For example:
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.
For example:
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).
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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
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.