Practicum Assessment

MSpecEd/MDisStud

Name of student:Linh Kouch
Student number:45939454
Supervising teacher:Nadina Pecotich

Practicum start date:11/05/2020
Practicum end date:05/06/2020
Number of days:8
Agency/School:Warwick Farm Public School
Course code:
Block:2
Created:03/06/20
Last modified:05/06/20

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:

Linh was able to demonstrate the ability to consider the students NESB and ensure that new concepts being introduced were understood. She utilised the skills of a translator where necessary and simplified her lessons to provide quality scaffolding. Linh drew on the experiences of other teachers/ISTV'S who have worked with this students before, to identify strengths and weaknesses and developed her lessons accordingly.


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.

Linh was able to reinforce the goals set for the class in to her individual braille lessons. Her lessons coincided with concepts being taught to the class as a whole, while focussing on any new braille concepts that needed to be addressed at the same time. Her lessons provided challenges, but also guaranteed an element of success to ensure that the student continued to be motivated to learn.


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:

Linh was able to assess the students understanding of any new concepts taught and made sure that the student was confident with these before introducing a new concept. Linh provided some very explicit explanations and activities that strengthened the students understanding of related aspects of the Expanded Core Curriculm. Her braille literacy lessons would always include language and strategies that can be useful across other focus areas, helping to encourage independence, confidence and self advocacy and many other important skills.


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:

With the challenge of teaching from home, Linh was able to adjust her teaching style and provide explicit and quality instruction to a blind student via zoom. Linh ensured that the student understood the task at hand by providing a more intricate scaffold for the learning that was to take place. She used positional language, encouraged greater student independence and focused greatly on improving the students organisation skills.


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:

Linh engaged in frequent consultation sessions before and after her prac lessons. She was able to take on feedback and apply it to her following prac lessons. Her lessons flowed with a natural progression based on the strengths and needs of the student. She was able to implement additional strategies spontaneously as the opportunity presented itself and present lessons that needed to be reinforced in different ways when the student's understanding was not reached.


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:

Linh's zoom lessons sometimes involved the contribution of the class teacher to introduce the task at hand. Linh worked collaboratively with the class teacher to ensure that the class outcome was being met, while at the same time, reinforcing and/or introducing braille concepts. A translator was often used to provide further explanation. With so many people involved in the lesson, Linh often had to collaborate and reorganise her method for teaching in order to achieve the intended outcome.


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:

While the student was conducting lessons through zoom, Linh had to ensure that she payed closer attention to the student's ability to follow her instructions through verbal descriptions only. Linh ensured that all of her instructions were simple and short. She would often ask the student to relay the instructions given to them in order to assess their understanding of the task at hand. Linh took this opportunity to develop the students skills in other areas of the Extended Core Curriculum coincidentally. The student was able to develop their independence and confidence in the tasks that were presented to them.

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

Linh was not afforded the ability to use technology directly with this student during COVID19. She did however, engage in developing the skills of the parent to enable access to zoom during home schooling. Her communication was extremely professional and engaged the resources of translator. There were many times during her lessons that technology failed and Linh was able to educate the parent on ways to reconnect to make access to zoom lesson possible.

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:

By revising concepts taught the previous lesson, Linh was able to demonstrate to the student their understanding and success in achieving the goal. Each lesson was planned to enable success and therefore, promote motivation for learning and confidence in learning. The student enjoyed receiving positive feedback and was always motivated and engaged in every lesson.

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:

Linh had always carefully considered the ability of the student when preparing her lessons and looked for ways to present new concepts by using a clear, organised and progressive plan. At the completion of each of Linh's lessons, she was always willing to take on feedback and improve on any areas of the delivery of information to accommodate any problem areas. Linh was able to break her tasks down in to smaller steps to achieve success, while increasing the challenge during the next lesson to achieve the desired overall outcome.

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:

Linh is confident and capable and has demonstrated a professional approach when working collaboratively with staff and parents. COVID19 presented many opportunities for Linh to communicate with the Class Teacher, the parent, SLSO, translator, Principal and other staff members. Linh was always able to communicate the students needs and the objective of the lesson very clearly and ensured that everyone involved was prepared and well informed about any lessons they were to be part of via zoom.

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:

Linh is a very flexible teacher. She has been keen to source feedback from all of her lessons and has demonstrated that she is able to change her performance based on that feedback. Linh's lessons were reflective of the knowledge that she has gained from her training, and she has been able to adapt her teaching in ways that suit the student's individual learning needs (NESB).

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:

Linh is an extremely professional teacher who has an obvious passion for developing and extending students educational needs. She has demonstrated a skilled level of delivering information to both students, teachers, parents and outside agencies. Linh has a great approach to teaching and is a wonderful communicator. She has developed a fantastic rapport with her students and has demonstrated a skilled ability to identify areas of need in the students learning, developing strategies to challenge and improve these areas in her lessons.