For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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
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.