Practicum Assessment

MSpecEd/MDisStud

Name of student:Bill Mavrodis
Student number:45607036
Supervising teacher:Belinda Zulamoski

Practicum start date:06/05/2020
Practicum end date:15/05/2020
Number of days:8
Agency/School:Earlwood Public School
Course code:
Block:1
Created:06/05/20
Last modified:20/05/20

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:

The graduate student had an in depth understanding of the student’s vision needs as well as any additional needs. Prior to each lesson that was observed and taught by the graduate student, he had read and familiarised himself with the latest vision reports and functional vision assessments. His lesson plans reflected a good understanding of the students vision needs including social, physical and cognitive implications. He was able to plan in accordance to the students needs.


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.

When planning and implementing individual education plans the graduate student programmed in accordance to the Students current IEP goals. The graduate student demonstrated a good understanding of the Expanded Core Curriculum (ECC) and was able to implement areas of the ECC in his lessons. All lessons that were planned by the graduate student were SMART goals that supported the students IEP goals. When teaching his lessons, he was able to clearly discuss the lesson goal and what he would like the child to achieve.


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:

The graduate student planned, and structured a sequence of learning experiences based on the students IEP smart goals. All lessons planned were explicitly taught, easy to follow and engaging for the students. The lessons he taught provided the students the opportunity to be extended and learn new skills and information. His lessons were guided by the vision needs of the students and any background knowledge gained from the collaborative feedback received from class teachers and his colleagues.


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:

It is very clear that the graduate student has many years of experience as a classroom teacher. He comfortably applied a variety of teaching strategies which included explicit teaching, modelling and scaffolding during his lessons. He always made time to engage the students in relevant conversation as well as eliciting information from the students which related to the content and skills demonstrated by the students during the lesson. He also discussed areas for improvement with the students. Throughout the practicum, the graduate student always used positive behaviour management skills and regularly gave positive praise and feedback.


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:

The teaching programs that were developed by the graduate student allowed him to evaluate his own teaching. On completion of each lesson, the graduate student reflected on his lessons with insightful awareness and was pro-active in seeking constructive feedback on how he can improve his teaching programs. All lessons created were based on the students learning needs and abilities. The graduate student's day notes were also well written. He collaborated professionally with class teachers and colleagues to make the necessary adjustments to his teaching programs and build on the knowledge and skills of the students.


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:

The graduate student conducted himself professionally when conversing with parents and colleagues. He was respectful and supportive of the parents and their wishes, when discussing lessons and adjustments he wanted to trial and implement. When conversing with classroom teachers, he always politely offered advise and adjustments that can be implemented to support the student.


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:

The graduate student demonstrated the ability to make relevant adjustments for the students. These adjustments facilitated inclusivity, engagement and support in his lessons. It was evident throughout the practicum that the graduate student was thorough and confident at making relevant adjustments. For example, in class he ensured that the student was sitting at the front when the class teacher was giving a demonstration.

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

The graduate student is passionate about implementing and using assistive technology to support student learning and access to the curriculum. He was keen to demonstrate accessibility options to the students using mainstream technology. By doing this, he encouraged inclusion, participation and increased access to the curriculum whilst teaching relevant skills that are linked to the ECC.

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:

The graduate student provided appropriate feedback on each lesson to the students, positively informing them on areas that they need to revise to improve their learning and access to the curriculum. He also communicated effectively with a secondary student to inform but to also alleviate any concerns on applying for disability adjustments for exams which would be of benefit to the student.

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:

The graduate student demonstrated a good understanding on the importance of reporting to the vision team, class teacher, learning support and parents about the child’s progress. He gave appropriate feedback to the class teacher on completion of each lesson. He also recorded information in a communication book that is kept between the ISTV’s.

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:

The graduate student always conducted himself professionally and ethically when conversing with teachers, students and parents. He is aware of the importance of building positive relationships with schools by working collaboratively with the class teachers and all relevant teaching staff. The graduate student respected and complied with administrative and organisational requirements of each school he was engaged in.

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:

The graduate student naturally reflects on his practises and seeks feedback from his supervising teacher, colleagues and school staff to improve his knowledge, understanding and practical application. He showed initiative in researching strategies to meet his focus goals for the practicum and improve his teaching instruction for vision impaired students.

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:

It was a pleasure to supervise Bill Mavrodis over the eight day practicum teaching experience with low vision students. He demonstrated enthusiasm, commitment and passion towards the profession. He highly values the role of the Vision Itinerant Support teacher and how he can positively impact the lives of the students he teaches.

Bill has demonstrated knowledge and understanding of the teaching strategies required to facilitate and support students who are vision impaired. He developed teaching and learning programs that reflect the students’ needs within the current curriculum framework as well as the expanded core curriculum. Bill understands the importance of using appropriate accessible materials, and provides alternative learning media to promote learning and engagement with his students.

Bill set learning goals that are challenging and achievable. He liaised appropriately with classroom teachers to plan adjustments for his lessons with low vision students. Bill developed a positive relationship with his students over the eight days, he reported clearly, accurately and respectfully to students, teachers and parents.

I wish Bill all the very best with remainder of his studies and commend him on his dedication and effective teaching practice during this practicum with low vision students.