Practicum Assessment

MSpecEd/MDisStud

Name of student:Amanda Catanzariti
Student number:3048750
Supervising teacher:Karen Andrews

Practicum start date:13/08/2018
Practicum end date:24/08/2018
Number of days:8
Agency/School:Wagga Wagga Public School
Course code:
Block:1
Created:17/08/18
Last modified:24/08/18

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:

Amanda was able to choose appropriate goals using her knowledge of the students through observation of my lessons and by studying the IEP. Her goals were clearly written in her lesson plans and the activities matched accordingly.

In her lessons with the Kindergarten student, she aimed for the student to imitate words and phrases approximately 50% of the time.
Amanda provided clear, direct, one, two and three word phrases. She gave the student time to respond and reinforcement for her responses.

Amanda took a recorded language sample from the high school student. She then applied the TASL to the sample to analyse the students language. Appropriate goals were established in relation to audition and vocabulary. Amanda has a good understanding of the word, sentence and discourse hierachy and chose tasks appropriate to the students level. Her evaluations of the lessons were thorough and reflected her ability self analyse.

In the case of both students, after the lesson Amanda was able to reflect on her teaching and the learning of the student through discussion with myself. She was then able to record her reflections and specific examples of achievement.

Amanda is aware of other assessment tools for use and is familiar with using assessments and reports from outside agencies.She knows how to apply results to developing an IEP and related activities. She is also familiar with the system of reporting progress to parents.


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:

Amanda has an extensive knowledge of asistive technology. She is particularly familiar with the use of cochlear processors through management of her own sons devices and applied this knowledge to the students on my case load. She was able to monitor the use/ functioning of the devices and make suggestions to students for further use. Amanda suggested that a student could be supplied with a battery rack to supplement the rechargeable battery compartment that sometimes went flat at school. I am aware that Amanda deals regularly with Australian Hearing and SCIC to assist families to repair devices.

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:

Amanda regularly discussed ideas and theory with me as the practicum progressed. She was also able to reflect on lessons she observed and comment on relevant detail. She accepted my feedback on lessons and made adjustments to lessons accordingly. She confidently introduced herself to class teachers and other supporting staff and gave useful suggestions and comments based on her extensive experience. Amanda attended local school staff meetings alongside me and understood all aspects.

Amanda was able to discuss use of a variety of communication philosophies. She is aware of current issues regarding cultural differences. Amanda demonstrated competence in using the Auditory- Verbal frameworks as well as her Auslan ability. She communicated freely in Auslan with a signing student and developed good rapport as well as demonstrating an understanding the use of Total Communication in the case of some students. We discussed the use of Sign -Supported English in regard to developing Literacy.

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

Amanda was punctual for all sessions and very professional in her manner. She was positive in her approach and assisted in my lessons, becoming easily and naturally involved. Amanda was well prepared. Her lesson plans and materials were organised well and targeted appropriate goals . She quickly developed a good rapport with all the students she observed on my caseload and was obviously used to teaching in the role already.

Amanda has a very realistic understanding of the role and was able to discuss all aspects easily. It was clear that she was comfortable giving support to students both inside the classroom and in a withdrawal setting. She understands the role of consultation with classroom teachers well and is aware of the need for sensitivity in many situations. Amanda was able to discuss the need for behaviour modification strategies with some students and demonstrated her ability to manage situations in regard to maintaining students attention.

Amanda's ability to reflect on her teaching and ability to identify areas for improvement is a great strength. I enjoyed supervising Amanda and appreciated her ideas and professional stimulation.

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