Practicum Assessment

MSpecEd/MDisStud

Name of student:Renee Harris
Student number:45916047
Supervising teacher:Wendy Murphy

Practicum start date:13/05/2020
Practicum end date:22/05/2020
Number of days:8
Agency/School:Penrith Vision Team/ Kingswood South Public School
Course code:
Block:1
Created:25/05/20
Last modified:25/05/20

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:

Renee completed her 8 Day (Braille )Practicum during COVID-19 remote learning. This involved working onsite on a Friday researching, planning and programming lessons for a student with vi (legally blind) with additional needs in a support unit classroom.
Renee was required also to research, plan and program lessons for a student who was legally blind in a mainstream Year 4 class. This student accesses the curriculum via multi media; e.g. LP, electronic & braille.


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.

Renee planned, meaningful SMART goals . She implemented, assessed and evaluated these goals and the lessons she planned for the students over the 8 days.
During these lessons she maintain high expectations of students and made adjustments where necessary in planning for future lessons on Practicum.
Due to COVID-19 no face to face IEP meetings occurred with student, parents and / class teacher.
Daily Renee liaise with myself, the focus student and parent via Det Zoom Conference lessons.


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:

Renee was very well prepared and all vision support lessons were prepared, assessed and evaluated in a timely manner.
Renee completed a 1 -1 Orientation Mobility lesson with student on site at Hobartville PS. During this lesson she displayed a sound understanding of O & M cane skills and sighted guide techniques. She simplified her instructions to meet the needs of the student with multiple needs (global delay).
Renee completed multi-media lessons in a variety of key learning areas; e.g. O & M, technology, english, maths, science, geography, creative arts.


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:

Learning resources were accessible. Renee was confident in making modifications/adjustments to maximise the use of students' functional vision. Examples of this were:
- Use of technology Zoom App for video conferencing lessons, GoogleClassroom, Renee was able to create resources, share her screen and files.
- enlarging / zooming work
- creating braillle worksheets and games.
- presenting all work clearly an uncluttered.
- the use of tactile materials in creative arts and mapping activity
Renee displayed good behaviour management strategies, she gave lots of meaningful positive reinforcement, and was able to refocus student when their attention strayed, or student was becoming tired.


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:

Renee collaborated regularly with myself to improve and develop her vision support teaching strategies. She took on advice and made adjustments to lesson plans throughout the week.
Renee worked on her braille skills and her confidence in using the Perkins brailler, and displayed significant improvement over the week. With further experience with students using braille Renee's practical skills: knowledge and fluency of braille will continue to develop.


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:

Renee display very good rapport with the students and with staff interactions during practicum.


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

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

Renee accessed and used a variety of technology during practicum confidently:
- touch typing program
- accessibility options on iPad - zoom and laptop
- youtube
- Google Classroom
- Zoom video conference - adjusting and sharing screen, files and whiteboard to ensure all work was accessible to students.

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:

Renee provided feedback to students in a variety of ways:
- instant verbal feedback
- tactile & physical cues
- rewarded students with tactile stickers and positive reinforcement.
- outline verbally to focus student lesson learning intentions
- asked student to repeat instructions at times to ensure student understood expectations.

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:

Renee assessed student's completed work and evaluated lesson outcomes/goals daily.
Renee gathered information on focus child: data & assessment reports from health, medical, educational and allied health professionals and ISTV caseload manager (myself) .

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:

Renee presented herself as a highly professional teacher throughout practicum. She was punctual, and arrived each day with all teaching materials prepared, following DET teacher code of conduct.
Renee attended the Penrith Vision Team weekly Teleconference Meetings and collaborated positively with ISTVs and Assistant Principal, understanding and using professional dialogue.
Renee listened and took on advice provided to her to promote and increase her awareness of focus child's vision and educational needs.
Renee was flexible and able to adapt and collaborate well when changes to routines occurred.

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:

Renee demonstrates application of professional learning from her current studies and was always looking for ways to improve her practice.

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 was pleasure working with Renee during her practicum, Renee was highly professional in her preparation and evaluations of vision support lessons. She displayed good communication skills and had a excellent rapport with the students and staff.
Renee is passionate about learning and furthering her knowledge in working with students with vision impairments.
I wish Renee all the best in her future profession as a Support Teacher (Vision).