Learning Opportunity 2 - Professional Competencies

PROFESSIONAL
COMPETENCY SELF-EVALUATIONS

FOUNDATIONS ( 1, 2 )
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
FEATURES
Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, in-depth learning by students.
Adopts a critical approach to the subject matter.
Establishes links between the secondary culture set out in the program and the secondary culture of the students.
Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.
Casts a critical look at his or her own origins, cultural practices and social role.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
understand the subject-specific and program specific knowledge to be taught, so as to be able to promote the creation of
meaningful links by the students;
exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;
exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the
students;
Establish links with the students' culture in the proposed learning activities.
How have I developed this competency during this course or professional seminar/field experience?

I kept a journal throughout my field experience at John R ennie High School in order to have a copy of my experiences and reflections. This is so that I could
look back on them in order to improve as an educator. As my various cooperating teachers taught their classes, I would jot down teaching techniques, aspects of the
school/classroom environment, and questions pertaining to anything I wanted to know more about! This was important for me as a developing educator because before
this field experience, I frankly did not believe I needed an observational stage. I have taught Childrens Liturgy at my Parish for 8 years, and I assumed that I would not
benefit from this stage because I already knew it all, or so I thought. Yet, keeping a journal helped me understand that I actually still have a lot of learning to do! I
realized that I had SO many questions, and I was thirsty for any new knowledge my CTs provided. The students were very similar to the children I teach at my Church (I
had even taught some of the students in the past), and yet the way each teacher approached them and acted as an educational facilitator was very different and
interesting. I soon realized that I have a responsibility toward my future students; I owe them my best, and I can only become my best through learning and reflection.
Just because you teach does not mean that you must s top learning. In fact, to teach is to learn twice.

Through my time spent at John Rennie High School, I also learned that I am a bridge between my students and the curriculum. During a grade 7 English class
we organized an Art Appreciation day with our CT. The goal was to introduce the s tudents to the world of fine art. My fellow student teacher and I have actually
volunteered to chaperone their upcoming trip to the Muse des Beaux Arts this Wednesday, on our own time, during the Christmas break. Throughout the class, I saw
a group of students looking at my absolute favourite Degas painting: Little Dancer Aged Fourteen. I explained how much I liked the painting and how I read a book about
the life of the little girl who modeled for it. I explained that she was actually very poor and thought she was ugly, but posed for Degas in order to make money for her
family. The students seemed very interested. And well see some beautiful paintings at the museum next week, I reminded them. Youre coming to the museum?
they asked. Of course! I said. Its going to be so much fun! They all smiled and I felt like I had made some kind of small connection with them.

I observed many math teachers at John Rennie, which is not my teachable subject, but it helped me learn a lot about what students are expected to achieve
in class. I would look over lessons in advance in order to be properly equipped to answer their questions during class. That being said, I certainly made a few errors while
trying to explain some of the math principles to the students. Yet, I always asked my CT if I was unsure, and later corrected my mistakes with the students. Teaching is a
learning opportunity in itself. I also guided small reading group sessions, where I would try to have the students explain, in their own words, what was happening in the
text. Later on, I was granted an opportunity to direct a science lesson. The students did not seem to comprehend what the word deforestation meant, and so I used a
real life example to relate it to them in a tangible manner (Angell Woods in Beaconsfield).
Simply perceiving the way students would wave at me in the hall or get excited when they saw me at the back of their classroom, or when the seniors in my

CTs math class would yell Hey Miss! from across the hall, made me realize I was where I was meant to be. One boy asked why I had to leave and when I would c ome
back. I was having a positive influence in these students lives, and there is honestly no better feeling.

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) _________________ PS/FE level (circle one) 1 2 3 4

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

When communicating with the students, I made sure to always be professional, yet I also ensured that my language and behaviour did not alienate them; I
wanted them to be confortable with me. That being said, I must admit that, a few times, the word guys escaped my lips when addressing the class, as opposed to
ladies and gentlemen or students. However, for the most part, I believe that I communicated in a fashion that goes beyond what was expected. I am studying to
become an English teacher and have always prided myself upon using correct grammar, vocabulary, etc. That is not to say that Im not still learning! Before introducing a
lesson to the class on my fourth day of the field experience, I went over any difficult words, or anything that I did not feel comfortable pronouncing or spelling, with my
CT to ensure that I did not make any mistakes. That being said, I did make a few small errors, but I was never embarrassed to correct myself and tell the students I had
made an error. I think this is something important for all teachers to learn; you will make mistakes, but it is how you show your humility in correcting your errors that
will nurture your growth. When I directed a reading group discussion in my first week, I made sure to correct mispronunciations that the students were making, as I feel
that literary and oral skills are very necessary in life. However, I did not want to extinguish their attempts. Therefore, I gaged which words were most important to
correct. Above all, I did my best to communicate and bond with my students by relating to their interests and speaking with them on a friendly and non-critical level.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



TEACHING ACT ( 3, 4 , 5 , 6 )
To develop teaching/learning situations that are appropriate to the students concerned and the subject content
with a view to developing the competencies targeted in the programs of study.
FEATURES
Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical
research.
Selects and interprets subject-specific knowledge in terms of the aims, competencies and subject content
specified in the program of study.
Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the
development of learning.
Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic
and cultural differences), needs and special interests of the students when developing teaching/learning
situations.
Selects diverse instructional approaches that are suited to the development of the competencies targeted in the
programs of study.
Anticipates obstacles to learning posed by the content to be taught.
Plans learning situations that provide opportunities to apply competencies in different contexts.
LEVEL OF MASTERY
develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that
enable students to progress in the development of their competencies;
Build these activities into a long-term plan.


ADVANCED

Attach additional sheets if necessary.
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



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
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.

TEACHING ACT ( 3, 4 , 5 , 6 )


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



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
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.


ADVANCED

THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



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
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.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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.



ADVANCED

THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________




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
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.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



To cooperate with school staff, parents, partners in the community and students in pursuing the
educational objectives of the school.
FEATURES
Collaborates with other members of the school staff in defining orientations, and developing and implementing
projects related to educational services in areas falling under the responsibility of the school.
Informs parents and encourages them to become actively involved.
Coordinates his or her actions with those of the school's various partners.
Supports students involved in the administrative structures of the school or in school activities or projects.
LEVEL OF MASTERY
situate his or her role in relation to that played by other internal or external resource persons;
adjust his or her actions to the educational objectives of the school and contribute to the attainment of these
objectives by becoming personally involved in school projects;
Start building a trusting relationship with parents.

I did not have the opportunity to engage with parents during my first field experience, yet through my observations, I noted that many teachers chose to

send out a weekly memo to the parents in order to keep them up to date with their c hildrens education. Each teacher was also very supportive of the growing
Leadership program at John Rennie High School, and I got the chance to help both the Leadership and Green Team take the staples out of flyers in order to
properly recycle them. This seems like a small, almost meaningless task, but it helped me connect with both the staff members and many of the students, while
promoting a healthier environment. Whenever my CT had a free period, I took it upon myself to go watch the Actors Studio students rehearse for their upcoming
show, Peter Pan. This helped me understand the community of the school while showing the students that I was very supportive of their involvement with extra-
curricular activities. I also volunteered to chaperon the grade 7 trip to the Muse des Beaux Arts next Wednesday, on my own time, simply because I loved my
experience at John Rennie and want to remain connected. I learned a lot from the teachers and students and I want to continue to be a part of their pedagogical lives.

Through my experience as a Childrens Liturgy teacher at my Parish I have had parents ask me if they could sit in on one of my classes with their child.
Whether the child was simply shy, or disabled in any kind of way, this helped me interact and become better acquainted with my students parents. I realize that
communicating with parents and other staff members can be difficult. I have taught Childrens Liturgy for 8 years, and I can personally say that I havent always had
the easiest of times agreeing upon lesson plans or teaching techniques with my moderator and fellow teachers. Working together can be a challenge, and at times, my
thoughts become clouded; I convince myself that what I think is right, and that what they think is wrong. This is something that I plan to work on throughout my
education and later on throughout my career. Whenever there is a conflict, I will take a deep breath and remind myself that my peers point of view is just as valid as my
own. In fact, one of my favourite sayings is, dont judge a man until youve walked two moons in his moccasins. I will try to live up to this s tatement and attempt to
see the situation from my peers point of view.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



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.
FEATURES
Recognizes instances where cooperation with other members of the teaching team is required in order to design
or adapt teaching/learning situations, to evaluate student learning or to promote the mastery of competencies
by the end of the cycle.
Develops and organizes a project appropriate to the objectives to be attained by the teaching team.
Cooperates in an active, ongoing manner with the teaching teams working with the same students.
Helps build consensus, when required, among members of the teaching team.
LEVEL OF MASTERY
contribute to the work of the teaching team in an effective manner;
Provide constructive criticism and make innovative suggestions with respect to the team's work.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



PROFESSIONAL I DENTITY ( 11, 1 2)
11
To engage in professional development individually and with others.
FEATURES
Takes stock of his or her competencies and takes steps to develop them using available resources.
Discusses the relevance of his or her pedagogical choices with his or her colleagues.
Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.
Spearheads projects to solve teaching problems.
Involves peers in research related to the mastery of the competencies targeted in the programs of study and to
the educational objectives of the school.
LEVEL OF MASTERY
identify, understand and use available resources (research reports and professional literature, pedagogical
networks, professional associations, data banks) related to teaching;
identify his or her strengths and limitations, along with his or her personal objectives and the means of achieving
them;
engage in rigorous reflexive analysis on specific aspects of his or her teaching;
Undertake research projects related to specific aspects of his or her teaching.

Filling out this competency grid sheet is a perfect example of how I am fulfilling competency #11. I am engaging in active reflection while determining what I
still need to improve upon. In addition to this, I am engaged with many social media networks (Wordpress, Pinterest, Evernote, etc.) that relate to teaching and lesson
plans, and that keep me connected with other educators and peers ( discussion boards, McGill library research articles, Facebook groups, etc.). Yet, the most important
lesson Ive learned is that I will definitely make mistakes, but it is how I learn from these mistakes that will define me as an educator.

Keeping a journal and adding to my professional teaching E-Portfolio are some of the most powerful ways in which I have demonstrated my understanding
of this competency. In my journal, I have different headings for Teaching Techniques, School/Classroom Community, Seminar Class Notes, and finally, Reflective
Moments. I would jot down examples, discussion questions, and student behaviours/responses, followed by making a point of discussing my notes with my fellow
student teachers, c ooperating teachers, and peers in my seminar class. This helped me engage with other teachers and future teachers, and it aided my growth and
reflective process. In the evening, I would reflect upon what I had learned, and wrote down my thoughts in the Reflective Moments section. This made me realize that
I still have a lot to learn. My most prized Reflective Moment, or the one I learned the most from, was Adams Moment ( name has been changed in order to protect
the students identity). Note: This entry is also found in Learning Opportunity 1.

I almost missed an opportunity to engage with a very bright young man simply due to my own bias. Adam was a young boy in grade 8 who had a learning and
behavioral issue. He had an integrative aid, but he seldom responded to her. The students had to read a sheet, and then I was to go over the corrections with them.
Adams aid asked him to simply look at the paper, but again, he did not respond. I told myself that I would not ask him any questions, as he clearly did not seem willing
(or able) to participate. This was my bias. The lesson was going smoothly, yet there was one question with which they struggled. Even though everyone kept shouting
answers, no one was right. Suddenly, Adams hand shot up. I asked, Yes, Adam? He yelled, 11.5%! I swelled with pride. Perfect! Come draw it on the board. He
up, and everyone clapped. If this moment hadnt occurred, I would have categorized Adam as unable to participate, unmotivated, and perhaps even unintelligent.
came
Yet, all he needed was a chance to show me it was indeed the complete opposite. He absorbed everything, and I learned that I must judge less quickly. I now believe
that all learners are infinitely intelligent, capable beings. Educators must use each learners intelligence to support their understanding. Adam opened my eyes to what
teaching is really all about: giving your students a voice.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________



PROFESSIONAL I DENTITY ( 11, 1 2)
12
To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
FEATURES
Understands the values underlying his or her teaching.
Manages his or her class in a democratic way.
Provides students with appropriate attention and support.
Justifies his or her decisions concerning the learning and education of students to the parties concerned.
Respects the confidential nature of certain aspects of his or her work.
Avoids any form of discrimination toward students, parents or colleagues.
Situates the moral conflicts arising in class with reference to the major schools of thought.
Demonstrates sound judgment in using the legal and regulatory framework governing the teaching profession.
LEVEL OF MASTERY
demonstrate sufficient responsibility in dealings with students that one can recommend with no reservations
that a class be entrusted to his or her care;
Answer to others for his or her actions by providing well-founded reasons.

Working as a Childrens Liturgy teacher for the past 8 years has taught me that students come from varying backgrounds and bring with them differing

perspectives and points of view. My time spent at John Rennie High School confirmed this. Personally, I did not have an opportunity to exercise this competency in an
active fashion as I did not manage the class, but I was granted the opportunity to interact with students and provide them with attention and support in a democratic
manner. I respected the confidentiality of all aspects of the school (including teachers and students) by changing all names of people discussed throughout these
learning opportunities, and by making the conscious decision not to discuss any personal information acquired throughout my field experience with anyone not directly
involved.
I made it my mission to aid students who asked for helped, but especially those who didnt ask for help. Paul and John (names have been changed) were two

very quiet, non-disruptive boys who never said a word in class. When I circulated to answer questions, they never had any. Nevertheless, I always made sure to ask
them how they were doing, if they understood the problem they were working on, and that they could ask me for help at any time. I dont know if this made them feel
supported or annoyed, but Im glad I did it, and I hope they didnt mind.

When I received the opportunity to introduce a few lessons to the classes I was in over the weeks, my cooperating teachers asked me how I felt about my
lessons. I think it went well, I said meekly. My CT responded, I think it went great! In fact, I would have no hesitation leaving the class with you in charge. This made
me feel confident in my abilities, and I will strive to nurture this confidence throughout my c areer.

However, I did come to the realization that I have biases. The first one was discussed in competency 11 (Adams Challenge). The second one, however,
pertains to Caleb (name has been changed to protect the students identity). Ms. Cyr (name has been changed) had a class of secondary 4 students that was quite
possibly one of the most interesting classes I have ever had the pleasure of observing. The class was small in size, but large in heart. This particular class was composed
of 8 students with varying levels of learning disabilities. One student, Caleb, had cerebral palsy, and was confined to his Power Chair. He insisted people call it a power
chair; Electric chairs kill people, power chairs move people!, he would write on his IPad. Ms. Cyr, however, had absolutely no problem communicating with him. She
him fit right in! I wondered how s he modified the lesson to fit his needs, and was flabbergasted when she told me she didnt! Caleb was a miracle; he had cerebral
made
palsy so he could not communicate, but he was one of the brightest students in the class (and probably better than I at solving math problems). He was a regular boy
trapped inside his body. He is in Ms. Cyrs class because he needs more time to complete assignments due to the fact that he has to signal using his chair, and his
integrative aid writes down all his responses. The pace suits him, but he is a brain!

I cant even begin to express how impressed I was with this young man and how he and Ms. Cyr learned to communicate with each other (which took 3
years)! It was enough to make me fall in love with teaching all over again. Every student has potential; as educators, we must find it, and let it shine.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

Name _____________________________________________________ ID ________________________




Name _____________________________________________________ ID ________________________



Learning Opportunity 2 - Professional Competencies

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PROFESSIONAL

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

To engage in professional development individually and with others.

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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