Practicum Assessment

MSpecEd/MDisStud

Name of student:SARA PRIESTLEY
Student number:45285942
Supervising teacher:Natalie Anderson

Practicum start date:26/11/2018
Practicum end date:05/12/2018
Number of days:8
Agency/School:BUSBY PUBLIC SCHOOL - ISTH TEAM
Course code:
Block:2
Created:05/12/18
Last modified:05/12/18

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:

Prior to the commencement of this practicum, Ms Priestley took time to meet with the Assistant Principal - Hearing and ISTH staff, on multiple occasions, to identify focus students and to begin the process of collating her student profiles. Ms Priestley was proactive in seeking out information about each of the students as a basis for the development of her learning sequences. This included accessing documented student histories comprising audiology reports, previous assessment results and learning support programs. This planning was also informed by Ms Priestley's active implementation and analysis of a battery of assessment tools, including but not limited to, Oral and Written Language Scales (OWLS) and 108 Single Word Articulation Test. Ms Priestley familiarised herself with new assessment materials and discussed their purpose with her ISTH colleagues prior to using them with her students. Ms Priestley was directly observed to implement the assessment protocols effectively with her focus students. Post-assessment analysis informed her practice and she set SMART lesson goals based on identified student needs. Chosen goals were age and stage appropriate with time parameters matched to the practicum experience and learning tasks selected. As an example, on analysis of the OWLS, it was determined that one student needed further support in the comprehension of idioms. Ms Priestley composed this SMART goal - The student will match a closed set of 20 given idioms to their definition with 80% accuracy.


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 this practicum, Ms Priestley has worked with and observed students using assistive technologies. Ms Priestley encouraged hearing aid and FM/WCD compliance during lessons; implemented the Ling 7 Sounds Test and recorded results. She also had opportunities to observe experienced ISTH staff implement the Ling test with students with multiple disabilities and alternative forms of detection responses. Ms Priestley implemented supportive classroom routines and adjustments for both cochlear implant and hearing aid users. She demonstrates competence in her understanding and troubleshooting of these technologies.

During this practicum, Ms Priestley was fortunate to complete a series of professional visits into Early Intervention sessions and Schools for Specific Purposes (SSPs) where she worked in partnership with an ISTH highly skilled in alternative and augmentative communication. Technologies utilised during these lessons included switches and switch activated toys, iPads and a suite of communication apps.

During her lessons, Ms Priestley utilised self-developed online learning resources and presentations to ensure her students were engaged and motivated. She devised lesson resources which appealed to her students and were well matched to their age / stage of development and well linked to task goals. For example, Ms Priestley composed a PowerPoint presentation about figurative language for a Year 7 student matched to the child's current unit of class study. This included an online multiple choice review for the student to complete at the end of the lesson.

I am confident in Ms Priestley's ability to implement strategies that use current technology to facilitate student access to learning; and to successfully manage assistive technology for hearing impaired learners.

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:

Ms Priestley is cognizant of quality teaching principles and has taken active steps throughout this practicum to apply them in all teaching and learning. She has developed and implemented challenging and engaging learning sequences with a Kindergarten student, a Year 6 student and a Year 7 student. These lessons included a range of appropriate strategies and resources matched to the level and needs of each learner. She used her knowledge of language and auditory skills development as a basis for providing feedback to the students, to build upon students' current levels of functional skills in these areas, and to inform her future planning. Ms Priestley demonstrated a depth of knowledge around assessment procedures and protocols e.g. formative and summative assessment, using quantitative and qualitative data to inform practice. Ms Priestley was able to identify the mismatch between her students' current language levels and the language demands of the curriculum, and devise strategies to address this. For example, Ms Priestley developed and implemented a short sequence of lessons with two students focusing on inferential comprehension skills following a formal assessment task.

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

Ms Priestley presented herself professionally at all times during this practicum. She demonstrated high level communication skills (written and verbal). She was respectful in all interactions with children, parents, school staff and executives. She was punctual to all practicum activities. Ms Priestley appeared well organised and abreast of her practicum requirements. She participated in professional dialogue with each of her ISTH colleagues and sought out information about the needs of the children on caseload and new resources to support her teaching. Ms Priestley had to be very flexible during her time with the ISTH team. She composed new lesson plans at short notice, travelled to alternative schools when required, and completed observations across educational settings including Early Intervention, primary, high schools and Schools for Specific Purposes (SSPs). It was greatly appreciated that Ms Priestley was able to accommodate these changes to her daily schedule.

Ms Priestley was proactive in providing corrective feedback to students during lessons. For example, in response to speech and language errors made by children, Ms Priestley would model and rephrase student responses in the correct form. This was completed in a way that did not draw undue attention to the child's error. Ms Priestley also demonstrated flexibility and responsiveness and was able to differentiate tasks within lessons according to the child's level of engagement and success. For example, during her lesson about Time with a Kindergarten child, she was able to back-step, review and consolidate previous content when the student found next level content too difficult.

When implementing a literacy lesson, Ms Priestley applied techniques consistent with the model-coach-fade strategy. She explicitly taught (model phase) the student about idioms by providing a definition, demonstrating examples and usage. She then supported the student (coach) to consider the meaning of a closed set of idioms and their function via an online multiple choice activity. She then provided the student with an independent opportunity (fade) to demonstrate their comprehension of a selection of idioms via a worksheet. This was then reviewed with the student and verbal feedback provided.

Ms Priestley was able to monitor student progress within lessons and adjust her teaching accordingly. Ms Priestley’s level of evaluation and reflection on her practice is commendable. She has actively sought feedback from her supervisor and has been very keen to observe the teaching practice of others on the ISTH team. Ms Priestley was diligent in the level of preparation she put into each of her lessons, ensuring her selection and preparation of resources was well matched to her students’ needs.

I am confident Ms Priestley will be an asset to the field of Deaf Education and I wish her well in her future endeavours.

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