Practicum Assessment

MSpecEd/MDisStud

Name of student:Sandra Di Fava
Student number:3216792
Supervising teacher:Julie Daly

Practicum start date:14/03/2018
Practicum end date:16/05/2018
Number of days:8
Agency/School:Early Intervention Service Deaf/Hard of Hearing. Dept for Ed. SA
Course code:
Block:1
Created:15/05/18
Last modified:16/05/18

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:

Sandra used IEP goals from the St Gabriel's curriculum to goal set for the child. An area of focus for assessment was looking at verbs used with expressive and receptive language in both English and Auslan. SMARTAR goals were set for each lesson and Sandra planned practical, hands on activities suitable for a 3 year old child and a 4 year old child. An example was a lesson on the preparation of fruit salad. Fruit and action word vocabulary was introduced, reinforced in English/Auslan and then used throughout the making of fruit salad. Texts were used to again reinforce the vocabulary of the fruits and actions such as chopping, eating, cutting. Vocabulary was revisited on other occasions to assess retention and understanding. Attainable and realistic goals were set for each child's individual plan and Sandra had high expectations for achievement and success.


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:

Sandra was a positive role model for the child as she also has hearing aids. Sandra encouraged the use of aids in a positive way. Sandra used the child's hearing aids well in the home environment and was mindful of sitting in appropriate position to ensure the best listening environment for the child and herself. She has an understanding of the child's hearing loss and the implications for listening and learning. She spoke clearly and used clear Auslan and modelled these both well. She was able to troubleshoot any issues with the child's aids and advise the parent on ways to deal with any issues with them. She discussed audiological appointments with the parent and maintained confidentiality throughout.

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:

Sandra was always able to reflect back on lessons and see areas for future focus and areas for improvement. By putting the planned lessons into practice she was able to reflect upon what worked well and what she would do differently. She always discussed lessons and put in any ideas that I raised with her. Working with young children can mean that plans need modifying or changing as the lesson session progresses. Sandra became very adept at doing this and took on board strategies she had seen demonstrated by me and by the child's mum. She had a collegiate relationship with other members of my team and was able to interact with them professionally at regular meetings and ask for advice etc. She's aware of avenues for professional learning and undertakes these at every opportunity. She is particularly skilled at engaging and maintaining engagement with the children she worked with.

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

Sandra has developed many skills and a knowledge base in working with young children. She has always asked for advice, listened and taken this advice on board. Her planning and evaluation has been thorough, well thought out and within the necessary time frame. She's very well organised and thorough in her preparation for lesson sessions. Within a short period of time she has developed effective working relationships with children and families. She's been able to develop lesson plans that flow and reinforce topics from one week to the next and change plans dependent upon children's needs and interests. Being able to "think on her feet" is a skill that Sandra is very good at. Through working with the children in this practicum experience Sandra has developed the skills to read a situation well eg if the child isn't fully engaged- change the activity or plan to suit what the child needs but to still be able to meet goals set. She is fluent in Auslan and her background in teaching Auslan at Primary School has been really useful in this practicum as a role model and advocate for the language. I believe that Sandra's future contribution to teaching Deaf/Hard of Hearing children/students will be a valuable one.

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