Practicum Assessment

MSpecEd/MDisStud

Name of student:Leah Gillespie
Student number:45260990
Supervising teacher:Kim Barber

Practicum start date:21/05/2018
Practicum end date:31/05/2018
Number of days:8
Agency/School:Earlwood Public School Vision Support
Course code:
Block:2
Created:30/05/18
Last modified:05/06/18

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:

Mrs Gillespie showed her capacity to interpret clinical/medical and functional vision assessments, as she demonstrated skills in tailoring her lessons to the specific visual needs of her students. Mrs Gillespie was observed, adding additional clear verbal instructions so that her student was able to understand a visual concept. It must also be noted that Mrs Gillespie had to learn how to use some braille tactile materials prior to the lesson, for example a braille protractor, which she did with enthusiasm. During her practicum Mrs Gillespie participated in assessments with her braille student, she now has had experience in implementing disability provision. Mrs Gillespie has had limited experiences with teaching blind students, however has always sought information from the Assistant Principal Vision as well as her colleagues. This ability to question will strengthen her teaching.


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.

Mrs Gillespie set explicit, challenging SMART goals to meet the learning needs of the students that she was teaching. She was able to extract goals from the students Individual Education Plans and plan appropriately. She had high expectations and evaluated her lessons, took on feedback and made adjustments. Her background in Special Education, allowed her to seamlessly, select and implement appropriate adjustments to the learning sequence which promoted lesson engagement. Mrs Gillespie’s main blind student had additional physical disabilities and she maximised his independence in his classroom activities, considering all learning needs.


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:

Mrs Gillespie has effectively planned and implemented engaging learning within several areas of the Extended Core Curriculum. Mrs Gillespie was fortuitous to have a whole day excursion on her practicum, travelling on public transport, walking in the city, and accessing museum materials, all with a long cane. Her skills and confidence developed throughout the day. She was able to extend herself within ‘Orientation and Mobility’ and was using the language correctly. As we have a braille transcriber based with us Mrs Gillespie was introduced to many braille reading programs and braille software programs. Mrs Gillespie was observed accessing one of these new braille literacy materials and teaching from these materials within her 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:

Mrs Gillespie’s prior knowledge and experience in classroom and behaviour management is an area of strength. The capability of adapting materials into accessible tactile materials and the do’s and don’ts will only come with hands on experience. Mrs Gillespie demonstrated differentiated teaching and instructional strategies and was able to openly and clearly discuss the reasons for her choices.


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:

Collaborating with staff is one of Mrs Gillespie’s assets. Mrs Gillespie worked with teachers that required direction as to the importance of getting print materials early, so that they can be reproduced, in a timely manner into Braille. There were several challenging situations in which she confidently spoke, the engagement observed was well received. Mrs Gillespie was also observed collaborating with the classroom teacher about an inaccessible online numeracy assessment. Mrs Gillespie independently negotiated appropriate adjustments. With students, she constantly reviews her teaching and learning programs and adjusts according to student need.


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:

Mrs Gillespie was observed being professional and respectful at all times when consulting with parents. She listened attentively when the parents exchanged information about their child's needs. Through these conversations she was able to determine appropriate and supportive educational opportunities in home and school settings for her blind student. Mrs Gillespie’s record keeping was scrupulous and evidence based.


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:

Mrs Gillespie has demonstrated positive interactions to engage and support all of her students, she easily gained rapport. Mrs Gillespie supported her student with Osteopetrosis throughout her practicum days and out on an excursion. His safety was the top priority for her as one bump could lead to broken bones, she took into account all risk factors prior to the excursions commencement and aided in completing the risk assessment documentation. To additionally support this students’ needs she followed up the excursion, with the feedback to the museum on how they could increase student participation and engagement, not only for her student with a vision impairment but for the rest of the classes present. Throughout the practicum, Mrs Gillespie has promoted age appropriate social skills as evident in Project Based Learning lessons, which are group based.

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

Mrs Gillespie has had experiences with Voice Over on the iPad, Siri access, Zoom-Text magnifier/reader, JAWS – screen reader, PIAF machine, Electronic Brailler, Mountbatten Brailler, Perkins Brailler, Embosser, Duxbury, just to name a few. Due to the complexity of learning these devices and software’s, Mrs Gillespie is at the early stage of skill acquisition. When presented with a set task on an assistive device she was able to plan, access and integrate into her lesson, supporting participation. Mrs Gillespie showed willingness to learn, trial and was not afraid to experiment.

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:

Mrs Gillespie worked collaboratively with myself and the Stage Three team in the development, selection and use of disability provisions for examination, including the provision of visual fatigue rest breaks, extra time for access and braille. With her own lessons she demonstrated clear learning intentions and success criteria. She demonstrated effective, timely, feedback with her students reflecting on achievement, relative to their learning goals.

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:

Mrs Gillespie demonstrated reporting clearly, accurately and respectfully to students and parents about student achievement. She made use of her accurate records and was able to speak with self-assurance. Her previous background in Special Education enabled her to skilfully interpret reports from health, medical, educational and allied health agencies. Mrs Gillespie is developing her skills interpreting clinical vision reports.

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:

Mrs Gillespie has participated in regular professional dialogues between members of the educational team, who support her students, to support consistent and comparable judgements of learning and to inform future planning. She has a comprehensive knowledge of the relevant legislative, administrative and Department of Education policies that impact her role and that of her students. Her open discussions and questioning will only improve her understanding of her role and the needs of her students.

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:

Throughout the practicum, Mrs Gillespie reflected on her current studies and related that to her classroom practice. She demonstrated willingness to engage with staff, she will be able to increase her confidence in discussing blindness issues when her knowledge and experiences have increased. Mrs Gillespie is able to critically reflect on her lessons and has shown the ability to make changes based on this and has shown openness in constructive feedback. Upon the review of the digital session, Mrs Gillespie engaged in a professional dialogue where she identified areas for improvement in future lessons and planning.

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:

Mrs Gillespie has demonstrated a commitment to learning throughout this process. She was able to build solid relationships with her students through informal conversations through to engagement in structured lessons. Mrs Gillespie is student focussed and utilised a range of measures to identify her students’ needs. She subsequently modifies her lessons and included strategies to specifically cater for the needs of blind or low vision students.
Mrs Gillespie consults with colleagues, including classroom teachers, stage teams and SLSOs (Special Learning Support Officers) to develop, cater for, and discuss the needs of her students. She was able to respond to the highlights her understanding of the various ways in which students respond to learning and behaviour management strategies.
Teacher has a detailed knowledge of her students and selects teaching strategies that improve their learning. With experience, she will be able to extend her knowledge and be able to extend her repertoire of strategies.
Mrs Gillespie plans and implements well organised programs and lessons that provide a balance of challenges and support. Her students are provided with effective, timely feedback throughout the lessons, affirming those demonstrating progression towards learning goals and supporting any areas of difficulty. Mrs Gillespie is consistent in her expectations with students and she interacts with students, teachers and parents in a positive manner.
Mrs Gillespie’s accurate record keeping and note taking enabled her to self-analysis, identifying areas in her practice which will need development and training.
Mrs Gillespie showed enthusiasm and engagement throughout her practicum, she will only add value to any future education placement.