Kim demonstrated he ability to interpret and research students vision impairments, using clinical and functional vision reports. Using the data to determine the impact of the visual impairment on the students social and emotional well being as their ability to function within an educational setting.
* Kim set clear and concise learning learning goals that provide achievable challenges and maintained high expectations for all children with vision impairments.
* Kim's learning plans implemented SMART (Specific, Measureable, Achievable, Realistic and Timely) goals for individual children with vision impairments that comply with curriculum requirements
* Kim effectively planned and implemented teaching and learning programs that engaged her students and support their learning needs in the following areas of the Expanded Core Curriculum:
* Braille mathematics development, ( due to unforeseen circumstances Kim was unable to support a student in Braille Literacy she successfully supported a year 9 student in Braille Mathematics introducing new symbols and concepts)
* enhancement of visual skills and visual functioning
* Kim successfully developed and implemented a transition to High School program which not only encompassed complex orientation and mobility within the school environment, but also had to be mindful of Covid - 19 restrictions.
* social-interpersonal skills (e.g. socially acceptable behaviour, self-confidence, and self-advocacy)
* She facilitated generalisation of computer keyboard skills across several learning environments
* Kim successfully implemented teaching strategies and environmental modifications/adjustments to maximise the use of functional vision and to minimise the impact of vision impairment on child learning across a variety of learning environments.
*She implemented differentiated teaching and instructional strategies that promote skill development, problem solving, and critical thinking in individual students enabling them to take charge of their own learning and to begin to develop independent strategies for problem solving.
* Demonstrated a developing knowledge of the production and use of accessible materials including braille, large/clear print and electronic formats, tactile graphics. and audio-described materials.
* Kim collaborated with the supervising ISTV to develop adjustments to teaching programs or to develop individualised disability-specific programs
* She demonstrated a working knowledge of strategies that can be used to evaluate and improve teaching methods and learning programs, including review of feedback from children and child assessment data
* Kim was able to monitor the student's use of skills learned and uses specific procedures to further enhance children’s skills (incidentally and/or in specific sessions)
Kim had minimal short opportunities to interact with one parent in casual hand over situations, during these periods she demonstrated an ability to
* establish and maintain rapport with the student and their parent through active and constructive listening techniques
* communicate with a parent about their child’s learning and well-being in an effective, respectful sensitive and confidential manner
* Kim demonstrated inclusive and positive interactions to engage and support the students she worked with in meaningful learning activities
*She supports child’s responsibility and independence for learning
* Kim identified and implemented reasonable adjustments to the curriculum, teaching methods and the learning environment to support her student's full participation in the life of the school
* Kim successfully implemented teaching strategies for selecting and using mainstream and assistive/access technologies and optical devices that facilitate child’s learning and research skills.
* She supported the student's responsibility and independence for technology, developing comprehensive lesson plans to support the students access to the software n his computer and increasing his knowledge of the keyboard and short cut keys.
Kim provided effective consultation with the students she worked with and strategies to provide specific feedback for achievement in targeted areas/goals for sessions.
Upon reflection and after discussion with her supervising ISTV, Kim successfully evaluated student's learning to modify teaching practice as necessary
She used appropriate oral and written reporting skills to record student's progress in relation to SMART goals
Kim used a range of strategies to provide targeted feedback based on an informed and timely judgment of each child’s needs in order to progress learning
* Kim worked collaboratively with other staff to increase awareness of her student's needs.
* She used interpersonal skills to communicate effectively and ethically with students and her peers
* She complied with relevant legislative, administrative and organisational requirements/policies
* Kim demonstrated an understanding of the importance of regular professional dialogue between educational team members supporting individual children
* Kim demonstrated the ability to apply professional learning from current studies to improve practice
* She discussed aspects of her previous practicum and what she had learnt and how it would apply to the student she was now working with.
* Kim reflected on professional practice and demonstrated an ability to change performance based on feedback from her practicum supervisors (prac 1 & 2) reviewing her own teaching and student's performance in relation to learning goals and engagement.
She demonstrated a willingness to engage with other staff (particularly classroom teachers) to transfer specialist knowledge and experience relating to children’s sensory impairment needs.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
Kim worked at graduate level throughout her practicum, she was willing to listen to feed back and amend her practices if necessary. She shared knowledge with her supervising ISTV (a great trait in any ISTV) and classroom teachers. She interpreted and understood clinical and functional reports. She has a good understanding of the importance of collaboration with the school learning support team, classroom teachers, parents / carers, and the whole school community. Her learning plans implemented SMART goals for each of the students she worked with which complied with curriculum requirements. Kim created High School Maths work sheets even though she had not been exposed to high school Braille maths before, she researched and practised ensuring her braille was correct before giving it to her student. She willing took direction from her supervising ISTV, this showed a willingness to learn and an ability to take direction. She learnt the students technology (Braille Sense) she asked questions and researched it to get a better understanding of how it worked so she could effectively support her student. She researched the applications on one of her students laptops so she could teach him to make modifications enabling him to enlarge specific icons etc.,