Practicum Assessment

MSpecEd/MDisStud

Name of student:Lindsey Patti
Student number:45146187
Supervising teacher:Andrew Whisson

Practicum start date:14/05/2020
Practicum end date:05/06/2020
Number of days:10
Agency/School:SA School for Vision Impaired
Course code:
Block:
Created:30/06/20
Last modified:03/07/20

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:

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.


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.

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.


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:

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.


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:

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.


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:

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.


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:

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.


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:

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.

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

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.

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:

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.

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:

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.

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:

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.

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:

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

Final Summary Statement – Student’s overall performance during this practicum:

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.