Beruflich Dokumente
Kultur Dokumente
FOUNDATIONS(1,2)
Toactasaprofessionalinheritor,criticandinterpreterofknowledgeorculturewhenteachingstudents.
FEATURES
Situatesthediscipline'sbasicbenchmarksandpointsofunderstanding(concepts,postulatesandmethods)inorderto
facilitatesignificant,indepthlearningbystudents.
Adoptsacriticalapproachtothesubjectmatter.
Establisheslinksbetweenthesecondaryculturesetoutintheprogramandthesecondarycultureofthestudents.
Transformstheclassroomintoaculturalbaseopentoarangeofdifferentviewpointswithinacommonspace.
Castsacriticallookathisorherownorigins,culturalpracticesandsocialrole.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
understandthesubjectspecificandprogramspecificknowledgetobetaught,soastobeabletopromotethecreationof
meaningfullinksbythestudents;
exhibitacriticalunderstandingofhisorherculturaldevelopmentandbeawareofitspotentialandlimitations;
exhibitacriticalunderstandingoftheknowledgetobetaught,soastopromotethecreationofmeaningfullinksbythe
students;
Establishlinkswiththestudents'cultureintheproposedlearningactivities.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I was able to better teach my students, as I took the time to get to know them on and individual and
collective
basis, and learned about their history: academic, social, and family. Knowing my students well
enabled
me to better meet their needs, and understand where they were coming from as learners.
I educated myself about the different religions practiced by my students, so I could better understand
their
lives outside of school, and so that would be aware of any religious practices that may have and
effect
on their education/ day-to-day learning.
I took the time to learn about my students' academic histories, through reading their school files, talking
to
their previous teachers, or researching other schools/ countries they had come from. This again
enabled me to have a better understanding of them, therefore allowing me to help them learn better.
Before teaching a new concept/ skill, I always refreshed my memory, or took the time to ensure my
understanding, before attempting to teach this knowledge to my students. With a more complete
understanding
from my part, I was better enabled to help my students understand and make connections
their every day lives. I also took the time to share resources with my students, such as videos or
to
websites
I found helpful in understanding a concept. I also educated myself on new topics, for example if
a student posed a question I couldn't answer, I would look into it, and then share my
new knowledge.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I consistently used appropriate, professional, and respectful language when addressing any member of
the
school staff. I was sure to keep topic of conversations appropriate and respectful. I avoided
discussions
of others, such as other teachers, student teachers, students, or parents, unless the
discussion
was of a professional nature and was conducted using respectful language.
I spoke professionally, and with appropriate language, when speaking with my students. This was not just
in
the language I used, but in the topics I chose to engage in conversation about. I adjusted my language/
way
of addressing students depending on the situation: depending of age of the students, on context, on
group
size, and on objective (example: teaching a concept vs. engaging in conversation to get to know a
student).
When discussing concerns or comments about students, I did so in a respectful manner, and with only
the
appropriate people, such as my cooperating teacher, other student teachers who worked with the
student,
childcare workers, resource teachers.
I consistently used precise and correct grammar in all of my communications, be it verbal or written.
Attachadditionalsheetsifnecessary.
When writing lesson plans I took care to use correct grammar and appropriate vocabulary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
TEACHINGACT(3,4,5,6)
Todevelopteaching/learningsituationsthatareappropriatetothestudentsconcernedandthesubjectcontent
withaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Basestheselectionandcontentofteachingsequencesondatadrawnfromrecentdidacticalandpedagogical
research.
Selectsandinterpretssubjectspecificknowledgeintermsoftheaims,competenciesandsubjectcontent
specifiedintheprogramofstudy.
Plansteachingandevaluationsequencestakingintoaccountthelogicofthecontenttothetaughtandthe
developmentoflearning.
Takesintoaccounttheprerequisites,conceptions,socialdifferences(i.e.gender,ethnicorigin,socioeconomic
andculturaldifferences),needsandspecialinterestsofthestudentswhendevelopingteaching/learning
situations.
Selectsdiverseinstructionalapproachesthataresuitedtothedevelopmentofthecompetenciestargetedinthe
programsofstudy.
Anticipatesobstaclestolearningposedbythecontenttobetaught.
Planslearningsituationsthatprovideopportunitiestoapplycompetenciesindifferentcontexts.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I have
developed learning situations for a variety of subject matters, including: ELA, Art, ERC,
Technology,
and Math. I have developed learning situations for a variety of grade levels, including: grade
6,
grade 5, streamlined grade 1. I have been able to adapt lesson developed for one grade/group to be
used
in with a different grade/group: in doing so I adapted the content to be level-appropriate, adapted
way I delivered the information based on the group, and considered the needs of the individual
the
students.
When developing a lesson, I always considered the needs of my individual students, and well as the
needs and characteristics of the group as a whole. I used my knowledge of my students to help me plan
lessons that would grab their attention and engage them in the learning situation. I adapted my lesson to
meet the needs of students, or planned for modification if necessary. I considered
the needs of students
Attachadditionalsheetsifnecessary.
with IEPs, and also tried to develop lessons that would meet different learning styles.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Name_____________________________________________________ID________________________
260528814
Belinda Gregory
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
December 7th, 2015
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
TEACHINGACT(3,4,5,6)
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I implemented
lesson which I had developed, lessons developed my by cooperating teacher, lessons
from
a structured program (Success For All), and lessons improvised at that time. In all of the lessons I
implemented
I considered the learning objectives I was aiming for, and taught towards those.
I implemented
learning situations in which students could cooperate with their peers in small groups,
discuss
as a whole class, practice skills independently and in parters, or explore for themselves to
develop
their own understanding.
In
my teaching, I tried to have many resources available to students: be it manipulatives, charts, mind
maps, strategies, technology (iPads), videos, examples. I aimed to have plenty of resources available in
the hope that my students would find something that helped them in their learning.
I tried to plan learning situations and projects that I hoped would be meaningful to students. For example,
in
ELA, instead of having students simply write a short story, each student wrote a story which I made into
a whole class book, for which I designed a cover and blurb, and is now in the classroom. This made the
Attachadditionalsheetsifnecessary.
task of writing meaningful and more exciting, and produced a final product the students
can share.
TEACHINGACT(3,4,5,6)
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
TEACHINGACT(3,4,5,6)
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
During
this field experience I worked on a case study with one student, in which I determined an area to
work
on,
proposed learning goals, developed strategies and tasks to assist this student progress towards
those
goals, tracked his development, and assessed his progression and the conclusion of the case
study.
I utilized observation logs to gather information on my students' learning. I did this for my whole class,
where
I logged my observations on success/difficulties of all of my students during a learning situation. I
also
did
this for individual students, if I was focusing on the development of a specific competency and
wanted
to track their progression.
I developed a variety of tools to evaluate student progress, including: observation logs, student checklists,
student self-assessments, rubrics. I taught a number of art units in which I developed the evaluation
materials (rubrics), and interpreted student work to determine their mastery of my target goals.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
EDEC 355
December 7th, 2015
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
TEACHINGACT(3,4,5,6)
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I implemented my own classroom management system and specific strategies to ensure the efficient
running
of regular classroom activities. I was responsible for leading the students through their daily
routines
from the start, so they recognized me as an authority figure early on. I established my personal
attention-getting
strategies, which helped to distinguish me as an authority figure, and helped the
students
respond quickly when I wanted their attention. I helped set up classroom expectations: this was
a collective effort between my CT, the students, and myself. I then helped ensure those expectations
were
met.
I practiced preventative measures to avoid inappropriate behaviors, yet if they arose I dealt with them
quickly.
My approach is to not single out or call attention to one student, but rather to calmly and quietly
remedy the problem. I gave explanations for why behaviors were inappropriate, gave natural
consequences, and provided students with ways to change their behaviour or how they could behave
differently
in the future. I established a classroom environment that was positive and respectful, and my
students
were aware I had high expectations for it to remain that way.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
During
this field experience I participated in the development of IEPs for the students I was teaching. I
cooperated
with my cooperating teacher, the class childcare worker, and the resource teacher to
develop
IEPs.
I then
implemented these IEPs during my instruction, and considered the needs of my students during
my
planning.
I learned about the various needs of my students in a variety of ways: talking with previous teachers;
reading
student files; meeting with parents; speaking with childcare workers; developing and updating
I planned and implemented differentiated instruction throughout my instruction - this was something I
planned
for when developing my lessons, and carried out when teaching.
I worked on a case study with one student, in which I determined an area to work on, proposed learning
goals,
developed strategies and tasks to assist this student progress towards those goals, tracked his
development,
and assessed his progression and the conclusion of the case study.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
EDEC 355
December 7th, 2015
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I developed and co-taught a Digital Citizenship unit with one of my fellow student teachers. This
presented
the benefits, limitations, dangers, and overall reality of using technology.
I taught in a classroom following an iPad program, where all students had access to an iPad. This has
shown
me how beneficial this technology can be as an educational tool, however has also shown me
where
limitations exist and problems can arise within the classroom. I have begun to develop my own
view
on using such technology in the classroom, and have started develop ideas on how to implement it
and
regulate its use. I've also gained a repertoire and understanding of many wonderful apps that can be
used
in the classroom.
I have made use of technology in all of my teaching situations, be it using the Smartboard, using
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I collaborated with a student teacher to develop and implement a unit on Digital Citizenship for the entire
of Cycle 3. I collaborated with my CT on a daily and weekly basis to lesson plan and implement teaching.
I collaborated with the childcare worker in my class to help ensure the needs of all students were met, to
provide
extra help to those needed, and to develop special projects needed for any students. I also
collaborated
with the childcare worker throughout my case study, as she helped implement the checklists
I met with parents during meetings after school, during meet the teacher night, and during
Parent-Teacher
interviews.
I
attended
brief
meetings
with
parents
looking
to
organize
fund-raisers,
as
the
I have communicated with parents via notes home or emails to ensure we are on the same page, and to
address
any concerns, questions, or comments.
I attended all staff meetings and PED days, and also attended the QPAT conference.
Opportunities
for
special
projects
or
extracurriculars
were
not
possible,
however
I
attended
and
Attachadditionalsheetsifnecessary.
supervised the school's "Welcome Back" day, Terry Fox Run, and Remembrance
Day Ceremony.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
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.
I cooperated with resource teachers to determine which students needed extra help, to communicate
what
we had been working on so that the resource teacher could continue providing extra support, and to
listen
and incorporate their suggestions into my future instruction.
I collaborated with a fellow student teacher to develop and implement a three day workshop on Digital
Citizenship,
which we taught to the entire Cycle 3. This was appropriate to the objectives of the teaching
team, as it was a required unit for the students to complete before participating in the iPad program.
I worked within the teaching team made up of my cooperating teacher, a childcare worker, and myself;
worked together throughout the entire field experience, to teach our grade 6 class as well as our
we
streamlined
grade one English Language Arts class. This shows my ability to actively cooperate in an
ongoing
manner with a teaching team.
I was able to share my thoughts and opinions in small scale meetings and conversations related to
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
EDEC 355
Dec. 7th, 2015
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I have actively worked on developing the twelve professional competencies throughout this field
experience.
I have used them as a base for my professional goals, to aim towards mastering the features
of
each competency. I have discussed my development of the competencies with my cooperating teacher
supervisor. I have reflected on my development throughout the field experience, and self-evaluated
and
these grids.
in
I have discussed my pedagogical choices regularly with my cooperating teacher, fellow student teachers,
and
my supervisor.
For
all
of
my
teaching,
I
set
myself
personal
goals.
After
my
teaching,
I
was
able
to
reflect
on
these
goals
by myself, and receive feedback from my CT. I consistently implemented any feedback received from my
CT, in order to continue progressing. I have been actively reflecting on my development as an educator
individually,
by keeping a journal and thinking through each day. I have also been conversing with my
fellow
student teachers, to hear another perspective and receive more input.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
PROFESSIONALCOMPETENCYSELFEVALUATIONS
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I understand the values underlying my teaching, in that I understand what I believe is important when
teaching
and have developed my personal teaching identity. I believe that I have found my "identity" and
who I want to be as a teacher, and have been able to practice incorporating the values of that identity
into
my everyday teaching. For examples, one of the values I have is getting to know my students well.
On
this field experience I was able to get to know my students extremely well, both individually and
collectively,
and was able to use this to my advantage in creating a pleasant and respectful learning
environment. Another value I hold is maintaining a positive, calm, and caring attitude. Throughout this
teaching experience I aimed to remain positive, calm, and caring, whenever possible. I saw that it is
positive to teach in this way, however I also learned how at times it is necessary to move away from that,
I have shown that I am able to manage my class in a democratic way, as I listen to all voices in my
I have been able to justify my pedagogical decisions to numerous parties: to myself, during my lesson
planning; to my cooperating teacher, during the development of my lessons and post-implementation of
lessons; to my supervisor, during post-observation conferences; to parents; and to students.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
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, when completing my
case study, or when writing about students/ student interactions. I have student names
from any samples of student work I have used in my portfolio. I have respected the
privacy of my cooperating teacher and childcare worker by using pseudonyms.
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 favoring any over others,
and by providing all with equal amounts of attention and care while helping them learn,
and during interactions in which I attempted to get to know my students.
I can provide justifications for all of my teaching decisions, and can explain why I
believe they were made in the best interest of my students.