For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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.
For example:
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
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.