Practicum Assessment

MSpecEd/MDisStud

Name of student:Ngoc Nguyen
Student number:45626367
Supervising teacher:Stephanie Hamze

Practicum start date:11/05/2020
Practicum end date:05/06/2020
Number of days:8
Agency/School:Warwick Farm Vision Team
Course code:
Block:
Created:02/06/20
Last modified:10/06/20

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:

Ngoc’s consistent communication and interpersonal skills with children ensured continuity between school, vision support service, home and at times with external agencies. She demonstrates an understanding of the importance of collaboration with all involved in meeting the child’s needs.


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.

Ngoc effectively demonstrated capability to teach students with vision impairment across a variety of settings including primary schools, high schools and support units. She programmed for students with vision impairment and additional needs by creating individualised education plans that support diverse goals and reflect independence, advocacy skills and social skills.


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:

Ngoc has effectively planned and implemented engaging learning within several areas of the Extended Core Curriculum. She made immediate improvements to student achievements through individualised and explicit teaching, motivating the children she worked with.


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:

Ngoc demonstrated differentiated teaching and instructional strategies and was able to openly and clearly discuss the reasons for her choices. Her prior knowledge and experience in classroom and behaviour management is an area of strength


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:

Ngoc effectively collaborated with multiple executive staff, class teachers and Learning Support Teams in various ways including Zoom, Google drive and other applications to enhance equitable access to the curriculum and student efficiency.


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:

Ngoc competently initiated communication with parents, caregivers and families. As a result of this process, SMART goals for student learning were collectively developed and mutually supported in the home and within the school, maximising student achievement.


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:

Ngoc’s ability to communicate clearly with students in ways that are respectful of the cultural, emotional and social aspects of that interaction are of a high standard. She articulates expectations, intentions of learning and success criteria clearly, using everyday language to ensure student ownership and understanding of our shared purpose in learning. At all times, Ngoc engages calmly with students in ways that support emotional regulation, foster curiosity and questioning, and promote a sense of security and mutual respect. In this way, she has been able to build a rich rapport and a social context of trust within which students are able to participate fully in learning with a strong understanding of the purpose of that 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

Ngoc has had experiences with the Onyx CCTV, Voice Over on the iPad, Siri access, Zoom-Text magnifier/reader, PIAF machine, Perkins Brailler, Embosser, Duxbury, just to name a few. When presented with a set task on an assistive device she was able to plan, access and integrate into her lesson, supporting participation. She demonstrates willingness to learn, trial and was not afraid to experiment. Ngoc’s lessons with Onyx CCTV reflected she had planned for meaningful experiences and the child’s success.

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:

Ngoc demonstrated clear learning intentions and success criteria. She established effective, timely, feedback with her students reflecting on achievement, relative to their learning goals.

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:

Ngoc demonstrated reporting clearly, accurately and respectfully to students, parents and class teachers about student achievement. She made use of her accurate records and was able to speak with self-assurance.

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:

Ngoc has a comprehensive knowledge of the relevant legislative, administrative and Department of Education policies that impact her role and that of her students. Her open discussions and questioning will only enhance her professional practice and the needs of her students. Ngoc demonstrated updates of software to the vision team. By sharing this information she contributed to greater success of colleagues in the vision team and better supporting additional learning needs of our learners.

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:

Ngoc’s engaged in professional learning for vision teams on area such as, but not limited to; adaptive technology, technology solutions, student case studies, social skills, refining program documentation and strategies for teaching students with vision impairment. One of Ngoc’s greatest assets is her open communication and acceptance of constructive feedback and developing her knowledge which leads to increased student engagement and accessibility in classrooms.

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:

Ngoc conducted herself in the utmost professional manner during a unique time in education. Her commitment, flexibility and willingness to adapt is reflected in the overwhelming success Ngoc experienced during her practicum. She ensured students with vision impairment received an accessible, equitable education.

Ngoc has skills and knowledge to implement the expanded core curriculum and enable students to receive the utmost quality education that will build a foundation for them as lifelong learners. She used her knowledge of the curriculum to implement quality teaching plans for students ensuring greater accessibility and inclusivity.

Ngoc developed solid relationships with parents and staff and utilised these relationships to empower the achievement of students with vision impairment. Ngoc showed enthusiasm and dedication throughout her practicum, she will be a truly valued asset to any future vision team.