Practicum Assessment

MSpecEd/MDisStud

Name of student:Anna Trayner
Student number:3263944
Supervising teacher:Jane Haydon

Practicum start date:02/05/2019
Practicum end date:03/06/2019
Number of days:8
Agency/School:Parramatta Vision Support Team, Ermington West Public School
Course code:
Block:2
Created:30/05/19
Last modified:30/05/19

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:

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.


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.

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.


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:

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.


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:

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.


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:

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.


6. Engage parents/carers in the educative process (where relevant)

Not Observed

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:

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.


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:

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.

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

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.

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:

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.

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:

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.

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:

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.

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:

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

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

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.