Practicum Assessment

MSpecEd/MDisStud

Name of student:Karen Marini
Student number:46043179
Supervising teacher:Sandra Mann

Practicum start date:02/09/2020
Practicum end date:11/09/2020
Number of days:8
Agency/School:Wentworth Point Public School
Course code:
Block:1
Created:02/09/20
Last modified:24/09/20

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:

Karen demonstrated her knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of the student within the learning environment.


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.

For the education plans, Karen did set the specific learning goals appropriate to the lessons and constantly maintained high expectations for the student. In order to show compliance with all curriculum requirement, Karen implemented each of the SMART goals. This was done very well.


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:

Karen identified the importance of sequencing in planning and delivery of learning programs by outlining the lesson purpose and structure, and used a clear introduction and conclusion. Within the Expanded Core Curriculum, Karen structured some of her lessons on braille literacy development and
enhancement of visual skills and visual functioning.


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:

It was observed that Karen demonstrated classroom management competency and she also created accessible learning materials inclusive of braille, large print and audio learning materials on iPad.


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:

For each lesson, Karen diligently monitored the student's learned skills and thought of other ways in which those particular could be further enhanced. A focus on monitoring the student's use of the dome magnifier occurred during the Practicum sessions. Karen asked the Supervising Teacher many questions about how she could improve her own teaching methods for improvement in future teaching.


6. Engage parents/carers in the educative process (where relevant)

Not Observed

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:

Although Karen did not have the opportunity to engage with the student's parents, it was observed that Karen was collaborative with the class teacher and Supervising Teacher at all times, as well as demonstrating professional practice and inclusive strategies.


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:

Karen always demonstrated a very positive and healthy interaction with the student in order to provide meaningful learning for the student. It was good to see that Karen was able to rethink on her feet at the last moment to make an additional adjustment to an activity being taught. This was very well done.

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

Karen demonstrated proficiency with selected assistive/access technologies such as the CCTV, Dome Magnifier, Binoculars, iPad and Perkins Brailler. Karen demonstrated sound knowledge for all assistive/access technologies.

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:

Karen used a variety of evaluation techniques/assessment items to gain relevant feedback on the student's learning.

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:

Karen was able to modify her teaching practice as she continually made evaluations on the student's learning.

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:

Karen has demonstrated both her collaboration and interpersonal skills when engaging professionally with other educators and complied with relevant policies/requirements.

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:

Throughout this Practicum, Karen has demonstrated application of professional learning from current studies in order to improve 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:

Karen Marini displayed a positive attitude throughout her Practicum, and has demonstrated professional practice regularly during her professional experience. Karen was able to identify various teaching strategies and then transfer these to her lesson planning. Karen successfully planned and delivered her lessons and she also set expectations for what the student with vision impairment will learn during the lesson. A variety of resources were utilised and Karen showed initiative in sourcing additional resources. When working with the student with vision impairment, it was observed that Karen has the ability to assert herself in the learning environment as relevant. Karen always gave clear instructions and corrected the student's behaviour. As the Supervising Teacher, on two occasions I provided suggestions to Karen in relation to how she could make adaptions in her lessons. Karen listened to my advice and successfully adapted two lessons as a result of my suggestions. Overall, Karen's performance was of a high calibre. It was a pleasure to supervise Karen Marini, who did always strive to create interesting lessons and activities for the student. Further, Karen always sought to improve her learning and teaching and responded well to advice offered. I wish Karen all the best as she continues with her studies in preparation to becoming a great Vision Teacher.