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 helped a group of students understand the literary term 'juxtaposition' using my background knowledge of English literary terms to
form my explanation.

> I engaged in several conversations with my cooperating teacher regarding the culture of students. I learned that many of the students in
the school were Italian and was able to connect with them on that cultural basis, as I am also Italian. We also discussed the overall

climate of his classes and I was able to observe this, noting how he tailored his lessons to the needs of each particular class.

> I led a crossword activity with a group of Secondary 3 students. Using my knowledge of educational psychology, I asked them
prompting questions and provided scaffolding to guide them towards successful completion of the activity. I also used my background

knowledge of English literature to conduct this activity as it was a literary crossword.
> I circulated the classroom while students were writing critical responses to a text. My cooperating teacher provided me with a rubric

that would later be used to grade students' work. I was able to interpret this rubric and provide advice to students regarding the structure
and content of responses, helping them to fulfill the competencies they would be evaluated on.

> While many of the students in the classes I observed were raised in the urban city of Montreal, I grew up in a very rural area in British
Columbia. My cooperating teacher often told stories of his own experiences as he also was also raised in a different province. He

included me in these class discussions from time to time and I was able to relay my childhood experiences to the students (usually in
relation to one of the texts we were reading in class). Later, during supervision, my cooperating teacher and I had a discussion reflecting

on how different childhood must be growing up in a city (as he also grew up in a rural area). This conversation led to my greater cultural
understanding of the students I observed.

Level of Mastery: Acceptable Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED THOROUGH ACCEPTABLE ● PARTIAL MINIMAL

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

Taylor Lowe 260603576
Name _____________________________________________________ ID ________________________

May 18th, 2016 EDEC 206
Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________ PS/FE level (circle one) 1 2 3 4

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
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.

> I used appropriate language when speaking with students, keeping with the diction that my cooperating teacher uses.

> I wrote clearly on the white board when conducting a crossword activity with a group of students.

> As students were doing an analysis of a text in-class, I circulated between the desks and aided many students in correcting word-
choice problems I saw in their work.

> I refrained from swearing in the staff room/amongst other staff members. Though many teachers did use curse words in the

absence of students, I used my professional judgement and decided that it was not my place to do so as a student teacher.
> I was often the recorder during group discussions in my Professional Seminar. I wrote clear, concise notes using professional

language that my group was able to draw from when it came time to share our discussion with the class.

Level of Mastery: Thorough

Attach additional sheets if necessary.
ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2016 EDEC 206
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.

> Before my first day of field experience, I familiarized myself with my placement school’s mission statement, educational
objectives, and policies by reading the information on their website. This helped me to act as an informed member of the school

community, upholding the values of school.
> I attended a workshop on Trauma Prevention (discouraging behaviours such as texting/drinking and driving etc.) with the

secondary 5 students. This workshop was very important for the safety of the students and members of the community. I listened
attentively amongst the students and encouraged them to be respectful of the speakers.

> I volunteered my time during a lunch period to help supervise students who were making up an in-class response.

> I did yard supervision with my cooperating teacher whenever possible.

> Knowing that my cooperating teacher had a large amount of marking to get done, I offered to take home some quizzes that
students had written that day. I was able to mark approximately 3 classes’ quizzes, which made a difference to the marking pile
my CT was trying to get through.

> During a spare period where my cooperating teacher wasn’t teaching, I visited a Secondary 3 Personal Planning class in which a
life coach was giving a workshop. Students had the opportunity to make ‘vision boards’. I circulated the class and helped students
to stay on task while also encouraging them to keep the classroom clean. This was helpful to the teacher as classroom

management can be more challenging with messy hands-on activities.
Level of Mastery: Acceptable


ADVANCED THOROUGH ACCEPTABLE X PARTIAL MINIMAL


Name _____________________________________________________ ID ________________________

May 18th, 2016 EDEC 206
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 noticed that my Cooperating Teacher’s style of teaching was very different than what I had traditionally seen in high
schools.

His methods proved to be very effective and engaging for the students. Wanting to know more about this style of

teaching,

I asked him a few questions about his teaching style, his reasoning, and if there was any relevant research on this
method of teaching that I should study. He guided me in the right direction, and I was able to learn more about this

instructional
strategy.

> The students in all four of my Cooperating Teacher’s classes were doing novel study units. The three secondary 5 classes
were
reading one book, and the enriched secondary 3 class, another. I purchased and read these two books in order to a) be able
to help students with their work and b) to expand my reading repertoire to pull from for when I need to design novel units.

> During my field experience, I was able to observe five different teachers, noting different teaching methods and classroom
management strategies. Through observational journaling, I reflected on their practices along with student response to their
teaching.

> During some lunch periods I ate lunch in the staff room and was able to listen to conversations between teachers in a less
formal environment. Many teachers spoke about issues that they were facing in relation to their teaching/professional lives. I

was able to learn quite a bit about some of the budgetary constraints along with the ‘politics’ of the school. This caused me
think critically about some possible solutions to these problems, and how I will overcome these issues as I become a teacher.



Name _____________________________________________________ ID ________________________

May 18th, 2016 EDEC 206
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.

> During my field experience, I wore professional clothing and maintained a well-groomed appearance.

> I was always punctual and never left before the end of the day (even when my cooperating teacher didn’t have any classes in
the afternoon).

> I used discretion when discussing my field experience with others, making sure to omit any names of students, teachers, and
my placement school.

> I remained aware that I was a visitor in my placement school and behaved respectfully as such, keeping in mind that in the

future I may wish to be employed at this school.

> I maintained a professional relationship with students by being friendly, but not their friend. I made sure to not reveal too
much information about myself regarding my personal life, and did not communicate with students outside of my field
experience.

> When I interacted with students, I treated them equally regardless of my own biases and perceptions.

> I refrained from disciplining students as it was not my place to do so for this field experience.




Name _____________________________________________________ ID ________________________

May 18th, 2016 EDEC 206
X

Professional Competency Self Evaluation Sheets 0

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PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

ADVANCED THOROUGH ACCEPTABLE ● PARTIAL MINIMAL

ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE X PARTIAL MINIMAL

ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH X ACCEPTABLE PARTIAL MINIMAL

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