Practicum Assessment

MSpecEd/MDisStud

Name of student:Sonya Clarke
Student number:45330948
Supervising teacher:Jennifer Anikin

Practicum start date:29/04/2019
Practicum end date:08/05/2019
Number of days:8
Agency/School:Bowen Public School
Course code:
Block:2
Created:29/04/19
Last modified:08/05/19

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 read the vision reports, the team planned IEP's and talked with the ISTVs and the school/service staff working with the student and observed the student to establish the child's needs. She realised the importance of not only looking at formal reports but to see how the student functions in the regular day to day of school/pre-school. While observing she was able to complete a learning media assessment which not only could be used as a foundation for her lessons but could be given to the ISTV to ensure they continue to build on the skills demonstrated. Completing the braille checklist was a good tool to ensure she was aware of the students needs.


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 was able to look at the IEP and identify a goal that was to be addressed and then to design and implement specific lessons to address these goals. The time set are for individual lessons as Sonya is only seeing each student a few times in the 8 days of prac. The SMART goals included specific skills eg 2 hand to read a braille line, using 2 functions on the calculator. The goals of the lessons were realistic and were based around the skills the students need to practice or learn. The SMART goals were measureable from 50% to 100% achieved within the lesson.


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:

Using the Braille checklist gave Sonya a clear picture of were the student was in her Braille skills and what if any gaps were evident. Sonya had the opportunity to plan a sequence only a few lessons as there was not a lot of opportunity to follow on within the 8 day cycle. Sonya focused on braille literacy development, with one student as early pre-braille and another student doing complex senior maths braille. Sonya ensured the senior student had the correct maths volume of the text book and was reading to see how the braille was set out in the examples in the text as the teacher taught the maths, so that the student was then able to braille the symbols correctly and set out her work correctly. Life skills including toileting and dressing are skills that addressed with the blind pre-schooler, this is on-going and part of most visits even if it not written as part of the lesson.


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:

One of the lessons directly focussed on looking at environmental modifications/adjustments as we were doing a visit to look at the school the pre-schooler will be attending next year, to identify what/where tactile markings need to be applied. This lesson provided the opportunity to work with the teachers of the school, to think about ways to prepare the setting. The calculator lesson was a good opportunity for problem solving skill development, the lesson allowed the student to explore and then to work through step by step and identifying issues and finding solutions to the issues to bring a successful result. Having the opportunity to reformat an assessment task to enable it to then be formatted in Duxbury and embossed was a great opportunity to look at formats and accessible materials to then to be able to share with the student and class teacher what works best.


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's evaluation of lesson plans showed a good reflection on her practice and clear understanding of where to go next. I particularly liked the ideas for the blind pre-school student to find his name in the line of braille. I am looking forward to trying that with him in the next few weeks, I think this will provide interest for him and this hopefully will bring participation and success. Sonya collaborated with the maths teacher to ensure the student had the correct maths volume and that the student had a clear understanding of the concepts being taught. Re the calculator lesson, I liked the suggestion for a future lesson where the maths teacher could work with the student and ISTV so all parties could gain further skills and knowledge of the functions of the calculator.


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 had little opportunity to engage with parents/carers within this prac. She did send work home for the blind pre-schooler to continue to work on throughout the week. Sonya wrote clear instructions on the braille page and spoke with the room teacher in the pre-school so she could ensure the parent realised there was an activity they could do at home together. Sonya demonstrated professional practice when working with class and subject teachers across many settings to enhance inclusive strategies for the students.


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:

It didn't matter if Sonya was working with a pre-school, a senior student or a student with additional needs she always demonstrated inclusive and positive interactions and engaged students in meaningful learning activities. Her knowledge of age- appropriate social interaction was evident in the ways she engaged with the students and the ways she encouraged the students to interact with their peers. It is important especially when working with the pre-school student, he is often seen as being 3 rather that 5 and does at times get away with behaviour that would not be acceptable for a 5yr old. It was good to see Sonya looking at reasonable adjustment in all settings and all tasks, from completing an obstacle course in pre-school to completing a senior legal studies assessment. She always encouraged every student to actively participate in the activities/task presented to them.

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

The role of an ISTV includes using many and varied pieces of technology, keeping up to date with the latest updates and thinking outside the square. Throughout this prac Sonya used a laptop with NVDA, voiceover on an IPAD, learnt the skills to use the talking scientific calculator, saw the Braille Note Touch being used, used a Perkins Brailler, converted Word and PDF's into accessible documents and was introduced to the basics of Duxbury. She was also part of the discussion about what technology the blind pre-schooler may need for school and assisted with researching what different companies were selling and comparing the options as we look at selecting appropriate technology for his needs. When working with students she ensured that the students used their equipment responsibly and as independently as possible.

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 provided age appropriate feedback to the students she was working with. She was able to encourage the pre-schooler to keep going by having fun and using his areas of interest. Sonya's lesson evaluations where shared with the ISTV, so that the lessons could be build on from the specific results she had achieved. Sonya gave specific feedback to the senior blind student enabling her to clearly understand the expectations of the lesson, how she was going within the lesson, meeting expectations or needing to modify actions to achieve the goals. It was good to hear her using very specific language so that the student could fully understand what was expected of her and was able to follow the directions.

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:

When observing students and building an understanding of the students needs and access skills, Sonya read and interpreted the students vision reports and other reports provided by other specialists or allied health professionals, this gave her a strong foundation and a clear direction when planning lessons. Sonya's evaluations of her lessons were clear and directly related to the goals she had set. I am keen to implement some of the suggestions she had in the lesson evaluations, I will try a variety of cushions, or fabric squares to assist him to understand his space within the whole group and to provide him with this prompt to reinforce the behaviour expectations of being on the mat. By having SMART goals which brings structure and trackability into your goals and objectives allowed Sonya to be able to effectively evaluate and clearly report on the child's achievement.

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:

Sonys worked professionally with all people she worked with across all schools and settings. Sonya worked collaboratively with all staff in all the settings. It is important in the role of an ISTV that you have good interpersonal skills and communicate effectively as we work across a number of schools/settings and work with all staff from office staff, support staff, the general assistant, parents, class teachers, students and their peers, to executive staff, principals and staff in school district offices and state office, Sonya demonstrated these skills. Sonya was aware of the policies and requirements not only of the University but also of Dept. of Education and complied with these at all times. Sonya demonstrated the importance of regular professional dialogue and communicated clearly face to face, via email, sharing documents through TEAMS and participating in an on-line staff meeting using TEAMS, to participate in professional learning and discussion with ISTV's from Lithgow, Orange, Cowra and Wagga Wagga.

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:

It was beneficial to the team to have Sonya as part of the team and to have her share her current knowledge and resources. Some of the text books she has been using for her studies we have had the opportunity to look at and I intend to purchase for our team. Sonya demonstrates high standard in all aspects of the role including the expectations of the students to achieve to their potential. She critically reviews her practice and the students learning to ensure that she can improve practice. Sonya is keen to receive feedback and to observe ISTV's working with students to build on her professional skills and understanding. Sonya has willingly worked with all the class teachers and support teachers and has been able to share her knowledge and experience to explain adjustments and suggest modifications and/or resources to ensure equitable access for the student. Following the digital session Sonya was able to identify areas of improvement and to see the next steps in the learning. The digital session provided a good tool for evaluation as you can re watch the lesson and see exactly what was said and listen to the interaction with the student which provided a platform for a far more detailed self reflection.

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:

Sonya was a pleasure to have as a prac student. She brought enthusiasm, professionalism and current knowledge to the team. She was punctual, professional and fully prepared through out the prac. Sonya demonstrated her ability to work with many and varied staff and quickly became a part of the team.
Sonya has demonstrated a clear understanding of the expectations of the role of an ISTV, and she has demonstrated a willingness to engage with other staff to share her current specialist knowledge and experience relating to children’s sensory impairment needs.
I wish Sonya all the best as she applies for work as an ISTV in 2020, and I have no hesitation in being a referee if requested.