Practicum Assessment

MSpecEd/MDisStud

Name of student:Leigh Farmer
Student number:3264151
Supervising teacher:Kathryn Correy

Practicum start date:28/08/2017
Practicum end date:19/09/2017
Number of days:8
Agency/School:Penrith Vision Support Team, Kingswood South Public School
Course code:
Block:Block 1
Created:04/09/17
Last modified:19/09/17

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:

Leigh used information provided in formal, summative assessments and existing reports from within the school and other agencies. She was able to establish the learning strengths and needs of individual children, this was not only limited to the physical, social and cognitive implications of the individual child(s) vision impairment. Leigh confidently demonstrates an understanding of the importance of collaboration when planning for the individual child(s) with vision impairment needs.


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.

Leigh demonstrated an understanding for the importance of liaising with the child, parents/carers and educational team members when developing an Individual Education Plan and SMART goals for the child with a vision impairment. She also knows it is essential the plan includes learning goals that provide achievable challenges and maintain high expectations for the child whilst complying with specific 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:

Leigh confidently planned and implemented teaching and learning programs that engaged the individual child and supported their individual learning needs included in the Expanded Core Curriculum, such as;
*print and/or dual media (cctv, large print text and work books)
*literacy development enhancement of visual skills and visual functioning (large print, cctv,audio, magnifier)
*orientation and mobility and physical abilities within the school environment (cane, safe mobility and strength exercises)
*social-interpersonal skills (self-confidence, and self-advocacy)
*life skills ( organisational, time management skills, and decision-making skills)

Leigh also supported the children in the generalisation of these skills across their individual 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:

Leigh demonstrated confidence in her management of specific behaviours and supported the individual child to stay on task etc. She implemented the necessary teaching strategies and environmental modifications/adjustments that maximised the individual child(s) use of functional vision and to minimise the impact of vision impairment on child learning, such as limiting glare, large print, cctv or magnifiers and ensuring chairs are pushed in, room/area is tidy. Leigh successfully incorporated differentiated teaching and instructional strategies for the individual child, these strategies did promote skill development, problem solving, and critical thinking skills.


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:

Leigh demonstrated and understanding of the importance of collaboration with the classroom teachers when developing adjustments to teaching programs. Including the evaluation and review of such programs, and the importance of including feedback from child, parent/carer and other educational colleagues on the strategies they feel may improve teaching methods and learning programs used. Such as Snap Type App demonstrated by Leigh.


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:

From the onset Leigh established a rapport with each individual child and successfully maintained it for the duration of her practicum. This rapport was facilitated through her use of active and constructive listening techniques when with each individual child. At all times Leigh demonstrated professional practice and inclusive strategies when working collaboratively with parents/caregivers, classroom teachers and learning support teams to improve teaching, learning goals and support for each individual child.


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:

Leigh identified and implemented reasonable adjustments to the teaching methods used and the learning environment that would help support
each individual child’s full participation in the life of the school. She confidently demonstrated inclusive and positive interactions that engaged and supported the individual child in meaningful learning activities. Leigh understood the importance of supporting child’s responsibility and independence in their own learning, including appropriate social interactions with their peers.

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

Leigh supported the individual child's responsibility and independence, when using assistive/access technologies and optical devices that facilitated the child’s learning goals and research tasks.

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:

Leigh demonstrated effective consultation with each child. This included strategies they felt would be effective in providing feedback for their success in the specific targeted areas/goals for their individual learning 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:

Leigh interpreted each child's assessment data obtained to evaluate the individual child’s learning plan and to modify teaching practice if required. She used the appropriate oral and written reporting skills to record the individual child’s progress in relation to SMART goals. Leigh successfully implemented a range of strategies to provide targeted feedback based on each child’s needs in order to progress their 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:

Leigh effectively used her interpersonal skills to communicate and work collaboratively with the individual child, families, and colleagues to increase awareness of child’s needs. She understands the importance of regular professional dialogue between educational team members to support the individual child's learning needs. Leigh demonstrated compliance with relevant legislative, administrative and organisational requirements/policies.

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:

Leigh demonstrated at all times a willingness to engage with other staff members (particularly classroom teachers) to transfer specialist knowledge and experience relating to the individual child's vision impairment needs. She reflected on her professional practice and demonstrated the ability to change practices based on specific feedback from other professionals(particularly classroom and supporting teachers). At the end of each session(including digital session), Leigh was able to review her own teaching strategies and the individual child’s performance in relation to their specific learning goals and engagement.

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:

Leigh was punctual and demonstrated professionalism through her appearance and teaching practice at all times. Her collaboration with the individual child, parents/caregivers and classroom teachers when developing adjustments to teaching programs and inclusive strategies was admirable. Leigh's application of professional learning from this practicum has added to her professional practice and she would be an asset to any team.