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Kim always maintained high expectations for all students. She was highly skilled at using the students current Individual Education Plan to develop meaningful SMART goals for each individual session, and was able to design and implement meaningful and engaging activities to achieve these goals.
Kim was able to design a series of lessons that focused on numerous SMART goals taken from her focus students IEP, including audition, speech, receptive and expressive language skills. She implemented and assessed the achievement of these goals and tailored future lessons accordingly.
Kim assessed student achievement for each targeted goal during the implementation of each session and, when required, altered the structure of the lesson to allow student success. Kim used formative assessment strategies at the end of each session to assess the students achievement of the SMART goals. She was then able to use these assessments to plan for future lessons according to this data, including changing, extending and reusing SMART goals, depending on student performance.
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Please indicate above the relevent communication compentencies demonstrated by the student.
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Kim is proficient at monitoring and managing a range of assistive listening technology, including hearing aids, cochlear implants, Roger systems and MiniMic's. She demonstrated the importance of checking that devices were working efficiently before each lesson, and was able to troubleshoot any problems independently.
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Kim has used her knowledge of the development of speech, language and listening skills to deliver teaching and learning programs that effectively address identified areas of need for each individual student. She was skilled at using her knowledge of Auslan to explain activities, therefore allowing access to the curriculum for a student who requires sign language input.
Kim communicated effectively with a range of other staff members, including classroom teachers and SLSO's, to share her knowledge of each individual student's goals. She could identify, communicate and provide necessary adjustments for in-class tasks across a range of KLA's.
Kim was open and forthright of her own teaching practice and was able to identify what worked well, as well as her own areas for improvement after each session. More importantly, she was able to use this self-assessment when planning future lessons and adjust her teaching practice accordingly.
Kim demonstrated a commitment to displaying a high-level of both professionalism and teaching competency in the field of Deaf Education over the course of this practicum. She was able to quickly develop rapport with all students and provided them with an inclusive and engaging learning environment. Kim established effective routines and lesson structures, and demonstrated competency in behaviour management during both individual and whole-class support sessions. She is skilled at using both verbal and non-verbal communication strategies to support student's learning, and is adept at using a variety of approaches including auditory-verbal, Auslan, and the use of visuals to aid comprehension of new concepts. Kim was proficient at designing and implementing teaching and learning programs that targeted individual student's IEP goals. She structured her teaching and learning programs based on current research on the impact of each individual student's specific diagnosis on the learning. Kim is adept at using a variety of formal and informal assessment tools to evaluate student performance and can effectively use the data from these assessments to guide future learning goals.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No