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