Practicum Assessment

MSpecEd/MDisStud

Name of student:Hannah Wallace-Yarrow
Student number:3247478
Supervising teacher:Leigh-Anne Edwards

Practicum start date:04/11/2019
Practicum end date:13/11/2019
Number of days:8
Agency/School:Klemzig Primary School Centre of Deaf Education
Course code:
Block:Block 2
Created:18/11/19
Last modified:18/11/19

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:

Hannah used the One Child One Plan (OCOP), formerly called Individual Education Plan to work with deaf/hard of hearing students. Hannah reviewed the OCOP and used their learning goals to develop her lesson plans. Hannah has great understanding of how to use the learning goals developed in OCOP to accommodate and modify her lessons and to deliver the lesson through the language of Auslan. Hannah was success in implementing the plan through carefully planned and timed to explicit her teaching and allow time for students to develop strategies achieved during Read Write Inc and Literacy.


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:

The classroom audio distribution systems and sound field systems that are similar to PA systems are built in at Klemzig Primary School Centre of Deaf Education classrooms. Hannah was required to personal check each students’ Roger Pen systems that is compactable to hearing aids and cochlear implant. Hannah used the Roger Pen as an additional support in Read and Write Inc. lessons in order to support deaf/hard of hearing students to access the phonetic sounds. Hannah was able to recognise the cochlear implant batteries were flat and prompted the deaf/hard of hearing students to personally replace the batteries.

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:

Hannah has demonstrated the progress of learning through experience called experiential learning. This progress allowed deaf/hard of hearing to steer away from the sit down lecture and to adopt learning through reflection by hands-on learning. Hannah offered hands on learning to deaf/hard of hearing to allow them to reflecting their learning journey on reaching the final product. This progress has allowed deaf/hard of hearing students to engage and interact with each other more often in the classroom. Hannah has used praise and rewards appropriately for deaf/hard of students to develop the skills and knowledge required to meet their learning goals.

Hannah has outstanding skills as an educational interpreter as she was able to translate information in Auslan. She effectively translated information between the mainstream teacher, deaf/hard of hearing students and other hearing students required to meet the deaf/hard of hearing students’ and their learning goals developed in their One Child One Plan (OCOP).
An educational interpreter must effectively communicate classroom information between the teacher, the deaf student and other hearing students according to the language level of the student and the goals. Hannah was able to meet that requirement as an Auslan interpreter in the classroom setting.

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

Through the practicum, Hannah has demonstrated the skills in:
• Code switching – using total communication or use Auslan on its own.
• Reading students and identify students’ ability to success or is struggling
• Using and correcting the technology of interactive whiteboard
• Redirect deaf/hard of hearing students back on track
• Asked questions in different way and form when realised deaf/hard of hearing students did not answer the question correctly.
• Visual Phonic Awareness and Visual Phonics Hand Movements – This is very new and tricky as requires lots of training to achieve this. Hannah embraced this with confidence.
• Well uses of past and present verbs.
• Interacting with staff and students.
• Owning up her own mistake to students and correct them.

Maths subjects was Hannah’s strength as she was very confident to share her teaching intentions with the deaf/hard of hearing students.

Literacy subjects was Hannah’s weakness as she did not feel confident. Deaf/Hard of Hearing students struggled to identify Hannah’s teaching intentions.

To be a successful teacher of the deaf working at primary school, Hannah will need a passion to inspire deaf/hard of hearing minds and a have strong commitment to ensure every deaf/hard of hearing students achieve their potential through the use of non-conventional sign language and low register language. Hannah will require to have a great about energy being able to use non-conventional sign language to influence and educate the deaf/hard of hearing students much more than a teacher of the deaf working at high school.

Hannah’s skills and knowledge will be valued much more highly as a teacher of the deaf at a high school. Hannah’s high quality in Auslan translation is much more effective for deaf/hard of hearing students in formative years of schooling.

Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience?