Practicum Assessment

MSpecEd/MDisStud

Name of student:Chelsea Carr
Student number:45368082
Supervising teacher:Chelsea Robinson

Practicum start date:16/06/2020
Practicum end date:01/07/2020
Number of days:8
Agency/School:School of Special Educational Needs: Sensory
Course code:
Block:2
Created:28/06/20
Last modified:28/06/20

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:

Chelsea's individual education plans were measurable and specific to each of her students. She included SMART goals that we achievable and realistic for each of her students. Chelsea referred back to her IEP's and it was clear they were guiding her lessons with each student. She saw her IEP's as a working document and was comfortable with making the suggested changes by adding in a few new goals for some of her children.
Chelsea's IEP's were created using a variety of assessment tools and informal checklists, such as the Expanded Core Curriculum. Her IEP's covered the areas of understanding hearing loss and audiological and environmental management as well as listening, language and speech skills. Her IEP's also looked at the area of social and emotional development, focusing particularly on theory of mind skills. It was pleasing to see Chelsea combine targets from a few different areas and focus on them in the same activity.
Chelsea openly reflected on each session, looking at what worked and what didn't. She took anecdotal notes during each session and she collected language samples to establish MLU's and new language goals.
Chelsea's IEP's and lesson plans were always very thorough and to a high standard.


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:

Chelsea was very confident and comfortable with checking her student's hearing devices. She often began her sessions with a discussion about the hearing aids or wireless communication device. If a student was missing one of the devices then Chelsea would follow up with a conversation as to the where abouts of the device and what the student could do in order to remember to wear or bring the device to school. Chelsea set up a reward system for one of her students that often forgot to wear her hearing aids to school. This reward system was created in consultation with the school which showed Chelsea had the support of the school. Chelsea made contact with parents when necessary regarding the hearing devices and was confident in giving them the support and much needed advice.
Chelsea was observed to trouble shoot the hearing technology and it was pleasing to see her encourage the children to assist her in doing this. She was continually teaching the children how to manage their own equipment and she always modelled the correct language. The children enjoyed testing the batteries, cleaning the tubing and puffing out any moisture in their aids. Chelsea was teaching her students self advocacy skills and providing them with an understanding of their hearing loss and what it meant.
Chelsea was observed to test the wireless communication device by asking the student questions at a distance.
Chelsea used an acoustic hoop to administer the Ling sounds in all of her sessions. To establish a critical listening distance for her students, Chelsea always presented the Ling sounds at a distance. This distance varied for her individual students. Chelsea collected ear specific information using the Ling sounds and always made sure there was no background noise before administering this test. Chelsea made the Ling sounds fun for her students by incorporating some posting activities such as mini ball and hoop game.

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:

Chelsea was open to receiving feedback and it was evident in her sessions that she was applying the suggestions given to her. The digital recordings were a valuable teaching tool and Chelsea was very reflective when it came to watching these. Through the digital recordings, Chelsea saw the effectiveness of the technique of commenting. By the end of her prac, she was asking less testing questions and instead facilitating more language through play, commenting and modelling. Chelsea reflected on all aspects of her sessions including the acoustics of each room. It was great to see Chelsea approach the school about moving one of her sessions to a quieter room.
Chelsea engaged with other professionals and worked alongside them in order to provide the best support and education for her students. She worked effectively with classroom teachers and school administrators. She was confident in organising meetings, chatting with teachers in passing and gathering information from Audiologists. Chelsea has established good relationships with her families and was in regular contact with them via phone or messages. She has provided professional development to the schools providing them with the necessary accommodations needed to best support their students. Chelsea plans to do classroom observations in the future and this will be extremely beneficial in supporting her students.

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

Chelsea had a wonderful prac. It was so great to see the change in her and her confidence grow with every session. I appreciate how open Chelsea was to all of my feedback and suggestions. She took it all on, applied it to her sessions and as a result her sessions became less teacher directed and more about facilitating language and building confidence and self esteem within her students. Chelsea is a very capable Teacher of the Deaf who has established a good rapport with all of her students, parents and schools. She has a calming presence about herself and it was so lovely to see her students laughing and smiling with her. Chelsea effectively uses a range of techniques in her teaching such a good use of wait time, auditory bombardment, auditory sandwich, modelling and scaffolding. She has been introduced to the skill of commenting and you could see in her sessions that she was becoming more confident with using this technique. By the end of the prac, Chelsea's students were benefiting from being tested less and all thoroughly enjoyed the fun she brought to her lessons. Chelsea's written notes were to a very high standard and her planning was always detailed and thorough. I applaud Chelsea for taking on all my advice so willingly and I appreciate all of her hard work and effort over the past 8 days. Chelsea had a very successful prac and I wish her all the very best for the future.

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