Practicum Assessment

MSpecEd/MDisStud

Name of student:Janna Brown
Student number:45251916
Supervising teacher:Robyn Breyley-Smith

Practicum start date:28/03/2019
Practicum end date:12/04/2019
Number of days:8.00
Agency/School:Cardiff Public School
Course code:
Block:1
Created:12/04/19
Last modified:12/04/19

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:

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.


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.

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.


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:

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.


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:

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.


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:

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.


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:

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.


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:

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.

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

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.

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:

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.

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:

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.

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:

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.

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:

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

Final Summary Statement – Student’s overall performance during this practicum:

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.