Practicum Assessment

MSpecEd/MDisStud

Name of student:Megan Coleman
Student number:45644233
Supervising teacher:Vanessa Macdonaldbrown

Practicum start date:26/10/2020
Practicum end date:04/11/2020
Number of days:8
Agency/School:Albion Park HS
Course code:SPED8910
Block:2
Created:04/11/20
Last modified:06/11/20

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:

Megan happily engaged with the all students and recognised the importance of building a positive and professional rapport, with caseload students and others in the class. She utilised formative and summative assessments as well as existing programs for students to underpin all lessons prepared. The SMART goals set for the student were explicit, stage appropriate and provided opportunities for success, while scaffolding to a higher language level. Megan utilised the results of the Auditory Skills Placement test to inform what activities she delivered in 1 to 1 sessions with focus child, meeting her focus area of using assessment effectively. Lessons prepared for the focus child were effective and included a ‘game’ to ensure student engagement in each activity.

Megan tracked progress of SMART goals created for the focus child and adjusted these accordingly in a sequence of 3 explicit lessons. These lessons were appropriately focused on speech, receptive and expressive language and social skills. The child’s progress was noted after each session and Megan sought to create new goals and amend activities where necessary. The lessons delivered were engaging and practical, opportunities for success for the child in each.


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 effectively checked assistive devices (CI’s, HA’s and a range of FM systems) for each student in every lesson delivered, including the Ling sounds test. She made great efforts to match the test to one age appropriate for the student – i.e. younger students involved more of a ‘game’ and the older students were simply fast and efficient and had student input – e.g. I don’t have any batteries today/my FM isn’t charged etc.
Megan took initiative with casual teachers, in the case that a regular class teacher was away, to encourage and instruct the use of FM system. Overall, Megan had in depth knowledge of assistive technologies, their uses and importance to students that are deaf/hard of hearing.

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 had a great wealth of information regarding the teaching and learning of deaf/hard of hearing students. Her prepared lessons reflected thorough knowledge of the Australian curriculum particularly literacy outcomes, the Expanded Core Curriculum for students who are deaf/hard of hearing and current best practice around assistive technologies. The Auditory Skills Program, Listen & Learn and the Speech Production Resources were utilised effectively in all lessons, demonstrating awareness of how these theories and literature are applied in teaching deaf/hard of hearing students. Prepared lessons were obviously underpinned by deep knowledge of theoretical concepts, and sequenced well, particularly in auditory-verbal tasks presented to students throughout the practicum. This was evident in the administration of the Auditory Skills Placement test and the use of this information to inform future lessons with the focus student.
Megan also displayed enthusiasm in learning about the additional needs of the focus child in order to deliver the best outcomes to the focus student.

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

Megan approached her practicum with enthusiasm and professionalism, and made a natural connection with students on caseload to build a positive rapport.
She displayed great flexibility when a parent who had in principle agreed with her child being a focus, but then revealed she didn’t consent to the recording.
Megan’s focus goals of assessing and finding activities to match goals created from this were explored in depth. She used existing assessment of focus student and administered the Auditory Skills Placement test to ensure focus goals and outcomes for student were appropriate. She used the information from the test to create SMART goals for the student and from that point, realized that resources/activities were easily accessibly from this point.

Megan consistently used interesting and engaging positive behaviour strategies and reinforced expectations through repetition from S. She ensured S was able to succeed by giving explicit instructions for expectations in each lesson. Each lesson provided opportunities for S to practice receptive and expressive language, speech intervention and specific social skills

Megan regularly engaged in collegial conversations with myself, classroom teachers and learning support staff in schools and reflected on her own practice regularly, to ensure the daily success of students she engaged with on her practicum. Lesson plans were presented in a timely manner, and included in excellent detail the outcomes for each as well as a clear sequence of tasks. I am confident in the Megan’s ability to excel in the area of supporting children in deaf/hard of hearing in a schooling context.

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