Practicum Assessment

MSpecEd/MDisStud

Name of student:Tracey Garner
Student number:85028223
Supervising teacher:Julie Lamond

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

Tracey has developed a positive, professional and friendly relationship with school staff and parents of her student. She has been able to convey the vision needs of the student based on an accurate interpretation of information from vision reports. Using the information gained from these reports, Tracey has planned a suitable program to cater for the student's vision needs.


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.

Tracey has developed the ability to link goals from the student's IEP to her lesson plans. These goals were made with the collaboration of the Class Teacher, Parents and the Learning Support Team. The goals Tracey set for the student in the lessons I observed were realistic, measurable and definitely achievable and reflected data from the student's IEP.


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:

Tracey implemented teaching programs that supported the learning needs of the student in the Expanded Core Curriculum. For example in braille literacy development she ensured the student used his fingers correctly to read and type Braille. This was to ensure he learns the correct techniques from the start. She also ensured the student revised word signs and group signs and used these signs in different contexts to ensure understanding.


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:

Tracey used appropriate teaching strategies to ensure the student develops skills to learn Braille as an alternative to print. She demonstrated a good knowledge of accessible materials suitable for him, including books with tactile graphics, and understands the need to create interesting tactile resources for him to encourage interest and skill development.


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:

Tracey has collaborated with the Class Teacher to ensure he is able to use his remaining vision effectively and modifies materials appropriately. She also assists the student in class and liaises with the SLSO so he can participate in all activities. She constantly adjusts her teaching program to ensure he can develop Braille skills in conjunction with classwork.


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:

Tracey has developed a good rapport with the student's parents. She understood the difficulties they had during the period of home learning and adjusted her program to suit the situation, for example she provided Zoom Braille lessons with the student. She also ensured the student learnt to independently access the Computer. She accessed Google Classroom to help make adjustment to the Class Teacher's work and provided resources to assist the student. Written communication with the Class Teacher and Parents is respectful and professional.


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:

Tracey demonstrates a good rapport with the student and his classmates. She gives encouraging and positive reinforcement and is working towards the student developing independence skills. The student is happy to learn cane skills in Orientation and Mobility lessons as he understands the importance of feeling safe and independent. She ensures the student fully participates in every aspect of school life.

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

Tracey has a good understanding of technology suitable for Vision Impaired students and I observed her implementing strategies for teaching the student to use the Brailler. I also observed the student effectively using his Closed Circuit TV in the classroom.

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:

Tracey provided feedback to the student through positive reinforcement. She has good communication skills with the student who is quite shy.

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:

Tracey demonstrated the ability to interpret vision reports and school reports and apply information to her teaching practice.

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:

Tracey works collaboratively with all staff in a professional manner. She is always willing to share her expertise with the ISTVs on her team and is well liked amongst her colleagues.

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:

Tracey is constantly engaged in professional learning and always interested in learning new techniques to apply to her teaching of vision impaired students. She has a good understanding of her student's needs and imparts this knowledge in a practical way to Teachers and SLSOs.

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:

Tracey will make an amazing IST(V) as she has such a good rapport with students, parents and staff. She is always positive and encouraging to her students. She has good communication skills and is always keen to learn more. She applies her understanding of the student's vision impairment to a well constructed teaching program and has adapted well to teaching Braille to a young blind student. I have been lucky to observe good teaching practice during Tracey's Practicum with well written lesson plans resulting in excellent lessons. Tracey is an asset to our team of ISTVs and I wish her well for the future.