Practicum Assessment

MSpecEd/MDisStud

Name of student:Kathryn Correy
Student number:45330557
Supervising teacher:Gregory Macky

Practicum start date:09/03/2020
Practicum end date:19/03/2020
Number of days:8
Agency/School:Mt Druitt Vision Team
Course code:
Block:1
Created:12/03/20
Last modified:18/03/20

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:

Kathy has examined the clinical vision reports of the children she has worked with during this practicum. She has demonstrated her ability to interpret the reports and then use this information when preparing the individual plan and lessons.
Kathy has used a variety of assessment tools before, during and after the implementation of lessons to in order to develop her teaching and learning goals for lessons, then identify areas of success and areas for future focus.


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.

Kathy has consulted with the child and the educational team to develop an individual plan that is realistic. challenging and achievable. She has implemented SMART goals which have allowed the child to successfully access the curriculum and complete tasks.


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:

Kathy demonstrated effective planning throughout her practicum which allowed the child to be successfully supported in key Expanded Core Curriculum areas as required.


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:

Kathy demonstrated effective teaching and behaviour management skills which ensured the child was engaged in the lessons and able to effectively access the curriculum. She ensured appropriate adjustments were planned for and implemented. Kathy is competent at producing accessible materials in appropriate formats.


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:

Kathy demonstrated competency in evaluating her planned lessons and then using the evaluations as a tool to develop the focus for future lessons. She assessed the child to establish goals and focus on skills that needed to be taught. Kathy taught the skills and monitored the child's use of those skills in subsequent lessons. She gathered feedback from the child during and after lessons to establish successes and areas for future development.


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:

Kathy has demonstrated a professional and friendly approach when interacting with school students, class teachers and learning support teams. She has quickly developed a positive rapport with all people she has interacted with during this practicum. Kathy has not had the opportunity to meet parents during her practicum but has definitely demonstrated that she would communicate with them in a professional and respectful manner.


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:

Kathy has identified and implemented necessary adjustments to ensure the school students are able to participate fully in school activities. She has developed a positive rapport with school students and demonstrated the ability to motivate and promote them to be responsible for their own learning.

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

Kathy has successfully planned for and implemented teaching strategies that incorporate the use of assistive technologies which have allowed the schools students to access the curriculum. She has developed and implemented specific lessons which have focused on improving the school students' use of their 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:

Kathy has provided the students with specific feedback on their achievements and has given them the opportunity to discuss their successes and areas for future focus.

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:

Kathy has used a number of methods to record the children's progress in relation to the relevant SMART goals. She has identified and recorded areas of achievement and areas for future development. She has provided positive feedback to the children and has motivated them to be as independent as possible while providing appropriate support.

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:

Kathy has demonstrated excellent interpersonal skills when interacting with all people in the school setting. She displays a professional and friendly attitude and has successfully collaborated with staff and school students.

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:

Kathy has applied her professional learning to her teaching during this practicum. Kathy has reflected on her performance to identify both successes and areas of future focus. Kathy willingly accepts feedback from colleagues on her teaching practice.

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:

Kathy's practicum has been a positive experience for the school students, colleagues and staff members she has worked with. She has displayed a professional and friendly attitude in a number of settings. Kathy has demonstrated a willingness to self-reflect and evaluate her teaching practice in order to benefit the children. Kathy has demonstrated the ability to work collaboratively to ensure that necessary adjustments are being implemented so that the school students with a vision impairment are able to access the curriculum successfully. Kathy is well-organised and is very thorough in her planning and evaluation of lessons. Kathy would be a valuable addition to any team.