Practicum Assessment

MSpecEd/MDisStud

Name of student:LAUREN EAGLES
Student number:3285406
Supervising teacher:Natalie Anderson

Practicum start date:19/03/2018
Practicum end date:29/03/2018
Number of days:8
Agency/School:BUSBY PUBLIC SCHOOL ITINERANT SUPPORT TEACHERS HEARING TEAM
Course code:
Block:1
Created:29/03/18
Last modified:16/05/19

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:

At the commencement of this practicum, Ms Eagles was proactive in seeking out information to establish accurate student profiles as a basis for the development of individual learning sequences for her focus children. Ms Eagles referred to documented student histories which included audiology and learning records as starting points. As this practicum took place in Term 1, each child's itinerant hearing teacher had recently implemented a battery of core assessments covering receptive and expressive language, auditory processing skills and speech articulation. These results were provided to the student. Ms Eagles demonstrated knowledge of these tools, implementation protocols and was able to read and interpret the data provided. Using these results, and after initial observation sessions with her focus students, Ms Eagles composed a sequence of lesson goals. Chosen goals were age and stage appropriate, however, somewhat over-ambitious given the limited timeframe. Fewer goals with a narrower focus, utilising SMART parameters would have provided clearer examples against which to evaluate the children's achievement.
Example goals from lesson plan:
During the session, the child will recall elements in a story.
During the session, the child will identify rhyming words.
A SMART goal alternative:
By the end of session 3, the child will recall 3 elements from a 4 part story with 100% accuracy.
By the end of session 3, the child will identify 4 pairs of rhyming words from the given text with 100% accuracy.


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 Observed

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:

During this practicum, Ms Eagles demonstrated comprehensive knowledge of assistive technology, reflecting her current substantive work experience in a Support Class Hearing setting. Ms Eagles was directly observed utilising children's FM / WCD systems during lessons; managing and encouraging hearing aid compliance; implementing the Ling 7 Sounds Test in lessons and recording results; and implementing supportive classroom routines and adjustments for both cochlear implant and hearing aid users.

Ms Eagles also utilised, and navigated between, iPad based applications for learning including a range of listening and language based games linked to lesson goals. For example, the application, "Montessori Crossword" - the child was required to listen to a given word (C-V-C word) and segment into individual phonemes and select the corresponding grapheme on the screen. Ms Eagles often reinforced the digital presentation by repeating in live voice and repeating the segmentation of sounds. From this, Ms Eagles was able to determine that the child was not placing some sounds in the correct position (order) when repeating the segmentation, whilst other sounds were completely omitted.

I am confident in Ms Eagles' ability to successfully manage assistive technology for hearing impaired learners.

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:

Ms Eagles is cognizant of quality teaching principles and has taken active steps throughout this practicum to apply them in all teaching and learning. During professional dialogue with Teacher of the Deaf colleagues, Ms Eagles has demonstrated depth of knowledge around assessment procedures and protocols e.g. formative and summative assessment, using quantitative data to inform practice. Ms Eagles has used her knowledge of language and auditory skills development to select activities for her lessons and to support the child to build on these across a lesson sequence. She employed a variety of teaching strategies applicable to the age and skill set of the learner, for example, visual and graphic organisers were used to summarise texts which were then used by the child to write more extended responses; she also guided the child to self-edit their work. Ms Eagles was observed to reverse roles with the child, encouraging them to take the lead and be "the teacher" in order to check their understanding.

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

Ms Eagles presented herself professionally at all times during this practicum. She demonstrated high level communication skills (written and verbal). She was respectful in all interactions with children, school staff and school executives. She was punctual to all practicum activities. Ms Eagles appeared well organised and abreast of her practicum requirements. She participated in professional dialogue with each of her ISTH colleagues and sought out information about the needs of the children on caseload and new resources to support her teaching. Ms Eagles had to be very flexible during her time with the ISTH team. She composed new lesson plans at short notice, travelled to alternative schools when required, and completed observations across educational settings including primary, high schools and Schools for Specific Purposes (SSPs). It was greatly appreciated that Ms Eagles was able to accommodate these changes to her daily schedule.

Ms Eagles was proactive in providing corrective feedback to students during lessons. For example, in response to speech and language errors made by children, Ms Eagles would model and rephrase student responses in the correct form. This was completed in a way that did not draw undue attention to the child's error. Ms Eagles also demonstrated flexibility and responsiveness and was able to differentiate tasks within lessons according to the child's level of engagement and success. For example, she developed a set of materials to implement word discrimination activities from the Listen and Learn program which was age / stage appropriate and sustained the child's attention.

When implementing a literacy lesson, Ms Eagles applied techniques consistent with the Accelerated Literacy methodology. The lesson commenced with stage one of the process - Low Order Literate Orientation - a strategy to orientate the student to the text and to pre-teach vocabulary encountered in the text. She used a shared reading format which made the child feel comfortable, engage with the text and build rapport with her as teacher. Example, introducing and reading the text, Pirates - Ms Eagles began by drawing the child's attention to the cover illustration, ascertaining topic knowledge by asking literal (low order) questions, labelling pictures and defining vocabulary throughout. This lesson was digitally recorded.

Although Ms Eagles was able to monitor student progress within lessons and adjust her teaching accordingly, formal written evaluations and / or reflections were not provided for feedback during this practicum. Due to significant time constraints, some children being unexpectedly absent, and the generally unpredictable nature of itinerant work, opportunities did not always exist for immediate debrief following lessons. For this reason, it would have been beneficial for a written record of evaluation to have been shared.

Ms Eagles is to be commended for the level of preparation she put into each of her lessons, and how thoughtful she was in her selection and preparation of resources.

I am confident Ms Eagles will be an asset to the field of Deaf Education and I wish her well with the rest of her studies.

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