Practicum Assessment

MSpecEd/MDisStud

Name of student:Brian Sevier
Student number:46004327
Supervising teacher:Lisa Britton

Practicum start date:17/08/2020
Practicum end date:28/08/2020
Number of days:8
Agency/School:Gymea Bay PS Vision Support Team
Course code:
Block:1
Created:25/08/20
Last modified:31/08/20

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:

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.


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.

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.


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:

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.


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:

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.


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:

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.


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:

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.


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:

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.

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

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.

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:

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.

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:

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.

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:

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.

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:

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

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

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.