Practicum Assessment

MSpecEd/MDisStud

Name of student:Gabrielle de Jongh
Student number:45605173
Supervising teacher:Natalie Shearer

Practicum start date:13/05/2020
Practicum end date:12/06/2020
Number of days:8
Agency/School:Base: Warwick Farm Public School - Vision
Course code:
Block:Block 2
Created:05/06/20
Last modified:14/06/20

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:

- Gabby competently interpreted clinical and functional vision reports from a range of agencies. Gabby efficiently identified the social, emotional and physical implications and made appropriate recommendations regarding student competencies and needs.
- Gabby competently collaborated with a school learning support team, liaised with NESA and student/family to apply for HSC disability provisions.


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.

- Gabby displayed excellent initiative in liaising with all stakeholders of the educational team to develop educational plans for students with vision impairment.
- Gabby competently wrote SMART goals for students always utilising all information, assessments and observations available, including the Australian Curriculum outcomes and Expanded Core Curriculum.
- Gabby ensured all SMART goals were measurable and work samples such as Braille criterion tests, were used as evidence towards the progress and achievement of goals.


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:

- Gabby confidently and creatively planned structured and sequenced learning programs specific to each students’ needs and goals. Gabby proficiently planned a sequence of lessons on Braille development for a Year 10 student with additional needs who recently lost his vision. Gabby’s program targeted individual student need and scaffolds were evident in the planning to support the learning process of this unique student.
- Gabby successfully planned lessons across a variety of Expanded Core Curriculum areas including technology, compensatory skills, sensory efficiency and self-determination and Orientation and Mobility.


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:

- Gabby competently displayed teaching strategies such as concise learning intensions and clear expectations. Learning activities were always age appropriate, engaging and students achieved success. This motivated the students during Gabby's lessons and positive praise/reinforcement was always given.


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:

- Gabby openly discussed and evaluated adjustments with teachers, ISTVs and students in primary school and high school.
- A particular strength of Gabby’s was flexibility and the ability to make adjustments to further enhance student learning both ‘on the go’ and planned. Gabby was able to critically evaluate her lessons and student achievements to maximise student growth.


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:

- Gabby demonstrated excellent communication skills and facilitated meaningfully interactions with parents.
- As a colleague of our vision team, I have also observed Gabby outside of the practicum experience facilitating and leading parents/carers in review meetings, discussions about external agencies and informal interactions with parents. Gabby is always professional, yet sensitive when discussing the educational process and student needs with parents.


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:

- Gabby provided timely, effective and meaningful feedback to all students. Feedback was a combination of ongoing feedback during the learning activity and feedback at the completion of activities. The combination of this timely feedback ensured students could re-enforce skills, correct skills and be motivated to work towards and achieve new skills.
- Gabby delivered feedback in ways that were individual to each student’s needs and personality. Feedback was always age appropriate and always with the intention of further motivating the students.

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

- Gabby showed a willingness to upskill on any assistive technology caseload students were using.
- Although not directly targeted in this practicum, Gabby has a thorough knowledge with the Mercury 12 and accessibility features of laptops.
- Gabby has prepared a technology application and successfully acquired assistive technology for a student in a NSW Department of Education School.

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:

- Feedback is a strength of Gabby. Gabby used feedback as to encourage and motivate students.
- Gabby provided timely, effective and meaningful feedback to all students. Feedback was a combination of ongoing feedback during the learning activity and feedback at the completion of activities. The combination of this timely feedback ensured students could re-enforce skills, correct skills and be motivated to work towards and achieve new skills.

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:

- Gabby competently used formative and summative assessment to evaluate and modify teaching and learning practices. Gabby actively participated in conversations with ISTVs, class teachers and SLSOs regarding student progress and competently identified future directions for learning.
- Gabby confidently recorded student goals as SMART goals and ensured the progress was measurable.
- Outside of this practicum, I have also observed Gabby reporting on student progress and facilitating goal setting at annual review meetings.

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:

- Gabby has exceptional interpersonal skills and worked collaboratively with all stakeholders of the educational team. Gabby liaised confidently and professionally with teachers, SLSOs, executive staff, students, learning support teams and vision colleagues.
- Gabby maintained confidentiality, spoke about students with respect, followed the NSW Department of Education Code of Conduct and participated in conversations regarding the Disability Discrimination Act and the Disability Standards for Education.

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:

- Gabby has an excellent understanding of the role of the Itinerant Support Teacher Vision and displays exceptional professional and interpersonal skills. Gabby has demonstrated an outstanding level of achievement in all aspects of this practicum.
- Gabby participated in all professional learning during her prac and outside of this practicum I have observed Gabby providing professional learning to whole staff primary and high schools. Her presentation of professional learning is at an exceptionally high standard.

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:

Gabby has an excellent understanding of the role of the Itinerant Support Teacher Vision and displays outstanding professional and interpersonal skills. Gabby has demonstrated an extremely high level of achievement in all aspects of this practicum and beyond, through her ongoing work with our vision team. Thank you Gabby, for your dedication and hard work with Warwick Farm Vision Team. Your work ethic is outstanding and you will be an asset any vision team.