Practicum Assessment

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

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

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

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

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)

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

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

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

For example:

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

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

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

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