Practicum Assessment

MSpecEd/MDisStud

Name of student:Ines Toussaint
Student number:45365938
Supervising teacher:David Milliken

Practicum start date:09/09/2019
Practicum end date:20/09/2019
Number of days:8
Agency/School:Crawford Public School - Blacktown Vision Team
Course code:
Block:Block 2
Created:19/09/19
Last modified:27/09/19

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 has clearly achieved this outcome. She readily identifies the implications of the various student vision impairments on her caseload and provided suitable teaching and learning activities throughout her practicum placement. Ines read through various reports and student file notes to ensure she understood the needs of each student.


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.

Unfortunately, there was not an opportunity for Ines to design and implement a new Individual Education Plan. However, she was able to implement an existing IEP and demonstrated a clear understanding of SMART goals. During lesson planning discussions, Ines provided valuable input into implementing and expanding current student IEP's. These suggestions and ideas were very impressive and clearly showed a good understanding of students Vision needs.


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 provided a variety of experiences for the students on her caseload. The experiences covered many KLA's and the Expanded Core Curriculum. The teaching and learning experiences were all well planned, sequential and well assessed by her for future teaching and learning opportunities.


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 developed a good rapport with her students. She used a variety of strategies to ensure the students were engaged in meaningful teaching and learning experiences. During lessons, if the students lost focus or concentration, Ines was quick to modify or adapt the lesson to ensure the student remained engaged.


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 always provided realistic assessments for the lessons that she taught and identified where the students could be guided to further develop their skills.


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 excellent communication skills which were evident during interactions with her colleagues, other professionals and with the students on her caseload.


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 was actively engaged in ensuring the students on her caseload fully participated in all teaching and learning experiences. Ines was quick to modify or suggest how they could participate in structured activities. Ines promotes independence and taking responsibility for their own learning. This is evident in the way she encourages them to explore solutions with minimal assistance.

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 demonstrated a good understanding of how to use a CCTV with one of her students. Ines did a fantastic job teaching one of her students short-cut keys relating to using Word and researching via the internet. This is extremely important to enable a vision impaired student to be able to complete assigned work, have access to the curriculum and compete in an environment heavily reliant upon computer technology.

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 demonstrates a good rapport with her students. She provided ongoing feedback, encouragement, support, guidance and constructive criticism when interacting with her students. They responded positively and as a result they achieved the lesson outcomes.

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 identified the achievements of students on her caseload and communicated these to her colleagues and the students. Ines has the skills to record and communicate her student's achievements.

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 clearly achieved this goal. Ines sets the bar high for her students and she supports this through well developed and sequential teaching and learning opportunities. Ines has maintained a professional approach in all her dealings with colleagues, students and other community members. Ines is a credit to her role as an ISTV.

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 consistently contributed to professional learning opportunities in both formal and informal professional learning settings. Ines willingly shared ides, resources, experiences and reflections on her students with her colleagues. Ines attended and was actively involved in discussion with colleagues during an outside of school hours Professional Learning session on Tactile Accessibility in Mathematic Lessons for blind students.

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:

At all times Ines conducted herself in a professional manner. It is evident that she is a very experienced classroom teacher who has a great understanding of the diverse needs of vision impaired students. It was an absolute pleasure to work with Ines and to even learn a few new things from her. I wish her well in her future career as a Specialist Vision Support Teacher.