Fe2 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 believe I have developed this competency over the course of the field experience by informing myself

about
the material that the students need to know and how to best help them understand it. I used

questions, sources, and current issues in society that I would be able to relate to the students. This
helped

with developing their analytical skills and become more aware of issues in society that relate to

their lives. In order to facilitate this type of learning, I used a lot of class discussions in my lessons. I also

became more aware of the classroom environment and the dynamics that the students had with each

other
and with their teacher's. As this is a Jewish school and I did attend as a student myself, I am aware
the students and the schools culture. I was familiar with the material when teaching the Jewish Culture
of
class.
When I was teaching the ERC class, I wanted to expose the students to different perspectives and
how
religion, even their own could be bias on certain issues. The students were engaged in this

conversation and very responsive in class.

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

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Name_____________________________________________________ID________________________
Jacqueline Abramowicz 260584359
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
May 22, 2015 EDEC 254
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.
I felt that I was able to communicate very clearly in the language of instruction, which was English. I used

proper
vocabulary that was suited to the level of understanding for the students and explained

complicated terms or concepts. I also helped correct student's written work to make their assignments
sound

more coherent. I also used appropriate language when communicating to students or staff.


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

When I prepared my lessons, I looked at what was required for the students to know, either from the QEP

and the Progression of Learning, or from my CT's unit plan. For instance, I used my CT's unit plan when I

was preparing a Jewish Culture lesson because there is no competencies for this class in the QEP.
However,

I used the QEP and the Progression of Learning when I taught my history lesson. For any

lesson, I used class text books as main sources, and searched for Online sources that would be

beneficial. I did take into account the classroom itself and designed my lessons in a manner that would be

engaging
for the students of a particular class, and that would meet their needs and requirements. I was
able to work in large classroom settings and small group settings, which exposed me to different methods

that would be helpful for the students learning and help them gain the knowledge they need.


Name_____________________________________________________ID________________________
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.

Throughout my second field experience, I used class discussions and group work for most of my lessons.

This
allowed for the students to engage in meaningful reflection about the content. Students would raise

their own concerns and questions and demonstrate an ethical understanding. For instance, I used
discussion

and media resources when teaching an ERC class about biases that religions have towards

other religions in regards to how they view women. The students were very responsive and engaged.

When working in small groups for in-class assignments, I would come around and help students if they

had
any questions. Once again, I would try and give them prompts to guide the students in the right
direction and to help the find the answer themselves.

I used many Online resources, such as videos and images, maps, and articles that was related to the
course
material and would facilitate learning.




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

Since I was only at the school for three weeks, I was not able to fully understand student's individual

needs,
rather, I was able to comprehend the strengths and weaknesses of the classes as a whole. As a
result,
I designed my lessons in a way that would target their needs and strengths and so that they

understand the information. Furthermore, I worked with my CT to design these lessons. I helped correct

any
assignments, quizzes or tests, though I did not design them. I also did not have the opportunity to

communicate with parents.


Name_____________________________________________________ID________________________
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.

This is the area I need to improve the most. I was never in any situation where I had to discipline a

student
but I did, at times, have to try to quiet the class down. I would have to ask multiple times for the

students to stop talking so that I could finish a lesson. Most of the time, the students would listen and
focus

on the task at hand. Yet, there were times when I had to keep reminding certain students not to

talk. Additionally, students would use iPad's or laptops to take notes. However, they would sometimes

become distracted by them. My CT and McGill supervisor did give me helpful advice on how to ensure

students
are focused on the lesson or are taking notes. I began to circulate around the class more and it
did
help. Nevertheless, classes usually went smoothly and students did participate.


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

During this field experience, I did not encounter any students with special needs nor any with IEP's. My

CT and I did conduct lessons at the students level so that they would understand the material. For my

secondary three history lesson, I was teaching the I.B class and I had to adapt the lesson during the
class

in order to provide the students a greater challenge. I did this by asking questions and facilitating

discussions that would raise ethical issues and relate the information to their personal lives. This kept
the

students engaged.
I also did work with the ASP Geography and History class. These students I worked more personally
with and we did the readings and questions together. The class consisted of four students. These

students
did not have any special needs or requirements, they just needed more comfortable classroom
environment

because this was a difficult topic.


Name_____________________________________________________ID________________________
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.

The school has provided iPad's for the students. Older grades have laptops. They are used for taking

notes,
presentations, research, and writing assignments. Often, students would become distracted by

them. However, technology did help facilitate learning. When student's had a question that I did not know
answer to, they would look it up right away and share with the class. I also used Power Point
the

presentations for my lectures, I showed images from Online as examples that related to the lesson or to

begin

a class discussion. I did the same with videos, such as old advertisement commercials or movie
clips.
My CT and I would sometimes show a Crash Course video which the students enjoyed. I would
also help them research for projects and show them what sources to use and to avoid Wikipedia.


Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
I did collaborate with the school staff on multiple occasions. I was allowed to sit in different teacher's
classes.
The first class I taught was not one of my CT's classes but of another teacher who asked me if I
would like to do a lesson for his class. I did get to do an extra-curricular activity and help my CT prepare
a debating tournament. I also acted as a judge for one of the rounds. Unfortunately, because it was
for
close to the end of the year, there were not many extra-curricular activities for me to get involved with. I

not get to communicate with parents. I became familiar with what my CT's objectives were for her
did
classes
and tried to help students meet those objectives.



Name_____________________________________________________ID________________________
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
I worked with my CT when designing lesson plans and what we should do for a particular lesson. I also

worked
with another teacher in preparing resources for when I taught his ERC class. I also had the

opportunity to sit in on a social studies staff meeting. This allowed me to see what are the areas of
concern

for teachers regarding the students. In addition, I understood what the students needed to know

the final exams. I got along very well with members of the teaching staff. Many gave me constructive
for

advice about how to approach different situations.


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

As I created lesson plans with guidance from the teaching staff, we examined what resources would be

best
to use for the lessons. Many of the resources came from class textbooks. One of my personal

objectives for this field experience was to become more comfortable in the classroom. I am a shy person
by
nature and I do get anxious. I believe this field experience has helped me develop and become more

comfortable in the classroom. Although I did use many Online resources for my lessons, I could use more

professional

networks.
When
I did do a lesson, I would reflect on what worked and what did not, in order to see what the
students prefer. This would help me for future lessons and how to approach them.


Name_____________________________________________________ID________________________
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
Throughout

this field experience, I believe I acted in an appropriate and ethical manner. All students had
the
chance to give their thoughts and opinions during discussions. We discussed ethical issues and
values and how they could change over time. I tried teaching them about biases, whether if it is in the
media
or from family and friends, and how they should be aware of it. I avoided any type of
discrimination.
When communicating with students or staff, it was always in a respectful manner.


Name_____________________________________________________ID________________________

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

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