Practicum Assessment

MSpecEd/MDisStud

Name of student:Christina Piontek
Student number:3256337
Supervising teacher:Jan Godwin

Practicum start date:10/08/2017
Practicum end date:01/09/2017
Number of days:8
Agency/School:Bonnet Bay PS
Course code:
Block:1
Created:01/09/17
Last modified:03/09/17

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:

Christina developed goals and plans suitable to the learning and engagement of students' needs. Her lessons reflected her understanding and respect for the needs of her focus students. She developed sequential plans and activities supported by relevant resources to cater for her students’ needs. She analysed and reflected on her plans and strategies for the purpose of refining her delivery and improving student outcomes thereby providing Best Practice for her students.


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:

Christina confidently demonstrated a high level of understanding and skill in managing the students' assistive listening technology including hearing aids, cochlear implants and wireless communication devices.

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

For Christina to achieve her learning intentions for this practicum it was decided that her focus students were 0-5 years.
During her practicum Christina demonstrated a sound knowledge of her students and how they learn. As a teacher of students with a hearing impairment including some who have other disabilities, she designed and implemented lessons linked to their personalised learning plans and responsive to her their needs. She provided a safe and supportive learning environment. Christina’s plans demonstrated her ability to program explicit, challenging and achievable learning goals. She developed plans for the learning and engagement of focus students which reflected her understanding and respect for the needs of the students. Christina utilised formative and summative assessment of her students’ and she evaluated and adjusted her lesson plans, teaching strategies and the students’ learning outcomes accordingly. Her plans were sequential and the activities were supported by relevant resources. She analysed and reflected on her plans and strategies for the purpose of refining her delivery and improving outcomes.

Christina delivered her lessons in suitable visual and acoustic conditions. She used differentiated teaching strategies to suit her students’ communication, audition and language needs. Christina had a pleasant and open manner and students warmed to her quickly. Christina’s speech patterns were clear, natural and at a good pace. She demonstrated appropriate use of prosody in her interactions. It was evident that she had thought about her speech & listening goals and demonstrated her understanding of acoustic highlighting. She used a variety of questioning techniques to engage her students in discourse. Christina responds were appropriate to her students’ interest language. She was able to use communication repair strategies to bring her students back on task. Christina included others as a language model to demonstrate the required language she was trying to elicit which enabled her focus student to achieve success. This is a skill I have suggested that Christina continues to target and practise in her next practicum.

One of the focus student’s first language is Auslan. Her parents were involved in the lessons and Christina communicated confidently with the family using some Auslan. For Christina’s first experience teaching a student with this communication need I was very impressed with her willingness to engage with the family.

To assist with planning and goal setting Christina collaborated, and sought information and advice from the cooperating teacher, colleagues, classroom teachers, parents and outside agencies. The tone in her interactions with colleagues, parents and students was one of mutual respect, rapport, work ethic, politeness and positive language. Christina demonstrated that she is a competent manager in all areas of her teaching.
Christina proved herself to be receptive to adopting new ideas and strategies in/for planning and preparation. During our discussions Christina demonstrated that she has a professional knowledge of the current trends of teaching students with a hearing loss. She has shown a passion to learn in an efficient and positive manner. Thank you for the opportunity to support Christina in this role/practicum.

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