Practicum Assessment

MSpecEd/MDisStud

Name of student:Emma Raven
Student number:3256332
Supervising teacher:Joyce Tan

Practicum start date:11/03/2019
Practicum end date:21/03/2019
Number of days:8
Agency/School:RIDBC Garfield Barwick School
Course code:
Block:1
Created:20/03/19
Last modified:26/03/19

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:

Emma demonstrates an understanding of language and its development in an oral program and is beginning to use a range of instruments/assessment tools such as language sample analysis, data from the Auditory Skills Program, student IEP, standardised assessments (such as the Bracken) to identify goals for the focus child. She currently needs support in developing lesson plans that targets the listening/speech/language goals and strategies to record achievement of the goals. She is beginning to demonstrate confidence in these areas but will benefit from continued practice. Towards the end of her placement, she could identify specific goals from an IEP and develop a sequence of activities that link. For example, her focus child was working on discriminating between /f/ and /s/ words and learning about body parts for vocabulary. For the listening task, the focus child had to discriminate between the words 'feet' and 'seat'. They took turns and then they followed on with a language lesson targeting body parts. This linked in really well together in a logical sequence.


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 Observed

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:

Emma was aware of the student's listening needs in the classroom. She was clear with her rules and expectations such as reinforcing the rule that only one student to speak at a time to ensure everyone can hear each other. She often needed some gentle reminders to use the assistive technology (the FM) when she was teaching the class but once prompted, readily wore the equipment.

When working 1:1, Emma would actively make sure that she sat on the 'better ear' side of the student. She supported me in the classroom during listening checks each morning. These tasks include but are not limited to: checking FMs, checking cochlear implants, checking hearing aids and troubleshooting.

Emma was a keen and motivated learner and asked relevant questions about the assistive technology that the student's use. It is important that she consistently wears the equipment during classroom activities.

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:

Emma is beginning to demonstrate her ability to apply her theoretical understanding in her practice. I observed her recording a language sample, supported her language analysis and helped identify goals for her lessons. She initially found it difficult to make the link between the theory and the practical - especially when designing a logical and sequential lesson plan for her focus child. However, when we sat down to discuss her goals and after some observations of my individuals with other students, she began to see how to link listening, speech and language goals. She was able to also see the significance of obtaining reliable and valid data from the student prior to commencing her lessons to ensure that the goals were appropriate and achievable.

Emma was flexible in her teaching which was pleasing to see. She progressed at the rate of the focus child's achievement. She slowed down and repeated when the focus child needed more repetition and moved on when she felt the student was ready. She spoke with other staff when she felt she needed further clarification for example, during a team-teaching drama lesson, Emma stayed back to speak with the other teacher I was working with discussing student progress and questioning some of the adjustments in that lesson.

Emma's reflections at the end of each session (recorded and non-recorded) demonstrates that she is perceptive and objective in her teaching. She is willing to adjust and learn throughout this whole practicuum.

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

Emma was a motivated and keen learner in the 8-days she was in my classroom. She showed initiative by asking questions and making efforts to refine her teaching practice. She is reflective and will always apply constructive feedback into her following lessons. She is beginning to see the link between the theory and the practical but will benefit from further experience to consolidate. Emma will need to confidently apply her understanding from student assessments and student files (such as IEPs and language sample analysis) to identify goals and develop logical lessons. She will need to remember to use the assistive technologies where appropriate (e.g. the FM in a whole class teaching situation). She needed some support initially with preparing the resources but once she received feedback, she independently created resources that targeted the learning intention for that lesson. Her resources were creative and engaging.

Emma has great rapport with all the students in the class and her focus child. She asked relevant questions and was able to adapt to the language needs of each student. Overall, I am pleased at Emma's progress with me over the 8-days. She has a really good learning attitude and is willing to take risks in her teaching to better herself and her teaching practices. Well done on all your achievements!

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