Practicum Assessment

MSpecEd/MDisStud

Name of student:Tina Hazell
Student number:43683886
Supervising teacher:Rebekah Marscham

Practicum start date:10/08/2020
Practicum end date:19/08/2020
Number of days:8
Agency/School:Penrith Vision Team - Kingswood South Public School (base)
Course code:
Block:1
Created:17/08/20
Last modified:20/08/20

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:

Tina contacted me prior to practicum to collect information on students. We discussed the students needs. Information (IEP's etc) understood were collected by Tina who read them and further discussed ensued. Tina understood the clinical and functional vision reports and demonstrated knowledge of the vision impairments that the student's on caseload had. One of our students also has Autism and ADHD and she took this into account when preparing her lessons. Tina spent time collaborating with the learning support team at Windsor High in ensuring Special Provisions were in place for our student's Trial HSC exam. She also supervised this exam to support the exam supervisor to ensure oor students Special Provisions were met.


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.

Tina used SMART goals in individual lesson plans and in her Individual Plan for her focus child. Tina consulted with me and I gave her additional information on Smart Goals. Tina took time after lessons to reflect on which SMART goals were met.


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:

Tina effectively planned and implemented lessons on enhancement of visual skills and visual functioning by showing her how to use the iPad more efficiently to access classwork and reduce visual fatigue. Tina planned and implemented lessons in orientation and mobility and physical abilities within the school environment (Introducing a cane to a vision impaired student and teaching her how to use it safely and effectively). Tina wrote a program focusing on self-advocacy for a student transitioning to high school. Tina taught students how to better organise their iPads for ease of access. Tina also consulted with older students to discuss their goals beyond school.


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:

Tina excelled in making modifications and adjustments and guiding students in them taking responsibility in making their own adjustments. Tina's instruction took into account the students age, vision condition and their IEP's. Tina very effectively managed a vision impaired student with Autism and ADHD and moderated her planning and implementation of lessons to cater for the student's individual needs, for example, creating more shorter lesson times and breaking up computer lessons with practical activities helped keep the student engaged and on task.


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:

Tina was keen to collaborate and discuss programming and spent time looking through my programming. Tina expressed interest in Assessment and we went through the Developmental Test of Visual Perception (DTVP). Tina then administering the Developmental Test of Visual Perception (DTVP) on her focus student. She marked the paper, analysed the results and gave feedback to the teacher and the Learning Support Team.


6. Engage parents/carers in the educative process (where relevant)

Not Observed

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:

The time constraint of an 8 day practicum did not allow an opportunity to meet with or contact parents. However, we did discuss the importance of effective communication with parents and Tina kept informative notes and reports that could be used by me when meeting with student's parents Tina ensured she gained parental consent to record a digital lesson and view student profiles.
Tina demonstrated excellent listening skills when interacting with students and staff members.


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:

Tina demonstrated inclusive and positive interactions with students and engaged them in meaningful lessons. Tina ensured lessons were age appropriate and worked well in facilitating inclusive group work during a Science practical. Tina was able to step back to allow students to work independently and promote independence. Tina identified and implemented adjustments to help students participate in school life, for example, Tina showed a Year 12 student a way of accessing her Google Classroom (which she was having difficulty viewing) through the full screen Zoom function on the iPad.

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

Tina demonstrated proficient technology skills and was able to help all students access work through their technology in a more efficient way. Tina was careful to observe and ask students what they already knew and used that as a basis to develop their skills.

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:

Tina had explicit goals for every lesson that she created in collaboration with the student. Tina provided constructive feedback to students, and class teachers. Tina's feedback was positively communicated with age appropriate language.
Tina reported on her focus student's progress on each lesson and used this to structure follow up lessons to achieve set goals.

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:

Tina evaluated student's learning to modify teaching practice. She reported the student's progress in relation to SMART goals.
Tina interpreted a range of assessment data to inform her teaching practice including Vision Reports, the Developmental Test of Visual Perception, Functional Vision Assessments and Font size Testing.

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:

Tina was polite and professional in all her interactions with staff and collaborated with teachers to inform and increase awareness of student's vision needs. She complied with relevant legislative, administrative and organisational requirements/policies and demonstrated an understanding of the importance of professional dialogue. For example, Tina used her expert knowledge to help inform the DP and LSTO in making sure a Year 12 students Special Provisions were adequately met.

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:

Tina demonstrated her knowledge of recent professional learning through dialogues exchanged with teachers. Tina on several occasions was able to up-skill me in recent practice in Orientation and Mobility as well as Technology.
Tina accepted feedback positively and used that to further develop her teaching 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

Final Summary Statement – Student’s overall performance during this practicum:

It has been a pleasure and a privilege to work with Tina. Tina 's knowledge, dedication to her practice, professionalism and excellent communication skills will make her a valued member to any Vision Team.