For example:
Janna's years of experience as a classroom teacher and a vision support teacher were clearly evidenced in her commitment to the individual learning needs of each student. Janna tested the low vision students' visual perceptual skills via formal testing, and also informally assessed their level of independent use of technology in the classroom as well as their inclusion in the range of learning opportunities within the class.
For example:
Janna targeted her lesson to meet not only specific goals from the students' Individual Education Plans, but she designed her lessons to meet needs she herself identified when observing students working in class. This was demonstrated in Janna's lessons with students AO and LG.
For example:
Janna demonstrated her planning for sequenced learning for students in regard to assessing and developing students' visual functioning, as well as helping students with short-term solutions for organisation of school learning materials. Janna also assisted an HSC student with strategies for long-term solutions for organisation of academic work and time-management skills for post-school studies.
For example:
Janna encouraged students to problem solve at every stage of her lessons with them. In fact, I was very impressed with her commitment to ensuring that each student was fully engaged in the process of owning their learning and not being a passive participant. It can be easy for students with a vision impairment to develop dependency, but Janna's whole approach was about students taking responsibility and developing independence. This was also demonstrated in her classroom management of the students, one of whom has very challenging behaviours.
For example:
During her brief practicum placement, Janna has informally evaluated students' ease of access to learning, by assessing their technology skills. She has taught some specific skills to assist their independent management of learning resources. Janna also taught me how to extend my use of Adobe Acrobat to better support some of my students, and to assist me in my own reformatting of work for caseload students. Janna's input has been invaluable.
For example:
During communication to establish permission to film student AO, Janna engaged AO's mother's support and enthusiasm for the extending of AO's technology skills. AO's mother as even asked me to consult with Janna for suggestions for possible software to include in AO's next NDIS funding package, which is a clear vote of confidence. Janna also had the opportunity to build rapport with another parent, and help facilitate conversation around ongoing challenging behaviours that have impacted on the effectiveness of support for another student.
For example:
As described above, Janna demonstrated excellent capacity to facilitate students' participation in meaningful learning and skills development. Janna also connected extremely well with the individual students on caseload, so that they felt valued and supported as individuals, with the clear understanding that they were operating within class expectations and as part of their peer group.
For example:
This was an outstanding area of skill and commitment from Janna. While Janna demonstrated a strong understanding of the many assistive technologies available, what was of greatest benefit was her demonstrated knowledge of how to use mainstream technology to increase accessibility and independence for our students. A high level of competence in mainstream technology and the capacity to problem-solve is what builds independence in our students and leads to maximum independence post-school.
For example:
Janna demonstrated appropriate verbal feedback to students throughout her lessons and support times with them, and encouraged them to participate in classroom learning and to keep developing their technological and organisational skills.
For example:
Janna has also provided specific feedback to the classroom teachers and to me, as to the students' skills, and areas of need. Janna has discussed with me the implications of students' particular medical/vision diagnoses on their learning. Janna has also undertaken visual skills assessment for two of the students on caseload, and has reported that assessment to the classroom teachers as well as to me, to assist our ongoing management of the students' inclusion.
For example:
Janna has demonstrated a high level of professionalism in all her interactions with staff and parents. She quickly gained the respect of staff in each school and has worked in consultation with classroom teachers and support staff during the practicum.
For example:
Janna has spoken to me of a wide range of professional learning in which she has chosen to engage herself, and she has directed that learning into her teaching during the practicum. The students have benefitted from Janna's knowledge and enthusiasm for best practice and best student outcomes. As her supervising teacher, I have also benefited from Janna's knowledge and experience, which she has shared appropriately, where that knowledge would best contribute to students' outcomes.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
As reported above, Janna demonstrated excellent capacity to facilitate students' participation in meaningful learning and skills development. She has demonstrated a high level of professionalism in all her interactions with staff and parents. She quickly gained the respect of staff in each school and has worked in consultation with classroom teachers and support staff during the practicum. Janna demonstrated an outstanding commitment to ensuring the best access to learning through the use of technology, in particular her demonstrated knowledge of how to use mainstream technology to increase accessibility and independence for our students.