Practicum Assessment

MSpecEd/MDisStud

Name of student:Kim Bennett
Student number:30294398
Supervising teacher:Nita Pugh-Nichols

Practicum start date:23/11/2020
Practicum end date:02/12/2020
Number of days:8
Agency/School:West Wallsend High School
Course code:SPED8910
Block:2
Created:15/12/20
Last modified:15/12/20

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:

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.


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.

* 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


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:

* 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


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:

* 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.


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:

* 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)


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:

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


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:

* 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

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

* 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.

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:

Kim provided effective consultation with the students she worked with and strategies to provide specific feedback for achievement in targeted areas/goals for sessions.

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:

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

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:

* 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

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:

* 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

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

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.,