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?

The QEPs competencies for ELA are fairly broad and leave room for different interpretation. This flexibility
allows me to formulate lessons that explore a variety of themes, so long as students develop necessary reading and
writing skills. My objective is to meet the QEPs requirements, but also provide them with tools to be critical beings
capable of differentiating between objective and subjective points-of view.
Fortunately, my research interests lie within the non-hegemonic discourse and counter-narratives. I select
works by authors typically marginalized and whose perspectives are not part of the mainstream. This process usually
involves looking at ideas and perspectives other than that of the students, thus students engage critically and
challenge the norm. Students recognize a different perspective which allows them to understand the subjective
nature of narratives and stories.
I also make connections to the world around us by using media stories about current events and new stories
to critically examine issues. For instance, when examining the social expectations of men and women in
Shakespeares England, I made the comparison to public figures in the media to demonstrate how an individuals
public and private personas are different depending on the purpose. Understanding the relationship between past
and present allows students to better grasp ideas that may otherwise be anomalies to them.

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

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

FOUNDATIONS (1, 2)
To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in
various contexts related to teaching.
FEATURES
Uses appropriate language when speaking to students, parents and peers.
Observes rules of grammar and stylistics when writing texts intended for students, parents or peers.
Is able to take up a position, support his or her ideas and argue his or her subject matter in a consistent,
effective, constructive and respectful way during discussions.
Communicates ideas concisely using precise vocabulary and correct syntax.
Corrects the mistakes students make when speaking and writing.
Constantly strives to improve his or her own oral and written language skills.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
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?

There have been a few moments in my placement where I had to communicate with parents or
guardians regarding their childs performance in school. I had to inform parents about missing assignments from
their child. In most cases, I did not have to do a follow-up. In addition, I have spoken to some parents in person
during parent-teacher interviews in which I did have to address certain behavioral or academic concerns. On
several occasions, I have communicated with students about absences or assignments via e-mail. I always keep
the language professional and formal.
In class, I communicate in a fairly casual tone and will correct students when they make grammatical
errors; however, I will often wait until the end of the conversation or until the activity/lesson is over in order to
avoid interrupting the student or lesson. In particular, I allow students to attempt to read new or unfamiliar
vocabulary words before I provide the proper pronunciation. In addition, I provide written and oral feedback on
written assignments. I made corrections in the text, but also follow up with more general feedback based on
overall written performance. Following this step, I also give oral feedback to the class if a certain mistake is
repeatedly observed.

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

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

With the study of novels or literature to develop students reading and writing skills, I use a variety of methods. I often create
literature circles in which students work in groups to share their ideas with their peers. This process encourages collaboration, allows a
student to work on team-building skills, and receive feedback before an assessment. More importantly, literature circles allow
struggling readers to benefit from the support of their peers. Thus, students build on all three targeted subject competencies in ELA.
Another method I have used in my presentations is to divide the time for different purposes: I will usually start with
instructions or explanations to set up the situation or lesson, then allow the students to work on their own to formulate their own
thoughts, and finally to share with the class to promote communication skills and appreciate different understandings. The skills
developed during these activities should be applicable to other classes and for the future.
In order to assess the students learning, I will use a variety of methods that include individual and group discussion and
written responses that are both formal and reflective. Small assignments would be used as formative assessments to judge
comprehension of main ideas. A summative assignment will also be given to wrap-up the unit and gage whether the student is capable
of applying the topics on a more personal level. This would require more reflection and then application. Rather than presenting the
assignment as a right/wrong scenario, students will be evaluated on their ability to communicate main ideas clearly and effectively.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

To pilot teaching/learning situations that are appropriate to the students concerned and to the subject
content with a view to developing the competencies targeted in the programs of study.
FEATURES
Creates conditions in which students can engage in meaningful problem situations, tasks or projects, based on
their cognitive, emotional and social characteristics.
Provides students with the resources they need to take part in the learning situations.
Guides students in selecting, interpreting and understanding the information provided in the various resources
and in understanding the elements of a problem situation or the requirements of a task or project.
Supports student learning by asking questions and providing frequent and relevant feedback to promote the
integration and transfer of learning.
Encourages teamwork.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

In creating learning situations that helps students grasp the material, I believe I excel. I will often create
situations or learning scenarios that reflect real life or the cultures we live in order for students to be able to apply
have is learned to different contexts. How well they can apply the knowledge shared in class is what matters most to
me. This is often involved role-playing or examples that imitate the real-world.
When studying Shakespeare, students often have difficulty understanding the language. In order to facilitate
student engagement, I develop a routine of using various mediums to decode the text in a way that appeals to
different types of learners. I will start with reading the Shakespearean text and then a modern translation, which
allows students to notice that the text is not as complicated when it is broken down. In addition, I show students
screen adaptations of the plays to visualize a text that is meant to be performed.
When learning to write essays, I use an exercise to get students to engage with a task they often perceive as
mundane. To show students how to take a stance in an argument, I have students move to one side of the classroom
TEACHING
ACT (3,
4, 5,stance
6) for a variety of statements. I choose topics that are contentious and two-sided,
or the other depending
on their
thereby forcing them to adopt a perspective and then defending it. This exercise makes students to think on the spot
and engages them both physically and cognitively.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?
I could develop a communication system with parents and the school administrations in order to flag students
who are receiving failing grades or who at risk. This type of system would keep the students accountable for their work. In
addition, it allows students to receive help from a community of supporters for their success. I could also take advantage
of the resources available to me such as integration aids and the resource room to maximize my efficiency and produce
positive results for the students success.
My strength would be my adaptability when giving lessons. When I notice that students are having a hard time
understanding a particular topic, I will not hesitate to go over lessons again to highlight key features. If that were the case,
I would provide notes or schedule a tutorial for remedial help. For large summative assessments, I break up the task into
smaller sections that students work on. As such, it gives me the opportunity to make suggestions and provide feedback to
students before their final evaluation. Depending on the student and their needs, I give oral feedback while working on
assignments in class or written feedback for smaller sections. I also make use of peer-editing so that students have the
opportunity to get additional support from their peers.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

In order to run a smooth lesson, I am always well-prepared and organized. Handout and materials are procured in
advance. I always distribute hard copies of instructions so that students can take notes as instructions and explanations
are given. At the beginning of class, I post an agenda with the lesson plans for that days activities, in addition to short
term plans for the week to keep students informed and anticipate the weekly schedule. This prevents students from
asking the same question repeatedly. It also allows them to anticipate any assessments.
When students are working in groups, I often assign roles to ensure that each member is held accountable. For
instance, I will have a reporter, a scribe and a researcher. When these roles are not required, I will make sure students
stay on task my calling on groups randomly to answer discussion questions. This particular method is effective because
students will thoroughly attend to the task because they do not know whether they will be called on. I most often do not
allow groups to be larger than 3 to ensure there is enough work for each member. When groups are larger, I ensure that
all students are participating by forming groups myself according to strengths and weaknesses. I will also assign roles to
specific members who I know will contribute in different ways, such as assigning students on I.E.P.s.
An effective method that works to keep students occupied during group work is to distribute handouts that
students are required to submit with their assignments. It ensures that students write down their ideas to help them
remember, it requires effort to translate ideas into words and it keeps each student accountable for their portion of the
work and that they used class time effectively.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social
maladjustments or handicaps.
FEATURES
Facilitates the educational and social integration of students with learning disabilities, social maladjustments or
handicaps.
Consults resource people and parents to obtain background information on students with difficulties (needs,
progress, etc.).
Proposes learning tasks, challenges and roles within the class that help students to progress.
Participates in developing and implementing individualized education plans.

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.

How have I developed this competency during this course or professional seminar/field experience?

I have made significant strides in this regard. I know understand that students on I.E.P.s have a variety of different
needs. My first step is to learn the individual students needs and then create lesson with them in mind. Rather than
simply have students write notes down when instructions were given, I would create a handout that both organizes and
clearly outlines the expectations. Students know exactly where to write the information; thus, they avoid spending time
writing down information that is not needed at the time. In addition, they organize their ideas and thoughts in a manner
that is easier to follow. Certain students will be notified if they require additional time to complete assignment or if they
need to do assignments on a computer. In addition, I have spoken to integration aids when applicable to discuss the
students progress and develop strategies for improvement or apply methods that would facilitate the students success. I
would also make sure that students are completing assignments in order to avoid being stressed by homework that
continues to pile up. Distribution of the workload was a key factor in their academic achievements. When students are
given time to work on assignments in class, I would circulate to informally assess their work and give suggestions for
improvement.
An example of how I would help students with I.E.P.s is by giving them discussion questions related the novel
studied in advance. This method allows students to anticipate which details are significant in the novel. It also reduces the
anxiety of answering questions in class if they have had time to prepare for it.

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

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

To integrate information and communications technologies (ict ) in the preparation and delivery of
teaching/learning activities and for instructional management and professional development purposes.
FEATURES

Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and
regarding the social issues they raise.
Assesses the instructional potential of computer applications and networking technology in relation to the development of
the competencies targeted in the programs of study.
Communicates using various multimedia resources.
Uses ICT effectively to search for, interpret and communicate information and to solve problems.
Uses ICT effectively to build networks that facilitate information sharing and professional development with respect to his
or her own field of teaching or teaching practice.
Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to assess their own use of ICT,
and to exercise critical judgment regarding the information they find on the Internet.

LEVEL OF MASTERY

By the end of his or her initial training, the student teacher should be able to :
demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources;
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.

How have I developed this competency during this course or professional seminar/field experience?
It is difficult to implement I.C.T. on a regular basis in English Language Arts because students do not have access to
computers on a regular basis. When projects that require software or applications for presentations are assigned,
students are expected to use technology as a tool to engage the audience and to add visual interest to the overall
presentation style. I would use I.C.T. on a regular basis to help visual learners. Although the instructions are distributed on
handouts, I would have questions or instructions projected on the board, allowing me to add notes or ideas are they arise.
I would use free video and websites available online to help support the lessons I gave. I used videos to explain a
topic in a different manner if students needed to hear more examples. Also, it helps visual learners if they need graphs or
charts to visualize the content in a manner that is easier for them to understand.
In addition, for Cycle One students who have iPads, I would allow them to take digital notes. This was particularly
effective in eliminating spelling mistakes, as well as speed up the process of writing notes down my hand. I created
assignments so that students could use the technological resources available to them to research and create projects
during class while at the same time communicate with their group members.
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.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

Attach additional sheets if necessary.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?

There are some situations where I could improve within this competency. I can most definitely communicate
with parents on an on-going basis to keep them informed about their childs progress or lack thereof. In certain cases
where students were missing assignments, I waited a few weeks after the original deadline before contacting
parents. Some parents took the time to return an e-mail, but a few did not. In this case, I should have taken the
initiative to communicate via a phone call or had a meeting before the situation escalated.
During my first placement, I volunteered for the schools talent show and well as participate in Girls Night.
These extra-curricular activities allow me to meet different staff members at the school and to build a good rapport.
In addition, it shows the students that I care about their school and am interested in their environment outside of
our class time together. I also participated in various E.C.A.s during my second placement, such as the after-school
play and the Gay-Straight Alliance group. These activities are part of the school culture and allow me to meet other
students and staff members.
When using Google Classroom, I invite parents to join the class as well. It allows them to see any notes or
assignments I post for students, making my teaching material and assessments transparent. It also allows parents to
view their childrens grades on an on-going basis, which allows for more consistent communication.

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

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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.

10

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
By the end of his or her initial training, the student teacher should be able to :
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.

How have I developed this competency during this course or professional seminar/field experience?

There are many instances where I communicated with other teachers or support staff to cooperate to
ensure each students success. I have spoken and worked with integration aids when applicable to discuss the
students progress and develop strategies for improvement or apply methods that would facilitate the students
success. If I was having a hard time with a student with low motivation or who a student who is uncooperative,
I would communicate my concerns with my other teachers to check for any patterns in the behaviour. As such, I
developed a better understanding of the student and their needs.
I also worked with different staff members during subject meetings or program-based meetings (IB
program). We worked on developing common evaluation exams for each term. I collaborated with different
teachers to come up with a common objectives and assessment for areas in ELA such as reading comprehension
and writing.

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

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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.

11

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?
I have often taken it upon myself to discuss my lessons and ideas with my classmates who are doing their
placements at the same time. We will often share ideas for engaging lessons and will discuss what works or doesnt work
for students. While I am open to different ideas for activities, I always keep the needs and capabilities of my own students
in mind because how a lesson will go varies greatly on the groups participation, abilities, cooperation and interests.
I also kept a log the weekly activities to monitor what went well or didnt go well. The log allows me to keep track
of what my classes need and suggests areas for improvement for myself. It allows me to create lessons that are tailored
for students and allows me to make adjustments if I were to do the lesson a second time.
In addition to speaking with my classmates, I took the opportunity to speak with other teachers at my placement
to learn about the projects they do. I learned from experienced teachers who were willing to share their knowledge and
experience. Sharing ideas made helped me realize my own teaching style as well by consciously reflecting on how I would
implement the shared ideas into my own practice and lessons. While I might not always agree with different styles, it was
always a learning opportunity to find out what others engage in.
I actively got to put into practice the research I do by ordering novels that arent typically in the curriculum. I am a
strong advocate for teaching non-canonical texts in high schools and got to practice that belief in my placement.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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.

12

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?

I am a strong believer in implement and sharing cultural knowledge in the classroom with the goal of promoting
critical thinking and cultural consciousness. I believe I achieved this by sharing worldviews that are not part of hegemonic
discourse. For E.R.C., instead of looking at religious stories in the context of Judeo-Christian religions, I focused on religions
that arent discussed as thoroughly in classes, such as Indigenous stories. For E.L.A., I chose novels that shared information
on the Islamic Revolution are not particularly popular.
One of the main objectives I try to work towards is creating an inclusive classroom that is free of discrimination
based on gender, race, abilities, etc. In all the classes I taught, I discussed gender roles because it is such a contentious
topic in schools at the moment. My students were aware that malice towards others in the classroom was not acceptable.
In addition, I create a space that was safe to talk about the issues that might interrupt the schools social climate. In
certain cases where a student would say something that is ethically questionable, I made an effort not to prove the
student wrong, but by gently showing them an alternative view to the scenario. I remained objective to avoid making
attacks on the students personal character and instead focused on presenting other options.
My students knew that I operate in a fair basis for all students. If I had rules in the classroom, they either applied
to everyone or no one. I believe I was fair in my dealing with students and sometimes made compromises if the students
deserved recognition or privileges. I believe a classroom could be left in my care because I operate on the basis of equal
opportunity and creating safe spaces.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name:

ID:

Date: Course Name & Number (e.g. EDEC 253) EDIN 601

PS/FE level (circle one) 1

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

MINIMAL