Practicum Assessment

MSpecEd/MDisStud

Name of student:Georgia Gray
Student number:3264143
Supervising teacher:Maria Burgess

Practicum start date:06/05/2019
Practicum end date:28/05/2019
Number of days:8
Agency/School:Furlong Park School for Deaf Children
Course code:
Block:block 2
Created:28/05/19
Last modified:28/05/19

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:

Georgia used existing ILPs and term planners to assist in her unit construction. She was active in planning for needs to be met as well as reflective on whether the goals were achieved or needed further sessions to build learning. Her goals were always measurebale and achievable, with specific reference to who and how to achieve the goals.


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:

Georgia reminded class staff to wear RF/FM at times where regular class teacher may have been away etc.
She managed the soundfield system and trouble shooting of hearing aids when tubing or moulds were separating, with flat batteries and connections that were troublesome and needed extra effort to connect. Georgia was able to independently do all of the above things as well as checking on Cochlear implants to see if they were working and connected. Georgia was always happy to have things demonstrated or explained to her if it was particular to our setting etc

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:

Georgia attended our school on mondays and tuesdays only which meant that she wasnt able to attend our weekly PD activites and meetings on Wednesdays and Thursdays. However she spoke of DET initiatives and shared her successes with others that displayed cognizance and reflection very well

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

Georgia has maintained a classroom of Deaf prep children very well. It is obvious that her experiences in this field have been developed over time with the extensive experience that she has had prior to her placement with us at Furlong Park School for Deaf Children.
She brings with her a vast array of activities that capture the minds and interest of the children. Her activities are designed to assist children with their attention levels and to give variety to the tasks at hand so that the children are working with different parts of their bodies, with different focus on types of learning styles and with difference in ways that children can respond successfully being celebrated.

Georgia allows the children to explore and move through the work at a comfortable pace and at a comfortable degree of difficulty. Georgia is able to modify the task spontaneously if she feels pace or level of success needed to achieve the outcomes needs addressing. With this flexibility Georgia finds the students better able to respond with the differentiation that DET’s High Impact Teaching Strategies requires of us professionally to provide our students to ensure successful learning to take place.

Georgia creates activities that align with the curriculum for these preps, who range from levels C-Foundation. Some of the children like spoken instructions and some like visual based learning whereas all of them like hands-on work. Her instructions are always backed up with clarity in where the lessons are headed and often start with her asking about their prior knowledge. She makes connections within her series of lessons from the familiar to new and challenging topics.

Her compassion for deaf children and her understanding of students with additional needs shines through naturally. She is able to control the dynamics of the class by employing positivity and utilising an encouraging tone and manner that draws children to her. We have been impressed by the nature of her connection with each child and the engaging rapport she has established over time. It was easy to see that from the first time she lead the class that things were going to be awesome. She is able to discern the needs of those children in her care by careful observation and reflection on the type of responses and outcomes that lessons and classroom activities provide. She has been a faithful user of sign language to support her communication with this class and pitches her language readily at varying levels to match the need.

Georgia was keen to work within the team format that we have at Furlong Park. We work in close quarters with neighbouring classrooms and their teachers and ES staff. She collaborated in planning with others and shared her ideas well. She is flexible in delivery so that children are the centre of her teaching and is not rigid in following plans to the ‘nth’ degree. This has allowed for lessons to be staggered in ways that promote good teaching sense as well as managing those times where kids just need to expel energy so that readiness can come about. Georgia has many little songs and movement activities that help children to feel included and breaks up the learning sessions successfully as it allows for variation and change in dynamics. Being able to use such methods of class control is a skill that she utilises very well. The adage “you catch more flies with honey than with vinegar” comes to mind.

Similarly her use of the classroom learning spaces to create change and new experiences all lend themselves to her ability to respond to the challenges we face as TODs. Her use of questioning and rephrasing was very good. Georgia was able to read with the children and expand their knowledge of the text by highlighting the text and the images which hold equal amounts of wonder for such young kids. She was able to hone kids into the key points of stories by drawing their attention to details whether it be in word, implied or via visual detail. These subtle ways of explicitly getting info across is so important for deaf children who may overlook or not attend to such things. For the emerging readers that they are, they also need their communicative language to be challenged and strengthened and in individual or small group sessions these times where questions can be asked has proven to be of great benefit to the kids.

Georgia always used our RF/FM system and understood its value. She also sought to use the best choice of signs that she could, upholding the commitment to offer the optimum of both spoken and sign languages wherever possible. Georgia has excellent communication skills and can switch to whatever is needed at the time- for hearing and deaf staff as well as the deaf students.

We covered a lot in the 8 days that she has been with the class.
She inspired those around her and has shown to be a gem that we would eagerly love to employ should she seek us out in employment opportunities as they arise.
Thanks Georgia for the smiles that you brought to our faces.

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