Practicum Assessment

MSpecEd/MDisStud

Name of student:Gabrielle de Jongh
Student number:45605173
Supervising teacher:Natalie Shearer

Practicum start date:11/03/2020
Practicum end date:03/07/2020
Number of days:8
Agency/School:NSW Department of Education (5 Days (29/6 to 3/7): Warwick Farm Vision Team, 3 Days: Gymea Bay Vision Team 11-13 March)
Course code:
Block:1
Created:04/07/20
Last modified:08/07/20

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:

- Gabby competently and independently gathered student information from a range sources e.g. student files, conversations and vision reports. Gabby proficiently identified competencies and needs specifically around technology equipment and skills that would best meet individual student 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.

- Gabby has a thorough knowledge and understanding of all areas of the Expanded Core Curriculum.
- During this practicum and during her work as an ISTV, Gabby has participated in professional learning about designing and implementing effective IEPs. She has contributed meaningfully using theoretical knowledge to support student needs and goals.
- Gabby confidently wrote SMART Goals linked to the students’ IEP. These goals were realistic and manageable for student achievement.
- This practicum, Gabby focused on students with low vision, specifically the ECC areas of assistive technology and compensatory skills.


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:

- Gabby confidently and creatively planned structured and sequenced learning programs specific to each students’ needs and goals. In addition to planning engaging and relevant lessons, Gabby always planned with consideration to the time frame, lesson location and sensitivities of the student.
- Gabby planned a sequence of lessons around Zoomtext Magnifier/Reader which were engaging, manageable and structured for success. Careful consideration towards the sensitivities of the student was evident in the learning sequence with an excellent balance of structured skill instruction provided in a non-confronting lesson format.


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:

- Gabby competently displayed teaching strategies to encourage and motivate students.
- Gabby’s teaching was always explicit and she used a variety of verbal and non-verbal resources/teaching to facilitate interest.
- A strength of Gabby’s teaching is her ability to build a strong rapport with each student. As a supervisor looking on, it was always evident that each student felt respected.


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:

- After each lesson Gabby taught, she took the time to reflect on what worked well, what could be done differently and what could be improved. Gabby often reflected about these areas and involved the student and AP Vision in the reflection. This enabled Gabby to refine and improve her teaching programs and make adjustments to further enhance student learning both ‘on the go’ and planned.


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:

- Gabby demonstrated excellent communication skills with parents and carers. Gabby’s friendly yet professional nature allowed parents to feel comfortable to speak with Gabby regarding their child’s vision needs.
- During this practicum, Gabby spoke at length with a parent about the positive benefits of Zoomtext Magnifier/Reader. At the conclusion of the conversation, the parent felt informed and confident regarding the use of the program with their child.


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:

- Gabby took care in locating appropriate spaces to teach the lessons to ensure students felt supported and comfortable during lessons. This was particularly relevant for Gabby’s high school focus student who was sensitive to ‘what others are thinking’ of her.
Gabby’s calm, cheerful and explicit teaching style always fostered an environment of support and encouragement.

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

- Gabby demonstrated initiative and competently upskilled on Zoomtext Magnifier/Reader to support the focus student’s needs.
- Although not directly targeted in this practicum, Gabby has prepared a technology application and successfully acquired assistive technology for a student in a NSW Department of Education School.
- Gabby has also demonstrated proficiency in the Mercury 12, providing Professional Learning to the vision team regarding the use and features of this device.

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:

- Feedback is a strength of Gabby’s. Gabby always used feedback to encourage and motivate students.
- Gabby 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.

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:

- Gabby’s personal goal/focus was assessment and reporting. Gabby developed and implemented a series of lessons that enabled her to effectively collect data on student achievement. After each lesson, Gabby used student data to evaluate and direct future teaching and learning practices.

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:

- Gabby has excellent interpersonal skills and always works collaboratively with all stakeholders of the educational team. Gabby liaised confidently and professionally with teachers, SLSOs, executive staff, students, learning support teams and vision colleagues.
- Gabby 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.

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:

- Gabby engaged in all professional learning during her practicum. This involved formal and informal professional learning in the area of assistive technology and IEP design. Gabby displayed initiative and sort knowledge from a range of sources such as journals, ISTVs, video clips and webpages.

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:

Gabby has completed this practicum at an outstanding level. Gabby is a quality teacher who has displayed proficiency in all aspects of the ISTV role. Gabby’s teaching style, combined with the application of theoretical knowledge to underpin innovative teaching and learning, has definitely had a positive impact with students on our caseload.
Congratulations on the completion of your studies Gabby, you are an asset to the field!