PROFESSIONALCOMPETENCYSELFEVALUATIONS

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?

Science
is the type of subject that students need to not only hear and read about, but also do and see in
practice.
However, it is not always possible to have a lab activity for every single science concept being

taught;
there
just isn't the time or the resources needed. Therefore, I have found that it is very important

for
science
concepts
to be related to everyday events and occurrences to make it easier to understand.

As
my
fourth
field
experience
is almost ending, I can see how my ability to connect theory to real events

has

improved with time and experience. For this field experience, I was working at a school in Doha,

Qatar
where the students come from all sorts of international backgrounds. Since I have a pretty mixed

background
myself, having been raised in a Latino country but in an American school, and then having

lived
in
Canada
as well, I felt like I could connect with the students through our multicultural experiences.

With
my younger students, I was teaching genetics, which is a subject that I was already very

comfortable with, and I used my own family tree as an example in class. With the IB Biology seniors,

however,
I had to teach a unit on neurobiology where a lot of the content was new to me. However, I felt

like
I did a very good job of learning and internalizing the material, preparing the best way to teach it, and

even
researching extra examples and studies to talk about when teaching it in class. For example, when

teaching
the structure and function of the eye, I took it upon myself to preform an eye dissection after

school
on a cow's eye I bought at the butcher, and then brought more of those eyes for the students to

dissect with my help in class. In the end, I felt like my lesson was a very high quality one for adding the

dissection activity, especially having never studied the eye in detail myself before.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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 was born and raised in the Dominican Republic, meaning that my native langauge is actually Spanish.
However,
having done all of my schooling in English in an American school, my reading and writing skills

have
fortunately
never been compromised. Since all of my academic preparation has been in English, I

could
even
say
that
my reading and writing is better in English than it is in Spanish, a fact that has been

attested
to
by
my
teachers
and supervisors throughout the years who have been impressed with my

lesson

plans and essays. In terms of oral communication, I am generally very clear and well-spoken

(most
people
can't guess that I am from a Spanish-speaking country in the first place), the only problem

spot
being when I get nervous, where I tend to speak too quickly or stumble on my words. However, it is

something
that I have worked on and that has gotten better with teaching experience and meditative/

calming
practices. Moreover, it is an issue that usually goes away as soon as I get to the know the

students and become more at ease with my role as a teacher.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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?

Throughout
my years at McGill University, I have been taught that effective teaching rarely ever looks like
pure
lecture at the front of the room with a quiet classroom of students taking notes. For this reason, I

have
always done my best to include as many interactive activities and projects in my classes, and have

been
fortunate that the school I am placed in is a big promoter of this style of teaching. For example,

while
teaching blood groups in the general biology class, I conducted a blood typing lab with the students,

where

they stimulate the role of a forensic scientist who must find out who has committed a crime by

analyzing
different suspects' blood. This kind of situational problem was an activity that, paired with their

notes,
helped them understand the biological differences in the different blood types, and that at the same

time related included a mystery to be solved that added the factor of fun and involvement that is

sometimes necessary to engage 10th graders into science. Moreover, this lab was done in partners,

which
was a good way to get the students to talk to each other as they worked through the problem at

hand.
Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
260508670
Adriana Selman

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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 believe
that I have done very well in creating lessons that cater to the needs of my students. From my

studies
at
McGill and my research I have learned that students learn best when they can see and touch

things,
as well as when they can talk about it with their peers. For this reason, I always try to incorporate

activities
where the students must talk or do, and not just listen. An example of a project like this that I

conducted
was when teaching DNA structure and replication to the IB Biology level 1 students. This is a

topic
that can be extremely dry and content-driven, since they are expected to memorize about 10

different
enzymes that take part of the process, and the chemical names of all of the parts of DNA. To

make
it more student-involved, I therefore had them create tutorial-style videos on the topic. These

videos
were
inspired
on
the
types
of
tutorials
the
can
be
found
on
YouTube
on
many
different
topics,

usually
with
explanatory
drawings
and
audio,
and
they
are
something
that
students
of
their
age
tend
to

use a lot for their own studies. I therefore gave each pair of students a whiteboard and markers, and they

had
to take care of the video and audio themselves. Not only was this project relevant and familiar to the

students,
but they also had fun creating the videos, and, by having to teach and explain the topic, they
learned
it very well in the process.

TEACHINGACT(3,4,5,6)

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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?

Throughout
this field experience, I have greatly developed my use of formative assessment in evaluating
student
learning
and my own teaching. The school I am placed in puts a lot of emphasis on our use of

these
assessments,
as well as the giving of feedback, which has encouraged me to take on those

practices.
Some examples of formative checks I've used include warm-up questions and exit cards, think
pair-share
activites, and short quizzes as progress checks. These not only help me see where the

students
are in terms of understanding and help me adjust my teaching accordingly, but also helps the

students
realize the same for themselves, and helps them adjust their study habits as well. Moreover,

after
summative tests, my coordinating teacher and I allow for error analyses, where the students reflect

on
the
questions and concepts that they misunderstood, and after they have done that they are then

allowed
to take a retake test to show that they have corrected those misconceptions or improved those

skills.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
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 have always been a big believer that variety in the classroom is key for student engagement (and even
for
my own engagement as a teacher). For this reason, I tend to plan my lessons so that no one part

takes
more than 20-30 minutes. Since the classes that I am teaching now take 85 minutes, which is

longer
than I am accustomed to, it has been somewhat of a challenge to find many different things to do

in each lesson, but I have definitely been improving with experience. When I am teaching the IB Biology

classes,
where there is a huge amount of content to cover in a short amount of time, it can be tempting to

simply
lecture
non-stop and expect the students to retain the information, but I know that this is not a

realistic
expectation, as their attention can only span for so long. I therefore like to introduce breaks in the

lesson,
where I ask the students to discuss an idea, solve a problem, preform a short lab, or even just

simply
stand up and tell someone at the other side of the room something that they have learned so far.

All of these pilot to students needs of moving around, talking, and engaging with the content in some way.

Moreover,
because they relieve boredom and repetitiveness, they tend to help in avoiding student

restlessness
and misbehavior. There are, however, a few routines that the students can always expect

and
that maintain organization as well, such as the turning in of assignments at the back of the room, the
separation
of desks during summative assessments, and the expectation of respect towards myself and

towards
each other.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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 have not have students with individualized education plans, but I do have
some
generally struggling students. In order to keep them up with the rest of the class, I always offer to

have
one-on-one
sessions with anybody who wants extra help, and usually get one or two students

coming
to
the
office
every week to get it. I have also promoted their progress by giving extensive and

specific
feedback
on
both formative and summative assessments, and offering extra resources for

practice

or review. I have also kept a good dialogue with my coordinating teacher, and a few other

teachers,
about the struggling students, and we have come up with ways to help, like offering extra time

during
tests.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
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?
is one of the tools that I most lean on in the classroom, as it provides such a wide array of
ICT
possibilities
and benefits. Moreover, the school that I am placed in uses technology in many different

ways,
which
I have taken advantage of completely. They use Google Drive for teacher-teacher

collaboration
and teacher-student file sharing, a moodle website to communicate with the students and

turn
in
assignments,
and, most importantly, a one-to-one laptop program where each student has his/her

own

laptop that also turns into a tablet, so that they can work on anything they need, and even handwrite

with
their
stylus pens. Even as a student teacher, I was given one of the laptops for myself, which has

definitely
helped me connect with the school's ICT tools. One of the most effective ways I have used it so

far
is by creating PowerPoint presentations, but rather than expecting the students to listen and take all
the
notes by hand, I simply send it to them through the moodle, where they can take notes directly on the

slides. I often also leave blanks in certain parts, where they need to stop and figure out a problem, draw a

diagram,
or answer a question. I find that this engages the students much more than if I were to simply

lecture
because they are immediately doing something with the information they are acquiring.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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?

From
the very beginning of this field experience I have felt like a colleague among the teachers in the
science
department, rather than "just a student teacher." Due to this openness on their part, I have been

able
to
collaborate
with several teachers on planning science units together. For example, I met with two

other
teachers
and
my coordinating teacher on a Saturday to plan a new unit based on the New

Generations
Science Standards (NGSS). This was a great opportunity, and my ideas and opinions were

taken
into account. Moreover, I even met with another teacher to plan another unit together, and was not

only
proud that my coordinating teacher had the confidence in me to let me do that on my own, but that

the
teacher that I collaborated with then spoke highly of my ideas and work ethic to the other science

teachers.
In terms of relationships with parents, I was glad to have the opportunity to attend parent

teacher-student
conferences and meet many of my students' family members. I have formed a

relationship with one particular set of parents who came to talk to my CT and I about their daughter, and
agreed to help her once a week after school with reviewing concepts. This has been something that
we

have been doing ever since, and the parents have been glad to report improvement in their
we

daughter's
outlook on science.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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?

Four
of the classes that I have been teaching during this field experience are IB Biology courses, in which
the
students
are separated into two levels - standard level and higher level - where the higher level

students
go more in-depth into the content that is covered. Of those four classes, only one of them

contains
students
of only one level, with the other three classes having mixed students. This has meant

that
for
almost
every
lesson I have had to differentiate my teaching, and usually have to plan two different

activities,
make two different reviews, worksheets, and tests. Fortunately, I have had the help of another

teacher
who has the same situation. Since we share most of the resources we use through our Google

Drive
folders, this collaboration has made the planning of differentiation much easier than it would have

been
if I were doing it all on my own. Moreover, through this sharing of ideas, we have been able to come

up with creative ways of differentiating, and have had great success so far.

Another situation in which I have contributed to the teaching team was through collaboration to plan two

units
based on the NGSS standards as mentioned previously, where I felt like a colleague whose opinion

was
valued, and whose ideas were not just taken into account, but also put into practice.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
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?

There
are two particular things that have helped me develop this competency in this field experience. The
first
has been my writing of reflections every week. This has made me stop and think about my

experiences,
struggles, and successes, and has helped me realize what is working and what needs to be

changed
or
improved.
The key has been being consistent and not letting a week go by without doing this,

no
matter how busy I may be, because in the long-term that reflection helps me save time and energy by

helping
me become a more effective teacher. The second part has been the positive relationships I have

developed
with my coordinating teacher and the other science teachers I collaborate with. Not only does

my
CT give me advice when I need it, but the other teachers have also been extremely helpful when I

want
some help or advice as well. For example, during the second week of the internship I was struggling

to
come up with a good way of conducting a certain activity in the classroom so that the students would
not get too distracted. While my personal instinct is usually to shy away from asking for help, I was

extremely
glad that I did in the end, since my CT and another teacher gave me ideas of ways to set up

the
classroom and the student groups to maximize focus and decrease distractions. Since that positive

experience,
I have become more open to asking for help, and now no longer see it as a weakness (which

has
been
a
very
big step for me).

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

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?
In a time where there is so much prejudice against people from the Middle East, working in an American

in Qatar has been an extremely interesting and positive experience for developing this
school

Not only do I teach students from different places in the Middle East, but I also teach kids
competency.

from
everywhere
else in the world (from Europe to Australia to South America). Coming from an

international
background myself, I have never felt out of place at all in the school, and have in fact been

extremely happy to see how so many international students and teachers get along without prejudice or

discrimination
for race, culture, or religion. Moreover, while in North America there is sometimes the

stereotype that the North American kids will do better in school, that idea is completely nonexistent here,

with students from all backgrounds achieving at all levels of success. This general school culture has

helped me set up great student-teacher and teacher-teacher relationships and decrease my own biases

for students of certain cultures. This has in turn helped me become a more democratic teacher.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260508670
Adriana Selman
Name_____________________________________________________ID________________________

March 29, 2016

EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.