Practicum Assessment

MSpecEd/MDisStud

Name of student:Kate Wood
Student number:45937524
Supervising teacher:Lisa Britton

Practicum start date:16/06/2020
Practicum end date:25/06/2020
Number of days:8
Agency/School:Gymea Bay Vision Support Team
Course code:
Block:2
Created:26/06/20
Last modified:30/06/20

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:

Mrs Wood demonstrated her ability to effectively assess the needs of her School Students through a range of assessment strategies. She was able to perform independently yet was comfortable in seeking support and advice to assist with more complex situations. She was able to draw upon her rich teaching experience to problem-solve and plan appropriately. She consistently maintained focus on the School Student and the desired teaching outcomes. She used her time with admirable efficiency and exhibited a propensity to prioritise with supreme effectiveness - an essential skill in the role of the Itinerant Support Teacher - Vision. She demonstrated the capacity to seek the assistance of the Assistant Principal - Vision and her teaching colleagues, when required. She independently researched specific vision conditions and Braille Teaching programs and strategies. During this Practicum experience, she built an understanding of programs such as the “Mangold Program of Tactile Perception” (Dr Sally Mangold); “fingerprints” (Gayle Lamb); “Ozzie Dots” (Gillian Gale) and “I Do Like It” (Tricia d’Apice) as well as building her understanding of the Dual Media Learning Assessment. She prepared Braille materials which were faultless, and demonstrated her understanding of appropriate Disability Provisions. She was able to interpret clinical/medical and functional vision assessments and tailor her lessons to the specific visual needs of her School Students. The delicacy and sensitivity with which she approached the difficult task of introducing Braille to a student with a deteriorating vision condition was truly admirable. Her preparation of attractive, age-appropriate and engaging lesson materials, with in-built success and encouragement was commendable.


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.

Setting explicit, challenging SMART goals to meet the learning needs of the School Students she was teaching was a particular strength of Mrs Wood’s. She was able to extract goals from the School Students' IEPs and plan appropriately. She has a strong background in education and has previously worked with students who have a vision impairment, in addition to other complex needs, and her ability to establish, implement and evaluate appropriate SMART learning goals, with consultation from all stakeholders, was exemplary.


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:

Mrs Wood has demonstrated a sound knowledge and understanding of the Expanded Core Curriculum and contributed to a planning day with this team. Her recent training in Orientation & Mobility benefitted her students, and language and techniques were all implemented correctly. This will only be extended with further experience.


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:

Mrs Wood’s background in behaviour management and classroom management strategies is an area of strength. She exhibited skills in the production of suitable accessible learning materials in alternative formats. She demonstrated differentiated teaching and instructional strategies and was able to discuss her decision-making rationale for these choices.


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:

This area is a forte amongst Mrs Wood’s skills. Collaboration with school personnel, students and parents/carers is of the highest calibre. She constantly reviews the efficacy of her pedagogy and adjusts according to the needs of the School Students with whom she works.


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:

Mrs Wood displayed an ability to rapidly establish a successful rapport with the School Students with whom she worked, and communicated respectfully and professionally with all school personnel and parents/carers. Her record keeping was meticulous and evidence-based. It was not possible to facilitate face-to-face contact with parents due to the COVID 19 restrictions at this time.


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:

Mrs Wood modelled inclusive and positive interactions for the School Students’ peers and their teachers. She encouraged inclusivity and age-appropriate interactions, and supported the School Students’ independence, providing clear and specific feedback to support their learning journey. She prepared a comprehensive and impressive Risk Management Assessment to support a School Student’s full participation in the life of the school.

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

Mrs Wood acquainted herself with a range of suitable technology options during this Practicum experience, including a variety of Braille Apps, the PIAF machine, JAWS, NVDA, the Perkins Brailler, the PixPro camera and app, iPad accessibility features, Keyboard shortcuts and online platforms such as Seesaw, Google Classroom, One Drive, Siri, Zoom, Typing Club and OneNote, to meet the needs of the School Students with whom she was working. She displayed an admirable propensity to upskill herself quickly and efficiently in this area. She performed above the level expected at this stage.

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 use of clear, specific verbal instruction and feedback to School Students who have a profound vision impairment is a particular skill, which requires adaptation from general teaching practice - for example: “Hold the cane in your right hand and locate the stair rail with your left hand” (as opposed to “over there”, or “like this”) and Mrs Wood was particularly adept in modifying her teaching instruction to reflect this requirement. At all times, she demonstrated respect for the School Students’ personal space and established consent prior to any physical contact. Effective, specific and timely feedback regarding their achievement of the learning criteria was provided, with warmth and encouragement.

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:

Mrs Wood consistently reflected on her teaching practice and adjusted her strategies accordingly. She demonstrated a repertoire of appropriate strategies and maintained effective records. She maintained a clear focus on their needs and inclusion, and made sound judgements based on formative assessment, in order to progress their learning. She meticulously reported on School Students’ progress in both oral and written formats in relation to SMART goals. Her previous experience enabled her to skilfully interpret reports from health, medical, educational and allied health agencies.

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:

Mrs Wood's interpersonal skills are of the highest calibre. Her demonstrated ability to work collaboratively, respectfully and professionally with all staff sets her apart from her peers in this role as an Itinerant Support Teacher - Vision. She has an in-depth knowledge of the relevant legislative, administrative and organisational requirements and Department of Education guidelines. Her commitment to regular professional dialogue has been exceptional and her understanding and execution of the role has been extremely impressive.

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:

Mrs Wood acknowledged that the School Student is the primary responsibility of their teacher, and she supported them in a professional, engaging manner. She recommended suitable adjustments in a respectful, collegial manner, which was well-received by the teachers with whom she worked. She effectively integrated professional learning into her teaching practice. Her ability to reflect on the teaching practice and make adjustments according to need and feedback was admirable. She displayed an openness to constructive feedback, and implemented suggested strategies into her teaching practice, to the benefit of the School Students with whom she worked. She participated in and contributed to appropriate Professional Learning during Team Meetings.

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:

Mrs Wood displayed an ability to coherently apply and integrate theoretical knowledge into her practice. She routinely and effectively applied these new professional learnings to improve her practice. She liaised competently and effectively with relevant staff and made appropriate adjustments in teaching strategies and resources. She demonstrated a strong understanding of the School Students’ needs and selected appropriate technology to meet these. Mrs Wood planned and implemented well-structured lessons that provided a balance of challenge and support, augmented by carefully-selected resources and learning materials. Her School Students were provided with positive, timely, specific feedback throughout the instruction phase, allowing success and progress towards their outcomes.

She clearly demonstrated the following aptitudes:
• a positive manner and ability to work as part of a team
• respectful, positive interactions with School Students
• a respect for their right to confidentiality
• highly-attuned perceptions of their boundaries and comfort levels
• a commitment to setting high expectations to promote their journey along the learning continuum, and
• meticulous, well-sequenced and resourced lesson planning.

I have absolutely no doubt that Mrs Wood’s dedication and commitment to this field will only enhance outcomes for School Students who have a vision impairment, and I am confident that she will make a significant contribution in this area.

I wish her all the best for an illustrious career ahead.