Practicum Assessment

MSpecEd/MDisStud

Name of student:Logie Onslow
Student number:45298033
Supervising teacher:Rebecca Walton

Practicum start date:09/09/2019
Practicum end date:19/09/2019
Number of days:8
Agency/School: St Mary’s College for the Deaf- Dandenong Campus
Course code:
Block:1
Created:18/09/19
Last modified:18/09/19

Plan for and Implement Effective Teaching and Learning

1. Establish school student needs

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • understands principles of communication and language development as applies to the learning context
  • identifies and uses a range of instruments/assessment tools to assess:
    • communication,
    • language,
    • speech/sign skills, and
    • functional listening
  • uses a range of assessment strategies to establish individual child needs including children with additional/multiple disabilities (including informal and formal, diagnostic, formative and summative assessments to assess child learning – may involve interpretation of existing records only)
  • uses a range of data collection methods and understands how reports provided from other agencies support planning

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 (PLP)
  • maintains high expectations for all school student in goal setting
  • implements SMART (Specific, Measureable, Achievable, Realistic, Timely) goals from Personalised Learning Plans for:
    • communication,
    • language,
    • speech/sign skills, and
    • functional listening
Please provide a comment on the 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.
Additional Comments:

Logie successfully analysed previously completed testing and also carried out her own testing (formative and summative) to identify the focus student’s main areas of need. Using this information, she developed individual learning goals for the students IEP, which were also integrated in the goals set for each session. Logie made a connection between the goals and the curriculum. This allowed the student to have more exposure to the targeted skills whilst seeing the relevance of the teaching that was occurring in the sessions. Logie kept a record of the students work completed in each lesson and appropriately evaluated their achievement against the learning outcomes. Logie provided students with relevant feedback that was timely, constructive and positive.


3. Plan, structure and sequence learning programs

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • structures learning and teaching programs that engage school students and promote learning
  • presents lesson with appropriate variation of content/pace, incidental teaching, attention monitoring
  • adjusts learning sequences to meet the needs of individual school students
  • facilitates generalization of skills across learning environments

4. Use teaching strategies/behaviours

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • uses teaching behaviours that promote skill development in:
    • communication,
    • language,
    • speech/sign skills, and
    • functional listening
  • uses teaching behaviours that promote, knowledge, problem solving and critical thinking
  • uses appropriate techniques for gaining, directing and monitoring school student’s attention
  • models (demonstrates) and explains strategies and techniques clearly to caregiver/school student
  • uses a range of resources and equipment that engage school student meaningfully in their learning
  • demonstrates awareness of and responds to acoustic/visual conditions
  • demonstrates competency in classroom management and implements behaviour management supports for individual school students

5. Use effective communication

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • uses verbal and non-verbal communication strategies to support school student’s engagement
  • develops auditory skills, sign language and/or alternative communication systems
  • identifies strategies to maximize the use of functional hearing
  • demonstrates knowledge and understanding of communication philosophies/approaches and shows competence in one or more of the following:
    • auditory-oral,
    • auditory-verbal,
    • Auslan,
    • bilingual/bicultural,
    • total communication,
    • sign-supported English,
    • alternate and augmentative communication systems

Please indicate above the relevent communication compentencies demonstrated by the student.

6. Evaluate and improve teaching programs

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • develops effective evaluation of teaching and learning programs using evidence, including feedback from school students, parents/carers and school student data to inform planning
  • monitors school student’s use of skills learned and uses specific procedures to enhance skills (incidentally and/or in specific sessions)

7. 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, professionals, multidisciplinary teams and relevant agencies to improve teaching, learning and support for school students
  • maintains rapport with parents/carers through active and constructive listening techniques
  • communicates with parents and 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

Create and Maintain Supportive and Safe Learning Environments

8. 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
  • demonstrates awareness of and responses to requirements of particular school students
  • adapts communication and programming for school students with multiple disabilities and/or special needs
  • promotes school student’s use of age appropriate social interaction with their peers
  • supports school student’s responsibility and independence for learning
  • identifies and implements reasonable adjustments to the learning environment, and curriculum to support the school student’s full participation in the life of the school
  • demonstrates competency in classroom management and implements behaviour management supports for individual school students
  • ensures safe, responsible and ethical use of ICT

9. Manage assistive listening technology effectively

  • Not Achieved
  • Beginner
  • Advanced Beginner
  • Graduate
  • Above Graduate Level

For example:

  • uses school student’s hearing devices – monitoring use and functioning
  • uses other hearing technology – e.g. FM/ wireless communication device (WCD), induction loops
  • trouble shoots hearing technology
  • supports school student responsibility and independence for audiological management including assistive hearing technology

Additional Comments:

Logie was familiar with the assistive technology we use at school (Roger pen, Sound Field Towers and the Streamline Mic). She was good at ensuring teachers were using them correctly in the mainstream classes. Logie successfully carried out the Ling 6 Sound checklist, ensuring that she checked both left and right devices separately as well as together. She also ensured that the students listening skills were tested at varying distances. Logie noticed when one of the Mainstream Teachers was wearing the students FM device incorrectly (under their jumper) and was able to rectify this. Logie was good at interpreting Audiograms and used this information when developing student learning goals. Logie was able to make connections between the students hearing ability and grammatical/ speech errors.

Assess, provide feedback and report on school student learning

10. Provide specific feedback to school student 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

11. 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

Engage professionally with colleagues, school students, parents/caregivers and the Community

12. 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

Applying Theory to Practice

13. Engage in professional 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 sessionn

Please provide a comment relating to the student’s ability to demonstrate application of theory into practice:

Logie reflected on her teaching practice at the end of each session. She took on board feedback from other professionals to enhance her teaching practice. Logie was eager to engage with staff from both the partner school and St Mary’s. She observed a number of classes within both schools and engaged in conversation with all staff members. Logie offered her expertise in discussing suitable adjustments to classroom teachers. She also observed a number of Speech Therapy Sessions whereby she was able to discuss various tests and strategies presented during these sessions.

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

Overall, Logie has demonstrated a high quality of professionalism during her placement. She worked collaboratively at all times with the St Mary’s staff. She worked with Deaf/ Hard of Hearing students from years 8-11. She was involved in carrying out Individual sessions as well as supporting the students in class. After performing pre-tests, Logie designed and taught a needs based, well-structured program for the student. The skills focused on in each lesson were enhanced by clear instructions and well prepared activities. Logie was able to cater well for individual differences and managed daily interruptions in an adaptive manner. Lessons were thoroughly planned, well-paced, offered good guidance and each activity flowed nicely into each other. Logie had a good pace and language level for the students taught. She followed the strategy of I do, we do, you do, which gave the student an opportunity to see the skills being modeled, to then have a go at applying the skills and receiving feedback to improve future efforts. Logie developed a nice rapport with the students, especially given the restricted amount of time.

Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No