- During this practicum, Corrine competently participated in discussions regarding students with complex needs.
- Corrine confidently recognised that all students have different needs and in addition to vision needs, she identified the implications of learning, social and emotional needs, and how they can influence student interactions and progress.
- One of Corrine’s strength is her ability and willingness to collaborate with ISTVs to ensure the design and implementation of the Braille program/lesson sequence would meet the current ability levels and student needs.
- Corrine ensured all lesson plans were clear, relevant and the progression of the intended Braille program was well structured.
- Corrine collaborated effectively with ISTVs to plan structured and sequenced learning programs specific to each students’ needs and goals.
- Corrine planned a sequence of Braille lessons focusing on wordsigns and groupsigns for a student who is in Year 6. Corrine’s program provided scaffolds to support the student’s learning and engagement whilst considering the student’s emotional and behavioural needs.
- Corrine 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 viewed in Corrine’s block 1 practicum and were also strongly evident during this practicum. Corrine always teaches toward the long term goals whilst always celebrating the short term gains. This motivated the student during the lessons and positive praise/reinforcement was always given.
- Corrine experimented with some Braille teaching techniques
- Corrine effectively collaborated with ISTVs to develop individualised adjustments to teaching programs. Corrine openly discussed and evaluated adjustments with ISTVs. Corrine implemented lessons with many of her own resource ideas and was quick to self-evaluate and adjust resources to increase ease of participation if needed.
- Corrine demonstrated good communication skills and meaningfully contributed to conversations regarding sensitive issues with students.
- Corrine planned a conversation with a parent and an interpreter regarding orientation and mobility. Although this conversation was not able to take place due to timing, Corrine discussed the planned conversation with me. The planned interaction demonstrated professionalism and respect whilst encouraging the best outcome for the student.
- During this practicum Corrine continued to create and maintain 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 was highly effective in supporting student participation by building the teacher/student rapport. This was achieved by drawing upon student interests to facilitate conversation and relating it to the lesson content where possible. This ensured the student either remained engaged or was brought back on task quickly.
- Block two practicum did not focus on technology, however Corrine participated confidently in the team’s ongoing professional learning on ZoomText.
- During this practicum, Corrine had exposure to students using the Mercury 12, Onyx HD and laptops.
- Corrine displays proficiency in managing technology as an every day tool to assist the ISTV e.g. formatting, word processing, publisher etc.
- During this practicum Corrine continued to provide timely, effective and meaningful feedback. Feedback was a combination of ongoing feedback during the learning activity and feedback at the completion of activities. It was evident that Corrine’s feedback motivated the student as his body language and verbal discussion during the lessons was always positive.
- Corrine competently used formative assessment to evaluate student learning, and plan future lessons/directions. Corrine suggested ways she could collect student data from Braille work samples completed both in class and during withdrawal Braille lessons, to reflect formative and summative assessment.
- Corrine recognises 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 second practicum.
- Corrine always displayed a willingness and interest to develop and master new technology, explore Braille teaching techniques and to develop practical experience in teaching all areas of the expanded core curriculum.
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. Corrine has transferred her theoretical knowledge of the Expanded Core Curriculum into practice and has increased her understanding in doing so.
Thank you Corrine, for the time and effort you put in to ensure the students received engaging learning opportunities. The vision team based at Warwick Farm Pubic School is appreciative of your work and we wish you the best in your future endeavors.