Practicum Assessment

MSpecEd/MDisStud

Name of student:Hillal Kara-Ali
Student number:3263946
Supervising teacher:Beverley Welby

Practicum start date:16/05/2018
Practicum end date:07/06/2018
Number of days:8
Agency/School:Burwood P.S.
Course code:
Block:
Created:27/06/18
Last modified:27/06/18

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:

Hillal was able to link goals from IEP to individual lesson goals and demonstrated this in his lesson plans. He chose to focus on a few language based goals for 2 lessons with his focus student at Campsie. The goals were in his IEP and had been based on information from a recent speech pathologist report. I was pleased he chose these goals to work on as they are areas of language that the student should be expected to have achieved at an earlier age and do impact on his written texts as well as when he is speaking . Hillal had also commented to me that he had observed the language errors during observation lessons as well. It was pleasing to see him use a worksheet to evaluate the student's understanding after 2 lessons for one of the goals. It was also pleasing to see that he also found opportunities in one lesson to incorporate one of the goals when the opportunity arose as a "seizable learning moment" during a vocab game. From conversations we had Hillal seemed to understand the importance of assessing progress towards goals and readjusting as necessary. A Palmer
In regard to 1. Hillal asked about and looked at assessment tools we had and looked at reports and assessment on a small number of students on our Burwood caseload. He did do some assessment on his focus child. I feel Hillal would benefit from looking into all the assessment tools that are available and maybe practising administering these on the students in the Hearing unit where he is currently working, as well as looking at the student files at his school to familiarise himself with all the types of agency reports that maybe done by them.


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 Observed

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:

Attending professional learning and professional development activities to manage listening technology that addresses students and teachers, would assist Hillal to update knowledge and practice. J. Fullagar
Unfortunately there was not much opportunity for Hillal to demonstrate his ability to manage assistive technology and in discussions with him there is very little assistive technology used at the Hearing unit he is currently working in. I agree that Hillal should seek out opportunities to find out more about what is available in regard to assistive technology and ensure he is up to date at all times. A Palmer

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:

In conversations he demonstrated to me that he could link theory to practise however I felt this was not always reflected in his written tasks. Hillal struggled at first to be consistent in how he presented and worded his goals. Following feedback he demonstrated a much better understanding which was evident in the revised goals I requested he do for me. Asking him further questions assured me he is now capable of consistently writing appropriate goals. Speech is probably an area he seems to understand least and could benefit from doing more reading about this area of theory. His strength seems to be his understanding of social- emotional needs of the student. A Palmer

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

Improvement required in understanding implications of and complying with professional requirements such as punctuality and administrative tasks to demonstrate respect to colleagues, students, parents and the wider community.
Hillal displayed a respectful attitude towards students with a disability by designing and implementing teaching activities that supported the participation and learning of the students. He was confident in integrating ICT where applicable and used a range of resources. However, he was unable to demonstrate his use of pre and post assessments to determine the most effective strategies for improving audition, speech and language.
Hillal contributed to post lesson discussions with supervisors and acted on constructive feedback, accepting suggestions to improve practice. J. Fullagar
I enjoyed working with Hillal and felt he was keen to learn how an itinerant teacher functions in school visits. I was impressed at the beginning of the practicum with Hillal being very willing to try small activities at my suggestion with my students with little notice. This is a skill very relevant to itinerant work. He had a very good rapport with my students, they enjoyed the lessons he taught them. He was particularly good with my Year 5 student in finding ways to have him attempt work when he was reluctant to do so. Hillal asked questions and was extremely receptive of all feedback and it was pleasing to see him take the feedback after lessons, on-board and try to incorporate it in his next lesson. Sometimes I felt his paperwork required a little more detail to demonstrate his knowledge and understanding. Overall I feel he is at a graduate level and has enough knowledge to work in this area without support but he must ensure he keeps up to date and he further extends his knowledge through professional reading, attending professional development activities and continues to have conversations and discussions with experienced colleagues. A Palmer

Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience?