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