Edec 351 Professional Competency Self Evaluation Sheets 2013

PROFESSIONAL COMPETENCY SELF-EVALUATIONS
FOUNDATIONS (1, 2)
To act as a professional inheritor, critic and interpreter of knowledge or culture when

teaching students.
FEATURES
Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and
methods) in order to facilitate significant, in-depth learning by students.
Adopts a critical approach to the subject matter.
Establishes links between the secondary culture set out in the program and the secondary culture of the
students.
Transforms the classroom into a cultural base open to a range of different viewpoints within a common
space.
Casts a critical look at his or her own origins, cultural practices and social role.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
understand the subject-specific and program specific knowledge to be taught, so as to be able to
promote the creation of meaningful links by the students;
exhibit a critical understanding of his or her cultural development and be aware of its potential and
limitations;
exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of
meaningful links by the students;
Establish links with the students' culture in the proposed learning activities.
How have I developed this competency during this course or professional seminar/field
experience?
I acted as a professional inheritor, critic, and interpreter of knowledge or culture when teaching students. I understand the subject-specific
and program specific knowledge to be taught. When reading Night, a Holocaust memoir, I did extensive background research so as to be
prepared and understand the subject-specific and program specific knowledge to be taught,to then promote the creation of meaningful links
by the students. For example, we watched Wu Tang Klan Never Again music video. After discussing the videos relation to the novel, I was
able to inform students about the Yiddish music that Wu Tang incorporated into the song. From there, I established a link with students
culture by explaining to them that Montreal has one of the largest Jewish populations per capita. Students were pretty stunned. I have noticed
how important it is to make real-life connections between what we are learning and the students direct and personal lives. By doing so,
students become more interested, more relatable, and want to explore the content to a greater level.
Throughout my field experience, I was constantly conscious of my role as a culturally sensitive ally. I used discussions, response topics/
writing prompts, videos (i.e The Mask You Live In and slam poetry on White Privilege) and short stories to break down misconceptions,
stereotypes and prejudices, both racial and gender related. I thus strengthened my positive sense of my identity, and I have secured a sense of
ongoing dedication to help rectify the problem of cultural injustice.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Use the features of the competency (listed above) and the professional competency rubric.
FOUNDATIONS (1, 2)
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
Course Name & Number (e.g. EDEC 253)
EDEC 351
PS/FE level (circle one) 1
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

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.
How have I developed this competency during this course or professional seminar/field experience?
I am confident in my ability to clearly, effectively and appropriately communicate in the English language, both orally and in writing. I rely on an
orderly environment and procedures, which derive from and also results I effective and accurate communication. I focus on saying everything NOT
in a negative way. I make a conscious effort in my teaching to phrase my instructions and feedback in a positive way. I learned this communication
strategy from my basketball coach who taught me that negative self-talk and team-talk is self-destructive; I apply this strategy to the classroom
and the extra-curricular teams that I coach. I try my best, even when I am frustrated, to frame my comments in a positive, and reinforcing manner.
If I want students to stop talking, I will say, Quiet down rather than Stop talking thereby emphasizing what I want them to do in a clear and
concise manner.
Also, rationale is key. As a teacher, I must justify my procedures. In order to explain myself and have my rationale effectively communicated, I
use proper oral and written language, adhering to the codes and conventions of the English language, so as not to undermine my message. I use
correct grammar in various contexts related to teaching. Through exposure to different audiences (i.e. administrators, teachers/peers, and
students), I practiced adapting my speech. Although I refrained from using slang, I expressed myself in a way that promoted approachability. I
did not constantly try to embellish my vocabulary to impress staff members or intimidate students. I always spoke respectfully and without
vulgarity. I observed that when interacting with teachers, my language use was more casual than when addressing administrators, with whom I
spoke to in a more formal manner.
I need to consistently give clear and firm instructions so that students understand what they are expected to do, and stay on-task. By making
certain activities automatic classroom procedures, I practiced making communicaion more than speaking and sending a message; I paid particular
attention to listening and receiving a message too. I constantly repeated myself at the start of the school year as reinforcement, however if my
students were actively listening, then they would learn and internalize the procedures and self-regulate themselves. Furthermore, I utilized my
active listening skills. During class discussion, I would face students when they spoke to me without turning my back on the other students. I
would assess the speakers body language and their level of openness, and make eye contact accordingly. I would show my receptiveness and
understanding by nodding when they spoke, and clarifying their message by paraphrasing.
When evaluating English assignments, I would vigorously correct student mistakes when writing. I have a high pedagogical language standard;
thus I observed student mistakes when writing in English and simultaneously modeled the rules of grammar and stylistics when writing comments
on the summaries intended for students and my cooperating-teacher to read. I hold high expectations for my students. I am a role model in such
a way that, even when providing feedback on assignments, I do not use slang, or contractions, and I do not make spelling or grammatical errors.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351
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?
My host school was IB inclusive school, therefore I frequently referred to recent didactical and pedagogical research (on my own, through
my CT, and through reorts given to staff during eetings from the school IB representative) to make sure I was meeting the updated IB criteria.
I developed appropriate and varied teaching/learning situations involving a reasonable level of complexity by consulting the IB rubrics and
figuring out how to make the IB criteria fit with the MELs Competencies.
I consistently developed teaching/learning situations, whether they were being observed and assessed by my cooperating-teacher or my
supervisor or not, that were appropriate to the students concerned and the subject content with a view to developing the competencies
targeted in the program of study: specifically exercising critical judgment, use of information, and producing a text. For example, I had my
ELA students, during a writing workshop, take newspaper articles and, in groups, reflect on the function of the news in society. They identified
the structure and content of newspapers and news articles; evaluated the newsworthiness of an event; selected a newsworthy event to write
about; and produced a news article for which they gave their news topic a focus by writing article from a specific angle, answered the five Ws
& H, and made sure information was reliable and accurate.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351

T o 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.
I created conditions in which students engaged in multiplie meaingful problem situations, tasks and projects: for example, in my Ethics
and Religious Culture class, students participated in debates on animals rights issues based on the documentary Blackfish. They also wrote
responses and posted them on blogs where others were free to comment on: these learning situations promoted students awareness of
their opinions and worldviews, and how they must express themselves clearly, logically, and critically. In this case, I provided students with
background information in the form of brief lectures, handouts, and powerpoint presentations on sentient beings, utilitarianism, and raised
conversation starters concerning students emotional and social interpretations on animal rights and animal captivity. Students were given
class time to complete their responses, and answer handout questions--and in class, they had access to laptops and were allowed to share
ideas and collaborately brainstorm with their peers. I encouraged teamwork both between teacher and students, and between students and
peers.
I worked on supporting students learning by walking around the class during group work, checking on students, asking specific
questions, being available if they needed (both during class-time and outside of class-time), and providing meaningful and extensive
feedback when grading papers and assignments.
When it came to planning, I took a step-by-step approach whereby I decided what needed to be taught and why, I brainstormed ideas on
how to teach effectively, I located resources, and I took into account the environment in which the learning would take place, the students
interests and learning styles and the available time. Planning and organizing lessons required me to determine students prior knowledge, as
established through K-W-L graphic organizers and class discussions. I also focused on differentiation and accommodations during learning
situations. In terms of the learning environment, I would consider changes in space, seating, quiet area, and grouping in order to help
students perform to the best of their abilities and complete tasks cohesively and efficiently. If needed, I did not hesitate to move students
who talked too much. Furthermore, in terms of content, I used visuals (video, handout and graphic organizer on chalkboard) as well as class,
group, and pair discussions. I also incorporated laptops and PowerPoint/ Prezi Presentations.
With regard to implementing teaching/learning situations, I tried to focus on my pacing, as I concerned myself with individuals strengths
and, for example, did not allow some students to monopolize the conversation during class/group discussion. I was fairly good at detecting
potential teaching/learning problems and I monitored tasks and managed distractions, particularly cellphone use.

ADVANCED
Name:
Date:
Kathryn Eveleigh
THOROUGH

Decemeber 13, 2014
ACCEPTABLE
ID
PARTIAL
MINIMAL
260480667
EDEC 351


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.
I worked with the teaching team to determine the desired stages and rate of progression with the cycle concerned through English
Department meetings. I helped my CT produce her course outlines at the start of the school year, thus cooperating with my colleague to
design evaluation materials, interpreting the work of students in terms of their mastery of the competencies, and developing tools for
communicating with parents. Nevetheless, tt was difficult to develop my own tools to communicate with parents seeing as, as a studentteacher, I am not allowed to give out my e-mail address.
Relying on a collaborative-group learning approach, I was easily able to detect the strengths and weaknesses of the students in a learning
situation by walking around, observing and offering bits of commentary to feed their discussions.
Seeing as my host school was IB, I needed to design evaluation materials that would appropriately and accurately fit with the IB rubrics.
However, I was able to evaluate student progress in learning the ubject content and mastering the related competencies and adjusting my
teaching when required. For example, I had students write a literary paragraph wherein they were supposed to focus on a specific aspect,
write a topic sentence and use evidence from the novel (quotes) to support their topic statement. After correcting the paragraphs, I realized
that maybe I was unclear in relaying my expectations for this assignments. Therefore, I varied up my instructional methods, created a
PowerPoint, printed out examples that I wrote and I used students own work to demonstrate what they were required to produce and how to
improve what they already wrote. I realized, a little later than desired, students strengths and weaknesses in a learning situation, and tried
different ways to effectively communicate expected outcomes to students.

ADVANCED
MINIMAL
Name:
Date:
Kathryn Eveleigh
THOROUGH
Decemeber 13, 2014
ACCEPTABLE
ID
PARTIAL
260480667
EDEC 351


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 and plan measures to
prevent them;
Establish and apply methods that can be used to solve problems with students who exhibit inappropriate
behaviours.
When I planned, organized and supervised a class, I discovered that students respond positively to hooks, particularly video clips. The
video clips were engaging lead-ins to group and class discussion.
I develop and implemented an efficient system for running regular clasroom activities where students in my English class knew that they
entered calss and were to start either silent reading or silent journal writing. (I would always write 2 new writing prompts on the chalkboard
before class started.)
By having students work in groups, more voices can be heard. Typically shy students are able to speak up with less inhibition, because they
are with friends and in smaller groups. They practice building and nurturing quality relationships with their peers. Small group work appeals
to students basic needs as it not only establishes a sense of safety and a sense of freedom, but also a sense of belonging. By using a
collaborative learning approach, students are given responsibilities that they must carry out in a more autonomous way. I do not have to
watch their every move or monitor their every word. Also, group and class discussions are useful work.
When the class is being disruptive and off-task, and I feel as if I am repeating myself too often, I will start to write the next break on the
chalkboard (it may be recess, lunch, or after-school). Students know that once I write the next break on the board three times, they must stay
for two minutes after the bell. This disciplinary technique was explained to my students on the first day of class. What I like about this
technique is that students end up shhing themselves and learn how to self-regulate themselves. Adolescents need to learn to follow rules
because they see and comprehend the purpose behind them. Student accountability and obedience is rooted in rational thinking, respect, and
an understanding of how obedience is conducive to a safe, humane, and productive learning environment.

With regard to classroom management, I learned the importance of being consistent with a behaviour plan. If I say that I am going to do it, I
must follow through. Students are quick to call teachers bluffs when they start to think teachers are issuing empty threats. I feel as though
my confidence in the classroom has greatly improved and feels natural.
As I gained experience and confidence as a teacher, I have become more efficient at maintaining order in my classroom. Faced with a
secondary 3 English class that had extremely difficult dynamics, I realized that I had to adapt to the student behavioral diversity in my
classroom and accept responsibility for classroom control. In order to overcome incidents where students break out into laughter, become
off-task and strike up side conversations, sit around doing nothing, or try to work but are too distracted by others, I started keeping students
who engaged in problem behavior after the bell. I would let them know that they were not in trouble and that I would give them a late slip, and
then I would discuss with them, one-on-one, my expectations with regard to their behavior and their academic success. Moreover, I would ask
them how I could help create positive conditions that would foster their individual and the class success. The majority of students respond
favorably to this approach. They recognize that they are not being targeted, stereotyped, or punished, rather they are being included in the
solution and their needs are being accommodated. Students are being invited to collaborate with the teacher and contribute ideas and
activities to promote a respectful, responsible and productive classroom.

ADVANCED
Name:
Date:
Kathryn Eveleigh
THOROUGH

Decemeber 13, 2014
ACCEPTABLE
ID
PARTIAL
MINIMAL
260480667
EDEC 351

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.
F EATURES
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
By the end of his or her initial training, the student teacher should be able to :
Cooperate in the development and implementation of individualized education plans designed for
students under his or her responsibility.
experience?
This competency was difficult to master seeing as I did not have any students with IEPs, and only a couple were coded.
However, through my Success For All assignment, I was able to design and cooperate in the development and implementation
of an individualized education plan designed for a student under my responsibility who was not officially assigned a code.
I focused on differentiation and accomodating the diverse learners through inclusive intructional strategies and learning
opportunities. I used a flexible approach in the classroom, and would vary my instructional methods to see which fit the child
and the class best. Oftentimes, I would utilize the resource room, and have students who had trouble focusing in the
classroom or who needed one-on-one attention go and work with a teacher in order to be more productive and progress
through the coursework. By relying on my CT to e-mail parents, and through my interactions from the resource teachers and
through my interactions with other teachers who have taught or teach the students who I was concerned about, I obtained
background information and current updates on the students.
Furthermore, I cooperated in the development and implementation of individualized education plans when I attended
weekly staff meetings, and shared ideas and worked with my CT as she mentored certain students (as part of the Secondary 3
mentorship program).

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
MINIMAL
260480667
EDEC 351

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
LEVEL OF
By the
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.
MASTERY
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.
I communicated through various multimedia resources: I used PowerPoint presentations, Prezis, YouTube videos, and songs and music. For
example, when reading a memoir based on a Holocaust survivior, students collectively constructed a view of social stratification and the
concept of white privilege after watching a YouTube video on slam poetry titled BNV 2013 Finals Round #2 - Albuquerque. Technology here
provided visual and audio support whereby students were better able to process the information and exercise critical judgment on a specific
subject.
Also, when reading a novel, I had students return to scene where one character is playing his last violin act befoe he dies, a fragment of
Beethovens concerto. I then had my students indepenently reread the scene while listening to the actual Beethoven violin concerto music clip.
I used technology in a functional manner to appeal to audio and musically-inclined learners, and students were to write about how
Beethovens music made them feel. How did hearing the music contribute to making meaning or understanding the words in the novel?
Students were to share their thoughts and feelings about this characters particular experience.
I developed teaching/learning situations that are appropriate to the students concerned and the subject content, specifically, in English class,
to produce a text through creative and practical use of technology. I integrated information and communications technologies (ICT) in the
preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. (Selfdirected teaching skill). I also had students utilize classroom ICT, specifically students created their own blogs to write responses (and
exchange comments), students created their own Pinterest accounts, they created PSAs and comic strips from the ToonDoo online program.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351
MINIMAL

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?
My role as a student-teacher meant that I participated and collaborated with other members of the hosting school staff in the educational
service of teacher training. I expanded on this competency seeing as, in my second stage, my CT was the head of the English Department,
therefore I gained first-hand knowledge on typical issues and procedures, and was able to sit in on a few Department meetings. I consistently
collaborated with my cooperating-teacher (CT) and the other student-teacher who I was on stage with.
The educational objective of fostering social competence, identity, learning behavior and academic achievement requires a teacher to
become personally involved with students parents; I was able to sit in, participate in and even lead a few parent-teacher interviews.
Partner-like cooperation and communication between a childs primary culture (home-life) and their secondary culture (the school) is
paramount to establish a common goal for student development and success. Trusting relationships require more than the annual,
recommended but not mandatory, parent-teacher interviews. I learned, by talking with various teachers and conducting alongside my CT, that
personal, face-to-face scheduled meetings/consultations with parents (and including administration if need be) can be practical in that
parents can directly receive resources to understand their childs curriculum and strategies to handle student behaviour, motivation or
understanding. A trusting relationship is established through open and accessible channels of communication such as letters, exercise books/
handouts, viewing students marked assignments, and email. I had one student who had severe behavioural maladjustments, and I had to
adjust m actions to the educational objectives of the school by talking to other teachers, and, on a weekly basis, I would have a meeting with
the principal to discuss the childs situation. I was consistently informed about the childs meetings with social workers and potential group
homes.
Furthermore, coaching allowed me to talk to parents in a more informal setting, but still build a trusting bond with them, and assess and
encourage their involvement in their childs academic and athletic pursuits. I have already written letters to the players on my team, and I
consistently talk to them after games.

ADVANCED
THOROUGH
ACCEPTABLE
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351
PARTIAL
MINIMAL

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.
experience?
I contributed to the work of the teaching team in a relatively effective manner as I sat in on, and participated in, discussions during my host
schools weekly Wednesday staff meetings.
I helped cooperate in an active and ongoing manner with the teaching teams working with the same studnets because my host school had a
Secondary 3 mentorship program. Each teacher who taught a Secondary 3 class was a mentor to 3 students of that grade. I cooperated with
my CT to assist my CTs students in terms of time management and meeting their classes and teachers expectations.
I also was in constant communication with my CT and other members of the English Department. I would ask them for feedback in carrying
out tasks involving the development and evaluation of the competencies targeted in English Language Arts, taking into account the students
that they might have taught in previous years. By the end of my stage, those teachers that I sought help from would include me in plannng
and developing their teaching/learning situations, and I was able to provide constructive criticism and innovative suggstions that were
respected and appreciated.

ADVANCED
THOROUGH
ACCEPTABLE
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351
PARTIAL
MINIMAL
PROFESSIONAL IDENTITY (11, 12)

To engage in professional development individually and with others.
FEATURES
Takes stock of his or her competencies and takes steps to develop them using available
resources.
Discusses the relevance of his or her pedagogical choices with his or her colleagues.
Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.
Spearheads projects to solve teaching problems.
Involves peers in research related to the mastery of the competencies targeted in the
programs of study and to the educational objectives of the school.
LEVEL OF MASTERY
identify, understand and use available resources (research reports and professional literature,
pedagogical networks, professional associations, data banks) related to teaching;
identify his or her strengths and limitations, along with his or her personal objectives and the
means of achieving them;
engage in rigorous reflexive analysis on specific aspects of his or her teaching;
Undertake research projects related to specific aspects of his or her teaching.
experience?
I had ample opportunities to engage in professional development with other teachers aside from my CT. I spoke with administration and with other teachers, and I attended
QPAT. Also, at the start of the school year, the Riverside School Board had a Welcome Back meeting for teachers and I attended that with a fellow student-teacher. I was
able to discuss the relevance of my pedagogical choices with colleagues not limited to my host school.
By talking with many teachers and my supervisor (in pre- and post-observation conferences), interacting with students in my host school and with other student-teachers
in my professional seminar class, and through taking observation notes, making interpretations, and completing my learning opportunities' assignments, I engaged frequently
in rigorous reflexive analysis on specific aspects of my potential teaching. Nevertheless, I believe that these reflections will change, be refined and redefined as I partake in
other field experiences. I recognize that the act of teaching, whether it be in future stage experiences or in my own future classroom, is an ongoing, evolving learning
process, and it is not strictly a solo endeavor.
I realize that I am a school leader, and as such, it is my role to ensure the learning needs and well-being of my students are the basis of my decision-making and lesson
planning. I have a strong self-expectation for my professional identity-- I strive not only to perform but to personify professionalism--to be a role model, and be friendly, but
not my students friend. Also, as a leader, I became very involved in extra-curricular activities during my field experience. I coached field hockey and basketball, and I help
out with the volleyball team. I use my skills to improve the players abilities and to build connections outside of the classroom. Currently, I am focusing on having my
players learn the importance of setting goals, develop as a leader, and to perform and win ethically and with integrity (one of our younger field hockey players is very
aggressive and we have to remind our girls to stay classy). I take pride in being a teacher, coach and role model, as I have a likelihood of teaching students what they value
most, and need to learn from the most: life-lessons.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351
PROFESSIONAL IDENTITY (11, 12)

To demonstrate ethical and responsible professional behaviour in the performance of his or her
duties.
FEATURES
Understands the values underlying his or her teaching.
Manages his or her class in a democratic way.
Provides students with appropriate attention and support.
Justifies his or her decisions concerning the learning and education of students to the parties
concerned.
Respects the confidential nature of certain aspects of his or her work.
Avoids any form of discrimination toward students, parents or colleagues.
Situates the moral conflicts arising in class with reference to the major schools of thought.
Demonstrates sound judgment in using the legal and regulatory framework governing the teaching
profession.
LEVEL OF MASTERY
demonstrate sufficient responsibility in dealings with students that one can recommend with no
reservations that a class be entrusted to his or her care;
Answer to others for his or her actions by providing well-founded reasons.
I developed this competency through self-reflection. By taking observation notes and post-lesson entries, I was able to make
interpretations and assess my values underlying the act of teaching. Especially in the context of student diversity in the classroom, I had to
recognize my beliefs and prejudices. I was in an all-inclusive classroom and actively engaged myself with all students. I gave feedback to
students of all cultural backgrounds, including the quietest students.
In grading papers, I justified the reasons for giving certain marks directly to my cooperating-teacher and indirectly explained myself to
students through corrections and comments. I tried to refrain from looking at the names of children prior to reading and correcting their
worksheets to avoid any form of bias.
Emotional constancy helped me as a teacher to demonstrate ethical and responsible behaviour. This technique deals with managing and
modulating my emotions. In demonstrating emotional constancy, I am a figure of stability --someone students can turn to when they feel
their emotions are out of control and my emotions wont cloud my judgment. At least, that is what I strived for when using emotional
constancy. If students have a problem, I do not overact--I reamain calm even if they share uncomforatble, unfortunate or terrifying
experiences. By placing student achievement above my own emotions, I am more capable of performing my duty, assessing the situation and
seeking required resources (if needed). My students gave me feedback at the end of my stage and told me that they appreciated how I knew
when to keep it real.
Also, I did my best to normalize error. Normalizing error helps me develop competency 12 because, if students ask me a question and I did
not know the answer to it, I can take responsibility for what I know and what I dont know. I admit my shortcomings, and I allow and
encourage my students to be critical and challenge them. By normalizing error through my own actions, I teach and exemplify that I am
learning too. When students feel comfortable enough to make mistakes, it is likely that they feel safe in the learning environment, and there is
a high degree of respect in the classroom.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Use the features of the competency (listed above) and the professional competency rubric
Name:
Date:
Kathryn Eveleigh
Decemeber 13, 2014
ID
260480667
EDEC 351

Edec 351 Professional Competency Self Evaluation Sheets 2013

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

To act as a professional inheritor, critic and interpreter of knowledge or culture when

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Uses appropriate language when speaking to students, parents and peers.

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

TEACHING ACT (3, 4, 5, 6)

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

Decemeber 13, 2014

Course Name & Number (e.g. EDEC 253)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS