Foundations (1, 2) : Professional Compete Ncy Self-Evaluations

PROFESSIONAL COMPETE NCY 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
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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?
As compared to my first field experience, in my most recent field experience I have greatly developed in
competency 1. For FE 1, I was able to observe full classrooms, however I only ever worked with small groups or
one-one-one with students in resource. However, during FE2 I have been able to work with a whole class at one
time. This is very different from my first experience as having 20-30 students to monitor and provide for at once
requires more patience and skills in classroom management. Students will constantly ask questions for just
about anything and everything, and being able to quickly provide responses for them was key. I was able to
interpret and provide information to students through my lessons plans, which related to the unit plan provided
by our CT and focussed on themes in literature. Whenever I was given the opportunity to work with students,
either one on one or in a group, I was also able to understanding the effect of culture and community on the
school, and on the students by witnessing how they interact with one another and others. This also allowed me
to understand the connection between student’s culture and the proposed methodology in the classroom, as
well as to use my own culture and cultural understandings as a starting point for connecting the views
expressed by students in the classroom. This majorly helped me to connect to students and also allowed them
to approach me with questions regarding the lessons or other topics in general. By doing so, I felt more
comfortable teaching lessons on my own knowing that the students looked to me as a professional inheritor of
information and knowledge which I would be able to pass on to them through lessons and material.
WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*
ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name _____Anna D’Angelo____________________________________ ID __________260638806______________
Date: _____Friday, May 20th, 2016____________ Course Name & Number (e.g. EDEC 253) _____EDFE 254____ PS/FE level (circle one) 1 2 3 4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
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
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 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.
During FE2 I was able to further develop and perform in competency 2. I always made sure to use professional
language when communicating with my peers, with teachers, and with students. I was also aware that I needed
to modify my language in order to communicate while still keeping a professional role and understanding as a
student teacher. This was especially important to me as I do connect to the same sociolinguistic patterns (slang)
as many of my students, being from the same living area and having attended the same school, this was one of
the biggest challenges I felt I needed to face throughout FE2. However, I am increasingly learning to engage less
with this language in order to develop a more precise and professional language of instruction.
I was always sure to engage with students while keeping a professional distance as a teacher, and not as a peer.
I used appropriate, professional language when contacting my Cooperating Teacher, keeping a formal and
professional distance as a student teacher, and not yet a colleague.
I was also able to oversee language used by students in written and oral expression and correct grammatical
errors and form when appropriate in order to aid student’s communication. I made sure to use examples and
appropriate arguments when communicating my ideas and to use appropriate, constructive methods to do so.
I feel I have very much developed a keen ability to express myself with efficiency and precision when
communicating as a teaching professional.

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.
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 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.
Throughout FE2 I have been able to collaborate with another McGill student teacher to create lesson plans
which were engaging and inclusive for all types of learners. In engaging with student work, including quizzes,
essays, and written work, I was able to detect and identify issues students were having regarding vocabulary,
codes and conventions in writing, and background information. Our lessons plans were thus developed to target
these areas and to aid students in further developing their skills in writing and understanding. Through FE2, I
have come to understand the differentiated needs of all students, having worked in classes with students who
were coded or on IEP’s. I have further developed my understanding on learning disabilities and of
exceptionalities in the classrooms, and have begun developing my lessons in order to be inclusive to all types of
learners and exceptionalities. I have been able to experience teaching in real life situations where, as compared
to theory, not all learners will be the same or fit the exact code they have been assigned. By doing so, I have
experienced first hand cases in teaching where lessons must be adapted to fit all students in order to ensure
success.
TEACHING ACT (3, 4, 5, 6)

TEACHING ACT (3, 4, 5, 6)
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR. Attach additional sheets if necessary.
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.
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 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.
For competency 6, I have developed classroom management techniques and have learned to structure classroom
organization and routine for students and for myself as an educational professional. I greeted students on a daily basis
when entering and exiting the classroom. Before every class, I kept the daily tasks written and listed on the blackboard and
explained the tasks to the students before setting them off to complete these tasks. I also learned to provide time frames
to students for the completion of each task in order to keep them on track and focussed on the work at hand. I was sure to
also have an extra activity or task awaiting students who finished their work earlier than others; the activity often
consisted of completing their reading workbook pages, which were either vocabulary, reading response questions, or
vocabulary crossword integrated activities. I walked around the class during individual or group work and reminded
students of the time allotted to tasks and to remain focussed on completing these tasks. I was available for guidance and to
answer questions when they arose. I cannot say, however, that I have completely mastered competency 6 just yet. While I
am assertive and project my voice in the classroom, if students were distracted for even a few seconds, I could have quickly
lost control of the classroom. However, I approached this issue by reminding students that work finished in class resulted
in less at home completion of work, while also reminding them that the CT would expect the best behavior as they usually
demonstrated.

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)
Attach additional sheets if necessary.

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
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projects related to educational services in areas falling under the responsibility of the school.
 Informs parents and encourages them to become actively involved.
 Coordinates his or her actions with those of the school's various partners.
 Supports students involved in the administrative structures of the school or in school activities or projects.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
 situate his or her role in relation to that played by other internal or external resource persons;
 adjust his or her actions to the educational objectives of the school and contribute to the attainment of these
objectives by becoming personally involved in school projects;
 Start building a trusting relationship with parents.
For FE2, in completing competency 9, I was fortunate to have collaborated with school staff in projects and
educational services, such as resource programs, after school clubs, tutoring, and mentoring, and supervision of
activities, under the regulations and responsibility of the school. I was able to attend and provide suggestion at
a staff school safety meeting which addressed issues which may arise in the school environment such as
discrimination, mental health, and racism. I collaborated and provided my ideas and suggestions with a group of
educators to tackle these issues. I also volunteered for the yearly “color run” marathon activity, which
supported Feed the Children and was attended by a large majority of students. I assisted in daily tutorial
sessions with students and my CT, while keeping a professional space as an aid and student teacher and not as a
permanent qualified educator. I contributed to educational objectives as created and maintained by the school
and permitted by my CT during the limited period of field experience. I also took part in student award
nominations, having gotten to known several students and their talents and incredible abilities during my field
experience. Although I am not yet able to communicate with parents, however was able to view teachers
position when communicating with parents via e-mails or letter, regarding students grades or behavioral issues
as well as teacher’s position during final report cards.

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)
To cooperate with members of the teaching team in carrying out tasks involving the development and
evaluation of the competencies targeted in the programs of study, taking into account the students
concerned.
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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.
Both another McGill student teacher and I worked very closely with our CT is order to create an appropriate
lesson plan which ties in with the unit novel for FE2. We were able to create an engaging activity which
addressed students’ personal interests ties in with their current reading material. We were also able to provide
background information regarding terms, concepts, and information students had encountered through their
reading but were not entirely familiar with. My CT provided me with constructive criticism which further helped
to develop the lesson plan activity, as well as constantly integrated me into classrom group activities and a
practice lesson which I developed for a small class regarding themes in literature and their current read. My CT
provided me with incredibly useful information regarding classroom management techniques which can work
well for both new and well-established educators. I was able to work with students in both large and small
groups and one-on-one through tutorials. I advised on their work and was able to correct and interact with their
writing including short essays and paragraphs. I made sure to consult my CT for questions I had regarding their
work, such as grading for essays and followed my CT’s provided rubrics for writing and essay correction. By
doing so, I was able to ensure that te students were fairly provided with appropriate feedback which my CT
revised before returning any finalized work to students. This allowed for consistent grading and revision of work
for all students in regard to their yearly goals and capacities.

PROFESSIONAL IDENTITY (11, 12)
To engage in professional development individually and with others.

FEATURES
 Takes stock of his or her competencies and takes steps to develop them using available resources.

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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.
Throughout FE2 I was able to develop and improve on skills used in competency 11. Beyond seminar class
meetings to discuss with peers, I also engaged in daily review with my CT and fellow McGill student teacher.
Whenever possible, I asked my CT to provide me with feedback regarding my lessons and teaching approaches
and appreciated the constructive criticism provided to me. I observed pedagogical methods used by my CT and
kept detailed notes of the practices and classroom management techniques that I observed. I was able to
deeply discuss lesson planning objectives with both my CT and another student teacher and gained their
personal input on such matters. I gained access to resources including tutorials and in school student aid for my
students and observed student progression because of these resources. Throughout FE2 I was also able to
identify my own strengths and weaknesses based on my professional and personal development as an educator.
In turn, this also affected my own teaching and learning practices. With the help of my CT I was able to reflect
on my own teaching methods and begin to develop classroom management skills by witnessing and being
influenced by my CT as well as the student demographic and the involvement of the school community.

PROFESSIONAL IDENTITY (11, 12)
To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
FEATURES
 Understands the values underlying his or her teaching.

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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.
At all times throughout FE2 I behaved responsibly and professionally in and outside of the classroom. Be it
dressing appropriately or engaging with my CT and other staff members, or with students, I was sure to do so in
a professional manner expected of a future educator. When engaging with students, I used appropriate
language as an educator and not a peer. I shared ideas with my CT using professional language and correct
terms regarding the pedagogy. During my field experience I was able to link my own personal beliefs and
philosophy as a future educator with the school environment. I appropriately used classroom management
techniques during my lessons in order to keep students on task. I demonstrated responsibility and eagerness to
help in the classroom, which in turn allowed my CT to gain confidence in me and trust my abilities. Whenever
engaging with students one-on-one, I acted respectfully and was caring towards their needs. When a student
approached me to confide, I was sure to discuss the matter with nobody but my CT to ensure the student’s well-
being. Having worked with many students dealing with behavioral issues, I was sure to always respect
boundaries provided by my CT and to engage with students in a manner that they felt comfortable with. I was
able to provide attention and support to students when appropriate, both in relation to academics and beyond
that. I made no generalization or discriminations toward any student, teacher, parent, or professional, and I
kept an open-mind and attitude toward every opportunity. I was sure to always use well reasoning for my
actions or arguments through professional and well-thought formulation and reasoning.


Foundations (1, 2) : Professional Compete Ncy Self-Evaluations

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PROFESSIONAL COMPETE NCY SELF-EVALUATIONS

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

TEACHING ACT (3, 4, 5, 6)

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

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

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

Attach additional sheets if necessary.

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

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

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

PROFESSIONAL IDENTITY (11, 12)

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

To engage in professional development individually and with others.

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

PROFESSIONAL IDENTITY (11, 12)

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

WHAT IS MY CURRENT L EVEL OF MASTERY? (C HOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____Anna D’Angelo____________________________________ ID __________260638806______________

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