Practicum Assessment

MSpecEd/MDisStud

Name of student:Megan Walker
Student number:45148643
Supervising teacher:Chelsea Robinson

Practicum start date:15/05/2020
Practicum end date:05/06/2020
Number of days:8
Agency/School:School of Special Educational Needs: Sensory
Course code:
Block:2
Created:05/06/20
Last modified:05/06/20

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:

Megan's IEP's included smart goals that were measurable and specific for each individual child. Her IEP's were achievable and she was constantly referring back to these plans to direct her individual lessons with each student. Megan saw the IEP as a working document and continually tick off goals that the child achieved and added new ones where appropriate.
Megan's IEP's were created using a variety of assessment tools and informal checklists. Her IEP's covered the areas of listening, language, speech, cognition, play and pragmatics and it was evident in her lessons that the targets were chosen from the child's IEP. It was great to see Megan combining a few targets from her IEP's into the one activity. Megan explained each activity to the parent stating what the target goal was behind the activity. It was great to see Megan start to explain the 'why' to parents.
Megan was observed to take anecdotal notes during each session, recording what the child said and did. She encouraged her parents to report back each week on how they went with specific goals at home and how the child performed with that goal. Megan collected MLU's for a number of children, varying in age and language level. Included in Megan's anecdotal notes each week were her observations of the parents. Megan was continually thinking about the parents and what technique she needed to model and explain to them in order to best facilitate their child's listening and language development. Megan's reflection on each lesson was exceptional and she was so open with taking on constructive feedback.


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:

Megan was confident in checking the children's hearing devices and gave the necessary feedback to the parents when needed. She was seen to wear the WCD and was able to provide parents with strategies to assist them in encouraging their child to wear the hearing device. Megan performed the Ling sounds with a number of children, in a variety of ways that were best suited to the age and abilities of each child. The posting activities were different and were specific to what motivated each of the children. It was great to see Megan administering the Ling sounds at a distance to gather information on the child's critical listening distance.

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:

Megan was continually reflecting on her own teaching practice and you could see that this was because she genuinely cares and wants the very best for the families and children she was working with. After each session she was observed to write notes on what worked well and what didn't. She looked at the whole session from the physical environment to parent and child interaction. She reflected on her own teaching and what she could do to improve on this. One example was moving from asking too many questions to providing more natural comments. At the end of the prac Megan could see this change in her teaching and how her sessions improved by doing this. Megan was always open to constructive feedback and applied the suggestions given to her every time.
Megan engaged with a number of different professionals whilst on her prac and it was evident in her teaching that she applied any new information or knowledge that was given to her.
Megan digitally recorded a number of sessions and used this as a way of reflecting on her teaching style.

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

It was an absolute pleasure being Megan's supervisor. She demonstrates a real love for her job and an eagerness to improve on her teaching. Megan sat with me a number of times and watched her sessions that had been digitally recorded. This is definitely not an easy thing to do but Megan was so open to this process and always listened to the advice given to her. Each session you could see Megan was applying the techniques and new information learnt from the discussions that we had around her digital recordings. Megan just got better and better each session. Her skills in communicating goals to parents and explaining the reasons for the techniques or goals chosen was probably the thing that Megan improved on the most. Her lessons became less teacher child directed and more parent focused. I have no doubt that Megan will only continue to improve on this and she acquires more experience, knowledge and confidence.
Megan will make a wonderful Teacher of the Deaf and I wish her all the very best.

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