Practicum Assessment

MSpecEd/MDisStud

Name of student:Ines Toussaint
Student number:45365938
Supervising teacher:Gregory Macky

Practicum start date:12/08/2019
Practicum end date:23/08/2019
Number of days:8
Agency/School:Mt Druitt Vision Team
Course code:
Block:1
Created:16/08/19
Last modified:22/08/19

Plan for and Implement Effective Teaching and Learning

1. Establish school student needs

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • demonstrates the ability to interpret the physical, social and cognitive implications of vision impairments using clinical and functional vision reports
  • completes learning media and literacy assessments to guide teaching and learning
  • uses a range of assessment strategies to establish the learning strengths and needs of individual school students with vision impairment, including school students with deafblindness or vision and additional/multiple disabilities (this may include undertaking informal and formal, diagnostic, formative and summative assessments or interpretation of existing records)
  • uses a range of data collection methods and understands how reports provided from other agencies support planning
  • uses functional assessment tools
  • demonstrates an understanding of the importance of collaboration with the school learning support team when applying for disability-specific special examination provisions
Additional Comments:

Ines viewed and interpreted the child's clinical vision report and then developed learning goals and activities based on the child's needs.
After observing the child in a number of classroom settings, Ines developed clear and appropriate lesson plans which aimed to meet the child's needs. The lessons were implemented successfully and then were evaluated and areas of focus were developed for subsequent lessons.
Ines collaborated with vision team members and class teachers to successfully plan and implement lessons.


2. Design and implement Personalised Learning Plans

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • consults and liaises with the school student, parents/carers and educational team to develop Personalised Learning Plan
  • sets learning goals that provide achievable challenges and maintain high expectations for all school students with vision impairments
  • implements SMART (Specific, Measureable, Achievable, Realistic and Timely) goals for individual school students with vision impairments that comply with curriculum requirements
Please provide a comment relating to the school student’s ability to link goals from the Personalised Learning Plan to individual lesson goals and to record specific examples and evaluate the school student’s achievement of the goals.

Ines used the goals from the IP to develop the goals for each lesson very successfully. She effectively evaluated her lessons and recorded evidence regarding the child's achievement of the lesson goals. A specific example of this is the goal regarding effective use of technology to access the curriculum. Ines developed lesson goals to teach the student to read Braille fluently on the electronic Braille device (Focus 40). This skill will enable the child to read documents straight from the Focus 40 instead of paper Braille.


3. Plan, structure and sequence learning programs

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • effectively plans and implements teaching and learning programs that engage school students and support their learning needs in the following areas of the Expanded Core Curriculum:
    • print or dual media literacy development (Focus school student 1, Prac block 1)
    • braille literacy development (Focus school student 2, Prac block 2)
    • enhancement of visual skills and visual functioning
    • orientation and mobility and physical abilities within the school environment
    • social-interpersonal skills (e.g. socially acceptable behaviour, self-confidence, and self-advocacy)
    • life skills (e.g. organisational, time management skills, and decision-making skills)
    • facilitates generalisation of skills across learning environment
Additional Comments:

Ines developed effective, structured and sequenced lessons for the child in order to meet their needs in the areas of the expanded core curriculum. In particular, in the areas of; Braille literacy, visual skills, social-interpersonal skills and facilitating the generalisation of skills. Ines ensured class work was prepared in Braille format before the lesson, assisted the child to complete classwork using both electronic and traditional Braille devices and ensured the class teachers received translated copies of the the child's work.
Ines also displayed the ability to teach "on the fly" on many occasions in the areas of visual skills and social skills.


4. Use teaching strategies/behaviours

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • implements teaching strategies and environmental modifications/adjustments to maximise the use of functional vision and to minimise the impact of vision impairment on school student learning
  • implements differentiated teaching and instructional strategies that promote skill development, problem solving, and critical thinking in individual school students
  • demonstrates competency in classroom management and implements behaviour management support for individual school students
  • demonstrates knowledge of the production and use of accessible materials including braille, large/clear print and electronic formats, tactile graphics. and audio-described materials
Additional Comments:

Ines displayed very effective teaching strategies and ensured suitable adjustments were implemented at all times. She demonstrated effective classroom and behaviour management strategies while working with the child in individual and group situations.
Ines displayed knowledge of the production of accessible materials and effectively developed learning materials in electronic and traditional Braille formats.


5. Evaluate and improve teaching programs

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • collaborates with class or subject teachers to develop adjustments to teaching programs or to develop individualised disability-specific programs
  • demonstrates knowledge of strategies that can be used to evaluate and improve teaching methods and learning programs, including review of feedback from school students, and parents/carers and school student’s assessment data
  • monitors school student’s use of skills learned and uses specific procedures to further enhance school student’s skills (incidentally and/or in specific sessions)
Additional Comments:

Ines displayed an effective ability to evaluate and improve her teaching program. Through discussion and self reflection as well as the collection of work samples and consideration of feedback from the child, Ines evaluated and then implemented improvements where appropriate. Future directions for lessons were identified and implemented.


6. Engage parents/carers in the educative process (where relevant)

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • demonstrates professional practice and inclusive strategies by working collaboratively with parents/caregivers, class and subject teachers, learning support teams, multidisciplinary teams and relevant agencies to improve teaching, learning and support for school students
  • establishes and maintains rapport with school students and their parents/caregivers through active and constructive listening techniques
  • communicates with parents/carers about their school student’s learning and well-being in an effective, respectful sensitive and confidential manner
  • writes informative notes/reports on school student’s achievements for parents/carers
Additional Comments:

Ines has easily established a good rapport with both children, class teachers and team members. She has represented herself professionally and politely in various classroom and broader school environments. She has liaised with class teachers, learning support officers and executive staff.
Although Ines has not had the opportunity to collaborate with parents or caregivers in this placement, she has definitely modelled the appropriate skills to interact professionally and respectfully.


Create and Maintain Supportive and Safe Learning Environments

7. Support school student participation

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • demonstrates inclusive and positive interactions to engage and support school students in meaningful learning activities
  • promotes school student’s development of age-appropriate social interaction with their peers
  • supports school student’s responsibility and independence for learning
  • identifies and implements reasonable adjustments to the curriculum, teaching methods and the learning environment to support school student’s full participation in the life of the school
  • ensures safe, responsible and ethical use of ICT

Additional Comments:

Ines has had the opportunity to support children in a variety of high school settings including classrooms, science laboratory, food technology room, wood technology room and PE court. She has ensured the necessary adjustments have been implemented and has supported students to access all activities while maintaining a suitable level of independence.

8. Manage technology effectively

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • implements teaching strategies for selecting and using mainstream and assistive/access technologies and optical devices that facilitate school student’s learning and research skills
  • supports school student’s responsibility and independence for technology
  • select appropriate technology for school student’s needs

Please provide a comment on the student’s ability to manage access technology

Ines has supported children's use of assistive technology including electronic Braille notetaker (Focus Blue 40), Macbook laptop and Perkins Brailler to access the curriculum. She spent a significant amount of time familiarising herself with the use of the Focus 40 and taught the child some valuable new skills involving accessing and reading documents in Braille.

Assess, Provide Feedback and Report on Student Learning

9. Provide specific feedback to school students on their learning

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • demonstrates effective consultation with school students and strategies to provide specific feedback for achievement in targeted areas/goals for sessions
Additional Comments:

Ines has provided the children with support and feedback which has allowed them to participate in a variety of learning activities effectively. She encouraged an unmotivated child to complete a set task and as a result the child's outlook became more positive. She assists children to focus on the set task even when other distractions are present. She encourages children to review their work and prompts them when necessary to consider other alternatives or options for tasks.

10. Report on school student’s achievement

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • evaluates school student’s learning to modify teaching practice
  • uses appropriate oral and written reporting skills to record school student’s progress in relation to SMART goals
  • uses a range of strategies to provide targeted feedback based on an informed and timely judgment of each school student’s needs in order to progress learning
  • interprets school student assessment data, including assessment reports from the health, medical, educational and allied health professionals
Additional Comments:

Ines has evaluated her lessons in relation to the set goals and has effectively recorded both positive outcomes and areas that need improvement or continued focus. She provides feedback to children both incidentally during a lesson and more formally after a task has been completed.
Ines has viewed assessment reports from medical and allied health professionals and has interpreted the data accurately.

Engage Professionally with Colleagues, School Students, Parents/ Caregivers and the Community

11. Engage professionally

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • works collaboratively with other staff to increase awareness of school student’s needs.
  • uses interpersonal skills to communicate effectively and ethically with school students, families, colleagues and community members
  • complies with relevant legislative, administrative and organisational requirements/policies
  • demonstrates understanding of the importance of regular professional dialogue between educational team members supporting individual school students
Additional Comments:

Ines displays excellent interpersonal skills and communicates effectively and professionally with children, colleagues and other educational team members. She is organised and well-prepared and follows administrative procedures and requirements effectively.

Applying Theory to Practice

12. Engage in profession learning

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • demonstrates application of professional learning from current studies to improve practice
  • demonstrates application of professional learning from recent practicum to improve practice
  • reflects on professional practice and demonstrates ability to change performance based on feedback from other professionals, review of their own teaching and school student’s performance in relation to learning goals and engagement
  • demonstrates willingness to engage with other staff (particularly classroom teachers) to transfer specialist knowledge and experience relating to school student’s sensory impairment needs e.g. explains suitable adjustments to classroom teachers, teacher aides etc.
  • can identify areas Aspirations following review of their digital session
Please provide a comment relating to the student’s ability to demonstrate application of theory into practice:

Ines has applied her professional learning to her practice while on this placement. She has incorporated her knowledge of current studies to her teaching and collaboration with team members. Ines has reflected on her performance to identify both successes and areas of future focus. Ines displays the flexibility and willingness to accept advice and feedback and adjust her practice if necessary.

Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No

Final Summary Statement – Student’s overall performance during this practicum:

Ines has experienced a very successful placement and would be a valuable addition to any educational team. She has demonstrated the ability to successfully work as part of a team to support children with vision impairment. Ines has displayed professionalism, enthusiasm and flexibility at all times. She quickly developed a positive rapport with both the children she taught and the educational team members she liaised with. Ines is very well organised and her positive outlook makes it a pleasure to work with her.