Practicum Assessment

MSpecEd/MDisStud

Name of student:Kate Wood
Student number:45937524
Supervising teacher:Lisa Britton

Practicum start date:18/05/2020
Practicum end date:28/05/2020
Number of days:8
Agency/School:Vision Support Team Gymea Bay PS
Course code:
Block:1
Created:01/06/20
Last modified:01/06/20

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 student analysed all student reports, programs and information to build a clear understanding of their needs. She formulated intelligent questions based on her research, and sought answers to establish an understanding of their learning strengths and needs. As part of this practicum experience, she demonstrated her ability to work effectively with students who also have additional disabilities.


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.

During the time period of this first Practicum experience, the student was involved in planning days surrounding improvements to student IEPs. She demonstrated an enthusiasm to contribute, a comprehensive knowledge of the Expanded Core Curriculum, and a clear ability to set appropriate SMART Goals. She at all times, maintained very high expectations of the School Students with whom she was observed, and it was gratifying to witness them rise to this challenge.


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:

Although the student self-identified this as an area of need, it is the opinion of her supervisor that her focus in this area is of a very high standard. Her lesson plans were highly detailed, preparation of resources and teaching materials were well-prepared and constructed in advance of lessons. The School Students were engaged and supported in their learning needs across a range of ECC focus areas, including Self-Determination, Orientation & Mobility, Assistive Technology, Literacy Development, Social/Interpersonal Development and Life Skills.


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:

The student’s obvious prowess as a teacher was apparent throughout this Practicum experience. She is clearly a talented educator with a comprehensive knowledge of the Primary curriculum, and an evident enthusiasm for teaching. It was pleasing to note that she was also able to engage with High School students naturally, responsively and at an age appropriate level. She consistently maintained a focus on the school students’ vision needs, and displayed her skill for differentiating instruction and managing behaviour of children with significant needs in this area. Her attention to detail when formulating lessons and preparing and reformatting learning materials was exemplary.


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 student collaborated with her Supervising Teacher and also other members of the Vision Support Team. She consulted with Learning and Support Team personnel, and outside agencies, to develop individualised disability-specific instruction. She utilised feedback effectively and constructively, and showed great insight in her self-reflections following lessons.


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 the online learning-from-home period at the beginning of this Practicum experience, the student had composed a respectful and considered introduction to the parents and carer of the students with whom she was working. It was not possible to facilitate face-to-face contact with parents due to the COVID 19 restrictions at this time. However, I have witnessed the student lead Review Meetings and Learning Support Planning Meetings with consummate professionalism. She worked effectively as a member of the Learning Support Teams of several schools, and liaised with outside agencies such as Guide Dogs and RIDBC via telephone, during her Practicum experience, to maintain consistency of approach, particularly in relation to O&M techniques and correct terminology. Her communication skills are of the highest order and she is at all times, respectful, sensitive, communicates with clarity, and demonstrates respect for the family’s right to privacy and confidentiality.


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's focus on safe and supportive environments was noted in a Hospitality lesson, an Orientation & Mobility lesson, and during Zoom meeting lessons. She supported the school students in a very positive fashion, and facilitated appropriate social interaction with peers. She participated in a Zoom Birthday party with a number of our students and staff. Maintaining high expectations for the school students was a clear strength which enhanced their self-esteem by fostering a sense of achievement through their supported independence for learning.

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

During the first week of this Practicum experience, the student’s mastery of technology used to support their online learning was highly sophisticated. She was able to share screens effectively to facilitate learning, instruct the school students on appropriate accessibility features and keyboard commands, schedule and host Zoom meetings, and manage complex technology used by the school students. She selected appropriate technology and online platforms such as Seesaw, Google Classroom, One Drive, Siri and OneNote, to meet the school students’ needs. She displayed an impressive adaptability with a range of technology and devices, and an admirable propensity to upskill herself quickly and efficiently in this area.

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 student’s ability to provide warm and responsive verbal feedback to students was an absolute strength during this Practicum experience. The School Students with whom she was observed, clearly understood the type of responses she was hoping to elicit from them, and their performance increased as a result of her clarity, specific language and positive feedback.

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 student's record keeping is exemplary. This team works collaboratively using the OneNote platform to maintain daily records of support for all students, and Mrs Wood took responsibility for creating a document on each school student's page. Oral and written reporting was of a very high standard at all times. She set appropriate detailed SMART Goals for the students with whom she was working. Her commitment to the teaching cycle of assessment, instruction and review ensured that timely judgements were made to progress their learning, and colleagues were kept informed of progress and next steps in relation to their learning needs.

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:

Mrs Wood's interpersonal skills are of the highest calibre. Her written and verbal communication is at all times professional, respectful and informed. She is fully compliant with all legislative, administrative and organisational requirements and Department of Education guidelines. She engaged routinely in professional dialogue with colleagues, support staff, students and school personnel across a range of settings.

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:

This student provided comprehensive, detailed and well-sequenced lesson plans in advance, and capably implemented all recommended advice and strategies into her planning and teaching. She applied knowledge gained, both theoretical and practical, to enhance outcomes for the School Students. Transparent, honest and constructive discussion and self-reflection, following observed lessons, identified areas for further growth in her professional practice. This is the hallmark of great teaching. She was able to build awareness of the need for particular adjustments with not only teachers and colleagues, but also the School Students themselves.

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:

Mrs Wood has demonstrated all the attributes of a very capable and effective Itinerant Support Teacher - Vision.
I am confident that she will be a valuable asset to this field.
Congratulations are due for completing a very successful Practicum experience, during extremely complex and difficult conditions.