- Corrine competently participated in discussions regarding clinical and functional vision reports from a range of agencies. During discussions, Corrine efficiently identified the social, emotional and physical implications and made recommendations regarding student competencies and needs.
- Corrine prioritised and initiated speaking with ISTVs to get a thorough understanding of the students she was supporting.
- Corrine collaborated with ISTVs and confidently wrote individualised SMART goals for students, utilising all information, assessments and observations available.
- Corrine ensured all SMART goals were measurable, relevant, achievable and encouraged the highest level of engagement.
- Corrine collaborated effectively with ISTVs to plan structured and sequenced learning programs specific to student needs and goals.
- Corrine’s ability to self reflect combined with formative assessment competently directed future teaching and learning activities.
- Corrine planned a sequence of lessons around ZoomText and the Mercury 12 for a Year 7 student. Corrine’s program targeted individual student need and scaffolds were evident in the planning and implementation to support the learning of the student.
- Corrine competently displayed teaching strategies such as concise learning intensions and clear expectations.
- Learning activities were always age appropriate and engaging.
- Quality teaching techniques such as connectedness and significance were evident and important in Corrine's lessons. Corrine always encouraged the student to look toward the long term goals rather treating each lesson as isolated. Making these connections to students' everyday situations motivated the students and positive praise/reinforcement was always given.
- Corrine effectively collaborated with ISTVs to develop individualised adjustments to teaching programs. Corrine openly discussed and evaluated adjustments with ISTVs, learning support teachers and SLSOs.
- Corrine displayed flexibility and a willingness to make changes to her teaching programs to further enhance and improve student learning.
- Corrine demonstrated good communication skills with ISTVs and meaningfully contributed to conversations regarding sensitive issues with students.
- Although not directly observed at length during this practicum, I observed Corrine’s professionalism with parents during our annual vision support review meeting process. During these meetings, Corrine observed quality interactions regarding complex student needs and briefly engaged with parents.
- Corrine created and maintained a supportive and safe learning environment by facilitating high expectations with constructive and targeted feedback.
- Corrine always spoke to the students with respect and at an age appropriate level.
- Corrine promoted independence during learning activities by actively scaffolding when necessary.
- Corrine was highly effective in supporting student participation by adjusting learning activities ‘on the go’ if the student found a task difficult, or mastered a skill quickly. This increased student confidence and quickly built the teacher/student rapport.
- Corrine displayed initiative and enthusiasm to upskill and gain experience on any assistive technology caseload students were using.
- Corrine competently researched, practised and obtained the skills to teach ZoomText on a Mercury 12 in a short space of time.
- Corrine recognised and supported that technology was integral towards independence and her lessons focussed on connecting skills to promote lifelong learning.
- Corrine's current technology skills together with a willingness to evolve with assistive technology is an asset.
- Corrine 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 achieve skills, re-enforce skills were motivated to work towards short and long term goals.
- Corrine competently used formative assessment to evaluate student learning. Corrine actively participated in conversations with ISTVs regarding student progress and competently identified future directions for learning and accessibility.
- Corrine recognised the importance of interpersonal skills when working in the role of the ISTV and worked collaboratively with all stakeholders of the educational team. Corrine liaised professionally with teachers, SLSOs, executive staff, students, learning support teams and vision colleagues.
- Corrine 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.
- Corrine participated in all formal and informal professional learning opportunities during her practicum, actively participating with the intention upskilling and improving ISTV 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
Corrine has a thorough understanding of the role of the Itinerant Support Teacher Vision and collaborated well with vision colleagues to increase her knowledge and skills to best meet student needs.
Corrine displayed an exceptional work ethic engaged positively with all opportunities presented. One of Corrine's strengths is her acknowledgment and willingness for ongoing learning & experience in the field of vision.
Thank you Corrine, for you dedication and efforts to improve outcomes for students with vision impairment. We look forward to working with you soon.