Practicum Assessment

MSpecEd/MDisStud

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Name of student:Diana Brand
Student number:45330441
Supervising teacher:Natalie Shearer

Practicum start date:14/10/2019
Practicum end date:24/10/2019
Number of days:8
Agency/School:Warwick Farm Public School Vision Team
Course code:
Block:2
Created:24/10/19
Last modified:24/10/19

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:

- Diana competently participated in discussions regarding clinical and functional vision reports from a range of agencies. During discussions, Diana efficiently identified the social, emotional and physical implications and made suitable recommendations regarding student competencies and needs.
- Diana competently interpreted clinical vision reports, functional reports, class observations/analysis and in addition, acknowledged cultural backgrounds and EAL/D to guide planning quality lessons with significance.


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.

- Diana displayed excellent initiative in liaising with all stakeholders of the educational team to develop educational plans for students with vision impairment.
- Diana competently wrote SMART goals for students always utilising all information, assessments and observations available, including the Australian Curriculum outcomes.
- Diana ensured all SMART goals were measurable and work samples such as sentences the student brailed, were used as evidence towards the progress and achievement of goals.


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:

- Diana confidently and creatively planned structured and sequenced learning programs specific to each students’ needs and goals. Diana proficiently planned a sequence of lessons on early Braille literacy development for a Kindergarten student who is blind and a refugee. Diana’s program targeted individual student need and scaffolds were evident in the planning to support the learning process of the student.
- Diana successfully planned lessons across a variety of Expanded Core Curriculum areas including technology, compensatory skills, sensory efficiency and self-determination and Orientation and Mobility.


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:

- Diana competently displayed teaching strategies such as concise learning intensions, clear expectations and the ability to get the student back on task as needed. Learning activities were always age appropriate, fun, engaging and students could achieve success. This motivated the students during Diana’s lessons and positive praise/reinforcement was always given.


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:

- Diana effectively collaborated with various class teachers to develop individualized adjustments to teaching programs. Diana openly discussed and evaluated adjustments with teachers, ISTVs and students in primary school and high school.
Diana displayed flexibility and the ability to make adjustments to further enhance student learning both ‘on the go’ and planned, to improve access to teaching programs.


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:

- Diana demonstrated excellent communication skills and meaningfully contributed to conversations regarding sensitive issues with students.
- Diana was present during conversations with parents from a non-English speaking background and recognises the importance of having an interpreter to ensure the parents can be engaged in all parts of the educative process.
- Diana maintained observation, lesson and class notes that could be used to thoroughly inform parents of their child’s progress at a vision support review meeting.


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:

- Diana created and maintained a supportive and safe learning environment by always having high expectations for the student and modelling high expectations to others.
- Diana always spoke to the students with respect and at an age appropriate level.
- Diana supported student participation and promoted autonomy by making reasonable adjustments to ensure student success. Diana further promoted independence during learning activities by actively scaffolding when necessary.

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

- Diana showed a willingness to upskill on any assistive technology caseload students were using.
- Diana gained experience with the Onyx HD and was able to identify and suggest tips to improve its effectiveness in the classroom. In addition, - Diana also recognised the importance of future directions and how the equipment could be adapted as the student progressed though their school years.
- Diana demonstrated an interest and understanding of the process involved to acquire assistive technology for students in a NSW Department of Education School.

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:

- Diana provided timely, effective and meaningful feedback to all students. Feedback was a combination of ongoing feedback during the learning activity and feedback at the completion of activities. The combination of this timely feedback ensured students could re-enforce skills, correct skills and be motivated to work towards and achieve new skills.

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:

- Diana competently used formative and summative assessment to evaluate and modify teaching and learning practices. Diana actively participated in conversations with ISTVs, class teachers and SLSOs regarding student progress and competently identified future directions for learning.

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:

- Diana has excellent interpersonal skills and worked collaboratively with all stakeholders of the educational team. Diana liaised confidently and professionally with teachers, SLSOs, executive staff, students, learning support teams and vision colleagues.
- Diana maintained confidentiality, spoke about students with respect, followed the NSW Department of Education Code of Conduct and participated in conversations regarding the Disability Discrimination Act and the Disability Standards for Education.

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:

- Diana demonstrated a high interest in all formal and informal professional learning opportunities, actively participating with the intention of informing and improving practice.
- Resources and lesson plans prepared for this practicum support that Diana is effectively ultilising her current studies and practicum experiences to inform and refine her teaching.
- Diana is effective in transferring her own theoretical and practical knowledge about adjustments and accessibility to classroom teachers, using a professional and personable approach.

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:

Diana has an excellent understanding of the role of the Itinerant Support Teacher Vision and displays outstanding professional and interpersonal skills. Diana has demonstrated a high level of achievement in all aspects of this practicum. Thank you Diana, for your dedication and hard work during your time with Warwick Farm Vision Team. We have enjoyed having you and hope to see you again on our team.

The supervising Teacher is asked to complete Practicum Assessment in consultation with the Student. It is the responsibility of the Student to check that they are able to view the completed PAT.

If an online version is NOT available, the PAT must be printed off, signed by the student and the supervising teacher, and posted to the Professional Experience Coordinator.

(A scanned version is not acceptable.)
Professional Experience Coordinator
RIDBC Renwick Centre
Private Bag 29
Parramatta NSW 2124

Name Signature Date
Supervising Teacher/Practicum Coordinator natalie.halpin@det.nsw.edu.au
Student Diana Brand
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