Practicum Assessment

MSpecEd/MDisStud

Name of student:Renee Harris
Student number:45916047
Supervising teacher:Ines Toussaint

Practicum start date:05/06/2020
Practicum end date:17/06/2020
Number of days:8
Agency/School:Whalan Public School - Mt Druitt Vision Team
Course code:
Block:2
Created:09/06/20
Last modified:16/06/20

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:

Renee clearly achieved this by planning effectively and understanding the students' vision needs and their visual acuity. She is an experienced teacher already working in vision and shows a high understanding of what is required to plan effective and meaningful lessons. Renee read through student notes and vision reports to better understand individual student needs and how to better support them in a classroom setting. She collaborated well with the vision team and the classroom teacher to successfully plan and develop student appropriate lessons. She reflected on her lessons and her focus areas were developed for subsequent lessons.


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.

Renee implemented an existing IEP and established SMART goals for her lesson plans as our team does not use SMART goals. She showed a clear understanding of how to change the student's IEP goal into a SMART goal. During her time with our team Renee provided valuable input into further developing student IEP's and future objectives by reflecting on their abilities. She suggested some interesting and useful iPad applications that would benefit the students learning and further develop independence. An example of this would be introducing one of our low vision students to a new iPad application called Voice Dream Scanner. She also effectively evaluated her lessons and recorded her reflections, evidence of achievements and set future goals for the students.


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:

Renee develop engaging lessons to support learning needs in particular the areas of dual media literacy development, enhancement of visual skills, enhancement of visual functioning, social-interpersonal skills and facilitating the generalisation of skills across the learning environment. The experiences were varied for the different students on her caseload. All lessons were well planned, sequential and well assessed by her for future teaching opportunities.


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:

Renee demonstrated and used a variety of teaching and behaviour management strategies whilst working with the student in both one-on-setting and in-class support. She develops and good rapport with the students and they responded well to her calm and friendly nature. Her students were engaged in the variety of lessons implemented by Renee and when one of them lost focus she was able to adjust the lesson accordingly to ensure that the student remained engaged. Renee displayed an extensive knowledge of appropriate modifications needed to make material accessible to low vision student.


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:

Renee evaluated her teaching programs through discussion with the student, teacher, collection of work samples and self-reflection. Improvements were implemented where appropriate.


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:

Renee has not had the opportunity to collaborate with parents/caregivers but I am confident that she has the appropriate skills to interact professionally and respectfully. She has displayed professionalism through her dealings with various classroom teachers, school administrative and executive staff, students and the vision team. She has had the opportunity to look at student notes, profiles and vision reports and has ensured that the information remains confidential and uses if for planning and developing student learning goals. Renee has established a good working relationship with both staff and students. She has represented the university in a very professional and courteous manner and all the schools and teachers have welcomed her in their classrooms.


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:

Renee has supported all students on her caseload making sure that they are engaged and participating in all learning experiences. She has demonstrated inclusive and positive interactions with the students and appropriately modified and supported students to access all activities while maintaining a suitable level of independence. She was quick to modify or suggest how they could participate in structured 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

Renee encouraged independence and responsibility for technology with all the students on her caseload by ensuring all equipment is used appropriately and stored safely. She has supported students use of assistive technology including electronic Brailler (Focus Blue 14), laptop, Perkins Brailler and iPads to access the curriculum. Renee has also successfully introduced students to new iPad applications such as Notability, Book creator and Voice Dream scanner teaching them valuable skills to develop independence and access to the curriculum. Applications will also allow students with low vision to complete assigned work and compete in an environment heavily reliant on computer technology.

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:

Renee developed a great rapport with the students on her caseload. She consistently provided them with constructive feedback and encouragement. Students responded well to Renee and achieved their set 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:

Renee recorded her focus student achievement for touch typing on a graph that they completed together. The graph demonstrated the student’s accuracy rate and WPM. This was an excellent way to report on child’s achievement which is very visual and will help the student and the teacher see how they are progressing setting higher goals each lesson. She has also successfully evaluated all her lessons identifying areas of improvement and areas of success. Renee has also viewed assessment reports from medical and allied health professionals and interpreted the data accurately.

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:

Renee has not had the opportunity to engage with families but has showed excellent interpersonal and communication skills with teaching staff, executive members, principals and students. She is very well organised and ensures that she follows administrative procedures and requirements effectively. Renee was a great representation for Macquarie University and always maintained a professional approach.

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:

Renee attended a professional development staff meeting where she participated in sharing of ideas and looking at new technologies which can be implemented in the classroom to further assist students with their learning. She learnt more about best ways to access screen sharing via Zoom, conducted further research about Braille Blaster and learnt about the features that Notes on the iPad can help with vision impaired students. She also contributed some of her research with the team and clearly understands the importance of her role as an ISTV. She also consistently shared new resources, applications, experiences and reflections on her students with her team members.

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:

Renee has conducted herself in a professional and courteous manner throughout her practicum and would be a valuable member to any ISTV team. It is evident that Renee is an experienced ISTV bringing many positive aspects to her practicum including a new introduction of many new useful applications to our students. She demonstrated the ability to work as part of a team and developed positive rapport with her students and their classroom teachers. Renee is very well organised and has a very positive approach to everything she does. She was a pleasure to work with and I wish her success in her career as an Itinerant Specialist Vision Teacher.