Practicum Assessment

MSpecEd/MDisStud

Name of student:Ryan Grey
Student number:45282889
Supervising teacher:Jillian Wilson

Practicum start date:23/11/2020
Practicum end date:04/12/2020
Number of days:8
Agency/School:Tarrawanna Public School vision team
Course code:SPED8910
Block:2
Created:13/12/20
Last modified:13/12/20

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:

Ryan's knowledge of the expanded Core Curriculum is comprehensive. His lessons with "A" in particular displayed his detailed understanding of the learnings and skills vision support staff focus upon. "A" being a student who uses Braille as her primary format, completed lessons with Ryan that were skilfully matched to her working level of ability and allowed her to move beyond that working level.


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.

Student "A" has been concentrating upon beginning to format her Braille writing. Ryan's lesson on the 3/12, focussed upon producing a book "All about A". The book required formatting of headings and text whilst writing about herself and her family.


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:

"A" has additional disabilities as well as a significant vision impairment. She requires fine motor skill development, thus the manipulation of materials used to make tactile illustrations for her book was definitely assisting her to meet her IEP goals.


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:

Ryan took into account the problem of glare when working with "L". He was aware of light coming through the window and creating reflection upon "L's" computer screen. He took measures to sit "L" in a position where he had adequate lighting but minimal glare.


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:

Formulating with "L" riddles for a whole class Braille lesson to share with his classmates, this was as a result of collaboration with myself and class-teacher to finish of vision support for 2020. "L's" peers really enjoyed the riddles and "L" displayed a level of confidence rarely seen when presenting them to his classmates.


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

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:

"A's" creation of her Braille book "All about A" , was notably meaningful. She detailed information in braille about each member of her family as well as facts about herself. "A" is immensely proud of this book and has shared with her classmates.

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

Student "L" produced a creative narrative utilising a picture stimulus. "L" utilised his "Mercury 12" technology to touch type this lesson. Ryan and "L" collaborated to edit this narrative in Microsoft 365 utilising "Immersive reader". They highlighted adjectives, and then added more. They looked at missing punctuation etc. This was an outstanding lesson paced beautifully and achieved a narrative that "L" is extremely proud of!
"L" has a Mountbatten whisperer, Ryan and "L" worked on Brailling riddles to share with "L's" classmates. Ryan encouraged and extended "L" with his grade 2 Braille utilising tactual prompts where required. "L" was keenly motivated by this lesson, especially as he was to present these riddles to his classmates.

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:

Ryan's rapport with both focus students was prodigious! Within a relatively minimal time they were responding to his directions, eager to complete the task at hand.

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:

Ryan's first lesson with "L" was a little lengthy, "L" started to lose focus. As a result Ryan's second lesson was faster paced and "L" was on task and motivated throughout the lesson.

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:

Ryan had discussions with "L's" class teacher at the end of his practicum. These discussions were informed and collaborative.

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:

Ryan was always open to discussion on how we could improve practice, in addition he was astute in his own reflection on his lessons with both students.

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:

Ryan was a competent, creative and inspiring student, whom I found very easy to work with. I believe he will become an asset to any future workplace.
I thoroughly recommend his status as working above graduate level.