Practicum Assessment

MSpecEd/MDisStud

Name of student:Denise Hannen
Student number:45616469
Supervising teacher:Kathleen Minton

Practicum start date:16/09/2019
Practicum end date:26/09/2019
Number of days:8
Agency/School:Penrith Vision Team, NSW Deptartment of Education
Course code:
Block:1
Created:27/09/19
Last modified:15/10/19

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:

Mrs Hannen looked at available formal reports to deepen her understanding of each student's vision condition. She used informal questioning techniques to see what each student already knew, to guide her in the planning of lessons and to see what each student had retained from her previous lessons. Mrs Hannen also developed checklists for some lessons to assist her in establishing each child's learning needs.
Her teaching and learning was guided by the individual learning plans for 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.

Mrs Hannen took small parts of student's individual learning plans to develop lessons. Lessons were well prepared and innovative, all of my students were engaged in her lessons.
Mrs Hannen used the already developed Needs Analysis to set her goals for each student.


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:

Mrs Hannen had clear, well structured lesson plans. These lessons had realistic goals and were innovative with engaging content.
Her lessons with my dual media student , her focus student, were planned into twenty minute segments- this meets this student's learning needs. She explained the learning goal for each lesson to the students before her lessons commenced.


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:

Mrs Hannen is learning about the learning styles and content for students in the K-6 area. In saying this all her lessons were well structured, using a variety of strategies.
She focussed on Life Skills with two of my students, developing a successful series of lessons appropriate to their lives. She made their learning memorable with games, repetition and lots of practice of new skills.


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:

Mrs Hannen gained from each student a thorough and honest feedback of her lessons through developing an excellent rapport with my caseload students. She monitored each student with a variety of strategies such as checklists, questioning, "5 finger rating" and discussion.


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:

Mrs Hannen met one parent and conducted a very professional interview. She composed a letter to this parent and contributed to this parent's braille lesson with ISTV.
With my high school student she interacted well with other students and caseload students in the lessons, it was a practical woodworking class.
Mrs Hannen is becoming aware of the Department of Education systems that are in place for our caseload students.


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:

Mrs Hannen involved a student in the decision making process to support their independence for learning. This is a Year 6 student who has very low vision and Mrs Hannen developed, in collaboration with the student, a format for his high school timetable, as he will not be able to read the given timetable when he goes to high school next year.
Mra Hannen found conversation points with each student and was able to cleverly use their interests to ensure her lessons were successful.

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

Mrs Hannen knew about the technology each student used before the practicum commenced. She always had a "Plan B" ready if the technology didn't co-operate.
Mrs Hannen developed a "cheat sheet" for a young student who was new to using an IPad.

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:

Mrs Hannen provided verbal feedback to each student at the end of each lesson or session. She told each student exactly what was correct or what needed further consolidation.

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:

Mrs Hannen is developing her knowledge in the area of interpreting clinical reports from medical professionals. She successfully modified her teaching practice based on her records of the student's progress.

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:

Mrs Hannen had the opportunity to attend our team meeting and a regional Network meeting.
She worked with classroom teachers and was able to engage with them in professional conversation regarding their student.

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:

Mrs Hannen concentrated on reflecting on her professional practice, after each lesson. She developed strategies to change her approach to better meet each student's needs and to increase their engagement in her lessons.
She was very willing to engage with other staff.

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:

Mrs Hannen has had a very successful practicum.
At all times she has conducted herself in a very professional manner. Her lessons were extremely well prepared and engaging for my students. She developed a good rapport with all my caseload students, their teachers and parents she met.