Practicum Assessment

MSpecEd/MDisStud

Name of student:Sonya Clarke
Student number:45330948
Supervising teacher:Pru Jobling

Practicum start date:01/04/2019
Practicum end date:10/04/2019
Number of days:8
Agency/School:Lithgow High School
Course code:
Block:1
Created:01/04/19
Last modified:10/04/19

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:

Sonya established good rapport with students of all ages and using her combined knowledge of vision impairment, functional vision, and support services. She could advise students and parents on assistive technology and classroom strategies. During this practicum, Sonya worked with students with varying needs in preschool, primary school and high school . Sonya used information in vision reports and school learning plans to develop vision specific learning plans to suit each student's needs and learning style.


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.

Sonya planned a series of lessons for students linked to their existing learning plans, including pre Braille skills, self advocacy, use of low vision aids, and a selection of appropriate assistive technology or strategies within software to enlarge resources or provide optimum viewing. She implemented these lessons responding with flexibility and insight to the student needs. Sonya also conducted an informative training session for staff, assisting them to support a student with a vision impairment in high school.


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:

Sonya designed lessons to support student learning including:
Using the monocular (distance viewing aid) for mobility as well as classroom access.
Self advocacy skills - how to explain to others about my Albinism
A series of pre Braille activities for a preschooler - dual media learner. Including learning about the Braille cell and an introduction to the letters using balls in a 6 hole muffin tin, and shared reading of a favourite book while tracking along the Braille text.
Presenting a session to class teachers to asist a student with recently acquired vision loss in the school. Sonya included information about the role of the iSTV, low vision, understanding of the student's vision impairment and the impacts on learning, strategies for adapting resources and providing electronic text, simulation of low vision and varying print sizes, and a Q & A session to brainstorm support needed.


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:

Sonya has a sound understanding of the implications of vision impairment and how environmental factors can influence functional vision. She could recognise how different teaching strategies can be used in a variety of settings and subject areas. She is also aware of how varying learning styles can influence student engagement. Sonya was mindful to address issues of lighting , clearly outline expectations and use appropriate large format materials. Sonya worked with students in the preschool, primary school and high school settings.


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:

Sonya demonstrates reflective practice and was interested to learn from the experiences of others. Sonya followed up on issues encountered while on practicum and was a valuable member of the learning support team. Sonya built on interactions with students, parents and teachers to develop meaningful and relevant learning and support programs.


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:

Sonya conducted one parent meeting while on practicum and also collaborated with parents to design learning activities. During the parent meeting Sonya was sensitive to the needs of the family and the issues surrounding a recent change in a degenerative vision /medical condition. Sonya was perceptive of issues surrounding well-being, and established good rapport and inspired trust. Sonya listened to the needs of the family and agreed to follow up on issues related to vision supports.


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:

Sonya worked with students of a variety of ages and adapted well to all learning environments and differences in child development. She engaged the students in a range of activities and assisted the students to participate in activities which were scaffolded to maintain interest and allow for independent mastery.

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

Sonya was a valuable colleague in the various school settings and was able to assist with problem solving, advice and training to staff and students in a range of technology applications - particularly the monocular, using the Ipad or Prodigi as a magnifier, the value of electronic text in learning platforms such as Google Classroom and OneNote and use of learning apps in the classroom. As technology for access and learning is a constantly changing environment, Sonya demonstrated an understanding of the range of options available as well as skills of enquiry and openness to research better use of technology for students with a vision impairment.

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:

Sonya determined the student's current level of understanding and skill and provided positive feedback to encourage the student to build on current skills. She clarified expectations, their benefits and applications, and outlined future goals, in agreement with the student.

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:

Sonya is a reflective practitioner and worked with flexibility and insight to provide relevant support and useful learning experiences for students, colleagues and families.
Sonya has provided learning plans and reports to a professional standard, and has a good understanding of the impact of various eye conditions on learning. Sonya has also shown initiative and research skills to further investigate vision and medical conditions unfamiliar to her.

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:

Sonya is a valued member of the learning support team, she communicates effectively with staff, and works within the parameters of professional conduct. Sonya is an enthusiastic, enquiring, reliable and supportive colleague. Sonya has a good understanding of administration processesand links to other services.

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:

Sonya is a reflective practitioner and is committed to ongoing learning in the area of vision impairment and student support. When some aspects of Sonya's practicum lessons didn't go as planned, Sonya used these sessions as a catalyst for further learning and change. Sonya works with a strong focus of empowering students and teachers to enable the student to work independently in the classroom. She is also committed to assisting students to develop skills of the Expanded Core Curriculum for students with a vision impairment.

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 has been a pleasure to work with Sonya while she has been on practicum. The shared learning has been of value to us both. Sonya worked professionally in a caring, knowledgeable and reflective way and has established strong working relationships with staff, families and students.