Practicum Assessment

MSpecEd/MDisStud

Name of student:Belinda Zulamoski
Student number:3268554
Supervising teacher:Julie Lamond

Practicum start date:12/03/2018
Practicum end date:22/03/2018
Number of days:8
Agency/School:DET Tempe Public School
Course code:
Block:Block 1 Low vision
Created:19/03/18
Last modified:21/03/18

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:

The graduate student was well prepared having read the students profiles, IEP's and confidential information prior to the practicum commencing. She structured lessons based on students current vision reports and taking into consideration there specific low vision needs and abilities.


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.

The graduate student took into account learning goals of individual vision impaired students to plan well designed lessons. she ensured learning outcomes were achievable and took into account all curriculum requirements. The graduate students demonstrated a sound understanding of low vision technology, suitable accessibilities options and the Expanded Core Curriculum (ECC).


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:

The graduate student showed a good understanding of the individual learning needs of low vision students and planned adjustments to her lessons depending on the vision impairment. She ensured visual skills were enhanced by using technology (eg iPad, CCTV, laptop Zoomtext) to magnify print. The graduate student prepared an introdutory Orientation and Mobility lesson prior to an upcoming excursion and follow up observations were made on the excursion. For a dual media student she incorperated mainstream technology for the student to have access to the print material.


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:

The graduate student used various teching strategies and low vision technology to ensure vision impaired students were included in all lessons. She usedused explicit instructional strategies to engage students and ensure their specific learning needs were met. Subject materials were reformatted for students taking into consideration there preferred font and print size.


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:

The graduate student reflected over lessons with the cooperating teacher immediately after each lesson was presented. She took on board suggestions to improve future lessons and was self critical and honest in her refections. The graduate student followed up on each suggestion made in following lessons. In each lesson she linked content to real life experiences so the child could relate to the purpose of the lesson.


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:

The graduate student was professional in her communication with the class teacher, SLSO, learning support team and parents and listened attentively with information that was presented to them about the child. In conjunction with cooperating teacher she assisted with suggestions regarding the access of the iPad at home to improve reading fluency.


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:

The graduate student gave encouraging and positve comments to the vision impaired students which was supportive in encouraging the child to work to the best of their ability. All activities and discussion were age approriate and respectful of the opinions of the students. The graduate student promoted independent learning by teaching them various skills of self reliance and stepping back to allow the student to work independently.

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

The graduate student was skilled at using technology and demonstrated when giving class support and withdrawal sessions. The graduate was experinced at reformatting work and took the intiative to assist the cooperating teacher to produce tests, booklets and worksheets for the students. She had knowledge on how to accessibilities options on mainstream teachnology. She also taught the students new techniques in the use of the technology to magnify work.

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:

The graduate student consulted with the students to base lessons on their preferences for accessing the curriculum. For example the child was shown different techniques for accessing magnification and asked which method was preferred. This gave the child the power of choice, the graduate teacher was then flexible with her teaching techniques.

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:

The graduate teacher had a sound understanding the students needs based on information gven by the cooperating teacher. She was supportive of the cooperating teachers recommendations.

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:

The graduate teacher had excellent interpersonal skills and communicated well with staff and students. She observed discussions between the cooperating teacher and staff members involved in the wellbeing of the vision impaired student and remained professional at all times.

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:

The graduate student was willing to improve her learning and exchanged teaching ideas and resources with the cooperating teacher. She was able to learn from her teaching experiences and used techniques gained in her lessons.

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:

It was a pleasure to work with Belinda who displayed enthusiasm at all times and showed initiative in planning suitable lessons and assisted me with lesson preparation. She was punctual and professional at the various schools she attended. Belinda got on well with all staff she encountered in her Practicum and was always willing to help in whatever way possible. She developed a good rapport with the students on my Caseload and their classmates. Belinda is a skilled Teacher and this showed in her creative lessons and her application of accessibility options in technology. She undersood the implications of the vision impairments of my Caseload and was knowledgeble in the use of Low Vision Aids. She is a hard worker and put a lot of time and energy into her lesson planning. Belinda will be an outstanding IST(V) and an asset to any team she works with.