Practicum Assessment

MSpecEd/MDisStud

Name of student:Deana Saleh
Student number:45297967
Supervising teacher:Natalie Anderson

Practicum start date:06/05/2019
Practicum end date:16/05/2019
Number of days:8
Agency/School:NSW Dept Education - Itinerant Hearing Support Team, Liverpool Network
Course code:
Block:2
Created:09/05/19
Last modified:24/05/19

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:

At the commencement of this practicum, Ms Saleh was proactive in seeking out information to establish accurate student profiles as a basis for the development of individual learning sequences for her focus children. Ms Saleh referred to documented student histories which included audiology and learning records as starting points. As this practicum took place in early Term 2, each child's itinerant hearing teacher had already implemented a battery of core assessments covering receptive and expressive language, auditory processing skills and speech articulation. These results were provided to Ms Saleh and she demonstrated knowledge of these tools and implementation protocols and was able to read and interpret the data provided.
Ms Saleh also familiarised herself with new assessment materials and discussed their purpose with her Teacher of the Deaf colleagues prior to using them with her students. For example, Ms Saleh was directly observed to effectively implement the Test of Auditory Processing Skills 3rd Edition, Subtest 3 – Phonological Blending. Post-assessment analysis informed Ms Saleh’s 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 108 Single Word Articulation Test, it was determined that one student needed further support in the articulation of the /th/ sound. Ms Saleh composed this SMART goal – Student A will articulate the /th/ sound in all positions during lessons with 85% accuracy.
Ms Saleh reliably established learning intentions with each student at the commencement of every lesson. She regularly implemented strategies to check student understanding throughout and modified her use of teaching strategies and activities to ensure sessions were appropriate and targeted. A key feature of Ms Saleh’s practice was the use of corrective feedback – which was immediate – and encouraged student engagement and participation. Ms Saleh recorded student performance within session on her lesson notes and entered annotations on assessment sheets and work samples.


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 Saleh demonstrated comprehensive knowledge of assistive technology, reflecting her current substantive work experience as an Itinerant Support Teacher Hearing. Ms Saleh was directly observed utilising children's FM / WCD systems during lessons (Roger Touch Screen and Roger Easy Pen); managing and encouraging hearing aid compliance; implementing the Ling 7 Sounds Test in lessons and recording results; and implementing supportive classroom routines and adjustments for both cochlear implant and hearing aid users.
Ms Saleh also utilised, and navigated between, iPad based applications for learning including a range of listening and language based games linked to lesson goals. For example, the application, “The Main Idea” – the child was required to read a short passage aloud as it appeared on the screen and select the main idea of the text from three multiple choice alternatives. This application was chosen as a concluding activity following shared reading and guided completion of paper-based practice exercises. Ms Saleh used technology to motivate and engage the students and consolidate key lesson concepts.

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 Saleh is cognizant of Quality Teaching principles and has taken active steps throughout this practicum to apply them in all teaching and learning. She approached this practicum with special emphasis on the following two standard descriptors from Australian Professional Standards for Teachers:
2.3 .2 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements
5.1.2 Develop, select and use informal and formal diagnostic, formative and summative assessment strategies to assess student learning
During professional dialogue with Teacher of the Deaf colleagues, Ms Saleh has demonstrated depth of knowledge around assessment procedures and protocols e.g. formative and summative assessment, using quantitative data to inform practice. Ms Saleh has used her knowledge of speech, language and auditory skills development to select activities for her lessons and to support the students to build on these across a lesson sequence. Ms Saleh has had an opportunity during this practicum to develop and implement challenging and engaging teaching and learning sequences with two Kindergarten students, a Year 4 student and a Year 5 student.
Ms Saleh has been observed to employ a variety of teaching strategies applicable to the age and skill set of the learner, for example, Model – Coach – Fade to explicitly demonstrate skills and activities, beginning with scaffolds and opportunities for supported practice, then moving towards independent practice and task completion. In one lesson sequence, Ms Saleh used barrier games to model vocabulary (positional language; adjectives of size, shape and colour) with visual supports to enhance student engagement and provide opportunities for success. Ms Saleh was then observed to reverse roles with the student, encouraging them to take the lead and be "the teacher" in order to check their understanding.

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

Ms Saleh 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 students, school staff and school executives. She was punctual to all practicum activities. Ms Saleh appeared well organised and abreast of her practicum requirements. She participated in professional dialogue with each of her Teacher of the Deaf colleagues and sought out information about the needs of the students on caseload and new resources to support her teaching. Ms Saleh had to be very flexible during her time with the Itinerant Hearing Support team. She composed new lesson plans at short notice, travelled to alternative schools when required, and completed observations across these educational settings. It was greatly appreciated that Ms Saleh was able to accommodate these changes to her daily schedule.
Ms Saleh was proactive in providing corrective feedback to students during lessons. For example, in response to speech and language errors made by children, Ms Saleh 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 Saleh 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, in one observation report, the supervising teacher wrote, “[Ms Saleh]…gave [student] A other strategies to complete the work.” Another supervisor wrote, “Great to see flexible use of a resource normally used in speech activities [to teach auditory comprehension].” A third supervising teacher wrote that Mr Saleh continually, “…checked the student’s understanding throughout the lessons.”
Ms Saleh’s level of evaluation and reflection on her practice is commendable. She has actively sought feedback from her supervising teachers and has been very keen to observe the teaching practice of others on the Itinerant Hearing Support Team. Ms Saleh was diligent in the level of preparation she put into each day of her practicum experience. I am confident Ms Saleh 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