Practicum Assessment

MSpecEd/MDisStud

Name of student:Angela Booth
Student number:9509451
Supervising teacher:Petra Bradley

Practicum start date:19/03/2019
Practicum end date:29/03/2019
Number of days:8
Agency/School:Newcastle Vision Team
Course code:
Block:1
Created:18/03/19
Last modified:29/03/19

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:

Though Angela was not able to demonstrate her knowledge of all the areas listed above on this practicum, she was able to meet many such as: interpretation of existing records; ability to interpret the physical, social and cognitive implications of vision impairments; uses a range of assessment strategies such as colour preference, reflection and evaluation; understands how reports from other agencies do inform the requirements of the student in the educational setting; and has a solid understanding of the importance of collaboration with LAST in regards to exams.


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.

Angela is competent in lesson planning. She did struggle a little at first with defining true and specific goals for her students. I redirected her to think about what she wanted the student to achieve specifically and how she was going to achieve this. Angela shows an honest awareness in both Evaluations and Reflection of her lessons and student response taking on board what she can do differently, improve or develop for the future success of her student. Angela has implemented the SMART framework to prepare her lessons with success.


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:

Angela was competent in the planning and sequencing of her lessons and was very adept in modifying and adapting lessons on-the-go to meet the changing needs of the students. She used information gathered in the observation of students to help inform her planning practise & implement continuity with the students. She ascertained prior knowledge using various strategies such as asking the student learning touch-typing to show her the home keys. Angela and would ask her students to reflect on what they had learned at the end of every lesson. She would also inform of what they were going to do in the following lesson, using motivational negotiation as a strategy. Angela had good behaviour management skills considering her lack of time in getting to know the students.


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:

Angela was very competent in utilising different strategies and was able to identify student needs quickly. She was able to think on her feet and adjust lessons to suit the needs of the students. She was aware of where to position herself in relation to the optimal visual access of the student. She also demonstrated a good awareness of environmental factors which can impact on a students capacity to see. Angela has good behaviour management skills and demonstrated a good array of strategies she was able to adapt effectively.


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:

Angela was very good with her evaluations and reflections of lessons. She has an honest awareness of what she could do better, what she could change and what worked. Angela works with the students best interests at heart and was able to take constructive criticism well and use it to her benefit. An example of this was in her digit recording lesson when the focus student was continually uncooperative in regard to the activity presented. Angela persevered until such a time as I, the supervising teacher had to interject as Angela was unaware of the behaviour management strategy that was utilised in regards to this student. Once this behaviour management strategy was implemented the lesson went smoothly with goals goals being reached.


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:

Angela has a wonderful manner and communicated very professionally with her peers. She is clear in her explanations and is always willing to listen.
She is willing to take critical feedback and make relevant adjustments to improve her teaching practice and develop her knowledge. Angela did not have the opportunity to communicate with parents during this practicum besides contacting parents via email in seeking permission to video their child.


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:

Angela is very good at creating and maintaining supportive and safe learning environments. She works well with her management strategies and ability to think on her feet in order to create a positive and inclusive learning space. Her lessons were all age appropriate and she has a thorough knowledge of the concept. Angela promotes independence in her lessons and gives students opportunities to explore and solve problems where appropriate.

8. Manage technology effectively

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

Angela had the opportunity to observe a student in main stream high school effectively using a laptop computer to access his work which also included text books and novels. Angela was exposed to many new shortcuts that the student has been taught to employ, plus explored the different options available using the Windows magnifier. Angela also learned different design options available in Windows. Angela was required by me to modify a PDHPE workbook for my student which was 38 pages long. This was a valuable learning experience for her to support a student which resulted in a well modified booklet.

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:

Angela worked very well with the students and employed a range of strategies when it came to providing feedback. In one instance, she negotiated with the student to plan for the next lesson in order to create excitement and motivation - especially when teaching touch typing. As the student was engaged in the planning process he was able to see where he was coming from and where he was going, and how, in relation to the short-term goal.

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:

Angela was very open and adapted her teaching practise and activities, when required to needs of the students. She adapted her ideas on a lesson if she found a better way to present the required content. Angela gave appropriate feedback to her students when required and measured the progress of the teaching and learning experience using the SMART framework. Angela is competent in the area of assessing student data to inform her practice.

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:

Angela demonstrated a passionate interest in supporting students with vision impairment in order to help them achieve their goals or work towards an optimal level of independence. Angela is interested to learn more and implements her knowledge into her practice.

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:

Angela has refined research skills and was active in helping me to research current applications in CVI. She also contributed to consolidating a list of useful apps for a student with CVI plus researched current educational resources that would be beneficial to her focus student. This research was then presented to the class teacher. Angela also created a hand-made book that was specifically designed for young children with CVI which was implemented in her digit recording lesson with great success.

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:

Angela has worked hard to fulfil the criteria of her practicum. She has been interested in learning & made informed adjustments as required. Angela is insightful and passionate about what she does. She also has a keen sense of enquiry with excellent research skills. Angela has a professional and pleasant disposition and is easy to work with. Angela's lessons have engaged the students and she created a great rapport with each of them in a very short amount of time. I have no doubt Angela will make a very effective teacher of students who are vision impaired.