Practicum Assessment

MSpecEd/MDisStud

Name of student:Corrine McKay
Student number:41192540
Supervising teacher:Natalie Shearer

Practicum start date:10/08/2020
Practicum end date:19/08/2020
Number of days:8
Agency/School:Warwick Farm Public School - Vision Team
Course code:
Block:1
Created:28/08/20
Last modified:08/09/20

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:

- 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.


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.

- 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.


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:

- 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.


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:

- 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.


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:

- 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.


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:

- 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.


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:

- 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.

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

- 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.

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:

- 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.

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:

- 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.

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:

- 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.

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:

- 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

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

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.