Practicum Assessment

MSpecEd/MDisStud

Name of student:Lisa Byrne (nee Smith)
Student number:45248885
Supervising teacher:Michelle Knight

Practicum start date:11/05/2020
Practicum end date:20/05/2020
Number of days:8
Agency/School:Crawford Public School
Course code:
Block:2
Created:12/05/20
Last modified:21/05/20

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:

Lisa ensured that she utilised all existing resources to understand her students' vision impairment. This included medical reports, IEPs and communication with the students' teachers, parents and supports. Lisa demonstrated her understanding of the importance of the reports and assessments and how they underpin the teaching of children with vision impairment. It was observed that Lisa had a good rapport with the learning support team in each of the schools she visited. She was collaborative in her approach, recognising that this ensured her students received the support they required.


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.

Lisa was meticulous in her planning of each lesson. It was apparent that she implemented goals from the existing IEPs into her lessons. The strategies and content of the lessons clearly targeted the specific goals. During either the planning or reflection of each of the lessons Lisa often made additional suggestions as to the student's goals - either adding to, or modifying. She clearly understood the design of SMART goals. Her lessons demonstrated her ability to implement the goals. In each lesson she continually evaluated the child's achievement of the goal, either formally or informally.


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:

Lisa effectively planned and implemented a variety of teaching and learning programs throughout her practicum across many areas of the ECC. Lisa's lessons demonstrated her understanding of the need to be versatile, yet focused. Given the circumstances of the practicum due to the pandemic Lisa had to adapt quickly to accommodate unknown situations within schools, changing timetables and teaching by distance (utilising video conferencing tools). This was particularly noticeable in her teaching of braille to a year 1 student. Lisa utilised a range of media, keeping the lessons concise so that parental support while teaching could occur. Lisa regularly addressed multiple aspects of the ECC into one lesson, for example, while teaching technology addressing career education and self-determination.


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:

Lisa used a variety of teaching strategies and behaviours with each of the students she worked with. For some students she engaged them in higher order thinking through sound questioning techniques and engagement. She designed and implemented lessons that were age appropriate and engaged the learner, while ensuring that they were extending their learning. Lisa was able to keep students on task, recognising when she needed to intervene, yet also giving the student the opportunity to learn at their own pace. Lisa used a range of resources. She demonstrated a sound knowledge of the production of large print, braille and accessible text. If she was unsure then she would always ask. One of Lisa's strengths is to seek out answers to things she is unsure of. Lisa often reflected critically on her teaching experiences, hoping to improve where required.


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:

It was observed that Lisa would regularly evaluate her teaching program, sometimes as the lesson was being conducted. She would quickly reflect and adjust the lesson at times as she was monitoring the student's progress. Lisa would ask for feedback from the supervisor as to how effective the lesson was, and any improvements that could be made. Lisa is very receptive to feedback and improving her learning and understanding in the field of vision impairment.


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:

Given that Lisa conducted some her lessons using the Zoom video conferencing tool, she was required to interact with the parents effectively. She ensured that the parents understood the purpose of the lesson, and it was noticeable that she used the experiences of the parent that had vision impairment. Lisa has a professional approach to engaging with parents. She is friendly and quickly develops a good rapport.


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:

Lisa always demonstrated her ability to provide an inclusive learning environment. She ensured that all resources (whether hers or the class teachers) were accessible. She enthusiastically advocated for the student and their needs. Lisa is realistic in her adjustments to the curriculum, demonstrating an understanding of how and when this can be done.

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

Lisa is skilled in using a range of technology. She actively sort out professional development opportunities to develop her skill and understanding of a range of technologies (e.g. Seesaw, GoogleClassroom, Microsoft Whiteboard and Teams). Lisa was keen to build her skill level of access/assistive technology for students with vision impairment. Lisa encouraged all students to care for their technology. For older students she sort for them to consider beyond school and their use of the technology in higher education and the workplace. Lisa demonstrated an aptitude in the use of technology and I can see that she will seek to implement its use for all of her students where possible.

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:

Lisa regularly provided specific feedback to her students. It was always age-appropriate, relevant and concise.

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:

Lisa identified the achievements of her students and communicated these both to her colleagues (and where appropriate the student). Lisa was realistic in her expectations and communicated with the aim of noting progress, and providing strategies for further growth. She recorded student achievements in the Session Plan Template.

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:

Lisa has excellent skills in engaging professionally with colleagues. She is friendly, professional, approachable and is a good communicator. Lisa's lesson plans and notes are well-written. They are clear and easy to follow. It was observed that Lisa was more than capable of interacting with a range of staff, whether at the executive level, teachers or SLSOs. She treats all staff with respect. Lisa complies with the relevant standards and policies implemented within her organisation. She is aware of and implements the SPEVI teaching standards.

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:

Lisa is always keen to further her professional learning and understanding in the area of vision impairment and teaching. Throughout the practicum she regularly sort the theoretical principles behind the practice in the classroom. Lisa is enthusiastic in her leaning, as well as reflective. Lisa consistently contributed to the learning of teachers (and the supervisor). Her insightfulness was really appreciated. Lisa is willing to sharing ideas, resources and experiences.

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:

Lisa demonstrated throughout the practicum that she is keen to develop her skills and knowledge as a new Specialist Teacher (Vision Impairment). She conducted herself professionally at all times. Lisa committed to thoroughly planning her lessons, seeking advice when required, and was always receptive to feedback. I particularly thought that Lisa's willingness to 'give things a go' was commendable. Lisa is an experienced teacher and I am sure that she will continue to develop the skills across all aspects of vision impairment to become a competent Specialist Teacher (Vision Impairment).