Practicum Assessment

MSpecEd/MDisStud

Name of student:Belinda Zulamoski
Student number:3268554
Supervising teacher:Jennifer Riccord

Practicum start date:14/05/2018
Practicum end date:24/05/2018
Number of days:8
Agency/School:DET Earlwood Vision Team
Course code:
Block:Block 2
Created:23/05/18
Last modified:24/05/18

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:

Belinda demonstrated good knowledge and understanding of the student's vision impairment. Prior to planning lessons she read through vision reports, functional vision reports, individual education plans (IEPS) and programs. She planned and structured rich learning experiences based on the students vision needs. She adopted appropriate teaching strategies to motivate the students learning and participation.


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.

Belinda applied applicable goals for each student's learning program. When planning lessons, she referred to the student's IEP goals and implemented effective teaching programs and learning assessments that the vision impaired student could access. Belinda demonstrated sound knowledge of the UEB codes and appropriately used engaging braille resources and activities to motivate the student. She also implemented a variety of interactive technology lessons to assist students with low vision.


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:

Belinda demonstrated a good understanding of the academic and developmental level of the student accessing braille. She implemented lessons based on the student's ability as well as provided them with new skills. Belinda's lessons were well prepared, which challenged and motivated the student to participate in the lesson.


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:

Belinda used a range of teaching strategies such as explicit teaching, modelling, scaffolding and discussion to engage the student's participation in the lesson. She incorporated a variety of tactile resources to maximise the student's experience. Belinda always used positive reinforcement to encourage and motivate the student to complete tasks.


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 teaching programs that Belinda used allowed her to evaluate and assess her own teaching. On completion of each lesson she regularly asked the student for feedback, which allowed her to effectively evaluate her teaching program. Belinda also used observation techniques, checklists, as well as took into consideration the recommendations and suggestions made by colleagues.


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:

Belinda was professional and respectful at all times when consulting with parents and carers. She listened attentively when the parents exchanged information about their child's vision impairment, and adjustments they make at home. Belinda respected their suggestions and adjustments that they wanted implemented at school. She discussed with the parents / carers the different strategies and adjustments that she will be incorporating for the student to have access to the curriculum.


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:

Belinda incorporated a variety of skills and strategies to encourage the students to be independent and interactive with their peers, both on the playground and in class. She encouraged the students to organise their belongings independently and effectively.

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

Belinda demonstrated a good understanding of the use of the CCTV, Prodigy Connect 12, Perkins ,JAWS program, and magnification programs. She implemented lessons with these technologies and programs as well as supported students in class to access their class 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:

Belinda provided appropriate feedback on each lesson to the student, positively informing students on areas that they need to revise and improve their skills in order to access the curriculum. She consistently assessed the student's learning to make judgement on their progression, as well as discussed these assessments with the ISTV and class teacher.

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:

Belinda demonstrated a sound understanding on the importance of reporting to the vision team, class teacher, learning support team and parents about the child's progress. She gave appropriate feedback to the class teacher on completion of each lesson. Belinda also recorded information regularly in a communication book that is kept between the ISTV's.

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:

Belinda was professional and polite when discussing vision needs and adjustments for students. She politely made recommendations and offered to assist the class/ subject teachers to ensure inclusion for the vision student.

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:

Belinda showed initiative and interest when discussing with other ISTV's about appropriate, adjustments and lessons that can be implemented to improve students learning. She is was always willing to assist in creating resources.

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:

Belinda is a motivated and dedicated teacher showing great enthusiasm and dedication for working students with vision impairment.

During the eight day practicum experience she was punctual, well organised and collaborated professionally with teaching staff at schools, vision support teams and parents.

Belinda's lessons were very well organised and prepared, she went into great detail and effort when organising lessons. Belinda consulted with myself , the class teacher and referred to vision reports, and IEP's for clarification. She always reflected on her teaching and asked for constructive feedback to improve her teaching practice.

Belinda created a safe and calm learning environment when working with the students. The students were always excited and eager to work with Belinda.

Well done on your achievements!