Mr Sevier acquainted himself with all student records and information and took on board all advice offered by the AP Vision and ISTVs who customarily work with the students on whom he was focused during this Practicum experience. He was able to extract goals from the SSs’ IEPs and plan appropriately. He was adept in interpreting the physical, social and cognitive implications of vision impairments using vision reports and through clear communication and collaboration with the Learning Support Teams.
Mr Sevier demonstrated his ability to establish, implement and evaluate appropriate SMART learning goals, taking into consideration consultation from all stakeholders. He set explicit, challenging SMART goals which met the learning needs of the School Students with whom he was working, and developed highly specific, original lesson plans which were detailed and extremely well-structured. He also assisted members of the Vision Support Team during a meeting, by developing a drop-down menu he demonstrated, to assist with the formulation of Expanded Core Curriculum goals and appropriate SMART goals. This will have a positive impact on the development of SMART goals for all students, now and in the future.
Mr Sevier prepared extremely detailed and well-sequenced lesson plans, which assisted with smooth delivery of lessons. He was very well-prepared.
On two occasions, I witnessed SSs generalise skills which Mr Sevier had taught them across other learning environments (Orientation & Mobility and Assistive Technology) as the SSs felt such confidence in their newly developed skills.
Throughout the duration of this Practicum experience, Mr Sevier conscientiously implemented teaching strategies and adjustments which maximised the use of functional vision and minimised the impact of vision impairment.
He demonstrated best practice for the SSs’ Class Teachers by implementing differentiated teaching and instructional strategies which promoted skill development, problem solving, and critical thinking. He allowed sufficient processing time for the SSs to manage tasks independently, rather than stepping in to solve problems for them.
His self-reflection process was an important factor in ongoing lesson delivery and improvement. Feedback particularly was noted as an area in which great improvement was observed, as he worked hard to focus on this important goal.
Correspondence with parents was conducted with absolute professionalism. Mr Sevier’s communication style is positive, perceptive and respectful. He clearly acknowledges the importance of the families’ rights to confidentiality, which is so critical in this role.
This is an area in which Mr Sevier has demonstrated innovation. He facilitated a collaboration between two students at different high schools, which enhanced outcomes and self-esteem for both of them. This was not something that had been considered by his supervising teacher, but has had a direct, positive impact on each of the SSs.
At all times, Mr Sevier demonstrated inclusive and positive interactions to engage and support students in meaningful learning activities and promoted age-appropriate social interaction with their peers.
He identified and implemented reasonable adjustments to the curriculum, teaching methods and the learning environment to support the SSs’ full participation.
Not content with the status quo, in which students frequently are precluded from full involvement in the visual information within their classrooms, Mr Sevier implemented a radical innovation: a highly portable camera and app combination which allows the student to view all instruction and classroom activity at a suitable visual range to meet their needs. It is unobtrusive within the classroom, and provides complete inclusion and equitable access to the curriculum. This promotes independence as the student is empowered to take responsibility for the simple set up of this equipment. This has been ground-breaking for our students and their feedback during this Practicum experience was exceedingly positive.
Mr Sevier demonstrated tremendous aptitude in this area, and utilised his skills to teach a High School transition student to set up a digital Class Notebook to collate all his learning materials. This is a far more satisfactory solution than a traditional ring-binder folder, which the student was previously using. Following the lesson, the SS independently set up a new Class Notebook for 2020, which he shared digitally with the AP-Vision. This is an excellent example of the profound impact Mr Sevier’s teaching has had on the students with whom he was working on this Practicum experience.
Mr Sevier had identified this as an area in which he felt improvement was required. Through the duration of the Practicum experience, it was heartening to watch these skills improve, as all students require this, but students with a vision impairment are even more dependent on specific, clear, meaningful feedback to enhance their learning outcomes and performance. As this skill strengthened, Mr Sevier was able to see the correlation between meaningful feedback and the evident improvement the SSs were able to make as a direct result of this growth in his teaching practice.
Mr Sevier’s written communication is of a very high standard, and he maintains his focus on the Professional Standards.
He was able to evaluate the SS’s learning to modify his teaching practice and suitable adjustments, and used appropriate oral and written reporting skills to record their progress in relation to SMART goals. He maintained detailed digital records which were shared appropriately with the AP - Vision and members of the Vision Support Team. He interpreted assessment data provided, including assessment reports from health, medical, educational and allied health professionals.
The Supervising Teacher deliberately set very high expectations for this candidate in order to extend his capabilities and to provide a challenging, valuable Practicum experience. He was set tasks above those generally expected of a cadet at this level, and rose to the challenges with aplomb:
1. Mr Sevier was an integral participant in a teleconference with personnel from the Department of Communities and Justice in regard to Out of Home Care students who are currently Under the Care of the Minister. He displayed his ability to engage with professionalism and expertise in the field of vision disability.
2. Mr Sevier was tasked with chairing a Vision Support Team meeting during this Practicum experience, discussing progress and issues of all students on caseload, and he rose to this challenge with confidence and professionalism. Agenda and Minutes were distributed to all participants; concerns and issues were addressed, and feedback from Team members was exceedingly positive.
3. He managed timetable allocations for the deployment of a Casual member of staff for one day, taking into consideration SS's needs and A and B timetabling considerations.
His willingness to engage with other staff (for example Food Technology Subject Teacher) was apparent, facilitating transference of specialist knowledge and experience relating to the SS’s vision impairment, which built capacity in staff and enhanced student outcomes.
Mr Sevier clearly understands the importance of maintaining currency with research in this field. With a focus area on Feedback, Mr Sevier had been provided with examples and research surrounding this which he clearly utilised to improve his practice. He also applied current reading, conducted in his own time, to make critical reflections and build links between literature and practice (for example, readings from the Centre for Education Statistics and Evaluation around the impact of explicit instruction.) He was able to identify areas for improvement following review of his lessons.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
This should be characterised as an outstanding first Practicum experience. The competencies and aptitudes which Mr Sevier demonstrated are rarely seen in other cadets at this stage of their career.
• His commitment to regular professional dialogue and openness to constructive feedback have been exceptional.
• His understanding and execution of the role of the ISTV has been extremely impressive.
• He demonstrated the ability to coherently apply and integrate theoretical knowledge into his practice.
• Routine setting of high expectations, and provision of specific, meaningful feedback enhanced outcomes for the School Students.
• His interpersonal skills are of the highest order in both oral and written communications, and he established warm, positive, respectful relationships with all students, staff and personnel from outside agencies with whom he came into contact. Feedback from all of these parties was overwhelmingly positive.
Most refreshingly, his capacity to innovate, rather than follow, is a powerful portent of the impact his future career is expected to have on student outcomes.