Professional Competency Self Evaluation Sheets 0

PROFESSIONAL COMP ETE N CY SEL F EVALU A TIONS
FOUNDATIONS (1, 2)
To act as a profession al inheritor, crit ic an d i n terp ret e r of kn owled g e or culture when teaching stud e n ts.
FEA T URES
Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, indepth 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.
LE VEL OF MAS T ERY
By the end of his or her initial training, the student teacher should be able to:
understand the subjectspecific 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 com p et ency du ring this course or profession al sem i n a r / fie l d exp e ri ence ?
During the first lesson I taught in my third field experience, I stressed the importance of having an open but safe
space and then proceeded to summarize the competencies that students would be graded on. I wanted my
students to know that when they were in my classroom they were in a safe environment to learn and were free to
express their opinions. I further wanted them to know exactly how I was grading them and what I would be
looking for in regards to the three ELA competencies provided by MELS. I believe I have adopted a critical
approach throughout my teaching during my third field experience. I believe that I was successful in interpreting
knowledge as I focused on elements that would not only be interesting to students, but further prepare them for
their upcoming responses and final examination. I made my lectures concise and straightforward. In an attempt
to create links between proposed learning activities and the culture of the students, my lessons were further
situated around current events such as politics.
Throughout my stage, I made an effort to be more critical of myself and my personal biases. During discussions
with students I made my opinion known, but would do so in such a way that other students would not be
discouraged to express their own opinions. I invited constructive and productive disagreement.
Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF M A STERY? (CHOOSE ONE ) *

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Use the features of the competency (listed above) and the professional competency rubric.
Name
Date:
ID
Course Name & Number (e.g. EDEC 253)
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PS/FE level (circle one) 1
FOUNDATIONS (1, 2)
To c o mmun i cate clearly in th e la ng u a ge of ins t ructio n, bo th orally and in writin g, us in g co rr e c t gr am ma r, in
va ri ou s co nt e x t s re late d to te a c hin g .
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 M A STERY
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.
Throughout my third stage, I used appropriate language when speaking to my CT, students, administration, and
parents. I further used professional and appropriate language when speaking to my fellow peers in Seminar
class. I paid close attention to spelling and grammar when creating my LESs and any other class material. I
further ensured that my instructions on student worksheets were clear, concise, and easily understood. I
corrected the mistakes of students in speaking and writing when correcting assignments such as literary essays.
During discussions, I was able to communicate my ideas in a constructive and concise way. Students responded
well to my enthusiasm and understanding of the concepts I taught.
I was informed by my supervisor that I use the word guys too often. I am currently making an effort to
improve upon this.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID
TEACHING ACT (3, 4, 5, 6)

To de ve lop te ac hi ng /l e a r n i n g situations th a t are ap pro p r i a t e to th e st ud ent s conc e r n e d an d th e subj ec t con t en t
wi th a vi e w to dev e lo pi ng th e c o mp et en ci e s tar g et ed in th e pr ogr a ms of stu d y .
FEATURES
Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical
research.
Selects and interprets subjectspecific 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 M A STERY
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 longterm plan.
My teaching practices were grounded in various theories drawn from course readings. For instance, throughout
my field experience I attempted to implement students autonomy, an aspect of Self Determination Theory. All
assignments I created pertained to the three ELA competencies provided my MELS. Every assignment followed a
logical progression. There would be a text/media for students to engage with, a discussion, then an assignment
would be given. For every assignment, students were given an evaluation rubric that offered detailed requirements of
the assignment. Finally, I framed all assignments within a long-term plan of perfecting essay and response writing
for the final exam.
Throughout the planning of my lesson, I was sure to take into consideration learning differences. I did so by
selecting diverse instructional approaches that targeted different learners.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

To pi lo t teaching /learn ing situ at io ns that ar e app r opr i at e to the students c o nc erned and to the subject
content with a vie w to developin g the com p et encie s t a rg eted in the program s 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 M A STERY
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.
For each class, my goal is to create conditions in which students can engage in meaningful learning. I provided
an overview on the board of what we would be doing as a class for each lesson. Students knew what to expect
and began working shortly after I explained the task. Throughout the teaching of my LESs, students were
encouraged to engage in meaningful problem situations and tasks. For instance, they were asked to identify,
define, and analyse the use of literary elements in various texts and media for the purpose of preparing them for
the final exam. I always provided students with the necessary support to be able to participate in learning
activities. During work periods, I would continuously circulate to ensure that all students were working together
in cooperation.
When working in small groups, I encouraged teamwork within the group rather than having students rely on me
for answers. I did so by prompting students with questions rather than simply give them the information. By
doing so students relied on themselves and their peers to determine the correct answer. I believe I was successful
at guiding my students learning.
TEACHING
I further remained
ACTin (3,
close4,contact
5, 6)with the IEP provider. She would inform me of any additional resources that
some students would require in certain learning situations. With her help, I was able to properly support my
students with appropriate resources.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

TO EVALUATE STUDEN T PROGRESS IN LE ARNI NG THE SU BJE C T CON T ENT AN D MASTERING THE RELATED
COMPE T EN CIES .
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 M A STERY
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.
After correcting assignments, observing students behavior in class, and speaking with the IEP provider, I was
able to detect strengths and weaknesses of students in certain learning situations. In my feedback I praised the
students who did well and offered assistance to students that had more difficulty. However, if I noticed that the
majority of the students were having difficulty or lacked motivation overall for a particular assignment, I would
engage in a dialogue and adjust my teaching strategies appropriately. Throughout my stage I cooperated with
my CT and peers in order to design evaluative criteria for various assignments. I further discussed the ways in
which to measure mastery in the three ELA competencies provided by MELS on a regular basis.
After each assignment, I provided students with detailed feedback in regards to the work that they completed.
This took the form of a rubric as well as written comments.
I communicated with parents over email if there was an issue with the student submitting work or work of poor
quality.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

To pl an , organize and supervise a class in suc h a way as to pr om o t e stud ent s ' le arn i ng and so cial
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 M A STERY
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.
During the course of my stage, I made an effort to continually enforce class rules. My goal was to enforce these
rules in a way that would not characterize me as an enforcer of rules. For instance, when coming across a group
that was off task, rather than telling them to do their work or be quiet, I sat down with them and asked them
questions pertaining to the text at hand. I found this method to be the most successful.
I found small group chattering to be the most problematic behaviour that hindered the smoothness of my
lectures and class work. During the teaching of my LESs, I employed my CTs wait for silence tactic.
Rather than shouting over the students, I would silently wait and look at the few students who were speaking. As
a result, other students did my work for me as they shhhhed the other students. By doing so, I was successful
at attaining and maintaining a classroom environment that was conducive to learning.
I was not presented with an opportunity to solve problems pertaining to inappropriate behaviour. I look forward
to learning more classroom management skills in the future.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

To ad apt his or her teaching to the need s an d charact e rist ic s of stu d ent s wi th le ar ni ng di sabi lit ie s, social
m a la dj us tme n ts or ha nd i c a p s .
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 M A STERY
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.
Throughout my stage, I kept in close contact with both the individual responsible for IEPs as well as the school
counselor. The IEPs helped me better understand my students and provide them with the necessary resources to
ensure their individual excellence. Although I was aware that the councilor could not provide me with specifics,
she did inform me of certain students that were prone to emotional outbursts in class. With this information I
was able to prepare myself for such situations ensuring that I would handle them appropriately and
professionally.
I would work closely with students who had social maladjustments to ensure that they were comfortable
working in groups. For each assignment, I always gave the option of completing the assignment alone to avoid
any unnecessary stress and anxiety to some students in the classroom.
With the information of students behavior and progress, I was able to provide further information to the
construction of one of my students IEPs.
Additionally, I have re-explained steps to students who need to be reminded what the steps are. I have broken
down assignments into smaller parts to make it more manageable for certain students. I demonstrated that I am
able to adapt to the needs that were presented in my classroom.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

To inte gra t e in form ati o n and co mm u n i ca t i o n s technologies (ict) in th e preparat ion an d de liv er y of
teaching/learning act i v i tie s and for in st ructi o nal ma na g e m e n t and pr of ess i o n a l development purp o ses.
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 M A STERY
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
wellstructured, critical manner.
I implemented the use of ICT in lessons in which I believed it would be beneficial to my students. I understand
that not all lesson plans can be adapted to incorporate ICT. Thus, I assessed the instructional potential of using
ICT in my classroom on a case by case basis. I was aware of the limitations of ICT, specifically in regards to
malfunctions. Thus, I always had a plan B lesson prepared.
In order to make my lectures more interesting, I incorporated the use of ICT. I used images, PowerPoint, Prezi,
and memes to make my lectures interesting, fun, and engaging. The use of ICT was not only limited to my
teaching but also carried over into students assignments. For one lesson I employed the use of a software
called Toondoo. Students were asked to create a comic strip concerning the events in a short story we read. I
brought them to the lab many times throughout the semester. In doing so, my students were able to further
familiarize themselves with ICT and used ICT to carry out learning activities.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

To coo p er at e wit h sc h o ol s t a ff, pa re n t s , part ners in the commun i ty and stud en ts in pu rsuing the
educat ion a l ob jecti v e s of the sch o ol.
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 M A STERY
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.
Throughout my stage I continuously communicated with my CT in regards to my lesson plans and classroom
activities. I further supported school activities as I evolved myself in extra- curricular activities. I co-coached
midget girls basketball and assistant-coached the boys midget basketball. I participated in practices after school
and attended both home and away games.
I further arranged a meeting with the school guidance councillor and IEP contributor to gain a deeper
understanding of the culture of the school and lives of the students in my classroom. I made an effort to
introduce myself to the Principal, EMSB VP, and drama teacher and informed them that I was available for any
projects that they may have.
I participated in two parent teacher interview nights and kept in contact with parents over email to inform them
of their childs progress in my class. I attended and participated in all staff meetings.
Overall, I made a large effort to implement myself in extra-curricular activities and coordinate with school
partners and parents. I was not presented with an opportunity to cooperate with partners of the community.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

To coo p er at e wit h members of the teac hing team in ca rr yi n g out tas k s in vol v in g the development and
evalu a ti on of the c o m p etenci e s t a rg eted in th e prog ram s of stu d y , taking in to account the stud ent s
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 M A STERY
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.
Throughout my stage I continually had conversations with my CT. We spent time on developing and organizing
appropriate lessons that would meet our objective of seamlessly blending my integration into the classroom.
If and when a disagreement arose, my CT and I would continuously introduce new ideas until a consensus was
achieved. As a result, meetings between my CT and I went very smoothly and were always productive.
I further provided information of students work and behaviour in my classroom to aide in the creation of new
IEPs for particular students.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID
PROFESSIONAL IDENTITY (11, 12)

To engage in pro f essional develop m ent ind i vidually an d with oth e r s .
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 M A STERY
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.
Throughout my third stage, I continuously kept my professional competencies in mind. Each week in my journal
I would recognise the instances in which I fulfilled my competencies. I also outlined the ways in which I would
improve competencies. Through personal reflection, I was able to put a plan in place to improve myself.
I further discussed my teaching philosophy and pedagogical approaches with my CT and peers at school. Both
offered great advice that I took into consideration. I further discussed the ways in which to incorporate and
improve subject specific competencies within my LESs.
I also participated in reading and discussing pedagogical articles from my seminar class with my peers and CT.
I further undertook research projects related to specific aspects of my teaching. This is evident in a Theory to
Practice essay I wrote as well as a Success for All assignment I completed for my Seminar course.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID
PROFESSIONAL IDENTITY (11, 12)

To de m o n s tr a t e eth i cal and re sp on sib l e pro f e s s i o n a l beh a viou r in the perform a n c e of his or her du ties.
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 M A STERY
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 wellfounded reasons.
Each day I arrived on time and dressed professionally. I further conducted myself in a professional manner with
students, staff, parents and McGill personal. During my lessons I conducted discussion in a way that promoted a
democratic classroom. I encouraged students to be open and respectful of others. I further encouraged students who
were very quiet to share ideas in a respectful unthreatening manner.
I was reliable and professional when emailing with parents, students, my CT, and supervisor.
I engaged in confidentiality when the CT, IEP provider, and Councillor informed me of some problem students
to be mindful of during group activities.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name
Date:
ID

Professional Competency Self Evaluation Sheets 0

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Professional Competency Self Evaluation Sheets 0

Hochgeladen von

Copyright:

Verfügbare Formate

PROFESSIONAL COMP ETE N CY SEL F EVALU A TIONS

Attach additional sheets if necessary.

WHAT IS MY CURRENT LEVEL OF M A STERY? (CHOOSE ONE ) *

PS/FE level (circle one) 1