Professional Competency Grids FE 3

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?
During
my 3rd field experience, I worked on Competency 1 by:
- Accepting all different religions and nationalities. My students were very curious about each other's
nationalities
and religions, even in my own religion and nationality. At times students would make
inappropriate
comments about the other student's religion, for example, they would make a strange face
say things like "that is weird". To these comments, I would explain to the students that it is okay to
or
have
different religions and to come from different countries. I explained that we are all different and that
it is "so cool" to have so many people from different countries because we can learn a lot from them.
- Addressing issues such as racism. In my everyday hero unit, I read a book to my students called "Viola
Desmond
Won't be Budged" written by Joy Nyasha. It is a true story about a woman in Nova Scotia who
was
asked to move from her seat to the balcony seat in a movie theatre because of the color of her skin.
The
students were very respectful of the subject matter and had very mature comments about the book
and
how unfair it was to Viola. I alo linked it to the fact that she was an everyday hero.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
During
- Correcting the students during their comments in class. Most students would make mistakes while
speaking
with the verb tenses. Every one of those moments was a teaching moment. I would ask the
student
if the actions happened before or if it was happening now. According to their answer I would
advise
them
about the correct tense of the verb in that specific context.
- Helping students spell words correctly. I have been teaching a Grade 2/3 split class and a Grade 2 class
for
the past three months. My Grade 2 students do not know how to spell most of the words they write. I
would walk around while they were doing their work. I would often get asked how to spell certain words.
Instead
of telling them how the word was spelled, I would ask them to sound out the word and to try to
spell
it on their own in order to teach them an independent spelling method. I also had dictionnaries
available
for the students during activities.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
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
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
During
- Planning a full superhero unit containing at least 10 lesson plans and multiple types of assessment.
- Using the Progression of Learning to gear my lessons towards the cycle goals of the QEP. During this
field
experience, I learned how to work with the Progression of Learning and all it's features. I would use
the
document
in the planning and instruction of my lesson. The Progression of Learning would show me
exactly
what the students had to learn. For my math lessons, it would also provide me with a list of
vocabulary
words that the students had to learn and use in their math courses.
- Planning a Plan B to all of my lessons, just in case something was not going quite right with the plan.
- Using student interest to plan for my lessons. My students love anything science related. Therefore,
when I used to plan for my lessons, I would always try to include a section about the topic of interest to
the
students. For example, at the beginning of the year, the students would collect grasshoppers during
recess and bring them in. We took the time to explore the different parts of a grasshopper and I also gave
the students a reading comprehension with a fun activity to complete for homework.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260555837
Marianne Kassabian
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
During
- Eliciting student thinking, rather than giving the students the information. I believe that students retain a
concept
better if they go through the experience and process of thinking through it themselves or as a
team.
I would simply be the guide for their minds.
- Being flexible with the lessons. I was often flexible with the lessons that I had planned. I would always
plan
for a plan B, therefore, if I needed to transition from plan A to plan B, I would have all my materials
ready
to go.
- Including some type of teamwork in almost every lesson. I believe that students learn better when they
discuss
the concepts with their peers. Including think, pair, share in my lessons would greatly help me
assess
if the students are understanding the concepts that I am teaching the students. I would also
include
team games where the students would have to consult with their team before having to write their
answers on their mini-whiteboards.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
During
- Diagnostically assessing students. Towards the beginning of the year, I would walk around the
classroom
with a paper and a pen. I would be taking notes of the students' work. I would write down
quotes
and/or interesting things that I heard during teamwork.
- Creating formative assessments. I planned a full superhero unit. Within this unit, I had multiple formative
asessments,
such as exit cards, checklists, self-assessment checklists, and graphic organizers.
- Creating appropriate summative assessments. Once again, within my superhero unit, I had two
summative
assignments for the students to complete. One was a narrative and the other one was a show
and
tell about their everyday hero, with which they had to fill out a three page rubric. I used rubrics for
both
summative assessments.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
December 8, 2015
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
During
- Practicing desired behavior. Often times, I would ask my students to come up and sit in front of the
SMART
board. They would be very loud and would be running. I would send them back to their seats and
ask
them
to show me how they are supposed to act in the classroom. This would work very well the next
time.
- Setting and maintaining the morning routine. The students had a clear and concise schedule for what
they
had to do in the mornings when they came in to class. These message were posted on the SMART
board
in a flashy way.
- Using Class Dojo as positive reinforcement. I would give Dojo points to the students who were doing
what they were supposed to be doing in order to praise them for their good deeds. They would get a
reward
at the end of the month if they had a certain amount of points.
- Dealing with anger tantrums. I had a student who threw anger tantrums in class when he would lose
Dojo
points. He would throw pencils at the board, would break pens, would kick chairs, would yell and
scream
at me. I would not have it. I would ask him to leave the class. He would distract other classes in
the
hallway as well. That is when I would give him a choice: either he would have to calm down and
speak to me or make the situation worse by going to the VP's office.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
During
- Implementing a case study on one specific student throughout the full fifteen weeks of my field
experience.
I used multiple means of assessment to track the student's progress for his writing skills.
- Proposing methods to help the student with suspected dyslexia to succeed. Since the waiting list to
evaluate
the student for dyslexia was too long, I proposed to the VP that I could ask my friend who has
dyslexia
aboout
the methods that helped him read and write during his academic career. The VP agreed
and
we spoke about using a tool that would help the student focus on the sentence he is reading.
- Assigning a a "reader" to the student in need. I assigned one of my stronger and more responsible
students
to be the assigned reader to the student with dyslexia since he has a hard time reading.
However,
when the student is read to, his complrehension skills are excellent. Therefore, I made the
necessary
arrangements for the student's benefit.
- Adapting the material to the student's needs. Technically, the student does not have an IEP yet,
therefore,
we cannot modify the work he is doing. I decided to adapt some of the homework that I was
giving
to this particular student. I also reduced his homework load since he is exhausted when he gets
home.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
During
- Using technology to communicate via Class Dojo.
- Using technology in my classroom everyday. I would always integrate SMART board games in my
lessons.
This way students would be more engaged in the lesson and learn in a fun way.
- Integrating iPads in my instruction. I often used iPads in my math centers. I also used a variety of apps
for
my math centers which targeted different concepts for in the field of mathematics.
- Using technology to research about grasshoppers with my students. The first time my students asked
me
about grasshoppers, I did not know anything about them. Therefore, I encouraged my students to
come
up to the SMART board and I told them that we would research the topic together. We went on the
National Geographic website in order to read reliable information.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
During
- Answering notes written in the agenda. Parents would often communicate with us through the student's
agenda.
We promoted parent-teacher-student communication in our classroom. Therefore, parents would
voice
concerns and or questions through the agenda.
- Communicating with parents about situations happening in the classroom via Class Dojo. I had a
student
teasing another student in my class. I communicated with the parent online. The parent was
ready
to go to the principal, however, I was able to calm the parent down without the help of my
cooperating teacher.
- Participating in "The Songbirds". During lunch time, on Tuesdays and Thursdays, my cooperating
teacher
and I would run a group called "The Songbirds". These students would have to prepare songs for
the
school's special occasions (Rememberance Day assembly, Christmas assembly, etc.). We would
meet
in a classroom and would practice singing the songs with the students. I would work with the ones
who had solos at times to help them develop their vocal range. We taught them to sing from their
stomachs and not from their throats.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
During
- Participating in the production of the report cards and the report card comments.
- Collaborating with the resource teacher who works with the students in my classrooms. I had a great
professional
relationship with the resource teachers at my school. We always spoke about the students in
resource
and who is progressing well. I would also suggest some students who could also benefit from
resource
courses from my classes.
- Speaking to the teachers who previously had my students as their students. I would constantly bump
into
some of the teachers who taught my students in the previous years. For example, I had a student
with
severe anger management issues. I spoke to his teacher from Grade 2 and Grade 1 about the
different
methods they used to deal with his tantrums. They gave me some tips about the ways they
handled
the situation. I was ultimately the one who implemented the methods to deal with the student,
however,
gaining some insight about the student showed me the routes not to take.
- Attending and contributing to IEP meetings. I attended one IEP meeting throughout my 3rd field
experience. The participants included my cooperating teacher, the VP, the resource teacher, the french
teacher
and I. My cooperating teacher encouraged me to participate and would ask my opinion about
some of the students, since I had been working with them more than she had.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
During
- Attending a special needs workshop provided by the school board. During the month of October, the
school
board had sent a professional in the field of special needs who gave the teachers a workshop on
different
ways to accomodate a special needs student in the classroom. I attended this meeting and
implemented
some of the methods in my classroom with the help of my cooperating teacher.
- Attending the QPAT Convention for teachers. I attended both days of the QPAT convention. The first day
I attended the convention with my cooperating teacher. The second day, I went to the convention with a
fellow teacher of mine. We attended a workshop called "Movement, Motivation and Classroom
Management".
The workshop was a about implementing games relating to the subject of study in the
classroom and how these games can help students associate concepts to movements which will help the
students
understand the concepts better.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.

During
- Not participating in school gossip. Some of the teachers at my school would often speak about certain
teachers
in fairly demeaning ways. Whenever this would happen, I would get up and leave politely or
excuse myself and leave quietly without intruding.
- Using appropriate language while speaking about a student to another teacher. I would always use
professional language in order to describe a student's physical aspect and/or difficulty.
- Treating all students with equity. I provided every student with the necessary tools in order for them to
succeed in their task. Some students would need more support than others and I provided those
students with the necessary support in order for all my students to succeed.
- Treating all of the school community with the utmost respect. I always made sure to respect all
members of the school community. I integrated respect in my lessons and told my students from the
beginning of the year that being respectful is the best quality you can have because it encompasses
many more qualities. I also modeled different ways of respecting not only people, but environment we
work in, the materials we work with, and our parents.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260555837
Marianne Kassabian
Name_____________________________________________________ID________________________

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

answers on their mini-whiteboards.

- Using technology to communicate via Class Dojo.

National Geographic website in order to read reliable information.

stomachs and not from their throats.

my 3rd field experience, I worked on Competency 12 by:

excuse myself and leave quietly without intruding.

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