Practicum Assessment

MSpecEd/MDisStud

Name of student:Margo Lawry
Student number:3071023
Supervising teacher:Veronica Bengough

Practicum start date:25/06/2018
Practicum end date:06/07/2018
Number of days:9
Agency/School:Itinerant Hearing Support - Dubbo Public School
Course code:
Block:2
Created:27/07/18
Last modified:27/07/18

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:

Margo used current student IEP's to ascertain goals for teaching sessions. She then made slight adjustments to the goals so they were specific for the teaching session. Once the teaching session had finished, Margo was able to comment on student progress towards the goals both in her conversations with supervising teacher and in her written self-reflections. She was also able to identify what the next step would be for the student. Her goals were focused on appropriate speech, listening and language targets with some cognitive goals also. She ensured that the focus was on these areas while working with class content.
Margo's communication with the students was meaningful. She addressed the students with respect, listened well, and made sure her teaching sessions included areas of interest to the student.
Margo had the opportunity to communicate with parents of her focus student. Again she was professional and friendly with the family.


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:

Margo was able to check devices of students at the beginning of each teaching session. Devices of students included hearing aids, cochlear implants and vibro-tactile devices.
One student whom does not like to remove his devices for inspection actually agreed to do so once Margo had explained why she needed to check them. Her conversation with the student made him feel at ease and willing to comply.
With another student that arrived for a session without his device on, she gently and confidently encouraged him to wear it for the session and the rest of the day. She took the time to explain the differences in what he can hear with and without the device resulting in a session where the student was fully engaged.
Margo's confidence in checking devices has grown each time she has done so.

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:

Margo was able to make connections between what she has been learning at Uni to everyday teaching situations with Deaf and Hard of Hearing students. She discussed some of these at length with her supervising teachers.
She has taken the feedback given from previous practicum and put into place suggestions made by past supervising teachers. She has also ensured that her own reflection on teaching and student achievement of goals has been more specific.
Any suggestions that either of her supervising teachers made during this practicum were put into practice in subsequent sessions. Margo did engage with classroom teachers about adjustments for the DHH students, she was able to discuss and ask questions about these with the class teacher and supervising ISTH.

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

Margo impressed us with her ability to be flexible in varying situations, particularly when working with a student with additional needs. She was always calm and able to maintain engagement for the students she worked with.
Margo is keen to improve her practice and knowledge. She asked questions, made adjustments to her plans and teaching based on these discussions. She made sure she was familiar with each student prior to teaching them. She read all of their programs/reports/information and had a good idea of each student's needs prior to teaching them.
Margo's observation notes from some sessions were very factual. However she was able to provide insightful comments during discussions with supervising teachers that may not have appeared in her observations notes.
The teaching activities for each student were professionally prepared in detail.
Margo was able to adjust her teaching on the spot when needed. She was able to follow a students conversation so that the teaching session was relevant to the individuals while still addressing the identified targets for the session. This flexibility comes with practice and confirms Margo's teaching skills.
Margo made sure she consulted her notes and texts during the practicum so that her targets were appropriate. Margo's knowledge of speech and listening processes and development will become more automatic with time.
We wish Margo every success in the remainder of her studies and we look forward to working with her as a colleague in the future.

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