PROFESSIONAL COMPETENCY SELF-EVALUATIONS

FOUNDATIONS (1, 2)
To act as a professional inheritor, critic and interpreter of knowledge or culture when
teaching students.

FEATURES
Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and
methods) in order to facilitate significant, in-depth learning by students.
Adoptsa critical approach to the subject matter.
Establishes links between the secondary culture set out in the program and the secondary culture of
the students.
Transforms the classroom into a cultural base open to a range of different viewpoints within a
common space.
Casts a critical look at his or her own origins, cultural practices and social role.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
understand the subject-specific and program specific knowledge to be taught, so as to be able to
promote the creation of meaningful links by the students;
exhibit a critical understanding of his or her cultural development and be aware of its potential and
limitations;
exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of
meaningful links by the students;
Establish links with the students' culture in the proposed learning activities.

How have I developed this competency during this course or professional seminar/fi eld
experience?

I have developed this competency during this course or professional seminar/field experience by taking the time
to get to know my students inside the classroom as well as outside the classroom. At the very beginning of the
school year I prepared a questionnaire for the students to fill out, asking them to tell us about themselves, in order
to learn about the students and be able to make classroom learning meaningful. I would engage in conversation
with students after class, during recess, during lunch, as well as at appropriate times in the classroom. In addition
to this, I would take the time to prepare open-ended questions for assignments which would allow me to gain
insight into the lives of my students. Lastly, I took the time to speak to children who are around the same age as
my students (9-12 year olds) whenever the opportunity presented itself. For example, as I work at the YMCA in
my community, I interact with many children while I am not in school, and instead at work. I use this time to
converse with the children and learn more about their world.

Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

FOUNDATIONS (1, 2)

To communicate clearly in the language of instruction, both orally and in writing, using
correct grammar, in various contexts related to teaching.
FEATURES
Uses appropriate language when speaking to students, parents and peers.
Observes rules of grammar and stylistics when writing texts intended for students, parents
or peers.
Is able to take up a position, support his or her ideas and argue his or her subject matter in
a consistent, effective, constructive and respectful way during discussions.
Communicates ideas concisely using precise vocabulary and correct syntax.
Corrects the mistakes students make when speaking and writing.
Constantly strives to improve his or her own oral and written language skills.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
master the rules of oral and written expression so as to be understood by most of the
linguistic community;
Express himself or herself with the ease, precision, efficiency and accuracy expected by
society of a teaching professional.
How have I developed this competency during this course or professional seminar/fi eld
experience?

I have developed this competency during this course or professional seminar/field experience by constantly
reviewing my work. Especially when communicating with the students, parents, and other members of the
teaching community. Since I was young, I have always enjoyed writing. I might not be the greatest author,
however, I do make the effort to write as best as I can. When communicating in contexts related to teaching, I
never publicize my work until I have thoroughly reviewed the writings grammar and content. When
communicating orally, I choose my words wisely, and think before I speak with students, parents, or other
members of the teaching team. I believe in setting a strong example for my students, as well as my peers. I
believe that when I show revision in my work, I evoke professionalism, and this sets a professional tone for our
relationship. At the beginning of the year, I made the mistake of saying Hey guys! to my students, and I quickly
rectified this, after realizing that his was not a professional way of greeting my students. I reflected upon that
moment after the first day of school, and from that day forward I said Good morning class or Good afternoon
boys and girls. I try my hardest to vary my vocabulary, for the sake of the students, as well as for my own
personal growth. In the same way that I urge my students to edit their work using resources such as peers, and the
dictionary, I perform the same procedures when editing my own texts. As a teacher, I must set an example for my
students, therefore I communicate as clearly and correctly as possible, in every instance.
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

TEACHING ACT (3, 4, 5, 6)

To develop teaching/learning situations that are appropriate to the students concerned and
the subject content with a view to developing the competencies targeted in the programs of
study.

FEATURES
Bases the selection and content of teaching sequences on data drawn from recent
didactical and pedagogical research.
Selects and interprets subject-specific knowledge in terms of the aims, competencies and
subject content specified in the program of study.
Plans teaching and evaluation sequences taking into account the logic of the content to the
taught and the development of learning.
Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic
origin, socioeconomic and cultural differences), needs and special interests of the students
when developing teaching/learning situations.
Selects diverse instructional approaches that are suited to the development of the
competencies targeted in the programs of study.
Anticipates obstacles to learning posed by the content to be taught.
Plans learning situations that provide opportunities to apply competencies in different
contexts.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
develop appropriate and varied teaching/learning situations involving a reasonable level of
complexity that enable students to progress in the development of their competencies;
Build these activities into a long-term plan.
How have I developed this competency during this course or professional seminar/fi eld
experience?

Before I begin brainstorming about any lesson, I start by writing down the objectives I would like my students to
attain through the completion of the lesson. While writing these objectives, I make sure I have the QEP
competencies handy, in order to make sure that my objectives are appropriate. Once I have chosen my objectives,
I always think of ways in which my students will be able to learn through relatable experiences. I ask myself what
would engage the student, or make this lesson memorable and important to them? As much as I can, I try to vary
my lessons, not only from day to day, but also within the lesson itself. For each lesson I did a great deal of
research and asked for advice from others, to differentiate my lessons and make them more interesting for the
students.
I want
the lesson to inspire and
reflect a majority of the students and their learning styles, not only a
Name
__Kelley
Korf-Uzan____________________
ID __260534171_____________
select few. Although this is my goal, it was difficult to attain for each lesson, as I was working with my CT, and I
Date: December 3 , 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
2
(3)
4had to cooperate with her, taking into account her goals and methods, as well. I definitely believe that through
experience I will be able to better anticipate obstacles to learning, as my CT aided me in this particular domain
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
during this field experience. I hope to achieve an even greater development of this competency during FE4.
rd

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

TEACHING ACT (3, 4, 5, 6)

To pilot teaching/learning situations that are appropriate to the students concerned and
to the subject content with a view to developing the competencies targeted in the
programs of study.

FEATURES
Creates conditions in which students can engage in meaningful problem situations, tasks or
projects, based on their cognitive, emotional and social characteristics.
Provides students with the resources they need to take part in the learning situations.
Guides students in selecting, interpreting and understanding the information provided in
the various resources and in understanding the elements of a problem situation or the
requirements of a task or project.
Supports student learning by asking questions and providing frequent and relevant
feedback to promote the integration and transfer of learning.
Encourages teamwork.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
guide students, through appropriate interventions, in carrying out learning tasks; lead the
students to work together in cooperation;
Detect teaching/learning problems that arise and use the appropriate resources to remedy
them.
How have I developed this competency during this course or professional seminar/fi eld
experience?

Although I feel I wasnt always given much freedom during this field experience to do so, I tried my best at every
opportunity possible, to create conditions in which students can engage in meaningful problem situations, tasks or
projects based on their characteristics. However, I will admit that this is one area which is certainly developing
and requires more attention in my next field experience. With each lesson, I always provided the students with the
resources they need to take part in the learning situation. I prepared everything in advance to make sure that each
student was equipped with the tools they need to take part in the lesson. For example, when we completed an art
project, I provided the students with colors, scissors, glue sticks, and stencils to trace if they were having
difficulty with shapes and cutting. There were enough materials for each student, and more. Questions are a
crucial part of my teaching as I like to begin and wrap up lessons with discussions. Especially with the grade 5
class I was a part of for my third field experience. These students enjoyed speaking, sharing ideas and
Name __Kelley Korf-Uzan____________________ ID __260534171_____________
participating. Therefore, I would help channel their thinking by providing a guiding question before a lesson, and
thenDecember
ask more3 questions
as the lesson progressed.
To finish,
a question/discussion
period
encouraged,
Date:
, 2016 _________________Course
Name& Number
(e.g. EDEC
253) EDEE 353________
PS/FEwas
levelalways
(circle one)
1
2
(3)
4
whereby I would ask the students what theyve learned. In addition, I always provide feedback for every
assignment,
my IN
criticisms
were both PORTFOLIO.
positive comments,
with
for future assessments. Again, to
KEEP
THESE FORMS
YOUR PROFESSIONAL
YOU WILL ADD
TOsuggestions
THEM EACH YEAR.
encourage sharing, teamwork and pair work was always integrated into every lesson.
rd

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

TEACHING ACT (3, 4, 5, 6)

TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING

THE RELATED COMPETENCIES.
FEATURES
Gathers information as students are engaged in a learning situation in order to identify
their strengths and weaknesses and to review and adapt his or her teaching accordingly to
help them progress.
Takes stock of the learning acquired by students in order to assess their mastery of the
related competencies.
Designs or uses tools to evaluate student progress and mastery of competencies.
Communicates expected outcomes to students and parents and provides feedback on
student progress and mastery of competencies using clear, simple language.
Works with the teaching team to determine the desired stages and rate of progression
within the cycle concerned.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
detect the strengths and weaknesses of the students in a learning situation;
identify some of the adjustments required in his or her teaching on his or her own;
in cooperation with colleagues, design evaluation materials, interpret the work of students
in terms of their mastery of the competencies, and develop tools for communicating with
parents;
Inform the students of the results of a diagnostic evaluation process and inform parents
and members of the teaching team of the corrective intervention strategy elements
envisaged.
How have I developed this competency during this course or professional seminar/fi eld
experience?
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

I have developed this competency during this course or professional seminar/field experience by creating and
using assessment tools such as checklists and rubrics. Providing my students with rubrics and checklists allows
me to highlight the strengths and weaknesses of each student, while also giving students the opportunity to
understand the objectives of each evaluation. In doing this, I was also able to identify what my students had
difficulty understanding and what I needed to review. I learned the importance of giving your students pre and
post assessments, to see what they already know and what theyve learned. Once I notice a pattern of many
students misunderstanding one concept, I am aware that I must revisit this topic and explain it to the students in a
different way, seeing as the first time it might not have been taught to them in an appropriate manner. Within each
evaluation I left a box for comments for both the students and their parents to read, to help further the students
development in areas of weakness and acceleration in areas of strength. As well, to keep parents aware of their
childs educational achievements. Before each assignment, I review the rubric and/or checklist with the students,
ensuring that they understood what was being asked of them. I always had my CT revise my lessons associated
rubrics, and modifications were made in order to ensure students were meeting required objectives.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

TEACHING ACT (3, 4, 5, 6)

To plan, organize and supervise a class in such a way as to promote students' learning
and social development.

FEATURES
Develops and implements an efficient system for running regular classroom activities.
Communicates clear requirements regarding appropriate school and social behaviour and
makes sure that students meet those requirements.
Involves students on an individual or a group basis in setting standards for the smooth
running of the class.
Develops strategies for preventing inappropriate behaviour and dealing effectively with it
when it occurs.
Maintains a classroom climate that is conducive to learning.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
introduce and maintain routines that ensure the smooth running of regular classroom
activities;
identify and correct organizational problems that hinder the smooth running of the class;
anticipate some of the organizational problems that hinder the smooth running of the class
and plan measures to prevent them;
Establish and apply methods that can be used to solve problems with students who exhibit
inappropriate behaviours.

Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

How have I developed this competency during this course or professional seminar/fi eld
experience?

I have developed this competency during this course or professional seminar/field experience by learning the
importance of reviewing student rights and responsibilities with the students at the beginning of the year.
Although we didnt have a chance to do this during my field experience, I hope that with future classes, we can
create a concise list of classroom expectations to follow and post at in a visible area in the classroom. During my
field experience I created 2 Hall Passes, allowing students to leave the classroom for various reasons (i.e
washroom, materials, etc.). They must return the pass upon their return, and they arent permitted to use these
passes during teaching/instruction times, unless its an emergency. We also gave students certain duties that they
were to carry out and take responsibility for each week. Student responsibilities would rotate each week, giving
each child a chance. From the very beginning its important to establish a method of lining up for dismissal,
making the expectations clear and simple to follow. I noticed how important these classroom management skills
are in order to maintain a beneficial learning environment and community. My CT taught me many classroom
management strategies and techniques, including providing students with a schedule of the times and subjects to
be covered, therefore students are aware of which belongings they need for the day. Before this field experience,
my classroom management skills were few and far between, however, they have greatly improved since the
beginning.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

To adapt his or her teaching to the needs and characteristics of students with learning
disabilities, social maladjustments or handicaps.

FEATURES
Facilitates the educational and social integration of students with learning disabilities,
social maladjustments or handicaps.
Consults resource people and parents to obtain background information on students with
difficulties (needs, progress, etc.).
Proposes learning tasks, challenges and roles within the class that help students to
progress.
Participates in developing and implementing individualized education plans.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
Cooperate in the development and implementation of individualized education plans
designed for students under his or her responsibility.

Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

How have I developed this competency during this course or professional seminar/fi eld
experience?

During my third field experience, a substantial amount of my students were coded for a learning disability, and
had IEPs. In order to facilitate the educational and social integration of these students, I used various strategies to
aid each student. Those who were coded were always given a quiet space to complete tests, either in the Resource
Room or Library. We allotted those students extra time to complete assignments, I read to them, and scribed for
those who required the assistance. We provided a help table at the back of the room, whereby we would sit with
those students during times when the rest of the class was working quietly and individually. There was one
student who had ADHD, and we allowed him to stand while working, or sit by the SmartBoard while I was
teaching. We provided timers and cushions for students who needed assistance focusing while completing in-class
work. I paid close attention to the students who needed to expel energy more often then the rest and allowed them
to exit the classroom and walk the hallway once or twice before re-entering. I tried my best to constantly test new
strategies to help these students in their learning, yet this will continue to develop, as each year, class and student
will be unique from the other. I was fortunate enough to be in a school which had access to a Resource teacher,
however, its possible that in the future I will not have this luxury.

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

To integrate information and communications technologies (ict) in the preparation and
delivery of teaching/learning activities and for instructional management and
professional development purposes.
FEATURES

Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and
learning resources, and regarding the social issues they raise.
Assesses the instructional potential of computer applications and networking technology in relation
to the development of the competencies targeted in the programs of study.
Communicates using various multimedia resources.
Uses ICT effectively to search for, interpret and communicate information and to solve problems.
Uses ICT effectively to build networks that facilitate information sharing and professional
development with respect to his or her own field of teaching or teaching practice.
Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to
assess their own use of ICT, and to exercise critical judgment regarding the information they find on
the Internet.

LEVEL OF MASTERY
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
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(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

By the end of his or her initial training, the student teacher should be able to :
demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and
learning resources;
demonstrate a general understanding of the possibilities offered by ICT (and the Internet in
particular) for teaching and learning, and know how to integrate ICT in a functional manner into
teaching/learning activities, when appropriate;
use ICT effectively in different aspects of his or her intellectual and professional life: communication,
research, information processing, evaluation, interaction with colleagues or experts, etc.;
Effectively transmit the ability to use ICT to his or her students in order to support the collective
construction of learning in a well-structured, critical manner.

How have I developed this competency during this course or professional seminar/fi eld
experience?

I have developed this competency during this course or professional seminar/field experience by using the
Internet to explore various ways I can integrate technology into the classroom. As our society advances, and
technology becomes increasingly useful and pertinent to my life and especially the lives of my students, Im
trying my best to keep up. There is no doubt that the integration of technology in the classroom inspires students
and grabs their attention. This is one area where definitely I need more experience. At the beginning of this field
experience, I had almost no idea how to use the SmarBoard, but after much practice of trial and error, I was able
to become comfortable with its tools and use it efficiently to enhance my lessons. Not to mention, the students
really love interacting with it as well. My CT did not allow the students to use the SmartBoard, but I think it
would be really exciting for them to come up to the front of the classroom and take part in the use of the
technology. In the future, Id like to explore the many uses of the SmartBoard. Id also like to allow the students
to create and produce projects using different technologies. I must conduct more research in this domain, and ask
other teachers for their resources and experiences in this area.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

To cooperate with school staff , parents, partners in the community and students in
pursuing the educational objectives of the school.

FEATURES
Collaborates with other members of the school staff in defining orientations, and
developing and implementing projects related to educational services in areas falling under
the responsibility of the school.
Informs parents and encourages them to become actively involved.
Coordinates his or her actions with those of the school's various partners.
Supports students involved in the administrative structures of the school or in school
activities or projects.
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
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(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
situate his or her role in relation to that played by other internal or external resource
persons;
adjust his or her actions to the educational objectives of the school and contribute to the
attainment of these objectives by becoming personally involved in school projects;
Start building a trusting relationship with parents.
How have I developed this competency during this course or professional seminar/fi eld
experience?

During my third field experience, I had the pleasure of being welcomed into a very warm and cooperative school
environment, whereby the entire staff was very interconnected and helpful to each other. Apart from working with
my CT on a daily basis, I also worked with the French teacher, the Resource teacher, the school principal, the
school psychologist, the gym teacher, and other monitors during recess and/or lunch. I attended Parent-Teacher
Interviews, where I interacted with the students parents and came up with strategies to benefit the learning of
their child. Often I would communicate with parents through the students agendas, to inform parents of what
happened that day, and how their child is behaving, both academically and socially. My CT and I took the time to
contact and meet with parents when there were high concerns about their child and his/her learning experience. I
also took part in every staff meeting, as well as some council meetings to converse with the entire school
community and listen/share ideas about school happenings. In my next field experience I hope to develop this
competency even further, by emailing the parents and keeping an up-to-date homework website, so that the
parents feel included in every aspect of their childs life.

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

*Use the features of the competency (listed above) and the professional competency rubric.

PARTIAL

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

To cooperate with members of the teaching team in carrying out tasks involving the
development and evaluation of the competencies targeted in the programs of study,
taking into account the students concerned.
FEATURES
Recognizes instances where cooperation with other members of the teaching team is
required in order to design or adapt teaching/learning situations, to evaluate student
learning or to promote the mastery of competencies by the end of the cycle.
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
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(3)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Develops and organizes a project appropriate to the objectives to be attained by the

teaching team.
Cooperates in an active, ongoing manner with the teaching teams working with the same
students.
Helps build consensus, when required, among members of the teaching team.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
contribute to the work of the teaching team in an effective manner;
Provide constructive criticism and make innovative suggestions with respect to the team's
work.
How have I developed this competency during this course or professional seminar/fi eld
experience?

I have always enjoyed working in teams. I like the support and feedback I gain from communicating with others.
During this particular field experience, I constantly was collaborating with my CT, the French teacher, and other
staff members. I asked for advice from other teachers, I spoke often with the Resource teachers, and listened to
their strategies and experiences. I often brought ideas for lessons to my CTs attention, and together we would
collaborate to think of how to make this lesson better, I would then take into consideration her comments, and
create the lesson, she would review it, we would discuss it, and then I would proceed to make a final version of
the lesson. As well, I constantly took notes when my supervisor provided feedback or criticism. I never took this
criticism too harshly, and looked at it as an opportunity to bring my teaching to the next level. I liked getting
feedback and constructive criticism from other members of the teaching team, because I believed that the more
information which was given to me, the better equipped I was to become a successful teacher, for the sake of my
students. I always reflected upon any lesson my CT provided, and she always asked my opinion, and we
collaborated on each project. I enjoyed this sharing process very much. I will never consider myself a master, and
always a student, as I believe there is always more for me to learn. I appreciate gaining feedback from those who
have more experience than me, as well as those who are just looking from the outside in. The more knowledge I
have at my disposal, the greater the outcome of my teaching.

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

*Use the features of the competency (listed above) and the professional competency rubric.

PROFESSIONAL IDENTITY (11, 12)

1
PARTIAL

To engage in professional development individually and with others.

FEATURES
Takes stock of his or her competencies and takes steps to develop them using available
resources.
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Discusses the relevance of his or her pedagogical choices with his or her colleagues.
Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.
Spearheads projects to solve teaching problems.
Involves peers in research related to the mastery of the competencies targeted in the
programs of study and to the educational objectives of the school.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
identify, understand and use available resources (research reports and professional
literature, pedagogical networks, professional associations, data banks) related to
teaching;
identify his or her strengths and limitations, along with his or her personal objectives and
the means of achieving them;
engage in rigorous reflexive analysis on specific aspects of his or her teaching;
Undertake research projects related to specific aspects of his or her teaching.
How have I developed this competency during this course or professional seminar/fi eld
experience?

I have developed this competency during this course or professional seminar/field experience by reflecting upon
each day of teaching, including each lesson taught. At every free moment, I would take out my journal and write
down what I had just done, and what the result was, and what I would like to change or what would remain the
same for the future. My journal was full of reflections, and it wasnt only through my reflections that my teaching
was able to develop. It was also by reflecting upon the observations made by my CT, my supervisor, other
teachers in the school, as well as my students. Whenever there was time left after a lesson, I took the time to ask
students what they liked or didnt like about the lesson, what they would do to change it, and what would they
keep the same. I havent been able to attend many conventions, however, I was able to attend a few workshops
while taking part in the QPAT convention, which I thoroughly enjoyed. I was able to learn how to integrate humor
into the classroom, to make my teaching more animated, I also attended another workshop which provided many
strategies for integrating the arts into the classroom, while also learning from another workshop that it is
important to include movement into the classroom. I havent attended enough of these conventions or workshops,
and I look forward to taking part in many more, throughout my teaching career. I learned a great deal of tips and
strategies from these workshops. As I continue to teach, I hope to attend as many workshops as I can, to
constantly be in the process of developing my teaching skills and strategies.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

*Use the features of the competency (listed above) and the professional competency rubric.

PROFESSIONAL IDENTITY (11, 12)

1
PARTIAL

To demonstrate ethical and responsible professional behaviour in the performance of his

or her duties.
Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

FEATURES
Understands the values underlying his or her teaching.
Manages his or her class in a democratic way.
Provides students with appropriate attention and support.
Justifies his or her decisions concerning the learning and education of students to the
parties concerned.
Respects the confidential nature of certain aspects of his or her work.
Avoids any form of discrimination toward students, parents or colleagues.
Situates the moral conflicts arising in class with reference to the major schools of thought.
Demonstrates sound judgment in using the legal and regulatory framework governing the
teaching profession.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
demonstrate sufficient responsibility in dealings with students that one can recommend
with no reservations that a class be entrusted to his or her care;
Answer to others for his or her actions by providing well-founded reasons.
How have I developed this competency during this course or professional seminar/fi eld
experience?

I have developed this competency during this field experience by always putting the safety of my students first. I
never left the classroom unattended. Even if the lunch monitor was late, I stayed with the students past my time of
duty to ensure their safety and well-being. My students were always treated fairly, and were treated with respect
and importance. I made sure to never single students out from others, give certain students more attention than
others. At times it can be hard when you have students with IEPs not to pay closer attention to them, but I believe
that every student, regardless of their academic standings, strengths and weaknesses, should be treated the same.
Whenever correcting assignments, I never looked at the name before corrections, to ensure that I was correcting
the papers objectively, without bias. I made myself aware of emergency procedures to be certain that my students
were in good hands. During an emergency evacuation, due to a gas leak in the school, I grabbed the class list
before anything as I had the students exit the classroom and building. This way I was able to make note of each
student who was present and keep track of them as we travelled to another school as a precaution. I put my
students lives before my own.

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

Name __Kelley Korf-Uzan____________________

ID __260534171_____________

Date: December 3rd, 2016 _________________Course Name& Number (e.g. EDEC 253) EDEE 353________ PS/FE level (circle one) 1
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

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