Practicum Assessment

MSpecEd/MDisStud

Name of student:Bill Mavrodis
Student number:45607036
Supervising teacher:Belinda Zulamoski

Practicum start date:09/06/2020
Practicum end date:18/06/2020
Number of days:8
Agency/School:Earlwood Public School
Course code:
Block:2
Created:17/06/20
Last modified:19/06/20

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:

The graduate student demonstrates a fundamental knowledge of the causes and implications of a vision impairment (low vision and blindness). He effectively interprets clinical, functional visual assessments, and learning media assessments. The graduate student uses a range of data collection methods and understands how reports provided from external agencies support planning. This was evident when he was planning an orientation and mobility lesson and referred to recent programs, clinical reports and assessments.


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.

The graduate student sets learning goals that are challenging and achievable, establishing and maintaining high expectations for all of his students. He liaises with classroom teachers to plan adjustments, and enhance learning outcomes for blind or low vision students whilst implementing innovative strategies. He utilises a range of resources and equipment that stimulates and engages the student's interest for meaningful learning experiences. He demonstrates strong foundational knowledge of the Expanded Core Curriculum and implements strategies, adjustments, and SMART goals that are meaningful and achievable for students with vision impairments in the following areas: (compensatory or access skills, career education, independent living skills, orientation and mobility skills, self-advocacy skills, social skills, use of assistive technology and sensory efficiency 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:

The graduate student planned and sequenced lessons in accordance to the student’s current SMART goals. His braille lessons were very explicit as he has a sound knowledge of UEB braille rules and uses appropriate instructional strategies to incorporate braille literacy and numeracy programs within the inclusive mainstream classroom. The graduate student understands the importance of teaching student orientation and mobility skills and cane skills to encourage independent travel and strategies for lifelong learning.


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:

The graduate student confidently uses a variety of teaching and learning strategies to support the students learning such as modelling and explicit teaching with step by step instructions. He implements a variety of different teaching and instructional strategies to support the student, for example, during Orientation and Mobility lessons he had alternative contingency plans for environmental factors such a poor weather, or obstructions in the playground. He also made effective adjustments by consulting with the class teacher during PD.H.PE practical lessons by assigning roles to each member in the small group to ensure turn taking, safety and active participation of all group members including the vision impaired student. He consulted with the class teacher ahead of time to ensure the student received the braille materials in a timely manner to engage in the same lessons as her peers in an inclusive classroom.


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:

The graduate student collaborates with colleagues to evaluate and adjust teaching programs to ensure access and participation for his students. He consistently evaluates his own teaching and learning programs using evidence, including student feedback and assessment data, to inform planning. Prior to each lesson the graduate student consulted politely with subject teachers and made relevant suggestions and adjustments such as reducing glare by adjusting the blinds and changing the brightness on the computer screen to support the student's vision needs and viewing comfort.


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:

The graduate student facilitates a range of appropriate accessible materials, and provides alternative learning medias to promote learning and engagement with his students. He reports clearly, accurately and respectfully to students, parents/carers about student achievement, with reference to accurate and reliable records and lesson evaluations of student programs and other records such as day notes.


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:

The graduate student always interacted positively with the students and encouraged positive peer interactions between students to ensure inclusivity, social, physical and emotional well-being. He effectively planned and also made made quick and relevant adjustments during lessons as required. He encourages and supports students to make decisions to instil responsibility for their own learning. This is apparent as he frequently encourages students to reflect on their own achievements , so that they can guide their learning and make decisions to support their own vision needs.

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

The graduate student demonstrates a good understanding of the use of the Surface Pro- Mercury 12, JAWS, magnification programs, Perkins Brailler and Mountbatten. He implemented lessons with these programs and technologies to support the student's access to the core core curriculum and classwork on the same basis as the student's peers. The graduate student has a keen interest in making mainstream technology accessible for students with low vision. He was able to support his students by making changes by providing accessibility options and variations which promoted and optimised student learning and engagement.

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:

The graduate student conducted himself professionally when providing appropriate feedback to his students. He always remained positive when informing students on their performance as well as discussing their strengths and weaknesses. The graduate student communicates effectively with both primary and secondary students.

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:

The graduate student works with colleagues to evaluate and adjust teaching programs to ensure access and participation for all his students. He develops and applies a comprehensive range of vision-specific assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of assessment tools for students who are blind or have low vision.

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:

The graduate student professionally collaborates, participates and contributes in regular vision and educational team meeting to ensure consistent and comparable teacher judgements to inform future planning and adjustments for his students . He establishes and maintains mutually respectful, relationships, whilst maintaining integrity, confidentiality and sensitivity of information exchanged with parents/carers during the early stages of diagnosis, treatment and ongoing management of their child’s vision impairment. The information gained assists to support the student's educational, physical, social and emotional well being.

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:

The graduate student continued to reflect on his lessons and often sought feedback from his supervising teacher during his second practicum experience. He continues to show initiative and improve his teaching instructions when teaching braille and orientation and mobility.

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:

Mr Bill Mavrodis completed his second practicum experience focusing on a braille student. He was inquisitive, dedicated and enthusiastic throughout the practicum experience and actively sought feedback to improve the planning and delivery of his lessons for vision impaired students.

Bill has developed a comprehensive understanding of the role of the Itinerant Teacher (Vision). He used the Australian Professional Standards for Teachers, The Expanded Core Curriculum (ECC) as well as feedback from colleagues, to identify and plan learning needs. He participates in discussions with colleagues to evaluate his practices to improve his professional knowledge of the vision needs of his students. This ensures his students are engaged in meaningful access to, and participation in, all aspects of school life. His teaching practice has shown that he incorporates effective strategies to promote responsible and ethical use of ICT and assistive and mainstream technology in teaching and learning.

Bill establishes and maintains a mutually respectful and collaborative relationship with parents/carers. This was demonstrated at a 'Review Meeting' for his student, as he provided sensitive information about the vision impairment in a respectful manner and suggested service providers to empower parents to advocate for their child.

It has been a pleasure to supervise Bill Mavrodis for the two practicum experiences. He is a committed teacher, who ensures that his students are treated equitably and always advocates for them. I have no hesitation in recommending him to a vision team as he would be an asset to work with.

Congratulations on successfully completing your final practicum.