For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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
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.