Practicum Assessment

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

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

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

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

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.

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)

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

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

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

For example:

• demonstrates effective consultation with school students and strategies to provide specific feedback for achievement in targeted areas/ goals for sessions

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

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

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