For example:
Anna has consistently been able to interpret information gathered from her students' functional vision assessments and apply her readings about their specific vision conditions, visual acuities & information profiles to make perceptive observations about individual student needs, and to plan strategies to address individual needs. Additionally, Anna regularly uses student self-assessment strategies to review and reflect on her students' learning and to inform planning for future lessons.
For example:
Anna prepares detailed, well organised lesson plans based on SMART goals that are directly focused on her students' particular needs and responsive to their current ILPs. Anna's communicates high expectations to her students and her lessons are strengths based - she actively supports and encourages her students to attempt, experiment and persevere in their learning in order that they can achieve best outcomes.
For example:
Anna is able to use a variety of alternative print formats and support the provision of accessible print specific to individual learning media needs. Anna's lessons consistently focus on vision-specific needs from the Expanded Core Curriculum. In this practicum she has particularly developed her understanding of a range of new access technology and supports her students to apply their individual learning to classroom learning contexts.
For example:
Anna has strong skills in conversion of hard copy print to both enlarged and electronic formats, and reformatting of electronic print to high quality large print for classroom and exams. Her lessons incorporate a range of appropriate educational adjustments and strategies to address student-specific vision needs and thereby maximise student learning. Anna's lessons always provide opportunities for her students to think for themselves, problem solve, self-advocate and acquire and build upon skills to be able to self-manage their vision needs, appropriate to their age and stage of learning.
For example:
Anna's discussions about her lessons and observations show that she is continually evaluating student learning, including feedback from the students themselves, and considering strategies to reinforce skills learned and enhance future learning opportunities. Anna demonstrates a positive and collaborative approach in all her interactions with classroom teachers in relation to developing adjustments that facilitate her students to access the curriculum more independently.
For example:
Whilst engagement with parents has not been applicable to this particular practicum, Anna demonstrates a most professional and friendly approach in all her interactions with school personnel and classroom teachers. She has also quickly developed a strong rapport with her students. Anna understands the importance of confidentiality and of maintaining strong connections with students, their families and their learning support team as being a significant part of the vision support role.
For example:
Anna understands the importance of her students being able to participate fully in the whole life of the school. She demonstrates the ability to support her students to develop and maintain meaningful social relationships. It is clear that Anna's overarching focus in her approach to the vision support role is to develop independence skills in her students and for them to thereby experience a sense of self-efficacy and high self-esteem about their own learning.
For example:
Anna is highly aware that technology is a significant 'enabler' for students with a vision impairment. Her lessons have a strong technology focus and in this practicum she continually developed her own skills in using iPad, laptop, iPhone and a range of apps, in order to be able to effectively implement lessons with her students incorporating these technologies and to increase their classroom independence.
For example:
In every lesson Anna included a introductory section where the lesson goals were clearly outlined. At the end of each lesson Anna incorporated a review activity where the student was able to discuss, self-assess and reflect upon their learning in that session. She also provides constructive and regular feedback throughout the lesson. Her students remain engaged on the task steps and are most responsive to her positive feedback and suggestions.
For example:
Anna's subsequent lessons with the same student always showed that she had considered that student's previous learning in her planning for the follow-up lesson. Anna is also very adaptive within a lesson and has a flexible approach to modify a strategy or task where required to further the student's learning.
For example:
Anna displays excellent interpersonal skills in all her dealings with her students, staff and other members of the school community. She understands the importance of effective collaboration to promote understanding of individual student needs and the educational implications of their vision impairment. Anna is a highly competent and professional ISTV.
For example:
Anna has shown herself to be dedicated and keen to expand her knowledge and skills to enhance her teaching practice and to achieve optimal outcomes for her students. It is highly evident that she continually applies her learning from her readings, university studies, collegial discussions, observations, and reflections about her teaching and student responses to improve her practice. Anna effectively shares her specialist knowledge when engaging and consulting with classroom teachers and colleagues.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
Anna has worked collaboratively throughout this practicum to apply her learning and to develop her knowledge and teaching practice in the ISTV role. She shows a strong understanding of all areas of the vision support role and has demonstrated that she is working at the above graduate level. Anna has quickly established a rapport with all her students and with her colleagues. Her lessons are appropriately challenging and target individual student needs and the current focuses of their ILPs. Anna incorporates individual student interests in her lessons, making their learning experiences more meaningful and effectively engaging her students to increase their attention and application. She motivates her students to use higher-level critical thinking skills and to generalise their learning to other classroom contexts. Anna is a most dedicated and committed ISTV who continually strives to promote and support the development of independence in her students, in order that they may achieve optimal outcomes in their learning and in life.