Lindsey demonstrated the ability to utilise the clinical and functional vision reports supplied to her whilst simultaneously using the formative assessments completed by myself before she attended the school. Lindsey was able to demonstrate great cooperation with myself, the school support officer (SSO), the classroom teacher and the student's family in order to understand the student's individual needs.
Lindsey utilised her observational days to observe the needs of the students in the class and observe any potential concerns presented by the proposed activities and environment. She was also able to gauge the appropriate level to teach her unit of work to encourage student involvement and stretch their current learning.
During each lesson Lindsey intentionally utilised simple functional assessments to find the best possible orientation of equipment, contrast of equipment and movement patterns for the students.
Lindsey discussed SMARTR goals for all students in the class before starting this unit of work. Lindsey was able to take the SMARTR goals already present and refine or extend for all the students, really focusing on the needs of the focus student. These goals were not always movement based goals and often included the self-advocacy. As all the students in the class are working at or near year level the SMARTR goals were closely linked to either the Expanded Core Curriculum (ECC) or the Australian Curriculum and were designed in consultation with the school and after discussion with the family.
Most impressively the implementation of the learning from the goals set were utilised throughout the unit of work and I genuinely believe could stay with these students throughout their education.
Lindsey always had high expectation for the students and as a result I saw some incredible improvements from the whole class. Their self-determination and self-advocacy to a less familiar adult were nothing less than impressive throughout Lindsey's unit of work.
Lindsey effectively planned and structured her lesson to follow the Health and Physical Education component of the Australian Curriculum for year 7 students. Her lessons demonstrated the following areas of the Australian Curriculum:
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences
Practise and apply personal and social skills when undertaking a range of roles in physical activities
Evaluate and justify reasons for decisions and choices of action when solving movement challenges
Modify rules and scoring systems to allow for fair play, safety and inclusive participation
Simultaneously Lindsey incorporated the ECC into her SMARTR goals. Lindsey was able to support the students in the following areas of the ECC:
Social interpersonal skills through the use of self-advocacy and the growth in each students self-confidence.
Orientation and mobility and physical abilities.
Lindsey was able to utilise a lot of adaptations to support the students to maximise their functional vision. These included the use of audible balls, audible markers, high contrast equipment, sun orientation and directional language.
Lindsey was able to modify each of these areas for the individual needs of each of the students in the class depending on the individual vision of each student. Each student had the opportunity to play with the correct equipment for their needs.
As the students were generally very engaged in her lessons there was no real need for behaviour management, however, this is a testament to her teaching and preemptive behaviour strategies. These included the safe use of equipment and the clear instructions of the use of equipment during instructional time and during the lesson.
Lindsey would always seek evaluation and areas of improvement after each session.
Lindsey would often pick up on subtle adjustments that were made in lessons that question me vigorously about why and if this was relevant for her lessons. Being able to discuss this area with someone who mirrored my passion was a great experience.
Lindsey also discussed her lessons with the students and took their feedback into account for future lessons.
While not a huge part of Lindsey's role she was able to discuss this practicum with the focus student's family. The family were clearly happy with the work Lindsey was performing as physical activity is a large part of this family's life.
While Lindsey was strong in all areas of this practicum I feel this was certainly her strength. The setting allowed Lindsey to demonstrate an inclusive environment at all times and clearly built a report with all the students in the class through her positive and encouraging interactions. Throughout the practicum Lindsey pushed the students through age and developmentally appropriate tasks, whilst supporting the students, through inclusive practice, to succeed beyond my expectations.
Physical education (PE) does not require the large amount of technology that the classroom requires. Lindsey was able to utilise the basic technology required, beepers, buzzers and audible balls as well as the use of the iPad to record her session.
Each lesson Lindsey would take time to discuss the session with each child, making it relatable to her aims and the student's individual needs. Lindsey would do this during each lesson and at the culmination of a session. This allowed each student to be very clear on where they needed to improve and where they were achieving.
Lindsey was able to adjust and modify each of her lessons based on the assessments she was able to create after each lesson. Her self reflection of each lesson was in depth and presented to me both orally and in print.
During lessons Lindsey was able to use oral strategies to assess the student and even utilise movement between lessons to discuss modifications she was making to each lesson.
Lindsey closely studied any recordings of her lessons and as a result was able to produce some great adjustments to each lesson.
It was a pleasure to work with Lindsey in this setting. Lindsey was very mindful of discussing each session with myself and supporting the school support officers (SSOs) that were in each lesson. It was clear that Lindsey understood the importance of this communication with the team around the students.
Lindsey would always communicate clearly, effectively and ethically with all parties involved.
Being a trained, highly proficient and experienced teacher, Lindsey was very aware and complied with all relevant legislative, administrative and organisational requirements and policies.
Before Lindsey started her sessions she was not confident in her ability to teach physical education (PE). It was clear by her first lesson that Lindsey had researched and read about inclusive PE practices and was able to modify her lessons appropriately.
Lindsey's understanding of the individual needs of her focus student was also clear and was represented in the way that she presented each lesson.
Lindsey always sort out feedback and would move into the next lesson armed with a greater knowledge and understanding of what was required.
As previously stated Lindsey's reflective practice was strong and as a result she utilised her recorded lesson to support her progression and adjust her practices in lesson 5/4.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
Lindsey's performance was outstanding throughout this practicum and I was thoroughly impressed with her ability to take on the challenge of teaching PE to a class of students with vision impairment.
I truly believe that for the short time Lindsey was at SASVI she was an asset for the school. The students have loved having her and in the weeks following her practicum I had multiple students ask if she would be coming back.
I was very impressed with her ability to pick up a subject and area she was less confident in and teach it to two classes of students with varying vision impairments.
I am confident that Lindsey will make an incredible teacher for students with vision impairment in the future and I would always welcome her back at SASVI.