Practicum Assessment

MSpecEd/MDisStud

Name of student:Rachel Mills
Student number:3269435
Supervising teacher:Jenny Cudmore

Practicum start date:14/10/2019
Practicum end date:08/11/2019
Number of days:8
Agency/School:Dubbo Public School
Course code:
Block:2
Created:10/11/19
Last modified:10/11/19

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:

Rachel saw a number of children on the ISTH caseload. She also travelled out of Dubbo to see students in isolated communities.
On each occasion Rachel was able to structure her teaching sessions to suit each student's individual needs linking IEP goals to session activities.
I personally found Rachel to have a very good grasp of where the students where at, and what kind of activities to provide to keep them engaged,
Her goals were SMART and her timing/delivery was great.


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:

Rachel was keen to learn about the student's personal devices - ie. hearing aids, cochlear implants, BAHA's & bluetooth radio frequency devices such as the Roger touch screen & Mini Mic. She was able to check these devices to monitor use & functionality.
Rachel has a thorough knowledge of Sound Amplification Systems.

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:

Rachel seems very confident applying theory to practice. She was consistently keen to ask questions, get feedback & follow up on relevant plans / strategies in her teaching sessions.

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

It was a pleasure to be Rachel's supervising teacher.
When conferring with my staff they all agreed that they felt Rachel will confidently continue in her role as a 'Teacher of the Deaf' (Itinerant Support Teacher Hearing) with a refreshed & enlightened view of our teaching role. We have worked side-by-side with Rachel for a number of years, but Rachel's job involves her focus on Conductive Hearing Loss.....so it's been a great opportunity for her to step into the role of an ISTH and work with a number of different staff with a wealth of knowledge and expertise in the field, but also a number of children with varying degrees of hearing loss with varying levels of support required.
From what I witnessed in Rachel's sessions with my students (both observational and teaching sessions) I have every confidence that she will be a wonderful ISTH with our conductive or sensorineural students.
Rachel has a sound knowledge on theoretical perspectives and easily applies this to the delivery of her sessions - using SMART goals to plan developmentally appropriate programs with engaging materials & relevant strategies.
Rachel had a professional rapport with all staff and she quickly developed a good working rapport with her students by valuing them as individuals and getting to know them. Rachel was extremely supportive and provided time for them to talk and be listened to. She was able to follow on her student's interests and keep them engaged throughout her sessions.
In most of the areas assessed, I think Rachel is above the 'graduate' level - but when teaching profound sensorineural students greater experience would be required to refine Rachel's skills, for example - there was limited opportunity in the practicum for her to have greater consistency between students. Sessions with a focus such teaching speech, use of Auslan, working with babies etc would further develop Rachel's skills to an 'above graduate level'
Most assessment of the students' current levels of functioning were taken directly from discussion with her supervising teacher, with an interpretation of existing records and anecdotal observations noted by Rachel in her observation lessons. A longer time frame would allow for greater consistency and follow-up for Rachel to follow the cycle of teaching. Considering it was a prac of 8 days, Rachel 'packed-in' as much as she could, and made the best of every opportunity to put herself into a new situation and learn as much as she could. I commend her level of enthusiasm & involvement. Her goals were SMART, activities were well paced, she used a variety of stimulating materials and her use of appropriate strategies kept the students engaged. She has good behaviour management skills and was willing to act on any advice given by her supervisor.
I'm glad Rachel already works on our team - it's been a pleasure to share this time with her on prac.
Rachel has a natural ability to engage the students & is a wonderful 'Teacher of the Deaf'

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