Practicum Assessment

MSpecEd/MDisStud

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

Practicum start date:14/10/2020
Practicum end date:23/10/2020
Number of days:8
Agency/School:Department of Education - Warwick Farm Public School Vision Team
Course code:SPED8910
Block:2
Created:03/11/20
Last modified:04/11/20

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:

- 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.


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.

- 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.


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 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.


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 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


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. 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.


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 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.


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:

- 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.

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

- 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.

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:

- 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.

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, 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.

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 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.

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 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

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

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.