Practicum Assessment

MSpecEd/MDisStud

Name of student:Lisa Byrne
Student number:45248885
Supervising teacher:Bill Sakoulas

Practicum start date:08/06/2020
Practicum end date:24/06/2020
Number of days:8
Agency/School:Crawford Public School
Course code:
Block:2
Created:29/05/20
Last modified:26/06/20

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:

Lisa has worked tirelessly to gain insight into the various implications of the student's vision impairment. She has consulted vision reports, textbooks and Googled related topics.


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.

Lisa has created some thoughtful SMART Goals for the vision impaired student. Although due to the time frame of her practicum Lisa did not design an exhaustive IEP or Personalised Learning Support Plan, she did design an effective technology educational plan for her main student. She liaised with the Coordinating Teacher, Class Teacher and the parent to design her plan.


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:

Lisa effectively planned and implemented creative programs especially in the area of technology. She kept the student's interest and attention engaged in various tasks and aspects of the Expanded Core Curriculum.


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:

Lisa developed a good relationship with her students in such a short amount of time. She used a variety of strategies to ensure the students were engaged in meaningful teaching and learning experiences. During lessons, if the students lost focus or concentration, Lisa gently reminded them to stay on task or adapted the lesson to ensure the student remained engaged.


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:

Lisa often engaged collaboratively with Class Teachers and provided probing questions to gain insight from the student. After each lesson there was always an evaluation with the Coordinating Teacher and during this time, Lisa displayed maturity and discernment to identify areas of strength and other areas in need of development. I was impressed at the successful learning of the student attributed to Lisa's effective evaluation of 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:

Lisa has displayed a high standard of professionalism by contacting parents and Class Teachers regarding the student's goals and learning. Lisa developed good rapport with teachers and parents through active and diligent listening techniques. Furthermore, she maintained a courteous demeanour and attitude of respect to all stakeholders that she engaged with.


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:

Lisa developed safe and supportive learning environments for her students. She considered the student's safety and posture during her teaching lessons. She encouraged and fostered the student's responsibility and independence for learning by allowing them time to problem-solve and think of solutions. Lisa constantly implemented reasonable adjustments to the curriculum and made necessary accommodations to support the student's participation in various class activities.

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

Lisa has excelled in the management of technology, realizing that this is a key area in the education of the vision impaired student. She developed creative lessons which demonstrated to the student the necessity of technology to access daily class work. Lisa selected suitable software programs to assist the student to maintain independence when the ISTV was not in the classroom. The student made very good progress in using various programs to access their work in such a brief amount of time.

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:

Lisa showed insight in her assessment of her own and the student's performance in the lessons. Upon reflection, Lisa provided important feedback to the student which assisted them in honing their technology skills. Lisa effectively asked the student to reflect on their performance and guided them in areas and indicated strategies of improvement. Due to Lisa's good demeanour, the student felt relaxed and not threatened to receive constructive 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:

Lisa identified the achievements of students on her caseload and communicated these to her colleagues and the students. Lisa recognizes that her written reporting skills need development, however, she is humble enough to have her reports cross-checked by a colleague to ensure their clarity. She has developed skills to record and communicate her student's achievements to parents and Class Teachers. Furthermore, Lisa writes good programs based on data collected from medical and educational professionals.

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:

It has been encouraging to see Lisa's collaborative work with staff in highlighting the student's needs and addressing that they be targeted. She has used interpersonal skills effectively and always displayed respect and courtesy to all stakeholders. She has displayed a professional outlook in all her interactions with various team members and staff.

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:

Lisa has advanced in her professional learning and she has been able to effectively apply this in the classroom setting. She was respectful and considered all feedback and implemented necessary changes for the benefit of the student. Lisa efficiently engaged with staff and transferred knowledge and strategies to teach the vision impaired students. Lisa is thoughtful and reflective after her lessons and is quick to identify areas of improvement . This was evidenced in the discussion with the Supervising Teacher upon review of her digital session, whereby she recited the precise situations and areas which required improvement.

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 encouraging to see Lisa's development in her ISTV journey! Theory was effectively put into practice. Lisa thought of creative ways to convey her teaching and make learning enjoyable for the vision impaired student. She demonstrated collaboration with staff, parents and other professionals. Lisa maintained a high professional standard in her communication and engagement with staff, students and parents. She has learned the skills of teaching vision impaired students with diverse needs and she will be an asset to any vision team! I wish her well in her future career as s Specialist Vision Support Teacher.