Practicum Assessment

MSpecEd/MDisStud

Name of student:Tracey Garner
Student number:85028223
Supervising teacher:Narelle Richards

Practicum start date:07/05/2020
Practicum end date:18/05/2020
Number of days:8
Agency/School:Tempe PS
Course code:
Block:1
Created:19/05/20
Last modified:19/05/20

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:

Tracey has developed warm and collaborative relationships with school staff and the parents of her students - providing an excellent source of information on the student. She has demonstrated her ability to combine this information with data provided by her own observations and more formal assessment tools to establish and prioritize the needs of the student. She has shown competency in reading and interpreting formal cognitive and ophthalmic reports.


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.

Tracey has developed short term IEPs addressing the areas of need identified in collaboration with the class teacher, parents and other members of the learning support team. The goals that she has set for her students, whether in the use of assistive technology, time management, or behaviour modificaton are manageable, achievable and assessable, and reflect the data collected on the student.


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 sequential learning programs that Tracey has developed and implemented have directly addressed the learning goals outlined in the student's IEP. For example to assist in a student's transition from handwriting to the use of a laptop, and possibly JAWS, Tracey has implemented a program to teach the use of Windows keystrokes and to further develop touch typing skills. She has successfully engaged the student in this program and is observing positive results.


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:

Tracey has utilised appropriate and effective teaching strategies to maximise her student's engagement and independence in completing classroom tasks - behaviours targeted in collaboration with the class teacher as having an impact on learning. She has demonstrated an ability to produce accessible materials, both as large print and electronic formats in response to identified need; thus minimising the impact of the vision impairment on learning.


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:

Tracey has worked collaboratively with class teachers to identify and implement adjustments to the class program in order to maximise the participation of students with vision impairment. This is an ongoing process. Similarly her own teaching program is reflective of data collected through ongoing observations and feedback from both the class teacher and the student and is constantly adjusted to suit.


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:

Tracey has established warm but professional relationships with her student's parents and has maintained contact and support throughout this period of remote learning. She has maintained continuity of learning during this time and has adjusted lessons according to the feedback from parents. She is professional and respectful in all her communications with teaching staff and parents, whether in person or in written communications.


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 student Tracey is currently working with is reluctant to participate in academic activities, and displays typical avoidance behaviours. Tracey has been working to increase participation, without compromising the student's independence, and has seen a decrease in negative behaviours and an increase in engagement and participation.

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

Tracey has demonstrated an ability to adjust learning materials and teaching strategies for students using a desktop video magnifier and has supported the student, the parents and the class teacher in its use.

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:

Tracey has demonstrated her ability to communicate effectively with her students. She is explicit in her communication of expectations and lesson goals and provides feedback throughout each lesson, also providing a time for the student to review and reflect on the learning.

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:

Tracey has provided written progress reports on her students which reflect her professionalism and knowledge of the student in question. The students progress is measured against the IEP goals and further learning is adjusted if needed.

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:

Tracey engages with her colleagues within the vision team, both asking for and at times providing insights and information about students and strategies to address their needs. Likewise she also engages professionally with the staff at the schools on her caseload and with other agencies who may be also supporting our students. She is always professional and respectful in her communications.

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:

Tracey has demonstrated a willingness to learn and engage in professional studies, and is proactive in searching for appropriate resources which she is able to share with her colleagues.

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:

Tracey has proven to be an asset to the vision team. She is at all times professional and has demonstrated a flexibility necessary for this line of work. All written work is of a very high standard, her communications with parents and teachers are respectful and supportive, and she is held in high regard by her colleagues as well as students, parents and teachers.