Practicum Assessment

MSpecEd/MDisStud

Name of student:Jessica Labordus
Student number:45305242
Supervising teacher:Chelsea Robinson

Practicum start date:29/07/2020
Practicum end date:14/08/2020
Number of days:8
Agency/School:School of Special Educational Needs: Sensory
Course code:
Block:1
Created:16/08/20
Last modified:16/08/20

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:

Jessica's lesson plans were thorough and it was evident that the targets selected for her sessions were from her IEP documents. Her IEP documents were informative, individualised and were very accurate in terms of the goals chosen for each child. I was very impressed to see that the IEP documents were not just about audiological and literacy goals but also targeted the language and social and emotional goals of each of her students. The language goals for her younger students were spot on and it was great to see that she had not skipped over this very important stage in their development. I loved seeing that she was working on establishing those foundations for language and literacy development.
The goals on the IEP were smart goals and specific to each student. It was great to see Jessica have high expectations for her students and she very confidently listened to my advice and raised the bar even higher for some of her students e.g. asking her student 'what did you hear?' , rather than repeating the instruction again.
It was great to see Jessica combine two-three goals into the one activity. Her activities were always fun and age appropriate for each child. She began each activity by explaining to the student what they were going to do and with the older children she told them the specific language or sound they were targeting within the activity. There were times when the same activity or game was used, however the goals behind it and the way it was played was different and specific to each child.


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:

Jessica began each of her lessons by administering the Ling 6 sounds test. She used the acoustic hoop when presenting the sounds and she tested each child at various distances to start gathering information on each child's critical listening distance. It was great to see Jessica reduce the acoustic highlighting in her voice and by the end of her prac, she was making the Ling sounds at a soft conversational level.
Jessica tested each students Wireless Communication Device by moving into another room and giving the student a silly sentence to repeat or instruction to do, depending on their age. Each student was involved in managing their equipment, usually by checking the batteries in their hearing aids. Jessica encouraged the younger students to have a go at putting their hearing aids on independently and this was great to see.
Jessica worked with a young boy who wore both a CI and hearing aid. He used a mini mic that connected to both, and through using bluetooth Jessica confidently connected him directly to the laptop.
Jessica had a student with a unilateral hearing loss who was recently implanted. Jessica had sourced out a number of app's to use with the student, including voice recorder apps to record her voice to create specific activities that focused directly at this student level.
Jessica was very confident with all of the technology presented to her and had no trouble explaining how it all worked to others.

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:

Jessica was open to receiving feedback and it was evident in her sessions that she was applying the suggestions given to her. Jessica listened to my advice after her first lesson and put that straight into practice for her second lesson. This was very impressive and I could see that Jessica believed in the advice I gave her and could see the value in what I was teaching her. Over the course of Jessica's prac, I could see her moving away from asking too many test type questions and slowing down her speech to allow for more processing time for the student.
Jessica 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 working in a team and seeking advice from outside agencies including Speech Pathologists. Jessica 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.
Jessica was able to reflect on each of her lessons looking at both her strengths and weaknesses. She set goals for herself and was always eager to learn and improve.

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

Jessica had a wonderful prac and it was great to be a part of her journey. She is a confident Teacher who is working hard to make a difference in the lives of her students. Areas that stood out for me were Jessica's confidence in the technology and equipment and how accurate her IEP's were for each of her students.
Jesscia has established a good rapport with all of her students, parents and schools. She has a energy about herself and it was so lovely to see her students laughing and smiling with her. Jessica effectively uses a range of techniques in her teaching such as auditory bombardment, auditory sandwich and auditory closure. We spoke about the effectiveness of highlighting and modelling and you could see in her lessons that she was beginning to use more commenting and less test type questions. By the end of the prac, Jessica's students were benefiting from being tested less and they will continue to benefit from her modelling and highlighting target words and sounds throughout her lessons and in the conversations she has with her students. I encourage Jessica to continue to work on developing the technique of commenting in order to extend her students language skills.
Jessica was always open to feedback and listened to the advice given to her. She applied the knowledge and skills I shared with her and it was great to see the change in her. I know Jessica will continue to work on these skills and I wish her all the very best in 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