Practicum Assessment

MSpecEd/MDisStud

Name of student:Kimberley Pearson
Student number:45275033
Supervising teacher:Leonie Whiting

Practicum start date:22/10/2018
Practicum end date:01/11/2018
Number of days:8
Agency/School:Wyoming Public School
Course code:
Block:2
Created:02/11/18
Last modified:02/11/18

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:

Miss Pearson familiarised herself with the students’ ILP goals and used her observations of students in sessions with the ISTH to inform her understanding of their individual strengths and needs. Miss Pearson’s thorough preparation for the lesson with I S ensured that this student achieved the listening goals set for the session, tracking and correctly imitating sentences with MLUs of 10 to 12 words. Her thorough review of the components of an information report at the beginning of this lesson ensured that I S had a clear understanding of the categories of information that was required and in which categories it was to be placed. By the end of this session the student demonstrated the capacity to select items of information (from either websites or printed notes), and then to correctly identify the categories to which they belonged. By the end of the lesson I S demonstrated (with minimal prompts), the capacity to transform highlighted sentences of information into bullet point notes. Miss Pearson developed a positive working relationship with I S who was both cooperative and engaged. This student demonstrated achievement of the lesson’s goals and the capacity for them to be further developed towards mastery.


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:

During her practicum Miss Pearson worked with several types of assistive listening technologies. This included behind the ear hearing aids, Roger Touchscreen and Roger Pen WCDs and a Contact Mini Bone conduction hearing aid on a soft headband. The opportunity to engage with a Signia Streamline Mic. was denied her as this device was being repaired at the time of her practicum. On one occasion Miss Pearson was afforded the opportunity to diagnose a minor communication issue between a student’s hearing aids and their Roger Touchscreen WCD. The issue was correctly identified as a flat battery in the hearing aid containing the inbuilt receiver. Miss Pearson supervised the student as she changed the batteries in both her hearing aids (as an added precaution). On another occasion Miss Pearson was afforded the opportunity to demonstrate her ability to fit new hearing aids and tubing to existing hearing aids. The student was very young and the parent had not yet developed the skill to do so. She interacted positively with this young student and demonstrated obvious skill in this area.

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:

Miss Pearson has drawn on a font of resources, from both her current studies and her teaching experiences in the field, to direct her knowledge towards positive learning experiences which accommodated the variety of learning styles and capabilities of the students on the ISTH caseload. She made concerted efforts to improve her practice through consultation with the ISTH and the class teachers of the students. Miss Pearson willingly took on the challenges associated with administration of assessments including speech and listening assessments. During the practicum she also explored assessment tools such as the OWLS 11.
Miss Pearson’s engagement with teaching staff and other professionals, including school executives, was professional and collaborative. On occasions where there was a need to inform teaching staff of necessary adjustments to teaching practice, in order to accommodate the learning needs of students; Miss Pearson was positive, sensitive, informative and practical in her communications. Her reflections upon her teaching practices and the student’s responses to these were ongoing throughout the practicum including the digital session. These reflections often took the form of conversations and feed back between the ISTH and Miss Pearson as they travelled between schools to work with students. They were additional to formal, written reflections.
Miss Pearson has demonstrated not only a depth of understanding of the strengths and needs of deaf/hearing impaired students, but a drive to improve her practice through ongoing learning and refinement of teaching techniques.

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

During this practicum many changes to scheduling of timetables have occurred without prior notice to the ISTH. Such is the nature of the teaching experience on an ISTH caseload. Miss Pearson has risen to these challenges with both efficiency and composure, adjusting lesson schedules and at times lesson plans, to accommodate these changes. She has also adapted quickly to the need to clarify, reinforce and consolidate concepts, language and processes which are taught in classrooms and which are integral to the teaching learning experiences of these students across the KLAs. Her positive and affirming demeanour has meant that she has been readily accepted as a fellow professional in all teaching venues visited during this practicum. Class teachers have responded to her as a fellow professional and have indicated that they valued her input and her feedback.
In terms of an ISTH caseload, this Practicum has been quite brief; on occasions allowing only one meeting with, and observation of, a student prior to Miss Pearson having to teach the student in a formal observation session. Despite this, Miss Pearson has managed to develop a comfortable and positive rapport with all students on the ISTH caseload.
It is clear that Miss Pearson’s teaching practice is directed towards providing opportunities for equitable access to teaching learning opportunities for the deaf/hearing impaired students in her care. I wish her well in her future career as a Teacher of the Deaf.

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