Professional Competency Self Evaluation Jessica Evangelista

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/fi eld
experience?
What I have created:
Unit plan on Opinion Texts along with a summative assessment to evaluate ESL Competency 3.
Planned lessons for students to reflect on worldviews and critical thinking (e.g. online privacy, and music
consumerism)
Unit plan on Organizing a Trip which incorporates elements of ESL Competency 1, 2 and 3. Also created a website for
students. http://antoinebrossardenglish.weebly.com/
A philosophy of education critical analysis on Essentialism theory and its prominent educational implications.
A praxis critical analysis of www.wapikoni.ca which provides a platform for aboriginal voices. I explore its necessity
and how one can effectively incorporate some of the films into the classroom.
Critical literature review for a collaborative capstone which explains the validity of bringing Content and Language
Integrated Learning (CLIL) to ESL in Quebec using an arts-based approach. A realistic incorporation of QEP CrossCurricular Competency 4: Uses Creativity.
LES in collaboration with a classmate that focuses on a guiding question What is Text? by exploring data from print,
social media and multimedia texts by concentrating on Cross Curricular Competency 3: Exercise Critical Judgment.
A situating the researcher self-study that focuses on my teaching identity through paintings. I questioned my biases
and my beliefs through a production of artwork.
What I have reflected upon:
Participated in a professional dialogue with peers via an online discussions where we questioned topics such as the
hidden curriculum, sex education, bullying, learning needs, and values.
The concept of 21st century learning and various forms of assessment.
Theories and ideas brought forward by Ken Robinson, Alfie Kohn, Jonathan Kozol, bell hooks, Paolo Freire
Name _____________________________________________________
ID ________________________
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

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
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.
experience?
Throughout my internships I have always communicated with my students in the language

of instruction (English) in a clear and professional manner.
Since I teach ESL, I am constantly expecting my students to use correct grammar. I give
them the opportunity to correct themselves when they make mistakes and I offer them
guidance when they need assistance.
When students interact orally (C1), I offer them feedback on their fluency, accuracy,
participation, and content.
When students write and produce texts (C3), I correct their grammar and syntax. I also
explain to them what sort of errors they need to work on.
Throughout the university courses, I always ensured that I submitted projects where I use
formal language.
In emails and other communications, I ensure that I write and speak in a professional
manner.
When I communicate with classmates I always do so in a professional and respectful
manner.
When I communicate with colleagues during stage I ensure that I use formal language. I also
adjust the language to either French or English to the person I speak with. When I
Name _____________________________________________________
________________________
communicate in French, I make sure toIDuse
vous with people I do not know and faculty
members.
2
3
4

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
TEACHING ACT (3, 4, 5, 6)
To
d evelop teach ing /lea rning situ atio ns tha t are a ppropr ia te to th e stud en ts con cerned an d the subject co nten t with
a view to d evelop in g the co mpeten cies ta rgeted in th e pro gra ms o f s tud y.
FE AT URES
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 MAS TERY
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.
experience?
What I have created:
LES of planning a trip, I also developed a website for students to refer to accompanying the lesson.
Units to help students prepare for the MEESR secondary 5 exams such as opinion texts and feature
articles.
Two collaborative LES that explores Graffiti and What is Text that incorporate all 3 Subject Specific ESL
Competencies along with some Cross-Curricular Competencies and Broad Areas of Learning.
A presentation of the collaborative LES which focused on making a relevant hook, in this case Halloween,
with the use of masks and themed music video. This demonstrated the combination of interpersonal,
visual-spatial, and musical intelligences (Gardners multiple intelligence theory)
A continuous self-study through paintings which showcases an attempt to value a creative approach
where I have written an analysis and an explanation for each painting.
Various thinking maps and graphic organizers that can be incorporated in an ESL lesson e.g. Venn
diagram, tree map.
Incorporated diverse learning strategies to integrate students at various levels. I differentiate by offering
different options for the students to pick from (e.g. offering the students different questions to write for
essay, options of projects to work on, and assigning meaningful roles when working in teams).
Various lessons that incorporate all 3 ESL competencies as well as rubrics to accompany all forms of
assessment (e.g. oral interaction, essay, project, reading evaluation)
What I have reflected upon:
Different methods analysis of various ESL teachings: community language learning, CLIL, silent way,
grammar-translation, direct, audio-lingual, desuggestopedia.
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL

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.
experience?
Field Experience 1 and 2:
Various units
o Created visuals to support and accompany lessons. Scaffolded students learning
through a step by step process.
o Used and created a variety of strategies and activities to engage students such as Think
Pair Share, Matching Game, Text Jigsaw, etc.
o Assessed students Competency 2 through journal entries, reading comprehensions, and
complex tasks.
o Encouraged students to reflect and discuss with the use of a KWL chart.
o Created a summative assessment to evaluate ESL Competency 3; a practice similar to
the MEESR final for secondary 5 opinion texts. For the feature articles, I use the
evaluation criteria provided by MEESR.
Name _____________________________________________________
ID ________________________
LES on Planning a Trip:
Date: ______________________________
Course Name
& Number
(e.g. work
EDEC 253)
_________________
level (circle one)
1
2
3
4
o Incorporated authentic
roles
for group
which
is linked to PS/FE
differentiating
by interest.
o FORMS
Guided
students
in creating
their
own
facilitated
KEEP THESE
IN YOUR
PROFESSIONAL
PORTFOLIO.
YOU
WILLtrip;
ADD TO
THEM EACHwith
YEAR.computer/library research and
preparation; this enabled students to practice ESL Competency 2.
o Carried out group kiosk presentations with students; this was used to evaluate students
on Competency 1 and Competency 3.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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
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.
As a teacher, I constantly keep traces if the students submit homework and participate in
the activities.
How have
I developed this competency during this course or professional seminar/fi eld
I
speak
experience? to students directly and discretely if they are having difficulties with any of the 3 ESL
competencies. I warn the students in advance if I think they are at risk of not passing one of
the 3 competencies.
I show the students the grades I assign and I keep track of their grades similar to an
attendance sheet.
I entered grades and took attendance in the computer system as a backup to the sheets.
Name_____________________________________________________
ID ________________________
I always give immediate feedback so the
students have a chance to ameliorate.
Offered additional remedial
time
for the
students
felt like they
needed
more
Date: ______________________________
Course Name
& Number
(e.g.
EDEC 253)that
_________________
PS/FE
level (circle
one)assistance.
1
2
3
4
During parent teacher meetings, I communicated with each parent in a positive and
constructive way. I made sure to listen to the parents concern and informed them on what
was happening in class. I also provided academic advice whenever they asked.
Used a variety of assessment techniques such as formative assessments, observation

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL

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
After taking attendance, I would sometimes get the students attention by flicking the lights
and plan measures to prevent them;
and welcoming them by waiting for the class to calm down. I would maintain a normal voice
Establish and
apply
methods
that can be used to solve problems with students who exhibit
level throughout
and
would
stop if interrupted.
behaviours.
Wroteinappropriate
and verbalized
the schedule on the board of what was going to be covered during class
time.
How
have I the
developed
competency
course
professional
seminar/fi
eld
Advised
students this
in advance
what toduring
expect this
of each
class or
and
the classes following.
I would
experience?
warn them when the exams would be.
Learned all the students names and communicated with most of them one-on-one throughout
the internship.
Got to know the students beyond their names, had conversations about their interest and
activities, also gave advice
on CEGEP application and encouraged all students
Name extra-curricular
_____________________________________________________
ID ________________________
to continue their studies.
Date:
______________________________
Course Name
Number (e.g. EDEC
253) _________________
PS/FE
level (circle
one) 1
2 and
3
4
Encouraged
positive behaviors
by&establishing
a reward
system when
students
participated
interacted
appropriately
(coupons
for boosting
ESL
KEEP THESE
FORMS IN
YOUR PROFESSIONAL
PORTFOLIO.
YOU WILL ADD
TO Competency
THEM EACH YEAR.1 grade).
If issues arose, talked one-on-one with students privately and referred them to external
classroom support when needed.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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
Field
1 and
2 initial training, the student teacher should be able to :
By Experience
the end of his
or her
Helped
students on
IEP development
beyond class and
timeimplementation
when needed such
as remedial times
before
school
Cooperate
in the
of individualized
education
plans
or during lunch.
designed for students under his or her responsibility.
Encouraged students with learning disabilities by interacting with them on a daily basis.
Helped a student with autism by explicitly detailing to him in advance the expectation of
activities. Made adjustments when needed to ensure he felt comfortable and was capable of
participating in the various activities.
experience?
Communicated with resource personnel and CT about concerns of students with extra needs.
Spoke with my CT about students that demonstrated unusual behaviour due to a variety of
circumstances.
On my 2nd stage, there were not that many students on IEPs, some did have behavioural related
intervention plans that required them to meet with the psychologist during class time. I made
sure to tell the students to visit me so that they could review the material that they missed
during the class. There were also students that were allowed extra time and additional
Namematerials
_____________________________________________________
ID ________________________
for newly settled students to Canada.
I ensured that these students felt welcomed
offered extra support
if needed.
Date: and
______________________________
Course
Name & Number (e.g. EDEC 253) _________________
2
3
4
KEEP
THESE FORMS
YOUR PROFESSIONAL
PORTFOLIO.
YOU WILL
ADD TO THEM EACH YEAR.
Psychology
of IN
Education
and Diverse
Learners
courses:
Learned about how to help and guide students with Dyslexia, ASD, ADD and ADHD.
Created a mock IEP for a student I knew in the past. This consisted of interventions and

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL

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
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.
Name _____________________________________________________
ID ________________________
experience?
Almost every lesson that I have taught I made sure to have visual support at all times with
the help of the projector. I mainly used PowerPoint as a support and made my lessons
engaging with the use of text, image, colors, gif, memes, cartoons, etc.
The units I create usually incorporate various forms of text especially ICT based texts such
as YouTube video clips and TED talks. I also use various software such as Powtoon and
EduCanon.
I created a website for students to refer to when I taught the unit on planning a trip:
http://antoinebrossardenglish.weebly.com/
Students were encouraged to use technology for the unit on planning a trip; we went to the
computer room twice and they had the chance to submit their brochure using Microsoft
Word or by hand.
Used ICT to take attendance, submit grades, check student files, assign detention, etc.
For both internships, I unfortunately did not get to work in a classroom with SmartBoards.
However, I plan on learning about their features in the future since I am a firm believer of
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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
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.
experience?
Name _____________________________________________________
ID ________________________
Field Experience 1-2:

Attended parent-teacher meeting following the report card of term 2 for my 1st
stage.
Attended parent-teacher meeting before issuing report card 1 on my 2nd stage.
Spoke to approximately 30 parents.
When necessary I called parents to express concerns with classroom behaviors of
their children. Communicated in a professional manner on the phone and the
parents were understanding of the situations.
Encouraged students to continue their involvement in extra-curricular activities
within the school and beyond.
For both internships, I attended a variety of conferences and meetings (English
department meetings, Secondary 4-5 department meetings, and school-wide
meetings). These usually occurred during the pedagogical days.
During my 1st internship, I attended 2 training programs with my CT at the
schoolboard (one on the ESL MEESR exams and one on improving ESL Competency
1 in the classroom)
For my 1st internship, I attended prom committee meetings along with my CT since
she
is CURRENT
responsible
of theOF
budgeting.
volunteered
WHAT IS
MY
LEVEL
MASTERY?I also
(CHOOSE
ONE)*and attended the prom for
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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.
Name _____________________________________________________
ID ________________________

experience?
Worked with a classmate on a capstone project focusing on content language integrated

learning and arts.
Participated in PLC meetings with classmates. I truly enjoyed sharing experiences with
classmates. I plan on implementing a PLC when I start working in a school.
Helped colleagues often with computer related questions and pedagogical related content.
Shared websites, tips and tricks with classmates and colleagues during my stage.
Assisted classmates with projects and questions.
Shared with my cooperating teachers various education resources they could use in the
future.
Shared my lessons with cooperating teachers and supervisors throughout the stages.
Showed my colleagues what I was learning at McGill University and explained to them
features of the QEP they were not aware of.
Communicated with colleagues in a professional manner when speaking about students.
Attended and participated in various meetings related to extra-curricular activities and
subject related content.
Talked about the 3 competency of ESL with other teachers and shared information on
activities, evaluations, formative assessment, summative assessment, and MEESR exams.
Talked with my cooperating teachers about the ponderation of each competency for each
term. Also exchanged with the cooperating teachers which competency I decided to
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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;
Name _____________________________________________________
ID ________________________
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.
experience?
Wrote numerous reflective journal entries throughout the internships and for the methods
courses.
Had students rate my teaching with a teacher evaluation form at the end of each
internships. I also asked students to write constructive comments to improve my teaching
in the future.
I believe that my teaching could continuously improve, I plan on taking additional courses
such as higher level French courses.
After each lesson I teach I weight the pros and the cons of what I did. I reflect on what could
be better or what I should change in the following classes.
Read books to reflect on my teaching such as To Teach the journey, in comics by (Ayers),
Finding your Element (Robinson), Multiple Intelligences (Gardner), etc.
Read and followed websites to help improve my teaching such as www.edutopia.org
Created a capstone research project with a classmate where we reconsidered the way we
could teach ESL.
Communicated with colleagues whenever I felt unsure or to check with them how I could
improve my teaching.
Realized that I need to be stricter with students, I often lenient with them and this can be an
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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.
Name _____________________________________________________
ID ________________________

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.
experience?
Field Experience 1 and 2:
Depending on the context, I would encourage students to vote as a class; modelling
democracy. I did this in various ways such as raising hands, raising hands while covering the
other hand over their eyes so they didnt judge others. I always tried to make things fair.
Made sure to look at both sides of the story when controversial topics were discussed in class.
Encouraged students to debate in a positive and constructive way. I would interrupt students if
they were disrespectful with their comments.
Created a space for the students to feel safe by encouraging them to communicate in their
target language without criticising or passing judgement of their language proficiency.
Encouraged students to speak up if they found something unjust with my evaluations. Invited
students to see me after class or to attend remedial sessions.
Asked students to be aware of hurtful comments they might say as a joke, which can be
interpreted in a negative way. Explained to them the consequences of such behaviours.
Would not participate in discussions pertaining to private information in regards to student and
teachers when it was considered to be inappropriate.
Asked CT questions and advice when I was not sure what to do in the classroom.
Often taught classes independently without any issues.
Met with vice-principal when issues did arise . Most issues were resolved with speaking with
theISstudent
one on LEVEL
one or OF
communicating
with parents
and other teachers.
WHAT
MY CURRENT
MASTERY? (CHOOSE
ONE)*
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
Name _____________________________________________________
ID ________________________

Professional Competency Self Evaluation Jessica Evangelista

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

The concept of 21st century learning and various forms of assessment.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Throughout my internships I have always communicated with my students in the language

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

Anticipates obstacles to learning posed by the content to be taught.

Build these activities into a long-term plan.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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

TEACHING ACT (3, 4, 5, 6)

TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Field Experience 1-2:

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Worked with a classmate on a capstone project focusing on content language integrated

PROFESSIONAL IDENTITY (11, 12)

To engage in professional development individually and with others.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PS/FE level (circle one) 1

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