Professional Competency Self Evaluation Sheets 0

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.
• Adopts a 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/field experience?

> I demonstrated program-‐speci)ic knowledge by designing a lesson plan on the elements of a short story

that was appropriate for secondary one and two students.

> During a group discussion on the role of technology, I told students that I was from British Columbia and

my family still lives there. Therefore, communications technologies allow me to keep in touch with my
family members back home. This allowed me to make a cultural connection to students who have family

members or friends who live far away, while also adding another perspective to our discussion.

> On many occasions I was able to circulate and answer questions while students did individual work. This
allowed me to demonstrate my subject speci)ic knowledge.

> When leading a group discussion to guide student responses to a literary text, I encouraged students to

make personal connections to the theme of the story by asking questions such as “Have you ever felt

pressured by your peers?” and “Have you ever judged someone before you got to know them?”. This got
students to make real-‐life cultural connections to the text they were reading in class.

Level of Mastery: Acceptable (3)

Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED THOROUGH X PARTIAL

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

Taylor Lowe 260603576
Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________ PS/FE level (circle one) 1 2 3 4
●X
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

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
• 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.

>
On many occasions I corrected students’ written work on formative and summative assessments.
>
I spoke loudly and clearly when teaching the class or working with small groups.

> When creating handouts for students, I made certain that they were grammatically correct and contained no

spelling
errors.

> During my )ield experience I worked to improve my penmanship so that students could easily read the comments
I wrote on their work and the words I wrote on the blackboard.

> As I was placed in a junior secondary school, when interacting with students I made sure to use language that was
appropriate for their academic level. I had to be careful to avoid using terms that secondary one and two students
would not typically understand.

> One afternoon, in the staffroom, I was able to engage in a conversation with several other teachers about the
novel and recent television series 13 Reasons Why. They asked for my opinion in relation to teaching about the text

and I was able to affectively argue my stance in a polite and respectful way and engage in dialogue with the other
teachers.

Level of Mastery: Thorough (4)

ADVANCED THOROUGH x ACCEPTABLE PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

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
• 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.

> I encouraged students to work together by having them do a think-‐pair-‐share activity and having them work in
groups

to create plot diagrams during my lesson.

>

During my lesson I provided students with three different handouts: a short story, a plot diagram worksheet, and

a de)initions worksheet. Additionally, I created a Kahoot for students to play, and had the students listen to the
audio
of the short story on the smart board. Each student had the resources they needed to participate fully in the

lesson.

> T o make sure my students u nderstood t he requirements of t he p lot g raph a ctivity, I circulated t he class a nd
asked each group if they needed any help. This provided the opportunity for students to ask questions and for me

to gage student understanding.

> After my lesson, I promptly gave feedback on students’ plot graphs. If a student were on the wrong track, instead

of giving them the correct answer I would write down some questions that would help guide them in the right
direction.

Level of Mastery: Thorough (4) Attach additional sheets if necessary.

ADVANCED THOROUGH x ACCEPTABLE PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

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
• 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.

> After the )irst couple of days I became familiar with the routines of my cooperating teacher’s classroom

and I was able to help implement these. I would ask students to hand out bell work, remind them to tuck in

or put up their chairs, and would give students suggestions for work to do if they )inished early.

> During my lesson and while I was leading small groups I did my best to make sure that the noise-‐level
was appropriate and did not pose a barrier to learning.

> I prevented inappropriate behaviour during my lesson by keeping students busy. I tried my best not to

have students sitting idle at any moment, as this is when behavioural issues tend to arise.

> When doing the Kahoot activity, I anticipated that students would be very excited and could get very loud.
In order to avoid this, I reminded students of behavioural expectations before beginning the Kahoot.


ADVANCED THOROUGH ACCEPTABLE X PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

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.
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.

> I enforced and upheld all school policies even when I felt that students had legitimate concerns regarding

such policies. I recognize that as a student teacher it was my role to uphold school rules and not question
them.

> I did lunchtime and recess supervision with my cooperating teacher whenever she was scheduled.

> On several occasions when my cooperating teacher was busy during lunch I would supervise students in

her classroom so that they could complete missing assignments.

> My cooperating teacher was directing the school play during my )ield experience so I helped out with the
play whenever she needed. This included an afterschool rehearsal and a pedagogical day.

> My cooperating teacher showed me several emails that she wrote to parents over the course of my )ield
experience. These emails revealed to me the type of teacher-‐parent relationships that are typical of a junior

secondary school.





Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

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.
• 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
• 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.

> As I was placed with another student teacher, I cooperated with her in the creation of our lesson on the

elements of a short story.

> I facilitated conversations between the other student teacher, our cooperating teacher, and myself in order
to make sure we were all on the same page in regards to our lesson plan and objectives.

> Our cooperating teacher made sure we knew the needs of the students in each class. She made sure we
knew which students had EIP’s and for what reasons. This was essential to our lesson planning as it allowed
us to tailor our lesson to each individual group of students.




Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

PROFESSIONAL IDENTITY (11, 12)
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.
• 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
• 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.

> I discussed my lesson plan with my cooperating teacher and revised it accordingly.

> I accepted and considered constructive criticism from both my cooperating teacher and my supervisor in
regards to my teaching.

> As the student teacher I was placed with and I have very different teaching styles, I was able to learn some

valuable lessons from my peer, particularly in regards to behavioural management.

> I discussed strategies for dealing with inappropriate behaviour with my cooperating teacher.

> I engaged in talks about the general practice of teaching with other teachers at the school, particularly in

regards to behavioural management.

> I searched online for behavioural management strategies to use with this particular age group.

ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

PROFESSIONAL IDENTITY (11, 12)
To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
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
• 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.

> I was professionally dressed and well-‐groomed everyday.

> I was always punctual for my )ield experience. I stayed at the school and arrived on time even when my
cooperating teacher wasn’t teaching )irst period.

> I did not discriminate against any of the students, staff, or parents that I came into contact with. I

treated everyone equitably and with respect.

> I provided students with the necessary support they needed to be able to learn during my lesson.

> I did not reveal the names of any of my students or my cooperating teacher during my )ield experience. I

also made sure not to discuss students in front of other students.

> I maintained a professional relationship with students and staff at the school during my placement.


ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2017 EDEC 254
X

Professional Competency Self Evaluation Sheets 0

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PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

allowed me to demonstrate my subject speci)ic knowledge.

Level of Mastery: Acceptable (3)

ADVANCED THOROUGH X PARTIAL

ADVANCED THOROUGH x ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH x ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE X PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE X PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE X PARTIAL MINIMAL

ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL

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