Practicum Assessment

MSpecEd/MDisStud

Name of student:CHARMAIN WOODBURY
Student number:3071495
Supervising teacher:Jenny Cudmore

Practicum start date:17/05/2017
Practicum end date:15/06/2017
Number of days:10
Agency/School:Dubbo Public School
Course code:
Block:1
Created:01/03/18
Last modified:01/03/18

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:

Charmain was able to assess the student's needs following detailed observation/discussions.
Targets set were SMART. That is, they were developmentally appropriate & individualised based on each student's listening, speech & language needs.
Implementation of Charmain's individual plans ran smoothly. We also discussed the need to follow the student's interests & go with spontaneous learning experiences when appropriate. Sessions were well paced at the students' level.
I feel that a 10 day prac didn't provide enough opportunity to witness the implementation & follow-up that Charmain will require when working in the field. This will all come with greater experience over time as she needs to complete all stages of the students' learning cycle (Assess, develop, implement, re-evaluate/follow-up) We did have discussions about where she thought future program targets would be.
We also spent a number of hours discussing theory and the implantation into practice - for example, the listening hierarchy & looking at development milestones in early childhood to provide developmentally appropriate play based activities for infants, toddlers & preschoolers.
Good sequencing of activities observed.


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:

Charmain has had a lot of personal experience in this area and it's obvious how confident she is with various technology and the trouble shooting required when problems arise.
She had daily 'hands-on' experience with monitoring the effective use of technology - cochlear implants, hearing aids, radio frequency/'Roger' systems & Mini Mic.
She is competent in using the Ling Sounds to monitor students consistent access to all sounds in the speech spectrum.

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:

Charmain maintained a professional manner throughout her prac and developed a good rapport with all students, parents and staff.
She had positive interactions with members of staff and parents in the various settings.
She was able to transfer her knowledge to others e.g. making a sign chart for the daycare staff to encourage their use of basic signs to support a profoundly deaf toddler while her spoken language skills are being developed.

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

I am confident that Charmain would competently be able to take up the role as a "Teacher of the Deaf" in the near future.
Charmain is passionate about child development and education, and particularly in the field of Deaf Education. She has sound knowledge of theoretical perspectives, and is easily able to apply this knowledge into her teaching practice.
Charmain has developed a good professional rapport with students, parents, staff & other agencies. It was lovely to see very natural interactions between Charmain and the students involved. She is supportive and understanding, and follows the student's lead/interests where appropriate.
She has always been open to constructive comments and has followed up on all recommendations suggested.
In most areas (assessed above) Charmain is beyond the graduate level, but I personally think there is always still more to learn and further teaching experience will enhance the refinement of her teaching practice. There was limited time within a 10 day prac to have enough 'hands-on' opportunity with a range of assessment strategies/tools. Most assessment of students' current levels of functioning was therefore through discussion with her supervisor i.e. interpretation of existing records and anecdotal observations.
Charmain was well prepared throughout the duration of her prac. She had thoroughly thought out appropriate activities & discussed follow-up ideas prior to the next session being implemented. She was able to extend the students' listening, speech & cognitive abilities, while focusing on their overall language development. Good pacing of activities, use of stimulating materials & appropriate teaching strategies to keep the students engaged and motivated to complete activities.
Charmain has extended her strategies to maximize the use of functional hearing, especially in the early years of development. She is competent in maximising auditory cues, with support of visual/tactile cues when needed.
It was a pleasure to have Charmain on prac. I wish her all the best in her future career as a Teacher of the Deaf.

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