Self Evaluation Website

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?
I feel like if there is any one specific competency where I most likely excel, it would likely be this one. I believe that I am, in my own
nature away from the classroom even, a deeply critical thinker and someone who is self-reflexive in my explorations, especially
throughout the humanities a field that I spend significant mental energy and time dwelling in apart from any course or professional
demands. My goal was not only to openly exhibit this approach as a teacher, but also to inculcate these values into the activities and
approaches I took to lesson planning in the desire to see these qualities be exhibited by my students as well. Particularly, both our
Methods to Teaching Social Studies class in the Winter 2015 semester and its follow up class in Fall 2015 provided many further tools in
approaching and reaching these ends. Some of the lessons I designed included :
Historical Significance Timeline Where students take events that they have learned throughout the year (even far prior to my
taking over their teaching duties) and then weigh the relative significance of events in relation to other events. The intention of
this activity is for students to question the notion of history as this long, linear, deterministic march. This provided some
difficulty at first because students were unfamiliar with the notion that some events could be far more important than others
they had just assumed that all events are in the textbook because they are more or less equally important. The idea was for
students to weigh the historical significance of events, rate them on a scale of signifiance from 0 to 5 and plot them on a
cartesian plain this way giving a graphical representation of historical significance. Students were then asked to justify why
they thought certain events were the most or least important. The idea of this exercise was to replicate many of the forms that
professional historians make when they are performing their job if science teachers have their students replicate the forms of
professional scientists (provided a hypothesis, test results, ensure repeatability etc.) then why not for the social sciences as
well?
Lessons on the difference between historical significance and that which is historically revealing. This is an important if
overlooked concept. Some events are quite notable say, for instance, the assassination of Martin Luther King but the course
of history was not dramatically impacted as a result. His assassination had a profound psychological impact on many at the
time, but most of its power lies in what it reveals about the historical moment about the history of race and racism in the
United States. Other events, while far less famous, may have actually had far greater historical significance that is, it might
have had more of an impact on the course of history.
Historical Contingency Activity The idea with this activity was to imagine the ways the course of history could very well have
taken another course. One part of the activity was discovering ways that ones own life could very well have been dramatically
impacted by a slight change of events for instance, perhaps a student would not have their current best friend if they
attended another school. Students visually represented this progression of events in their lives and then branched out other
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?
I believe my near-decade of experience spent in human resources and the non-profit sector has gone some way in preparing myself for
appropriate and effective means of official or professional communication. My excelling at humanities subjects in both my
undergraduate and graduate studies has further confirmed my personal abilities for effective and appropriate communication. In all
honesty, my primary challenge in a high school setting was adjusting my level of discourse to that of a twelve or a seventeen year old.
Unless you have spent considerable time around teenagers since one was a teenager and I havent it is an adjustment simply to gain
an understanding of what level of comprehension of vocabulary and grammar is appropriate for each age. Especially during my first
internship I found myelf using language or expecting grammatical accuracy well-above many students abilities (it was also difficult,
at first, to evaluate both what was the appropriate expectation for a student at a particular grade-level and situate the student in
relation to that expectation). For a person such as myself who sometimes struggles to adjust even to the appropiate level of formality
and technicality amongst adults this was always going to require more adjustment than maybe some others. Luckily, I believe that
many hundreds of hours of mere exposure lecturing, constructing lesson plans, and evaluating students - has led to a more
appropriate calibration. For instance, I much better understand what is and is not an appropriate expectation of adequate spelling and
grammatical usage for a fourteen year old and can, therefore, both expect more and expect less from particular students depending
on the context. Some of the techniques and approaches I have used to forward the aims of this compentency include :
Marking for spelling, grammar and syntax where appropriate. In classes not specifically related to English I prefer not
to mark for these on in-class assignments or tests as in such assignments and tests I am testing a students ability to
comprehend course material unrelated to English and writing sufficiency. However, on assignments such as essays,
where students are to take them home, reflect on their work and edit them, then there is an expectation of proper
usage and spelling. If there is ever an expectation of proper usage and spelling for an marks I mark it seperately on a
rubric and always hand back the students work with extensive corrections and advice given on my part. If a student
has performed far below level than I will often provide an opportunity for a re-write so the student is able to correct
and learn from their mistakes instead of simply being penalized for it.
Though telephone conversations, e-mail correspondence as well as in-person meetings and parent-teacher interviews,
I have complete faith in my ability to communicate professionally, effectively, efficiently and appropriately in each
situation. I would even go so far as to say that this is a particular strength of mine.
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
TEACHING ACT (3, 4, 5, 6)

To develop teaching/learning situations that are appropriate to the students concerned and
the subject content with a view to developing the competencies targeted in the programs of
study.
FEATURES
Bases the selection and content of teaching sequences on data drawn from recent
didactical and pedagogical research.
Selects and interprets subject-specific knowledge in terms of the aims, competencies and
subject content specified in the program of study.
Plans teaching and evaluation sequences taking into account the logic of the content to the
taught and the development of learning.
Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic
origin, socioeconomic and cultural differences), needs and special interests of the students
when developing teaching/learning situations.
Selects diverse instructional approaches that are suited to the development of the
competencies targeted in the programs of study.
Anticipates obstacles to learning posed by the content to be taught.
Plans learning situations that provide opportunities to apply competencies in different
contexts.
LEVEL OF MASTERY
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?
Each of my three separate cooperating teachers have all been insistent that I follow the government-issued workbooks to a high degree
in the belief that this will provide the greatest chance for success on the standardized tests to which students are subject. This means
that during the course of my two internships that I have not had the freedom to simply design LESs and unit plans to my preferences or
desires but have instead had to work within the design and expectations set forth by my cooperating teachers. That said, where I do
find wiggle room or in-class work for submission for formative assessment, I try to integrate relevant and up-to-date techniques and
approaches I have learned through the MATL program, related literature and/or my own self-study. Since the summer semester, where
we thouroughly learned the value and techniques of differentiation in the classroom, I have striven to integrate these approaches as
best possible into appropriate learning situations and expectations. As research has indicated, this allows students to best develop their
own autonomy, ability level and interests within the expectations and subject-specific competancies as mandated from the ministry. I
also focus on ensuring that work that I assign or tests that I provide are attempting to measure a particular subject-specific competency.
This not only better isolates what specific skill or ability I am quantifying and evaluating but it also greatly facilitates mark-gathering for
evaluating each subject-specific competency, as required by the ministry. While the progression of lessons I teach is generally quite tied
to the_____________________________________________________
progression of lessons in the various workbooks, I do ensure
that other groupwork, assignments and other related materials are
Name
ID ________________________
filling in the gaps of what the workbooks are missing both in what I believe to be necessary content and context, as well as in what
they ______________________________
cannot provide in-themselves for
evaluating
Therefore, given IPS/FE
am tied
to the
workbook
Date:
Course
Namesubject-specific
& Number (e.g.competencies.
EDEC 253) _________________
level
(circle
one) 1more
2 often
3
4
than not, I let the workbook be the base and utilize other forms of content and work for evaluating other necessary aspects in which
the workbook
is inadequate
to the task. My hope
and desire
that ADD
after TO
I have
myEACH
own classroom,
and with further experience, I will be
KEEP
THESE FORMS
IN YOUR PROFESSIONAL
PORTFOLIO.
YOUisWILL
THEM
YEAR.
able to design units and lessons to my own preference, with long-term plans that build to progressions in learning but also develop an

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?
This is an area where I felt some confidence especially after I completed my first internship and initiated my second but certainly a
competency that I feel I will only improve on in time. I feel that much of this can only be understood through a combination of applied
learning and intuition. I regularly emphasized formal and informal group work partially as a means to allow students to have moments
of revelation through their own self-directed learning instead of trying to cram epiphanies into their heads via stand-and-deliver
techniques, and partially as a pragmatic means of doing more sophisticated material without overly weighing myself down in marking
but mostly as a means to have to intuit and navigate knowledge and logic with others. I believe this to be a necessary skill if one is to
progress in the humanities subjects that I happen to teach.
As mentioned in Competency One, I designed activities to relate topics and subjects of the course material to their everyday lives. In
many respects, the nature of personal memory works very similarly to how historical significance is considered and analyzed for
instance, we tend to remember that what we consciously or unconsciously think holds some sort of significance while other memories
(say, what we had for dinner last Tuesday) fall into oblivion so I made this parallel in lessons and activities. The idea was to
demonstrate that history is something of a puzzle, one that requires active participation, it isnt simply a story with one narrative rolling
throughout so the purpose of much of my approach was to have students play the role of historian.
The subject specific competencies in the Social Sciences emphasize the role of interpreting historical phenomena from a social
perspective and engaging with students critical thinking skills in their understanding of history. I believe I did a good job in creating
Name
_____________________________________________________
________________________
lessons
to accompish just this and to be the sort of personalIDpresence
that was challenging the presumptions and pat/easy
suggestions often present in certain textbooks. One problem was that students were already so conditioned to understand history in
Date:
Name
& Number
(e.g.and
EDEC
253)
_________________
PS/FE
(circle
one)
3
4
terms______________________________
of half-heartedly attempting toCourse
grasp the
central
narrative
then
regurgitate
the facts back
onlevel
a test.
During
my 1
first 2
internship, my attempts to actually put the competencies into practice seemed to be undermined by the fact that clearly previous
KEEP
THESE
FORMS
IN YOUR
PROFESSIONAL
PORTFOLIO.
WILL For
ADDthat
TO reason
THEM EACH
teachers
the
students
have had
likely paid little
attentionYOU
to them.
it wasYEAR.
certainly an uphill battle I believe the
students often thought I was far too hard on them simply because I asked and expected more than note-taking from stand-and-deliver
lectures, that I asked for their active participation. Coming into the class midway into the year certainly didnt help in this regard.
However, during my second internship I was afforded classrooms that were close to the beginning of the school year so it was easier to

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
So long as the expectations for students are outlined well in advanced, and covered thoroughly in class, with precise rubrics and
instructions envisaged.
and so long as these assignments and forms of formative and summative evaluations are designed specifically to address
isolated subject-specific competencies and cover the requisite course content then the steps and actions that precede from these
assignments and evaluations become far easier to anticipate and manage. If this process is designed in an effective and appropriate
How
have
this competency
during
thisorcourse
seminar/fi
manner
than itIisdeveloped
far easier to understand
both where students
are excelling
strugglingor
andprofessional
why which certainly
indicates theeld
importance
and
necessity
of
thoughtful,
fit
design.
From
there
the
teacher
and
the
student
can
proceed
to
attempt
to
make
experience?
improvements where skills, understandings and abilities may be lacking. While I believe that ones ability to follow this process through
likely greatly benefits from experience, I also believe that I have carried out this process in as effective and appropriate a manner as
could be expected of a student-teacher.
The challenge has not been with the general student, even the general student who is clearly struggling through little else than a lack
of application and effort (which can be addressed in schools that have an effective booster program, i.e. a means of communicating
Name
_____________________________________________________
ID ________________________
expectations
and shortcomings to parents), but rather in providing
the adequate time and resources to coded students and especially
ESL learners who are, it seems, provided far less resources and assistance than even coded students (whom themselves probably do
Date:
______________________________
Course Name
& NumberSpecifically,
(e.g. EDEC 253)
level (circle
one) an
1 ESL
2
3
not receive
adequate support from educational
institutions).
it can_________________
sometimes be hardPS/FE
to understand
whether
student is doing poorly through a lack of effective communication skills and understanding of the course content, if they are not
KEEP
THESE
FORMS INadequately,
YOUR PROFESSIONAL
PORTFOLIO.ofYOU
WILL
TOsort
THEM
EACH
applying
themselves
or some combination
both.
ThisADD
is the
of in
theYEAR.
trenches work that is very time consuming,
particularly if you are placed in a school or classroom with many ESL learners, and little prior preparation seems to help to greatly
facilitate the task. If coded students and ESL learners are to get the attention they require it means the teacher must not only take a
highly proactive approach (providing assistance most lunches and after school) but also must invest their time into providing the

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;
As I believe
have mentioned
in other
of my teaching,problems
I will be honest
andhinder
say thatthe
I wassmooth
suprised that
classroom
Ianticipate
some
of reflections
the organizational
that
running
of the class
management entails so much of what a teacher does in the classroom. Prior to teaching I thought it was a crucial element, certainly,
but never did
and
I imagine
planitmeasures
might even the
toconstitute
preventthethem;
majority of a teachers attention, efforts, thought and strategy during their
presence in a classroom. I believe that, all things considered, I did a fine job maintaining a condusive learning environment and
Establish and apply methods that can be used to solve problems with students who exhibit
maintained good control over the class. However, during my first internship, I found myself probably making certain small mistakes
for instance,inappropriate
letting students whisper
to each other when there should have been no whispering while I was lecturing which led to
behaviours.
bigger issues that I later had to overcorrect for for instance, having to raise my voice more often than I probably should once that
whispering established that you could talk to your friends without consequence. As discussed with my CT, these are the types of things
one can
only learn
from classroomthis
experience
you have to during
take chances,
seecourse
what works,
adopt your pedagological
approach
to
How
have
I developed
competency
this
orand
professional
seminar/fi
eld
the realities of the classroom. Luckily, I even managed to surprise myself by how much my classroom management improved during my
experience?
second internship. A large reason for this improvement was just the increased confidence that comes with many hours in the classroom
I understood better what approach was appropriate and effective in a given situation. There becomes less need to have ones voice
rise above students voices when a name on a board will more than suffice.
During my first internship there were also incidences where I wasnt adequately clear in my activity instructions before I asked the class
Name _____________________________________________________
ID ________________________
to commence the activity. Then I was inundated by groups asking for clarification which then led me to having to get the entire class
quiet so I could give further instruction. However, something like this happens once or a few times and one does seem to quickly adapt
2
3
4
to it. You design activities to be more precise, you make expectations more explicit, you provide yourself enough time to adequately
convey the purpose and perameters of an activity, you ensure that everyone is clear about what to do before anyone begins, you
anticipate potential issues that might arise from past experiences. Other things you pick up are, for instance, making it explicit what the
consequences are for cheating prior to a test commensing you certainly cannot presume that students understand that the
repercussions for cheating are serious, you must state it firmly before the test is given out. Again though, these are the types of small
mistakes that one makes and quickly adapts. I believe I do a good job of this. The important thing I gleaned from first internship is that I

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.
This was one area that I was most concerned about entering into my first internship, without much in the way of preparation or classes
LEVEL
OF MASTERY
in the fields of diverse learners, teaching for special needs students, and so on. I was also concerned in that the students I was teaching
to certainly
learning
disabilities
and special
needs than
your average
student
if I would be up to
By thedemonstrated
end of his more
or her
initial
training,
the student
teacher
should
bebody.
ableI wondered
to :
the considerable task especially as I was just trying to familiarize and grow comfortable with the environment and the nature of
Cooperate in the development and implementation of individualized education plans
teachingitself.
designed for students under his or her responsibility.
I believe both internships were an eye-opening and complex experience in this regard. I learned a great deal simply by virtue of being
around and teaching to diverse learners. I learned just how much a particular psychological state can differ from presumptions often
made about certain special needs profiles. Some students personally and psychologically thrived though they had a special need, other
students seemed frustrated and despondent because of it. Some students with special needs were particularly well-liked by other
How
have
I developed
competency
during
this
orostrascized
professional
seminar/fi
eld
students
and staff
because of theirthis
gregarious
nature, while others
clearly
felt course
excluded and
which often
caused them
to
lash out at other students, which in turn only made them more unpopular and isolated further. The relationship between learning and
experience?
behavioural issues is a very complex one, and one that I cannot adequately grapple with in the context of this report.
Some students I was concerned about and talked to their parents directly especially given that during my firs internship the quality of
caretakers the students were paired with seemed to vary substantially (it seemed like some students were being judged and
categorized in unfair or shortsighted ways). Some parents were cooperative and very proactive and seemed to be excited that I would
even include them so directly, while other parents seemed to have a strange understanding of their childs abilities. It was frustrating to
build customized learning plans for one particular student because his mother was entirely convinced that her child did not exhibit any
development or behavioural issues even though he clearly very likely somewhere on the autism spectrum and had other related and
unrelated
behavioural issues. Also, simply learning how each ID
student
has such specific learning disabilities that any two students with,
Name
_____________________________________________________
________________________
for instance, autism, exhibit such different and particular behaviors from one another. Luckily, especially as I gained familiarity with the
capacities
of each student I tailored my
lesson
plans
and expectations
on253)
activities,
assignments and
tests
to suit
their
capabilities.
I3
Date:
______________________________
Course
Name
& Number
(e.g. EDEC
_________________
PS/FE
level
(circle
one)
1
2
4
learned that you can be quite surprised what many students are capable of, so one would be wise to not make too many hard
assumptions
and lower
expectations
too drastically,
too quickly.
Provide
space
andEACH
opportunity
KEEP
THESE FORMS
IN YOUR
PROFESSIONAL
PORTFOLIO.
YOU WILL
ADD TO
THEM
YEAR. for students to greatly exceed your
expectations, while at the same time be realistic and attentive to their learning needs and capacities. Classes I took in the summer
between my two internships (such as educational psychology, diverse learners, assessment and so on) provided much needed
information, context and approaches to best helping the learning outcomes of diverse learners. Now possessing a thorough
understanding of IEPs, and having contributed to meetings where IEPs were formulated in my second internship, also greatly improved

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;
Name _____________________________________________________
ID ________________________
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.
experience?
Prior to beginning the MATL program one of the things I felt would be most compelling about being a contemporary teacher was the
opportunities to make the classroom a compelling and varied environment through the use of ICT and various forms of rich media
content. Not only would this be a means to compel interest and attention from students but, perhaps more selfishly, it is also a
wonderful opportunity for the teacher to exercise creative skills. Without question, designing media-rich classrooms with dynamic
content is one of the most compelling structural aspects of being a teacher for me there are elements of design and engineering that
necessitate intriguing approaches. My experience in the class has only confirmed my suspicions that this is a particularly enjoyable and
rewarding part of teaching. It is something that I relish, and I believe that it shows. My classrooms are ones that make extensive use of
ICT but with the intent that it illuminates and demonstrates course content. Newspapers from a particular era, video clips to set a
scene, ultra-high resolution photos of both particular environments/moments in history but also of primary source documents etc. are
all amongst the resources I regularly bring into the classroom through ICT. I also make extensive use of internet resources : access to
academic databases for content and applicable charts, graphics, and graphical organizers; art and photography databases for access to
ultra-high resolution images that immediately capture the gaze of students; e-mail and sharing platforms (i.e. google drive) to share
information and resources amongst colleagues. At the same time, I maintain paper copies of all grades and have the means to teach
classes without the use of ICT in case of technical issues.
Due to time and access limitations, I was unable to make use of the computer lab as much as I would like. However, in my first
internship I was able to have my Secondary One, Cycle One English class work on a presentation on a mystery of their choosing. This
allowed a discourse not only on the validity and reliablity of internet resources, but also of the veracity and applicability of information
and knowledge itself i.e. how do we discern what is trustworthy? I provided lecture and other resources to help students think critically

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;
Name _____________________________________________________
ID ________________________
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?
Given that the purpose of an internship is to work in collaberation with an established teacher, certainly forming a productive, edifying
and mutually beneficial relationship with a CT is an utmost concern. While I had some initial doubts about my relationship with my first
CT upon first meeting him, I was perhaps surprised by how well our relationship developed especially after I took the reigns of the
class and provided that I was up to the task (my CT being very old school and firm in the belief that, as he told me many times, to
paraphrase there are some people who can make it in this profession and there are some people who cant). My CT was also
instrumental in involving me in school extra-curriculars; whether it was intramural soccer and basketball during lunchhours, to providing
extra tutoring to students, or even just goofing around with the kids in their games room (there was plenty of ping pong and chess
games that were had).
I also interacted with parents on numerous occasions. I was invited to take part in parent-teacher conferences about a month after
taking over my CTs classes. While in some instances it was a struggle to give a detailed rundown of some students characteristics and
needs (it is difficult having substantive and lengthy discussion about any one of a hundred students after only, on average, eight
classes with each), it was a great opportunity to develop a rapport with parents many of whom delighted me, and I believe I too made
a positive impression upon. The experience was also eye-opening in that it allowed me to more fully grasp the individual concerns and
issues certain students were dealing with whether it was unannounced health issues, behavioural issues, or turbulent home life.
Undoubtedly my approach to certain students was modified after I understood more of their individual characteristics, issues and
backgrounds.
I also had to speak with two parents over the phone in regards to their childs behaviour in classroom. While I was dreading the
defensive parent who is eager to dismiss concerns raised about their childs behaviour or performance, I actually received, in one
instance, full understanding and cooperation, and, in the other instance, indifference. However, both situations were improved due to a
dialogue fostered with parents.
I also spoke with parents whose child had special needs or specific learning requirements. In one instance things went smoothly and
having a dialogue with the parent provided the opportunity to better understand the learning techniques most suitable to their childs
needs (which really proved to me that most parents, after being a childs parent their entire lives, may in fact know much more about
the nature of their childs condition far better than guessing teachers or sometimes prejudiced or presumptive caretakers). In another
instance things did not go so well. The parent is of a background where she seemed to believe that she needed to make a case for her
WHAT
MY CURRENT
LEVEL
OF
MASTERY?
(CHOOSE
ONE)*
child anIS
attempt
to sell him as without
any
issues
and able to hold
capacities far
beyond that which was displayed in class almost
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.
Name _____________________________________________________
ID ________________________
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.
experience?
Entering the profession I had many ideas about effective lessons, assignments and approaches I would like to put into place in the
classroom. However, given that I am new to the profession, the reality is that just as a teacher should structure their lessons and units
through backwards design teachers have to learn how to make effective use of classroom time and pacing within the structures and
dictates of the demands of the environment. To this end, and given the student-teachers initiation into the environment, it requires a
collaberative, productive approach just to ensure that the class is functioning at the level and pace required as not to harm the
educational outcomes of students. Such an approach requires a very thoughtul, respectful relationship with a cooperating teacher one
built throught honest dialogue and open communication. It is my belief that I was able to nurture such relationships with all three of my
cooperating teachers. Their guidance and input was not only helpful for my development as a teacher, but was simply necessary to
ensure all bases were covered and that the classes were moving in an appropriate direction and at an appropriate pace. Their advice
and understanding was instrumental and crucial for understanding all the various dynamics of teacher beit managing relationships
with parents, administrators, students; understanding how course instruction and material pertains to specific subject-specific
competencies; specific issues and techniques that arise with certain profiles of students and class management dynamics, and so on
that cannot be gleaned through reading text alone, but must rather be experienced and dealt with in the moment and in the field.
Simply being afforded many weeks to observe and take note of my cooperating teachers (and other teachers classes I sat in on) was
itself an invaluable experience. It afforded myself the opportunity to understand effective teaching methods in action, and allowed
myself to witness what aspects I could readily intigrate into my own teaching praxis.
Yet, it was also a deeply rewarding to know that I was not someone whose presence was to take or otherwise be a burden upon a
cooperating teachers time and energy, but rather that I could be someone whose ideas, techniques, skills and work could even improve
a classroom, lighten a cooperating teachers workload, and offer assistance in areas close to my expertise. It was very satisfying when a
cooperating teacher asked for my own lesson plans, powerpoints and tips on my approaches for their own future teaching. I think this
speaks as well to the level of comfort and mutual aide that was developed in our working relationships : that I was not so defensive or
arrogant as to refuse or dismiss my cooperating teachers honest, helpful advice and input; nor were my cooperating teachers so
territorial or threatened as to not take from myself what they thought could help or contribute to their own teaching. Given my fairly
extensive experience with information technology, I was able to help my various cooperating teachers learn new ICT techniques and
facilitate efficient new methods.

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.
Name _____________________________________________________
ID ________________________
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.
experience?
I believe it is fair to say that this competency was primarily developed through the MATL classes we did in conjunction with our
internships perhaps more than what time and demands afforded in the classroom. Through the MATL program I have met many in my
cohort who are having similar experiences as myself, as a new teacher who already has fairly thorough knowledge in the content
through having previously obtained a bachelors degree in our teaching subject, and are similarly thoroughly willing to share their
insights, techniques, methods, and approaches to planning and classroom praxis. Much of our coursework necessitated working in
closely-collaberative groups and this intimacy opened ourselves to the approaches and means of other soon teachers-to-be. This
exposure allowed us to absorb new techniques and teaching approaches to which we would otherwise not have access.
Particularly in the classes that accompanied our internship, but certainly in other MATL classes as well, we were prompted on numerous
occasions though essay assignments to deeply reflect, and even justify, our approach to teaching, to probe the assumptions of our
praxis, to challenge our own presumptions about the profession and our praxis, as well as to chart our evolving understanding of
teaching and self-identity as a teacher. I must say that I believe that this process comes very naturally to me : I pride myself on being a
highly self-reflexive and thoughtful person who regularly probes the basis of my assumptions about the world and my place within it.
Regularly being made to ask myself why I wanted to become a teacher, what it means to teach, and why I desire and do teach in the
manner that I do was certainly not a chore for me. I would say I even relished the opportunity.
As an academically-inclined person, I entered the program with extensive knowledge in accessing electronic resources, databases and
related journals in the field. In this respect, entering the MATL program, education subject and teaching field meant mostly a shift in
preferred databases and electronic resource extraction (less JSTOR and more ERIC; TES for teacher resources etc.). It is the means by
which I was able to access ultra-high definition images, video, primary source documents etc. that allowed me to better self-actualize as
a teacher in the classroom.
In all honesty, while there was some valuable information gleaned from workshops during PED days, I am still unsure how best to
continue this self-probing and self-development within the work institution. I understand that it will necessitate more self-direction than
being prompted via class assignment. My experience has led me to believe that continuous professional development and life-long

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
Name _____________________________________________________
ID ________________________
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.
experience?
My desire as a teacher towards a praxis of self-reflexiveness is part of a broader capacity I hope and believe I display towards life itself. I
believe these to be in a dialectical relationship, in fact, and that my attempts at self-reflexivity in my private learning make me a better
teacher and a better classroom presence. I speak to students in a way that tries to announce why something should be important to
them and I believe I have a capacity to do so without resorting to hokey cliche or platitude, that I can even utilize a certain ironic
disposition to disarm detachment and demonstrate that some principles and values transcend the degree of personal investment. If you
can demonstrate to students that they are subject to certain values, whether or not you are even aware of it, and that you can
challenge or accept these values once aware of them, it does seem at that point that students are then far more interested in learning
just what those values are. The overwhelming majority of any of the learning I have ever done has been self-directed, and I self-directed
because I found the process intrinsically meaningful. Now, any teacher will struggle to compete with an individual following their
intellectual muse, but the hope and desire is that the teacher can introduce new ideas and new ways of looking at the world which may
then spark someone to have an intellectual muse in the first place. I think that this is a primary task that is too often overlooked in the
literature of education : the use of the teacher in providing exposure, to introduce and to problematize not necessarily to supply
answers and full explanations.
In terms of any ethical issues, I cannot see how I ever transgressed the responsibilites and duties in my role as educator. I was
accommodating, I was inclusive and strove to make the classroom ever more inclusive, I certainly showed no malice to any student, I
gave students options for the type of work they wanted to do, both on a micro-level (choosing, say, three of five questions to answer, or
the possibility of formulating their own questions via techniques of differentiation) and on a macro-level (deciding what the lesson plan
for that day was going to be, allowing students to teach the class in certain planned instances). Some days I allowed students to pick
their own groups for group work, other times I ensured that students were paired with randomized classmates in order to foster
dialogue and connection (while mindful of previous inter-group dynamics i.e. I did not put a bully in the same group as the student he
was tormenting).

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
Name _____________________________________________________
ID ________________________

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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)

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

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

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

PROFESSIONAL IDENTITY (11, 12)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL IDENTITY (11, 12)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Understands the values underlying his or her teaching.

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

PS/FE level (circle one) 1

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