Amy was able to implement SMART goals as per each student's IEP after making pertinent observations and initial assessment of them; the goals were not only linked to the IEP but consolidated and then extended the student's skills and knowledge. Evaluation of self and student achievement was evident both in lesson notes and in discussion afterwards with supervising teacher. Amy is highly professional and above-graduate level in this area.
Please indicate above the relevent communication compentencies demonstrated by the student.
Amy has been working in this field for the last three years and her knowledge and skills of using/ trouble-shooting current technology is up-to-date.
Amy demonstrated that students' devices were checked prior to lessons to be in good working order and with regard to one student who was very new to using her Roger Touchscreen (WCD) at a pre-school, she always made sure that the various class teachers were using the microphone as appropriate and the receiver was connected to the WCD and speech processor.
The theory behind SMART Goals (Specific, Measurable, Attainable, Relevant and Timely) was definitely put into Amy's practice prior to every lesson/
Appropriate Deaf Culture and Auslan was used with two students - e.g. gaining attention appropriately and using an interpreter where possible.
Theory of Mind was used with a Deaf pre-schooler (during a discussion of her previous Teacher of the Deaf being away on a big holiday i.e. LSL)
Amy is above graduate level in her practice;
* makes pertinent observations
* assesses for purpose
* uses pauses for processing time
* asks both open ended and closed questions of students (as appropriate)
* asks student's opinion (increasing student self-worth)
* uses appropriate language at a level that extends each student
* she checks to ensure that each student has understood
* judges each student's concentration level and listening fatigue levels
* works really well with the interpreter when required and established a working relationship with her quite easily (not an easy task at times!)
* managed the spontaneous emotions and frustrations evident in some students (see video lesson)
* is well organised
* thinks deeply about challenges in our role, and how to problem solve and manage and teach difficult concepts.
* she is assertive but most diplomatic
* ask lots of thoughtful questions
* likes to discuss ideas about teaching deaf children
* has great general knowledge about teaching deaf children e.g. suggesting adjustments for classroom teachers
* is supportive of others working with deaf students (a team-player)
* accepts suggestions and comments
* participates in the classroom with the classroom teacher
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No