Practicum Assessment

MSpecEd/MDisStud

Name of student:Linh Kuoch Kuoch
Student number:45939454
Supervising teacher:Simone Jones

Practicum start date:22/06/2020
Practicum end date:01/07/2020
Number of days:8
Agency/School:Warwick Farm Vision Team
Course code:
Block:1
Created:02/07/20
Last modified:03/07/20

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:

Linh has a through understanding of the vision reports of the students she teaches and other students on the team. Before Linh commenced teaching the students on practicum, she discussed the reports with me at length to ensure she was adjusting the lessons to the student’s specific vision needs.
Prior to working with GB who has additional disabilities, Linh accessed records from the previous ISTV so she had a comprehensive knowledge of what level GB was at so she could tailor her lesson to his level and area of need, thus enabling him to achieve success.


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.

Linh set very specific learning goals when working with both the students. The lesson with the year one student was based on his individual ability as he is quite good with technology, and the lesson was designed to be engaging ensuring he did not get bored. The lesson delivered to GB catered to his ability and characteristics such as the student having a poor working memory, therefore repetitive questioning was necessary and effective in achieving his goal.
The goals set challenged the students and also allowed the students to achieve success. Success was always achieved by the conclusion of the lesson.


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:

Linh’s lessons engaged the students and supported them in various areas of the Expanded Core Curriculum. The ECC area of technology was an important area and students were able to achieve success as they improved their skills using vision specific equipment. Technology such as the Onyx HD and the laptop were used. The students were able to explore various platforms such as Google Classroom, Google Docs and Word which are of vital importance to the students and their ability to access the curriculum electronically.
Social skills were addressed throughout the lessons as Linh reinforced the importance of maintaining eye contact when talking to others.
The skills such as time management and organisational skills, as well as decision making skills, were developed as they were required to complete tasks Linh set in a timely manner. This included the student being able to find his equipment to use under the Onyx HD.


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:

Linh effectively implemented teaching strategies and environmental adjustments to maximise the use of the student’s functional vision. She did so in numerous ways. She ensured GB’s font size on his laptop met his vision needs, and that he was using his laptop which had large print stickers on it. Linh prompted GB to magnify the text at various times when he needed it to be larger as he was squinting slightly whilst looking at the computer screen.
She encouraged him to lift the sheet to his eyes to avoid eye strain instead of attempting to read the large print sheet some distance from his eyes. The student was also provided with a dark pencil and a dark lined book prior to the lesson starting.
Linh showed a high level of competency in classroom management as she discussed with JA why he should not go ahead of her instructions and perform various functions on the Onyx HD when she had not asked him to.


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:

Linh had knowledge of what prior skills GB had and revised them and then built on them by teaching him the next sequential skill to extend his technology skills.
I have observed Linh talking to the class teacher to monitor the progress of the student and advising her on how to implement the technology skills she taught when she was not at the school giving ISTV support.
Also during Covid I observed Linh having several discussions with the class teacher about ordering the necessary large print materials so GB could access the class curriculum while he was at home.


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:

Linh developed a strong rapport with both students when she was teaching them. She did so by giving them plenty of positive reinforcement throughout the lesson, and also giving them clear simple instructions so they could follow them and achieve success. During my time working with Linh I have observed her being polite and courteous to parents/carers and school staff. I have heard her collaborating with teachers about the student so they can achieve common goals for the student. In conversations with her colleagues, she readily offers up assistance when they are airing a concern or are looking for a solution to a problem. Linh is an amazing team player offering up her time, resources and point of view to assist her fellow ISTV’s. I have heard her partaking in a conversation with a teacher about a student with multiple needs, and she showed sensitivity, care and respect.
I have read reports and programs she has written about students that I currently support and I have found them to be detailed, informative 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:

Linh ensured the safe use of the student’s technology by ensuring the student was using his Onyx HD in a safe manner. She did this by reminding him to move the camera gently and not to touch the lens of the camera. Linh identified and implemented reasonable adjustments to the curriculum when JA was writing under the Onyx HD. She made the adjustment to the curriculum by writing the word bank words from the board on a whiteboard in black texta so JA could access them to help him with his writing. This enabled him to complete the activity on the same basis as his peers.

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

Linh displayed an excellent knowledge of Google Classroom and Google Docs. Linh used the technology JA already had so he was familiar with it, and he could also extend his knowledge and skills on his Onyx further.
When working with GB Linh used his laptop which he was comfortable with as it has large print stickers on the keyboard so he could easily see it, and therefore avoid visual fatigue.
Linh fostered JA’s independence whilst using his Onyx HD by ensuring he was responsible for turning it on and adjusting it to the required magnification.
Linh used the laptop with GB as his peers use laptops, and he will be accessing the high school curriculum using a laptop so this technology is the most effective form of technology for him to use and master.

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:

Linh provided both students with a clear explanation of what goals she had for them for the lesson.
Linh gave them specific feedback as the lessons progressed such as verbal feedback to JA about where he should move his book to under the Onyx to allow the best viewing position of the text.
Linh gave both the students positive reinforcement so they knew they had successfully completed the task.

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:

Linh effectively interpreted the student's vision and school reports so she knew how to make the necessary adjustments and ensure the lessons catered to the student’s specific needs. She modified her lesson to accommodate the learning needs of GB who needs work to be simplified and instructions to be easy to follow etc.

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:

Linh worked collaboratively with other staff to increase awareness of the student’s needs. This was evident when she was talking to the SLSO who implements a specific speech program with GB as she discussed the vision adjustments he would need for the program she was intending on implementing.
Linh always speaks in a polite, friendly and professional manner when she is working in a school. This allows her to develop strong relationships with school staff which allows for a collaborative approach when working with her students.

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:

I have observed Linh explaining her students vision needs to an SLSO who works with him. She clearly explained the adjustments he needs and what is currently in place and was willing to answer the questions they asked about these adjustments. She spoke in a professional and friendly way and showed an in depth knowledge of the student and his individual adjustments.

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:

Linh has done an amazing job throughout her practicum. She has demonstrated a in depth knowledge of the students, their necessary adjustments, and the role of an ISTV Linh is very professional and works extremely well as a member of a team supporting vision impaired student. She has a warm disposition which enables her to form a strong rapport with her students as well as the school staff she interacts with. Linh is very organised and efficient. Linh has a willingness to help others and share her knowledge and experience with others. She has a passion for the job and a strong desire to learn by engaging in conversations with her colleagues. She has been a pleasure to supervise and is an asset to any vision team she joins.