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 have been able to adopt a critical approach to the subject matter by showing my understanding of
subject knowledge through assisting in and piloting learning situations to deliver subject content. I helped
students during their lessons as I circulated around the classroom to answer questions and press student
thinking. I was able to correctly guide students in their learning due to my understanding of the subject
knowledge. During this field experience I was able to show my understanding of subject knowledge in
cycle three learning situations, and also in cycle one learning situations during my schools literacy
program, as my cooperating teacher taught a group of younger students for this lesson.!!
!
Understanding the subject-specific knowledge to be taught enabled me to create meaningful learning
situations for the students, as I was capable of taking the knowledge and presenting it in a way that was
understandable and easy for students to relate to. For example, I planned and implemented a math
lesson on area, and was able to do so through Minecraft, a program loved by the students. Using a
program that the students used recreationally and socially enabled me to establish a link with the culture
of the students during a math activity. It was rewarding to see how engaged the students were in this
activity, and I believe their high level of engagement was due to the fact that they were learning through
something they used in their everyday lives, and were able to see how this mathematical concept did
apply to their everyday lives.!
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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

I have been able to cast a critical look at my own origins, cultural practices and social role by
seeing the differences between my host school and the elementary school that I attended. I
actively asked my cooperating teacher questions about the school community, backgrounds of
students, and environment of the surrounding community in order to understand the culture of the
school, and to understand how the programs and services of the school were due to that culture.
My own elementary school was significantly different than my host school, so this field experience
was a great learning experience for me as I saw the make-up and running of a different school
community.
I was able to facilitate significant, in-depth learning by students as I helped them with school work,
guided their thinking, and answered questions during lessons. I was able to work with students
one-on-one and in small groups, so had many opportunities to facilitate learning by students. I was
also able to facilitate significant, in-depth learning by students during my small group and whole
class teaching activities. I feel that my small group activity allowed for significant learning as I
reviewed important mathematical concepts with students, and then provided the a cheat sheet
which they filled out in any way they believed would help them. This provided the students with a
resource to refer to as they continue to develop their skills, until hopefully they no longer require
the cheat sheet. I feel that my whole class activity allowed for significant learning as it connected a
mathematical concept to students everyday lives, therefore making the learning much more
meaningful and realistic.

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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/field experience?

!
I have been able to use appropriate language when speaking to students and peers each day at my host
school. When speaking to the other student teachers I was careful of what I said, used appropriate
language, and was professional in what I talked about. I spoke appropriately and clearly to students when
talking to them and explaining/helping them in class. I was able to communicate in a way that they could
understand me I found this especially important during math lessons, when I attempted to explain
concepts as simply as possible so as to not further confuse students. I also showed use of appropriate
language when speaking with teachers, as I was polite and respectful. I was able to speak with many
different teachers during this field experience, and when I did so I was able to communicate clearly. I was
able to speak with a few parents during this field experience, and I was careful to speak clearly and
respectfully. Speaking with parents is something I would like to further practice in my future field
experiences.!
!
I am able to observe rules of grammar and stylistics when writing texts intended for students, parents or
peers, as can be seen through my writing done for seminar assignments and through my emails to my
supervising teacher and fellow student teachers. When creating texts for students during my teaching
activities, I was sure to pay attention to grammar and stylistics. During this field experience I prepared a
slideshow as a part of my whole class learning activity; not only did it observe grammar rules, but it was
also clear and easy for students to understand.
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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

I have been able to take up a position, support my ideas and argue my subject matter in a
consistent, effective, constructive and respectful way during discussions mostly through classes
that I have taken this semester. Many of my classes engaged in discussions either in small groups
or whole class, and I was able to share my opinion in these discussions. During my field
experience I had discussions with my fellow student teachers where we spoke about what we had
observed, and I was able to actively and effectively participate in these discussions in a clear and
respectful way. During my seminar I engaged in online and in-class discussions; I was able to
express myself with ease and accuracy during both.
During my field experience I was able to communicate ideas concisely using precise vocabulary
and correct syntax while explaining concepts to students both in class (whole class and small
group) and during a lunchtime art activity. I chose language that the students would understand,
and spoke clearly and pleasantly.
I was able to correct the mistakes students made when speaking and writing throughout each
school day, but especially during the English Language Arts subject time. My host school teaches
through the Success For All reading program, so I was able to correct and guide students in their
speaking and writing as they progressed through this program.
I constantly strive to improve my own oral and written language skills, typically through my written
work for classes, oral presentations, and class discussions. During my field experience I took as
many opportunities as possible to speak with students individually, in small groups, and in large
groups. This gave me plenty of changes to practice my oral language skills, and receive feedback
on these skills from both my cooperating teacher and the students.

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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/field experience?

!
I was able to create conditions in which students could engage in meaningful problem situations, tasks, or
projects, when I developed activities for the students for my small group teaching activity, my whole class
teaching activity, and the lunchtime activity I organized alongside my fellow student teachers. The small
group activity I created took into account the cognitive and social characteristics of the students. My
activity involved the creation of math cheat sheets for the students to use in the future; the use of
manipulatives with which I led examples and the students practiced the skills; and group discussions to
develop the students understanding and correct any misunderstandings. I chose to include the cheat
sheets, as I knew that the students required a review of the mathematical concepts, and would benefit
from having an easy reference to help them recall the information in the future. I used manipulatives to
lead examples and practice the skills so that students had a visual and physical aid. Finally, I decided to
include group discussions as a central part of the activity so the students were able to learn in a social
way, share their thinking, and help each other. !

TEACHING ACT (3, 4, 5, 6)

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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

My whole class teaching activity made use of Minecraft through which students completed a
number of math challenges or tasks. The use of Minecraft was an attempt to engage and excite
students about the learning activity, and make use of a program with which the students were
familiar and used recreationally and socially outside of school. The activity acted as a review for
the students to prepare for an upcoming test, and students were able to work in partners so that
they could discuss and compare their thinking. The activity also included presentations of student
work, making it meaningful and furthering the sharing of student thinking. Lastly, my fellow student
teachers and myself created a lunchtime art activity that ran for five lunchtimes, during which the
students cooperatively created their own Mona Lisa picture, by each working on a section of the
picture, and combining the pieces together at the end. This allowed for the students to collaborate
socially in developing the final product, which was displayed in the school gym during the schools
Spring Concert.
I provided students with the resources they need during my small group and whole class activities.
In my small group activity I provided students with cheat sheets, which they filled out to assist their
learning. In my whole group activity I made use of a program that the students were already
comfortable using, and provided a number of additional resources such as blocks and graph paper
to aid students who wanted to further visualize or physically manipulate items to help their
understanding. My fellow teachers and myself provided students with needed resources during our
lunchtime art activity, as we prepared all required materials prior to each session, and brought
plenty of copies of the picture we were recreating so that all students were able to reference it as
needed.
I was able to guide students in selecting, interpreting, and understanding the information provided
in various resources and in understanding the elements of a problem situation or the requirements
of a task or project as I assisted students during math lessons. The students worked on a number
of word problems and a couple of situational problems; this gave me many opportunities to guide
students in recognizing the important and relevant information in the tasks. I was also able to
guide students in selecting, interpreting, and understanding provided information during language
arts lessons, and I guided students in their reading comprehension skills as they began to use the
information read to draw inferences and answer questions.
I encouraged teamwork specifically in my teaching activities as my small group activity
encouraged students to work together in reviewing mathematical concepts, and I encouraged
students who understood to explain the concepts to students who were having difficulties. In my
whole class activity I made use of class discussions to have students work together to understand
the tasks, and allowed the students to work in partners so collaboratively complete the required
tasks.

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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.
How have I developed this competency during this course or professional seminar/field experience?

!
I was able to introduce and maintain routines to ensure the smooth running of classroom activities when I
led my whole class activity. The lesson involved the use of iPads, and included a number of tasks for the
class to complete in the hour-long class period. I established procedures and routines that were carried
out throughout the lesson to ensure that it was well paced, and to keep students on track and paying
attention when needed. Firstly, I made use of a timer that rang out for the class to hear to alert students
that we were about to move on the a new task. The students were aware that once they heard the timer
ring, they should finish up what they were working on and prepare to listen for the next instructions. This
routine worked very well throughout the lesson, and was especially nice as it caught the students
attention without me having to raise my voice to be heard. Another routine that was set up was to make
sure students were listening at appropriate times rather than playing on their iPads. At the start of the
lesson I told students that when I needed their attention I would say If you can hear me, put your hands
on your head! This routine worked to physically remove students hands from their iPads so that they
could pay attention to directions, and allowed me to see who was ready to pay attention. The use of
these two procedures worked very well and allowed for the lesson to run smoothly and at an appropriate
pace to complete all the tasks in the allotted time.
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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 254
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

I was able to identify and correct organizational problems that hindered the smooth running the
class during the lunchtime art activity that my fellow student teacher and myself organized and
carried out. We decided to create a collaborative art project with the cycle 3 students; the students
were to recreate their own version of the Mona Lisa, by individually working on one section of the
whole image, and then combining their pieces together to create the final product. During the first
session we explained the project and assigned parts of the image to the students, and let them
begin working. However, we had not helped the students to understand the need to work together
and collaborate to ensure that the individual pieces matched up together as a whole, and quickly
realized that this was an organizational problem due to us not structuring and setting up the
students appropriately. After reflecting on this, we made new plans for the organization of the
following sessions. Each day we began by laying out all the students pieces together to show them
how their own part fit into the whole, pointed out and discussed any inaccuracies or areas to be
fixed, and gave direction on what they could be working on and who they should think about
collaborating with. After correcting the organization of the activity the sessions ran a lot smoother
and the students were able to see the progress they made on the project each day.
I was able to establish and apply methods that could be used to solve problems with students who
exhibited inappropriate behaviours throughout my placement when working alongside my
cooperating teacher to manage the behaviour of students. A specific situation in which I helped
establish and apply a method to manage student behaviour was when there was a substitute
teacher coming in. My cooperating teacher knew that there were a couple of students that exhibited
inappropriate behaviour when there was a substitute teacher. To try to prevent this behaviour, we
decided to speak with these students the day before: we let them know we had high expectations
for their behaviour, that I would be taking note of good behaviour, and that the teacher was looking
forward to hearing about their successes upon their return. We also asked the students homeroom
teacher and gym to teacher to express their high expectations for the students behaviour with the
substitute teacher. This worked well as the student was aware that a number of teachers would be
expecting good behaviour, and also set a positive tone as we spoke about having high expectations
rather than low ones. Finally, my cooperating teacher prepared notes for the students, which I
placed on their desks the next day to remind the students of their goal to behave well. After applying
this method I was pleased to see how effective it was, as the students kept these reminders of their
desk throughout the day, and if their behaviour began to decline I was able to quietly point to the
note, and the students behaviour would improve, as they were motivated to impress their teachers.

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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.
How have I developed this competency during this course or professional seminar/field experience?

!
!
During my second field experience I was able to support students involved in school activities or projects
in a variety of ways. First, I supported the students in my cooperating teachers class with their
involvement in the cycle three iPad curriculum. This is a program that aims to use iPads as educational
tools within the classroom, with a focus on mathematics. I supported students in this program by
providing support and guidance as they used their iPads, and by creating and implementing a lesson
plan for a math activity that made use of a program on the iPads. I was also able to support the students
involved in the cycle three leadership club, who were making bracelets to sell for fundraising. I further
supported these students by helping the students to sell these bracelets during the schools Spring
Concert. Finally, I supported students as they were involved in this Spring Concert. I was able to stay
after school, help students prepare and get ready prior to the concert, and help out the teachers, staff,
and parent volunteers during the running of the concert. !
!
!
I did not have many opportunities to begin building a trusting relationship with parents during this field
experience, however this is something that I would like to develop and work on during my third field
experience, as it will be longer and involve greater interactions with parents.!

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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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
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/field experience?

!
!
I was able to cooperate in an active, ongoing manner with the teaching team working with the same
students during my interactions with the other cycle three teachers. I attended meetings alongside my
cooperating teacher and was present for many discussions and planning sessions. As this field
experience was at the end of the year, the teachers were planning, organizing, and implementing the
grade six provincial examinations. This required many ongoing meetings and updates between all of the
teachers involved. I was able to see the English and French Language Arts exams being implemented,
as was therefore able to see the organization behind these exams. It was especially interesting to see the
implementation of the French exam as I was able to cooperate with the grade six French Language
teacher, which I wasnt otherwise able to do on the regular schedule.!

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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

I was able to develop and organize a project appropriate to the objectives to be attained by the
teaching team when I had the opportunity to develop and organize an art activity and a math review
lesson. My fellow student teachers and myself wanted to implement a lunchtime art activity for the
cycle three students, and our cooperating teachers suggested we focus on a project on which all of
the students would be involved, and could be displayed at the Spring Concert that was to be held
the last week of our placement. We followed this advice and developed a lesson in which the
students recreated their own version of the Mona Lisa, with each student working on a square
section of the piece, and all the pieces combining together into a final product. We felt that this
project was appropriate to the objectives of the teachers, as the aim was to have an art based
project in which the students cooperated in creating a final work of art. During the development of
the project we spoke to the students about considering perspective, proportions, and reference
points, in order to provide them with some visual arts instruction during the activity. The other project
I was able to develop and organize was the math review lesson that I taught. The objectives of this
lesson were to review the math concept the students had been studying and practicing, in order to
assess students understanding and reveal and misunderstandings. I felt I was successful in
attaining the objectives through my creation of a technology-based math review that made use of a
number of tasks, each practicing a different skill related to the concept.

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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
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/field experience?

!
I was able to identify my strengths and limitations, along with my personal objectives and the means of
achieving them, through daily reflections, discussions with my cooperating teacher and fellow student
teachers, and by actively pursuing my goals on a daily basis. I kept a journal throughout my field
experience, in which I took notes each day and reflected in every evening. I identified early on that I felt
one of my strengths was speaking and working with students in small groups, as I felt very comfortable
explaining concepts and pressing students in their thinking and processes in these small groups.
However, I felt less comfortable when faced with the task of addressing a whole class and effectively and
clearly getting a message across. As I was able to determine this as a limitation early on, I set a goal to
practice speaking to the whole class in informal settings in order to become more confident in this area.
My cooperating teacher gave me plenty of chances to make announcements, run daily routines, and
gradually move into co-teaching a few lessons with her. I found this very helpful, and by the time I was
taught my whole class learning activity I felt very comfortable in front of the whole class. I was also lucky
enough to be placed at the same school as two other student teachers, who were also placed in cycle
three classrooms. This provided many opportunities to reflect together on our experiences and problemsolve any difficulties together.
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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

I was also able to speak extensively with my cooperating teacher; I felt very comfortable talking with her
so was able to discuss what I felt I wanted to improve, listen to her feedback, and plan ways to put the
improvements into action. For example, I was able to teach my whole class learning activity two times;
following the first time my cooperating teacher and I reflected on what went well and what could be
improved, and I was then able to implement these changes the second time I taught this lesson. Finally,
I set daily and weekly goals for myself, which I recorded in my journal. I referred back to these goals
each day to reflect on whether or not I had been able to work on them, and plan how I would attempt to
work on them the next day.
I was able to engage in rigorous reflexive analysis on specific aspects of my teaching through my
personal daily reflections, my in-class reflections during my seminar class, and through talking with
others about my experiences. Some of my personal reflections were based around my interactions with
students, and the way in which I encouraged them to progress through their thinking processes. One
aspect of my interactions with students that I often reflected on was the way in which I gave students
positive feedback. I attempted to avoid saying general phrases such as good job or well done to
instead focus on specifics of what I saw students doing. For example, I might say, I like the way you are
lining up your numbers in this long division equation, it is clear to follow and I can see that you arent
getting confused, or, I like the way you are cooperating with Rachel to find a solution together, it
sounds like you are providing each other with some great new ideas. I also reflected on the ways in
which I helped students when they had difficulty with work, by thinking about the words and phrases I
used. I attempted to be conscious of whether I was leading them too strongly, or was instead pressing
their thinking to elicit responses that came from the students themselves. My seminar class gave me the
chance to reflect specifically on the curriculum, classroom management, and technology in the
classroom. I found the reflections on classroom management and technology to be especially useful, as
these were two aspects of teaching that I had been observing a lot in the classroom, and would have
the chance to practice during my own teaching opportunities. Finally, I was able to frequently speak with
my mother, who is also a teacher, about aspects of my teaching and my experiences in the classroom.
This proved to be a great way to reflect and hear another perspective as she gave me feedback in
response to my reflections.
During my second field experience I did not undertake any research projects related to specific aspects
of my teacher, nor did I identify, understand, and use many resources such as research reports and
professional literature, pedagogical networks, professional associations, or data banks related to
teaching.

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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
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/field experience?

!
During this field experience I have come to understand the values underlying my teaching as I have
reflected on my personal identity and background and considered how these two aspects will influence
my teaching style. For example, I have reflected on how my experience working at a summer camp will
have an effect on how I manage my class and deal with difficult situations. I have also reflected
significantly on how my past experiences working with children have influenced the way in which I
interact with students. During this field experience one of my personal goals was to develop my teaching
identity, and adapt the ways in which I interact with children to become more conducive to teacherstudent interactions. I recognized that the student-teacher relationship is quite different from the campercamp counselor relationshiop, and therefore aimed to have my interactions be appropriate for this
teaching relationship. I attempted to be respectful of students, expect respect from students, be serious
as needed, yet also allow my personal identity and more fun side show through when appropriate.!
!

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.

Belinda Gregory
Name _____________________________________________________

260528814
ID ________________________

May 20, 2015

EDEC 253
Date: ______________________________
Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

I have provided students with appropriate attention and support as I have shown equal
support for all students while assisting them with work both in class and during the
lunchtime art activity. I had many opportunities to work with students individually and in
small groups. One of my goals was to make sure I was providing support to every student,
depending on their needs. Not only did this goal allow me to interact with many students as
I assisted them with their academics, but also encouraged me to speak with many students
as I attempted to get to know them better.
I have been able to show that I respect the confidential nature of certain aspects of my work
by using pseudonyms while writing about my observations for various classes, and by not
speaking of specific people or events with others both inside and outside of the school
environment.
I have avoided any form of discrimination toward students, parents or colleagues as I
treated all students, staff, and fellow student teachers equally throughout my field
experience. I avoided discrimination towards students by not favouring any over others, and
by providing all with equal amounts of attention and care while helping in class and at extracurricula activities.
I justified my decisions concerning the learning and education of students when planning,
discussing, and reflecting on my teaching practices with my cooperating teacher and my
supervisor. I was able to explain my thinking behind the design or various activities and
management practices, and receive feedback on these decisions. I also justified my
decisions during one of my seminar classs learning opportunities, where I reflected on my
instructional decisions based on a lesson plan I helped design and implemented.