complete and return portfolios by email. Hard copy of declaration sheet completed and returned by post with certificate of attendance and cheque (or payment reference for payment by card*) to AET

*(Phone AET on 0207 9033650 to pay by card)

NB. Make sure you retain a copy of the portfolio for your own records.

3.2Level 3 portfolio

AET VERIFICATION: LEVEL 3 TRAINING

Name / Hub
Contact Address / Date of AET training and Level
Work Place / Email Address

Please attach signed and dated copies of your AET Level 3 Training Certificate confirming that you have attended this programme with your declaration.

THE INDIVIDUAL PUPIL

-Describe the four key areas of difference, as set out in the AET Programmethat practitioners need to be aware of in a teaching and learning environment for children with autism.Give examples, for each area, of how your school has successfully provided for children’s strengths and weaknesses”

1
2
3
4

2. BUILDING RELATIONSHIPS

Working with others towards effective provision

Plan, hold and reflect on a meeting that will support the review of pupil progress for one pupil and assist future planning. Demonstrate how the process can build parental and professional confidence in the school’s provision and widen the knowledge base around individual pupils

Who did I plan to invite and why?
Who attended and how did they contribute towards an overall picture?
What I plan to do as a result of this knowledge.
Reflections on the process. Can the process be generalised for use with other pupils? How valuable was the process in informing a plan for a) the individual b) wider school provision?

3. CURRICULUM AND LEARNING

Take one area of the curriculum and discuss how school has developed it’s offer/provision to meet the needs of a range of different pupils

Area of the curriculum and possible challenges / Possible differentiation
Example:
Humanities: Imagining they are someone else for a piece of written work / Offer them the opportunity to write from their own view point. (“‘What would you do if?”…)
1
2
3
4
5

4. ENABLING ENVIRONMENTS

Consider one teaching and learning environment in your school

Outline 5 key challenges children with autism may face in the classroom environment.
Describe 5 general measures you could suggest to colleagues to address the above.
How do you share information about individual pupils to ensure as consistent approach as possible across the school?
Give an example of how this has been effective

5. EVALUATING PRACTICE

The Autism Education Trust supplies tools to help assess schools’ performance in relation to autism provision and to steer practitioners towards greater all round competence. This section asks you to reflect on how you might make use of these tools.

Using the AET Standards document, indicate three Standards where your school is offering high quality provision for students on the autism spectrum and explain your justification for this. (Note the number of the standard in the left hand column).
Standard / Justification
Using the AET Standards document, indicate three areas for development and outline the steps you mean to take to secure this.
Using the AET Competencies document, plan an INSET event for staff working with children on the autism spectrum. What area(s) would you address and why?
How will you make use of the AET Competencies document to develop your SEN workforce?

6. PERSONAL REFLECTIONS FROM THE AET LEVEL 3 TRAINING.

Describe how your practice has developed your school’s capacity to meet the needs of pupils on the autism spectrum as a result of having attended the AET level 3 training event.

1.
2.
3.
4.
5.
6.

Declaration

Please print this page, sign it to undertake that the above work is your own and send it with a copy of your certificate of attendance (of AET L3 training) a cheque for £50* made payable to The National Autistic Societyto:

The Autism Education Trust

c/o The National Autistic Society

393, City Road

London

EC1V 1NG

Applicants complete and return portfolios by email. Hard copy of declaration sheet completed and returned by post with certificate of attendance (of AET L3 training) and cheque (or payment reference for payment by card*) to AET

*(Phone AET on 0207 9033650 to pay by card)

I confirm that the work submitted is my own and has not been copied or taken from other sources.

Signed…………………………………………………………………. Date…………………………….

Full Name (print)………………………………………………………………………………………..

I also enclose a cheque for £ ……………….. or (please delete whichever does not apply)

I have paid by card over the phone. My payment reference is: ……………………………………

Now email the whole document to

4. The role of the verification assessors

The AET verification assessors are responsible for examining the portfolios presented by candidates and cross-checking them against the criteria, as set out. They are also responsible for ensuring that the process is fair and that any decisions made are fully documented and justified. All panel members must have a sound knowledge of the AET Competency Framework, good practice in autism and knowledge of the education system within which the competencies are being applied. This will enable the panel to come to sound and robust judgments based securely on the evidence presented. It is important to note that it is only the portfolio of evidence being scrutinised and no claims can be made regarding the candidates themselves. All judgements must be made on the basis of the evidence contained within the portfolio.

The AET verification assessors will work in pairs with a lead marker and a second marker for each candidate. Within the person specifications, panel members should:

Have qualified teacher status
Be educated to postgraduate level
Have significant experience of teaching in schools and also of school systems and processes.
Have leadership or management experience in a school or educational setting.
The panel of assessors will include at least one adult with autism, who does not need to meet the criteria above.

Additionally, each panel member must be in possession of a recent, up to date Enhanced CRB and must adhere to the ethical code of conduct whereby confidentiality and impartiality is paramount. Panel members are asked to declare where there may be a conflict of interest where they know an applicant personally, thus making it inappropriate for that panel member to evaluate the portfolio belonging to the applicant.

A quality assurance process involving a moderating panel scrutinising the decisions of the assessors and feeding back to them will be in place and it will sample approximately 10% of candidate’s portfolios. This will feed back into the verification process but will not affect the decisions made by assessors accept where an appeal has been made by a candidate. The moderating panel will include officers of the AET and/or members of its Programme Board and Expert Reference Group.

5. Annexes

Annex A: AET equal opportunities policy

1. Statement of policy

The aim of this policy is to communicate the commitment of the AET to the promotion of equality of opportunity in the Autism Education Trust.

It is our policy to provide equality of opportunity to all, irrespective of:

Gender, including gender reassignment
Marital or civil partnership status
Having or not having dependants
Religious belief or political opinion
Race (including colour, nationality, ethnic or national origins, being an Irish Traveller)
Disability
Sexual orientation
Age.

We are opposed to all forms of unlawful and unfair discrimination. Those who submit work for assessment will be treated fairly and will not be discriminated against on any of the above grounds.

Decisions will be made objectively and without unlawful discrimination.

2. To whom does the policy apply?

The EO policy applies to all those who work, (or apply to work for), volunteer or submit work to the organisation.

3 Equality commitments

We are committed to:

Promoting equality of opportunity for all persons
Promoting a good and harmonious working environment in which all persons are treated with respect
Preventing occurrences of unlawful direct discrimination, indirect discrimination, harassment and victimisation
Fulfilling all our legal obligations under the equality legislation and associated codes of practice
Complying with our own equal opportunities policy and associated policies
Taking lawful affirmative or positive action, where appropriate
Regarding all breaches of equal opportunities policy as misconduct which could lead to disciplinary proceedings.

This policy is fully supported by the AET Programme Board.

4. Implementation

The AET Director has specific responsibility for the effective implementation of this policy. We expect all our employees and volunteers to abide by the policy and help create the equality environment which is its objective.

In order to implement this policy we shall:

Communicate the policy to employees, job applicants and relevant others (such as contract or agency workers)
Incorporate specific and appropriate duties in respect of implementing the equal opportunities policy into job descriptions and work objectives of all staff
Provide equality training and guidance as appropriate, including training on induction and management courses.
Incorporate equal opportunities notices into general communications practices (e.g. staff newsletters, intranet).
Obtain commitments from other persons or organisations such as subcontractors or agencies that they too will comply with the policy in their dealings with our organisation and our workforce
Ensure that adequate resources are made available to fulfil the objectives of the policy.

5 Monitoring and review

We will establish appropriate information and monitoring systems to assist the effective implementation of our equal opportunities policy. The effectiveness of our equal opportunities policy will be reviewed regularly by the AET Programme Board (at least annually) and action taken as necessary.

For example, where monitoring identifies an under-representation of a particular group or groups, we shall develop an action plan to address the imbalance.

Any staff member, volunteer or accreditation candidate who believes that they have suffered any form of discrimination, harassment or victimisation are entitled to raise the matter through our accreditation complaints procedures. A copy of these procedures is available from the AET Administrator. All complaints of discrimination will be dealt with seriously, promptly and confidentially.

In addition to our internal procedures for review of portfolios submitted for assessment, employees have the right to pursue complaints of discrimination to an industrial tribunal or the Fair Employment Tribunal under the following anti-discrimination legislation:

Sex Discrimination (Northern Ireland) Order 1976, as amended

Disability Discrimination Act 1995, as amended for example, Grievance Procedures.

Race Relations (Northern Ireland) Order 1997, as amended

Employment Equality (Sexual Orientation) Regulations (Northern Ireland) 2003

Fair Employment and Treatment (Northern Ireland) Order 1998, as amended

Employment Equality (Age) Regulations (Northern Ireland) 2006

Equal Pay Act (Northern Ireland) 1970, as amended.

However, employees wishing to make a complaint to a tribunal will normally be required to raise their complaint under our internal grievance procedures first.

Every effort will be made to ensure that applicants and employees who make complaints will not be victimised. Any complaint of victimisation will be dealt with seriously, promptly and confidentially. Victimisation will result in disciplinary action and may warrant dismissal.

Date: …28.1.13…………………..

Signature: …………………………… AET Director

Signature: …………………………… Chair of AET Programme Board

Annex B: AET plagiarism policy

1. Introduction

Candidates submit portfolios of work to the AET to show how their practice has developed as a result of the training, use of the AET competency frameworks and their own experiences have combined with their own reflective learning to become more effective in working with young people with autism. Candidates must undertake and record their own learning and insights in order to be able to do this. We expect candidates to make the best use of examples of good practice, but to consider these and add their own experiences and insight in the work submitted.

As an assessing organisation the AET has a duty to ensure that qualifications received are a fair reflection of a candidates knowledge and skills. If a candidate passes an assessment or gets a qualification by unfair means it would be unfair to those whose work will have a greater effect on young people as a result of their learning. The AET will therefore take appropriate measures to ensure that work is a candidate’s own.

2. What is plagiarism?

Plagiarism is a form of cheating. (Neville, 2007) describes plagiarism as, “a practice that involves knowingly taking and using another’s work and claiming, directly or indirectly as your own”. For the purposes of the AET qualification, making full use of the materials included in training and in the AET Autism Education Standards and AET Competency Framework is expected, but candidates must reference the materials fully and show what they have learned personally in using these approaches and reflect on their learning.

3. Implementation

3.1 Candidates will be encouraged to reference their work effectively using the Harvard System of referencing. Details of how to use the Harvard system to record sources of information effectively can be found on the internet through a number of university websites. Useful examples include: Staffordshire University, Anglia Ruskin University, and DeMontford University .

3.2 It is expected that all portfolios submitted will be the candidate’s own work. In submitting a portfolio a candidate is giving the AET permission to assess the work for plaigiarism, whether by the expertise of its staff and assessors, or using electronic plagiarism detection systems. In doing so, they give permission for this work to be transferred out of the EU for the purposes of plaigiarism detection at the time of submission and to be stored and used in the future for the same purpose.