Practicum Assessment

MSpecEd/MDisStud

Name of student:Meaghan Arundell
Student number:45882711
Supervising teacher:Richard Gray

Practicum start date:19/10/2020
Practicum end date:23/11/2020
Number of days:8
Agency/School:St Albans East Primary School
Course code:SPED8910
Block:SPED8910 Master of Disability 8 day Practicum.
Created:15/12/20
Last modified:17/12/20

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
Additional Comments:

Meaghan's practicum involved a group of five students with varying needs. Students varied in their cognitive ability, preferred communication mode, ability to cope within the mainstream setting and behaviour issues.
Meaghan demonstrated that she was able to identify each student's preferred communication mode and then used their preferred communication mode. Meaghan spoke to students who preferred spoken communication and signed fluently with students who preferred to communicate using Auslan.
Meaghan used a variety of formal and informal assessments to establish each child's needs. She was able to integrate reports from other agencies (other schools, Aust. Hearing Services, Psychologists Reports) into her planning and support of the students.


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:

Meaghan was successful in using student's I.E.P.s to determine appropriate subject specific goals. She was able to incorporate the results of formal and informal assessment tasks within her lessons and use these to further refine her teaching focus in future lessons. She conducted her own formal assessment (PPVT) with her focused student. She developed SMART goals for her lessons.


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
Additional Comments:

Meaghan completed a sequence of lessons that demonstrated her ability to meet individual student needs. She adjusted her teaching programs and the content of her lessons to ensure her lessons were engaging for the students and promoted their learning. She was able to integrate skills across learning environments and take advantage of student interest to engage them in incidental learning. Even across the medium of the internet via WebEx Meaghan demonstrated that she was able to effectively monitor student engagement and alter her lessons accordingly.


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
Additional Comments:

Meaghan was able to demonstrate that she use appropriate techniques for gaining, directing and monitoring student's attention during her teaching periods. She used a variety of teaching behaviours that promoted problem solving and critical thinking. During her sessions she was always cognizant of the acoustic and visual conditions that she and her students were working under. This was particularly important for Meaghan and the students as they were communicating via WebEx. It was difficult for Meaghan to demonstrate competency in classroom management and student behaviour management because Meaghan was not physically in the same room as the students. However, she recognised this difficulty and is aware of the need to mitigate this difficulty in the future when working via teleconferencing.


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)
Additional Comments:

Meaghan showed evidence of continual reflection of her teaching and learning programs using evidence from the students, their work and supervisor feedback.


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
Additional Comments:

Meaghan engaged with parents appropriately when seeking permissions to complete a school student profile and undertake digital recording of sessions. She worked collaboratively with myself and the classroom teacher and maintained positive and constructive professional relationships.


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

Additional Comments:

Meaghan was able to demonstrate her ability to adapt communication modes and her programming to meet the individual needs of the students with whom she worked. She appropriately supported students assuming responsibility and independence in their learning. She was able to identify and implement adjustments to the learning environment to ensure student participation in her lessons.

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:

Meaghan was able to ensure that all students had access to an optimal listening environment during her lessons. This involved not only managing each students' listening devices but also ensuring that sound outputs from computers and/or i-pads were appropriate. Her job was made more difficult because she was working via WebEx. Meaghan demonstrated a high level of knowledge to manage assistive learning technologies effectively.

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
Additional Comments:

Meaghan was able to effectively communicate with students to ensure they were aware of their achievement in completed and achieving goals. Her feedback to students was timely and specific.

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
Additional Comments:

During her practicum Meaghan used appropriate written and oral reporting skills to record student's progress in relation to her established goals. She consistently monitored student's learning to modify her future learning activities.

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
Additional Comments:

Meaghan was collaborative and professional at all time during her practicum. Her communication with students, parents/carers and colleagues demonstrated her high level interpersonal skills. When necessary she complied with relevant administrative requirements.

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:

Meaghan was able to draw on her professional learning from her current studies and her experience working with Deaf/Hoh students to review her teaching performance and the progress of the students she was working with. She welcomed feedback from other staff and changed her approach as necessary.

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

Meaghan completed her practicum during the COVID 19 pandemic, remotely from Darwin, using WebEx to contact the students. This presented her with many obstacles that would not usually be part of a teaching practicum. Throughout her sessions Meaghan was professional. She displayed incredible flexibility and professionalism. She was able to establish a good rapport with the students. At all times she conducted herself in a professional manner. Her knowledge of theory and practice relating to the Teacher of the Deaf role was appropriate. Because of her knowledge of Auslan she was able to communicate effectively with all students in their preferred mode of communication.
Meaghan completed he practicum in a competent and professional manner.

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