Practicum Assessment

MSpecEd/MDisStud

Name of student:Ashlyn De Haas
Student number:46433708
Supervising teacher:Sarah Lewis

Practicum start date:13/10/2020
Practicum end date:03/11/2020
Number of days:8
Agency/School:Klemzig Primary School
Course code:SPED8910
Block:1
Created:03/11/20
Last modified:03/11/20

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:

Ashlyn delivered a language lesson with students aimed at expanding their expressive language with the structure of 'noun, verb, object, location'. This linked with the IEP goals of both students. She used targeted questioning and prompting throughout the lesson to reinforce key learning that linked to their IEP goals and to check achievement.
When teaching maths lessons, she considered the general language goals in students' IEPs and continued to promote vocabulary development within this context.


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 Observed

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:

This was Ashlyn's first time working with assistive listening devices. She learnt how to change batteries in hearing aids and cochlear processors, how to support students to insert ear molds and attach processors, and how to connect FMs and Soundfield systems.
She was able to monitor students' listening and with support from the supervising teacher, attempted to support children's use.
Because handling all of these technologies was new to her, she is developing confidence in troubleshooting but with more practice, her confidence will grow.

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:

Ashlyn showed a basic understanding of theories of the bicultural/bimodal approach and benefits that our setting strives to instil in our students. She was receptive to feedback from me, as her supervising teacher and I could see that my feedback was incorporated into the reflections she wrote after each session. Ashlyn's reflections on incorporating more visual prompts allowed to include more of these in her final session working with students.
She did not have an opportunity to explain adjustments to classroom teachers/aides as all staff in our setting are already familiar with audiological needs and equipment.

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

Ashlyn should be commended for the growth that was obvious between her first day and her last. It was evident that the complexities and variances of DHH children’s backgrounds and needs was a reality that Ashlyn was previously unaware of but she began to show an understanding of the important role a ToD plays in supporting these students linguistically, academically, socially and emotionally.

Ashlyn considered students’ IEP goals when planning sessions and combined these with learning intentions aligned with the Australian Curriculum. She was able to develop a positive rapport with all students within the class and students were able to go to her for help when needed.

Ashlyn welcomed feedback from her supervising teacher and incorporated it into her reflections. Incorporating her own professional learning and reading into her reflections will boost her application of theory, action and purpose in her work.

Ashlyn was able to observe other classes, ToDs and the school’s Deaf Club program to provide her with a broader understanding of the work of ToDs and the learning programs within our setting. She embraced these learning opportunities when they were presented to her.

Ashlyn’s Auslan and practical skills working with DHH students is developing as her experience so far is limited but the growth she has shown over the past 8 days suggests that her skills will grow with time working in the field.

Ashlyn’s positive attitude, commitment to completing what is required and willingness to learn has made for a successful first placement that I am sure she will build upon in her second placement.

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