For example:
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.
For example:
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.
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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.
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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).
For example:
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).
For example:
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.
For example:
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.
For example:
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),
For example:
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.
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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.
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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.
For example:
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
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.