- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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
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!