Professional Competency Self Evaluation Sheets 0

PROFESSIONALCOMPETENCYSELFEVALUATIONS
FOUNDATIONS(1,2)
Toactasaprofessionalinheritor,criticandinterpreterofknowledgeorculturewhenteachingstudents.
FEATURES
Situatesthediscipline'sbasicbenchmarksandpointsofunderstanding(concepts,postulatesandmethods)inorderto
facilitatesignificant,indepthlearningbystudents.
Adoptsacriticalapproachtothesubjectmatter.
Establisheslinksbetweenthesecondaryculturesetoutintheprogramandthesecondarycultureofthestudents.
Transformstheclassroomintoaculturalbaseopentoarangeofdifferentviewpointswithinacommonspace.
Castsacriticallookathisorherownorigins,culturalpracticesandsocialrole.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
understandthesubjectspecificandprogramspecificknowledgetobetaught,soastobeabletopromotethecreationof
meaningfullinksbythestudents;
exhibitacriticalunderstandingofhisorherculturaldevelopmentandbeawareofitspotentialandlimitations;
exhibitacriticalunderstandingoftheknowledgetobetaught,soastopromotethecreationofmeaningfullinksbythe
students;
Establishlinkswiththestudents'cultureintheproposedlearningactivities.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
I have taken the time to expand my thinking about teaching, schools, place, purpose, role, and actions in
various
way. I spoke with my CT, and multiple teachers in the school, I asked questions, and sat with
them during lunch hours, to observe and listen to their conversations about their classes, lessons, views,
beliefs and experiences. I observed teachers and teacher relationships, seeing how they treated each

other in a friendly and accepting manner, regardless of differing teaching styles/techniques. I worked with
small groups of students on guided reading and discussions. I also took part in partner teaching lessons

on
history and grammar throughout my Second Field Experience. On the last day of my field experience I
attended a staff meeting, and became more aware of how a school is run, what is considered, issues

which
arise and how they are addressed. After each day at stage, I would reflect upon everything I
remembered
from that day, interactions with students, teaching techniques my CT used, conversations

with members of the teaching team, and most of all, my own development, thoughts, and progressions.
What is effective and what needs to be changed, or improved.

Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Name_____________________________________________________ID________________________
Kelley Korf-Uzan 260534171
May 16th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 253
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.

Although my written and oral English skills are strong, my French speaking and writing skills aren't

equally
as developed. Entering my Second Field Experience, I was placed in a grade 4 French

Immersion classroom. I worked hard to practice my French and increase my confidence with the use of
the

language, and once I was speaking French all day long, my language skills broadened and improved

immensely. However, I'd like to gain more French vocabulary to truly be able to explain everything I'm

teaching

in different ways to ensure students' understanding and ensure that they gain the most out of
their
learning. I took the time to review grammar rules, and texts which were being shared with the
students, to make sure that my French skills weren't lacking in correct grammar and syntax, since my

speech
and writing sets an example for the children. I would constantly double check my work before
sharing
it with the students.


Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
TEACHINGACT(3,4,5,6)
Todevelopteaching/learningsituationsthatareappropriatetothestudentsconcernedandthesubjectcontent
withaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Basestheselectionandcontentofteachingsequencesondatadrawnfromrecentdidacticalandpedagogical
research.
Selectsandinterpretssubjectspecificknowledgeintermsoftheaims,competenciesandsubjectcontent
specifiedintheprogramofstudy.
Plansteachingandevaluationsequencestakingintoaccountthelogicofthecontenttothetaughtandthe
developmentoflearning.
Takesintoaccounttheprerequisites,conceptions,socialdifferences(i.e.gender,ethnicorigin,socioeconomic
andculturaldifferences),needsandspecialinterestsofthestudentswhendevelopingteaching/learning
situations.
Selectsdiverseinstructionalapproachesthataresuitedtothedevelopmentofthecompetenciestargetedinthe
programsofstudy.
Anticipatesobstaclestolearningposedbythecontenttobetaught.
Planslearningsituationsthatprovideopportunitiestoapplycompetenciesindifferentcontexts.
LEVELOFMASTERY
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.

During my Second Field Experience, I took the time to develop lesson plans for each activity I engaged in

with
the students. For the guided reading with small groups of children, I looked at the four students that I

would be reading with and chose a short story which I hoped would best suit their interests. Whenever I
wasn't

sure if they'd enjoy the book or not, I gave them one or two other options to choose from. To be

the students voted on which story they'd prefer to read. For each option presented to the students, I
fair,
prepared specific questions to refer to while reading with the students, and I tried to relate the student
had
to
the story, to have them reflect on their own prior experiences during the reading. For each lesson
designed, I tried to relate it to a broader idea, so that it could be applied to a larger lesson. For example,

the lesson we did on the seigneurial system could be broadened into a lesson about heirarchy, and

societal organization.


Name_____________________________________________________ID________________________
May 16th, 2015 EDEC 253
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
I got to know the students a bit better, it became easier to really make sure that the teaching/learning
As

situations
were appropriate for each one. As the students were in the middle of exams, I would constantly

be circulating the classroom, and whenever they would pose a question, I would do my best to reiterate
question in other words, or use a personal example as an explanation. When students would provide
the
word answers or short responses, I would respond with a question to further their thinking, and orient
one

students to each other to create a sense of cooperation within the classroom.




Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.

For my Second Field Experience, many students in the classroom were coded, or had I.E.P's. Therefore,

although
I had to treat each student with equality and fairness, some needed a different kind of help than
others.
For example, one child didn't speak any French, and a small amount of English. He struggled a lot
this French Immersion classroom, and as a result, we would adjust his tests, or respond to him in
in

English when he didn't understand a question. I worked with my CT and a special education teacher to

make sure that we were modifying certain evaluations and activities to best fit the needs of students who

were
coded or had an I.E.P.


Name_____________________________________________________ID________________________
May 16th, 2015 EDEC 253
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.

This is one area which I need to become more comfortable with and improve upon. My supervisor and

my CT both gave me some feedback, and said that the biggest thing I need to work on is becoming

louder when I speak, and more assertive in my voice. I know the first week I was shy, because it wasn't
my
classroom and I didn't want to impose my views/beliefs on a classroom and it's order or rules which
already been established for several months. However, as time went on, I often had to keep the
had

students quiet if there was too much noise, yet my CT was much more effective in keeping the students

in
line and maintaining a good class organization. Each day I would take note as to how the teacher kept
students focused and how she was able to grasp their attention, and I would reflect upon her methods
the
in
my notebook. I plan on practicing my teacher voice and breaking through the timidity for the following
Field
Experience.


Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.

During my Second Field Experience, although some students were weaker in certain areas of learning or
understanding,
none had any learning disabilities or handicaps. There were a few behavioral problems in
classroom, and I had to be aware of this because sometimes students would ask to go to the
my
washroom, but instead they would abuse this privilege and cause disturbances in the hall. There were

students that always needed to be separated, so I tried to keep an eye on them, making sure that they
were respecting each other, and if ever a problem did arise, we handled it calmly. I would often reflect

upon
the students every day and make sure that I observed each one of them with close attention, to
help me understand where they're coming from and what their needs are in the classroom. Students

who
often disrupted the class would sit close to the teacher, so that it was easy to give them a quick
glance
whenever they needed to be reminded to be on their best behavoir.


Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
In creating a lesson plan, for my seminar, I tried to include videos within the lesson plan to integrate
technology
into the lesson. However, the teacher would use the Smart Board to read stories with the
children, so that they could see the illustrations on a large screen, and follow along with the words. In
addition, we used the Smart Board to play music while completing artwork, and to show videos at the

beginning of a lesson to generate student engagement and interest.


Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.

My CT and I often cooperated with other teachers and staff members, especially while the students were
completing
the ministry exams. The special education teacher would come in and talk to us about the
students who were coded and had I.E.P's, therefore we would sit down and discuss how to assess
certain students who were experiencing difficulties/weaknesses in certain areas of learning. The

members of the teaching community all treated each other with respect and they were friendly with each

other.

During lunch time teachers would bring their issues to the table and talk them through with other
staff
members looking for ideas, and vice versa. During a field trip outing, I spoke with many of the
students' parents, they would voice their interest in my opinion about schools, or how their student

behaves
in class. I always responded with positivity and encouragement. It was nice to create
relationships
with the parents, especially since many of them volunteer at the school as well.



Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.

Within the first week of stage, my CT, the special educator, and I cooperated with each other for the
evaluations
of the ministry exams. The first part was comprised of a group discussion among the
students, so we would circulate and evaluate students oral skills and participation, ideas, and
engagement. Afterwards, we gathered with one another and shared our observations with one another.

Once the students had completed the reading comprehension section of the exam, my CT and I sat down
together and corrected together, because some questions were more difficult to judge than others, and

we
wanted to give our students the mark which they earned, taking all of their unique strengths and
difficulties into consideration.


Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.

Each day, the moment I had a chance to sit down, whether it was in the bus or at home, I would write
down
everything that happened in my host school on that particular day. I would think about the students,
the teachers, my CT, things I heard, witnessed, as well as my own actions. I tried to pick one thing to
improve upon each day. Perhaps I didn't circulate around the classroom enough, or maybe I gave one

student too much attention because I knew he was struggling. I reflected upon every aspect I could
remember and then tried to think of ways to modify these. If ever I wasn't sure how to change something,

or
how to react to something, I would ask my CT for advice, or another teacher, to gain multiple opinions.
notebook is filled with reflections, pages and pages assigned to each day of student teaching. In my
My
notebook
I also included funny anecdotes or ideas which I could use in my own classroom one day.


Name_____________________________________________________ID________________________
May 16th, 2015 EDEC 253

PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
I was constantly making sure that there was equality and fairness within every task I performed. In
addition,
I would reflect upon my actions each day, ensuring that I was aware of my role in the class,
maintaining my image, and interacting professionally and ethically. Whenever students would raise their
hands,
I would attend to whoever had a question first. When students wanted to read or share
responses,
I would try my best to let every student have a chance, even those who didn't raise their

hands.
I reminded myself to always focus on one student at a time even though they often would all run
up to me at once to ask questions or tell me stories. Whenever students shared information with me

about something personal, I never shared this information with others, I was constantly making sure that
the students felt equally important to one another, and equally significant in the classroom.


Name_____________________________________________________ID________________________
May 16th, 2015

EDEC 253

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

PROFESSIONALCOMPETENCYSELFEVALUATIONS

What is effective and what needs to be changed, or improved.

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

whenever they needed to be reminded to be on their best behavoir.

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

beginning of a lesson to generate student engagement and interest.

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16th, 2015

Das könnte Ihnen auch gefallen