- Ngoc competently participated in discussions regarding clinical and functional vision reports from a range of agencies. During discussions, Ngoc efficiently identified the social, emotional and physical implications and made suitable recommendations regarding student competencies and needs.
- Ngoc collaborated with ISTVs to write SMART goals for students, utilising all information, assessments and observations available, including the Australian Curriculum outcomes.
- Ngoc ensured all SMART goals were measurable and work samples such as sentences the student brailed, were used as evidence towards the progress and achievement of goals.
- Ngoc collaborated with ISTVs to plan structured and sequenced learning programs specific to each students’ needs and goals. Ngoc successfully ultilised ISTV feedback after each lesson to further focus her teaching and learning.
- Ngoc planned a sequence of lessons on Braille literacy development for a Year 6 student. Ngoc’s program targeted individual student need and scaffolds were evident in the planning to support the learning process of the student.
- Ngoc competently displayed teaching strategies such as concise learning intensions and clear expectations.
- Ngoc was responsive to ISTV suggestions and strategies to incorporate a variety of activities to increase student engagement. This motivated the students during Ngoc’s future lessons and positive praise/reinforcement was always given.
- Ngoc effectively collaborated with various class teachers to develop individualized adjustments to teaching programs. Ngoc openly discussed and evaluated adjustments with teachers, ISTVs and students in primary schools.
- Ngoc displayed flexibility and a willingness to make changes to her teaching programs to further enhance and improve student learning.
- Ngoc demonstrated good communication skills and meaningfully contributed to conversations regarding sensitive issues with students.
- Although not observed during this practicum, as Ngoc’s supervisor, I have observed Ngoc’s professionalism and communication with parents during the annual review meeting process. During these meetings Ngoc has engaged with parents to review their child’s progress and set future goals.
- Ngoc created and maintained a supportive and safe learning environment by facilitating high expectations with constructive/encouraging feedback.
- Ngoc always spoke to the students with respect and at an age appropriate level.
- Ngoc promoted independence during learning activities by actively scaffolding when necessary.
- Ngoc showed a willingness to upskill on any assistive technology caseload students were using.
- Although not observed in this prac, Ngoc has gained experience with the Onyx HD and participates in all professional learning regarding assistive technology within the vision team.
- Ngoc demonstrates an understanding of the process involved to acquire assistive technology for students in a NSW Department of Education School.
- Ngoc provided timely, effective and meaningful feedback to all students. Feedback was a combination of ongoing feedback during the learning activity and feedback at the completion of activities. The combination of this timely feedback ensured students could re-enforce skills, correct skills and be motivated to work towards and achieve new skills.
- Ngoc competently used formative and summative assessment to evaluate student learning. Ngoc actively participated in conversations with ISTVs and class teachers regarding student progress (both vision program and academic) and competently identified future directions for learning and accessibility.
- Ngoc has good interpersonal skills and worked collaboratively with all stakeholders of the educational team. Ngoc liaised professionally with teachers, SLSOs, executive staff, students, learning support teams and vision colleagues.
- Ngoc maintained confidentiality, spoke about students with respect, followed the NSW Department of Education Code of Conduct and participated in conversations regarding the Disability Discrimination Act and the Disability Standards for Education.
- Ngoc participated in all formal and informal professional learning opportunities, actively participating with the intention of informing and improving practice.
- Ngoc successfully transfers professional learning knowledge successfully into practice.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
Ngoc has a thorough understanding of the role of the Itinerant Support Teacher Vision and collaborates well with vision colleagues to increase her knowledge and skills to best meet student needs. Thank you Ngoc, for your dedication and hard work with the Warwick Farm Vision Team.