Practicum Assessment

MSpecEd/MDisStud

Name of student:Kathryn Correy
Student number:45330557
Supervising teacher:John Rohloff

Practicum start date:11/05/2020
Practicum end date:20/05/2020
Number of days:8
Agency/School:Penrith Vision Team - Kingswood South Public School
Course code:
Block:2
Created:20/05/20
Last modified:22/05/20

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:

Kathy has shown the ability to individually assess the educational needs of each student taking into consideration their vision impairment. She has worked closely with other teaching staff in planning her experiences and demonstrates the value and importance of collaborative planning and support.


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 shown the ability to incorporate academically, visually and developmentally appropriate SMART goals during her practicum placement. Her evaluations and forward planning have been honest and fair. They reflect a genuine understanding of what each lesson's goals and outcomes were and provided a natural, sequential development of skills and knowledge across the expanded core curriculum.


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 has shown consistently throughout her practicum placement that she plans and implements developmentally appropriate and sequential lessons building on previous knowledge and skills. Her braille literacy development lessons were a credit to her knowledge of her student's abilities and were enthusiastically and professionally presented and evaluated.


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 has consistently shown her ability to utilise a variety of teaching strategies during her practicum placement. The age range and different educational settings of her caseload students required Kathy to identify and implement appropriate teaching and student management strategies to ensure the students were positively engaged in her lessons. Kathy set realistic outcomes, demonstrated respect for her students and their needs and remained positive throughout her lessons even when the student lost focus and had to be manoeuvred back on task. The resources provided and used during her lessons offered variety and were appropriate to the lesson outcomes (braille, variety of software, tactile resources).


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 worked closely with the classroom teacher, her ISTV peers and practicum supervisor to review their teaching and learning program and to make the reasonable adjustments to ensure her students with a vision impairment could access the material. In some cases, this required the production of large print materials, braille copies, tactile resources or the teaching of computer skills to utilise technology in accessing the curriculum (eg. the Prodigy text to speech feature).


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:

During Kathy's practicum placement she had to deal with the unprecedented COVID-19 restrictions which saw some students learn from home. Kathy demonstrated the ability to liaise and negotiate with parents, online access for their child to be part of her online Zoom lessons. During these Zoom lessons Kathy was able to provide effective and appropriate communication with parents with respect to their child's learning progress. For her on-site and non-Zoom students she worked closely with the students and maintained appropriate communication with teachers, parents and carers to ensure her caseload students were working through their school set, ISTV modified lessons.


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 clearly demonstrates an appropriate level of support for her caseload students and participation with their learning. As her caseload students varied in age, Kathy was able to negotiate and set a good working relationship with them with respect to her ISTV role. For her older students the role of support in non-practical lessons was more at arm's length and available to them if they requested it. In practical lessons, Kathy demonstrates the skill of allowing the student to function independently once they were able to demonstrate competency in the task. Her lessons have been appropriately 'reasonably adjusted' when required and her interactions with all students demonstrates a respect for their wants and needs.

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 was able to demonstrate a good understanding of a variety of technology and the ability to incorporate the technology into her teaching and learning program. Her lessons and support included student's using iPads, Laptops, Desktops, a Prodigy Connect, magnification devices and a Perkins Brailler. Her lessons in the use of technology included both the student identifying the most appropriate form of technology to use for a given task, as well as, developing specific skills associated with each piece of technology. Two examples of this were demonstrated in her lessons using the Prodigy Connect (text to speech function) and the Laptop/Desktop (touch typing and keyboard shortcuts),

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 was very strong in the area of supporting students in their lessons and providing them with feedback with respect to their learning and achievements. She demonstrated a variety of ways (all of which were appropriate) to ensure students were able to assess how they were progressing throughout her lessons with respect to achieving their goals. In some cases, a reassuring comment was made to let the student know they were doing well and on track for success. She also combined modelling and questioning very well to reinforce the student was working well.

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 demonstrates the ability to evaluate and report on her caseload student's progress in relation to the SMART goals set for each of her lessons. Her evaluations are honest and incorporate critical thinking that identify further sequential learning possibilities for future lessons. She was able to review student's vision reports, review meeting notes and previous observational notes and lessons to interpret unique needs for each student.

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 shown the ability to engage professionally with her ISTV colleagues, students, parents/carers and the broader school community throughout her practicum placement. She has worked closely with teaching staff to ensure they are aware of and provide learning materials that meet the vision needs of her caseload students. When engaged with parents and carers Kathy has consistently shown a professional and caring demeanour. With respect to her caseload students there is a genuine rapport between them which fosters a safe and supportive teaching and learning relationships. In our team meetings Kathy has demonstrated the importance of being part of a team and regularly contributes to our discussions and offers support to others when needed.

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 is willing to engage in professional learning and shown the ability to adapt this learning during difficult/unique times. For example the COVID-19 saw many lessons being presented online using the Zoom platform. Kathy was enthusiastic to learn all about the platform and to utilise many of its features to enhance her caseload students Zoom lessons (screen sharing etc). Kathy worked closely with a very experienced ISTV who was able to offer her advice on early Braille literacy acquisition. Kathy incorporated various aspects of this advice in to her lessons and demonstrated her willingness to develop skills from 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:

It has been an absolute pleasure to have Kathy Correy complete her practicum placement with the Penrith Vision team. Kathy has consistently demonstrated a high level of competence in providing vision support to the caseload students she has taught over the 8 days. Her lessons have all been well designed, documented, presented and evaluated and they are a credit to her dedication to the role of ISTV. Kathy works well with her ISTV colleagues, students, parents/carers and the whole school community. She is willing to seek and accept advice from more experienced ISTVs and to offer assistance to others when she is able to do so. Kathy has had a successful practicum placement and I wish her all the best with her career as an ISTV.