Professional Competency Self Evaluation Final

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?
What I worked hard on is to extend my knowledge way beyond the content of mathematics. I am
aware
that each student is unique, and that each one has different way(s) to learn. Therefore, I am fully
aware
that I am going to deal with diverse learners and I am willing to continue trying different effective
strategies
based on the situation and the context of my classroom. It becomes essential for me to adopt
an
effective
pedagogy by knowing my subject and its content, finding links between my knowledge and
my
own culture and between my subject and other subjects. I will continuously play a role in developing
students cultural awareness by helping them to look at a secondary culture different from their own
the
primary
one.
Planning
is
very
important,
but
distinguishing
between
what
the
students
understand
and
what
they
know
after explaining a lesson is more important. In my both internships, I adopted flexible constructive
approaches in teaching mathematics using technology and hands-on activities. Listening is the key
element
of my pedagogy since I am sure that we are given two ears and one mouth for a reason; to listen
twice
as much as we speak. Therefore, to deal effectively with diverse learners in an intercultural country
like
Canada, I have to be aware of my students beliefs, cultures, assumptions and values, and I do.
Listening
allows me to consider what is said and what is to be said, to listen not only to the words but
what
is behind these words. Therefore, be able to take a critical position that influences my students, and
be able to help them looking at social, political, economical opportunities from different perspectives.
Although I am now familiar with the Canadian Program Content (CPC), but I still believe that my
learning
journey is not over yet; every day for me is a new learning opportunity.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
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ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
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.
One of the main competencies in mathematics, as noted in the QEP, is to communicate by using
mathematical
language. To help my students achieve this competency, I scaffold based on students prior
knowledge,
while
ensuring that each student develops a thorough understanding of the content. I
encourage
my
students
to use the correct terminology when discussing mathematical topics. In doing so,
I ensure that students are communicating properly using correct French/English language when dealing
with
mathematical expressions.
I constantly repeat information in order to reinforce and consolidate the content and I ensure that
students
have gained both procedural and conceptual understanding of mathematical concepts. I believe
in
the
power
of giving students time to record the information. In doing so, students understanding of the
concepts
taught will be crystallized and well digested and processed. I found that asking students some
critical questions through reinforcement, ongoing, and formative assessments a good tool to enhance
and
deepen the students comprehension of the topics. Moreover, I communicate to the students the
thinking
processes needed for various activities, and encourage students to be active participants in this
process
in order to develop their meta-cognitive skills and to become learning producers instead of being
learning
consumers.
I believe that I have developed this competency since I am able to construct lesson plans that
includes clear instructional methodologies which are inclusive of students diversity and various learning
styles. I am able to explain my choices within my written lesson plans, orally with colleagues and
supervisors,
and I am able to express the values of these choices to the students Attachadditionalsheetsifnecessary.
in order to involve them
in their learning process.

ADVANCED
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PARTIAL
MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22- 11- 2016

EDIN 602
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 learning journey at McGill, I have been open-minded about alternative approaches to
teaching
and to adding new strategies to my repertoire. These strategies have been gradually
implemented
in both stages.
Most
of
the
learning situations that I developed, and I will help my students to develop, are related to
the
mathematics
education program competencies: Solve a situational problem, use mathematical
reasoning,
and communicate by using mathematical language. No one size fits all and making learning
accessible
for
all are my two basic rules when designing a teaching/learning situation especially with the
fruitful
diversity our schools have nowadays. I am responsible for the methods I use to educate my
students and my challenges are to figure out what methods work best for each class situation, to update
knowledge, and to create meaningful situations in which students can relate math content to other
my
information.
I constantly follow the backward design (UKD); I first start with what I want my students to be
able to Do and Understand based on what they Know. Throughout the different stages of planning, I
consider the following questions: Are the concepts relevant to the students? HowAttachadditionalsheetsifnecessary.
can I relate math to their
daily and personal lives and to their cultures?
One of the steps I will consider in designing a teaching/learning situation is to implement new
relationship with knowledge and use students prior knowledge as a bridge to new learning. Therefore,
ADVANCED
THOROUGH
ACCEPTABLE PARTIAL MINIMAL
emerge new relationship with the self, with others, and with the world. Moreover, I strongly believe that
teachers
should always think about what they can do better not only for the students but also with the
students.
work is not only desirable at students level, but also at teachers level; teachers need to
Name_____________________________________________________ID________________________
CarlaTeam
Hascour
work
together and collaborate with each other to provide the best for their students.
22-11-2016
EDIN 602
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
Through the courses I took in the MATL program, I was able to create relevant teaching resources
and
to focus on specific practices of high mathematics teaching. In addition, throughout my first
internship,
I ensured that I was targeting the subject specific contents and competencies, and that the
teaching/learning
situations were appropriate and related to students culture. My lesson plans always
highlighted,
in details, what competencies I was targeting and how I planned on doing so. For each of the
lesson
I planned, I ensured that my students were equipped with the necessary tools, like Power Point,
YouTube
videos, math help service website, GeoAlgebra software, as well as handouts and worksheets.
For
instant, when studying the 3D solids, I prepared a power point presentation for my students to show
them
the different characteristics of these solids in order to reinforce the material taught in class and
mentioned
in
their
textbook.
The
students
then
watched
a
youtube
video
on
how
they
can
construct
the
nets of these solids. Interestingly, the majority of the students were able to gather a lot of information from
video and therefore, be able to solely make their own nets.
the
Establishing a teamwork learning environment was one of my main targets during my first
internship. Enhancing the group work in the classroom enriched my students communication skills and
developed
the idea of teamwork spirit. Team work, from my point of view, and from what I noticed during
teaching experience, creates a healthy environment where students can practice to take part in the
my
democratic
life by listening to the opinion of other, understanding different points of views and respecting
diversity. One of the good approach that helped to change students way of thinking
toward mathematics,
is the way I ask them questions to keep them engaged in class activities. In general, my questions tend to
move
from covert (think to yourself) to overt (write it down and share it with a partner or group). I trained
myself
to thinkTHOROUGH
critically on how to frame
my questions and how to actively and interactively involve and
ADVANCED
ACCEPTABLE PARTIAL MINIMAL
engage
my students.
Carla
I filledHascour
my repertoire with a variety of strategies, resources and methods of teaching, and I tried to
Name_____________________________________________________ID________________________
use
them
in
everydays lessons. I am aware that my students
22-11-2016
EDIN 602are sense-makers, and that they need to do
math
and apply it not only in the classroom, but everywhere. That is why I encourage my students to work
on
meaningful projects and investigational work that connect math education and the real world.
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
During my internships, I had many opportunities to write and prepare formative and summative
assessments
to check the students mastery of different concepts taught in mathematics. It was essential
me to differentiate between the students knowledge and understanding of concepts. My main target
for
was
to determine whether my objectives behind each lesson had been achieved or not. I created many
quizzes,
mini-tests, tests, and I tried to make more innovative and authentic ways of assessing the
students
progress through projects, games, pair or group work.
Most
of my ongoing and formative assessments were done in the classroom. I encouraged the
students
to come up with different questions and try to find out proper solutions at the end of the class
based
on
the content learned. I used the technique of high quality teaching, in which I asked the students
to
re-voice the opinion of others, find an answer and represent the solution using different strategies.
Having the exit ticket routine, doing small pop quizzes twice or once per week, as well as self
assessments
proved to be good tools to check the level of understanding and to examine students
abilities to apply what they discovered in different situations. Based on the discussion and the results
obtained,
I was always ready to change my plans so I can meet my students needs and provide a new
learning opportunity for everyone.
Regarding summative assessment, I created different tests where I used the same style of
questions
given by the MELS at each mid-term and final exam. My target was to check for understanding
and to better prepare the students for their final exam. For instance, when we learned about the area of
ADVANCED 3DTHOROUGH
PARTIAL
composed
shapes, I asked my ACCEPTABLE
students to draw and
construct their ownMINIMAL
3D shape, and hence
calculate the surface and the total area of the obtained shape. This project was graded, and the students
found
it very
interesting since their were able to draw the net of their own shape, construct it, and hence
Carla
Hascour
Name_____________________________________________________ID________________________
apply
the
information
they learned to find the answer.
22-11-2016
EDIN 602
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
Classroom management needs to be firm and positive. During my both stages, I spent the first ten
minutes
explaining to my students the rules of my classroom as well as the students responsibilities in
class. I emphasized that the rules are made to provide a safer space and effective learning
the
environment
based on mutual respect and acceptance for everyone. I taught my students how to follow
different
procedures
expected of them, and I informed them about the reasonable consequences for both
positive
and negative behaviour. However, most of the negative consequences were based on moving
privileges
from the students or asking them to come to the class during lunch to practice an absolute
silence.
I always made sure to follow through with my actions and with the decided consequences.
I
discovered
that
discipline
is
what
I
have
to
do
so
my
students
wont
misbehave.
Moreover,
since
I
strongly
believe that a high chance for the students to misbehave is while waiting to know what they have
to do next, or while the teacher is busy explaining topics for individuals, I tried to conserve time and I did
allow my students to waste it. That is why I paid enough attention when I planned for the majority of
not
lessons, since, from my point of view, the more detailed lesson plan, the more structured the class will
my
Although I tried to follow my plans as I have outlined, sometimes I changed part of the plan (or the
be.
whole
plan) to meet the students needs. For example, I felt once that extra time is needed on a specific
topic
due to a lack of understanding, then I made adjustments accordingly based on the class
atmosphere.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
Although I did not write any Individualized Education Plans (IEPs), I took a full responsibility in
implementing
them. In one of the classes during my first internship, I had a group of thirty-two pupils,
seven
of
them
had IEPs. Two students were repeating the academic year, and the others had difficulties
in processing mathematical information and/or academic information in general. I approached the
resource
teacher, who used to be always with my CT in that class, to know more about those students
as
individuals and as learners. Together, with the help of my CT, I provided those students with extra
materials
that would reinforce their learning process (verbal, tactile, and visual materials). Moreover, I
made
myself available during lunch time or after school to give those students the opportunity to have a
one-to-one
tutorial sessions, where I re-explain the topics and do with them extra practice as a way to
meet
the need of those who require extra help.
Due to the fact that I was responsible to teach this class for a very short period of time, I cant really
comment
on the improvement in the students outcome, but I can say that because of this experience, I
took
a proactive stance in providing all the students, not only the students with IEPs, with a variety of
manipulative
and materials to facilitate their learning progress.
I am aware of different ways to accommodate students with special needs. However, I will keep
myself
updated and keep looking at different references and research done to find better ways to make
learning accessible for all in order to be an effective teacher who knows how to teach any student with
learning
disability, social maladjustments or handicaps.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602
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.
This competency is one of the most competencies I developed during my both internships, and I will
continue
doing so in my teaching practicum. There is a strong positive correlation between competency
eight
and
my capstone research project. In general, I tried to experience by myself the effects of using
technology
in teaching mathematics by implementing these technology in my teaching practice. In
general,
all
my class notes were made using Power Point Presentation, all the drawings of 2D and 3D
shapes
were done by using a special smart board tool, and all the homework were projected and
corrected
electronically. Dismiss and GeoGebra were always used to help students visualize math
graphs,
see math beauty, and understand the relation between different parameters of a graph. Using
technology
in teaching mathematics is very appealing to the majority of the students, especially for the
visual
learners.
One of the successful experience was when I asked the students to prepare a project that shed light
the 2D and 3D shapes, where can we find them in our daily life, and why it is important to be able to
on
calculate
their perimeters, areas and volumes. After the students exercised critical judgment while
navigating the internet to search for information, they presented their projects using
power point
presentations,
others
used
Camtazia
to
create
a
story,
few
students
connected
their
knowledge to real 3D
constructions like Eiffel Tower and designed an electronic poster using the Inkjet software.
Another THOROUGH
successful way of using
technology was PARTIAL
through a formative assessment
done by using
ADVANCED
ACCEPTABLE
MINIMAL
Kahoot
quiz, where I evaluated the students understanding of the properties and characteristics of both
the
2D and 3D shapes. I succeeded in engaging the students in evaluating their knowledge and
Carla Hascour
Name_____________________________________________________ID________________________
understanding
in a very funny and enjoyable way, that was sufficient to lessen their stress and fear from
22-11-2016
602
tests,
and
at
the
same time, to give me an idea aboutEDIN
my students
mastery of the content.
Khan Academy is a great site where the students can get any information they need about a specific
mathematical
topic. It has videos that explain the topic, bunch of exercises students can practice to
develop better understanding of a topic. I assigned a whole period that took place in the computer lab,
where students were introduced to that website and had the opportunity to access it and navigate it by
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
Teamwork is not only favourable on the students level, but also on the teachers level. I strongly
believe
that cooperating with other teachers and creating a Professional Learning Community (PLC) are
beneficial
for both: the teachers and the students.
During
my both internships, I attended all the school meetings that occur once every month, as well
as
the mathematics department meetings and the level meetings. During these meetings, I tried to give
input as much as I could, to express my opinion when possible, and to offer my help when needed. I
my
found
the level meeting very fascinating and I learned from my CT and other teachers how to primarily
focus
on coming up with appropriate strategies to address the needs of certain students.
I had the opportunity to attend the parent-teacher conference where I spoke with the parents of my
students.
I was glad to provide the parents with detailed information about their childs progress, and to
discuss some possible solutions to improve the kids outcome. I created a special e-mail to communicate
with
the parents, I have spoken to them if their child is not doing his homework or failed in a test, and I
always encouraged them to approach me if they have any concern about their childs progress or
achievements
in the classroom.
One
of
the
way
that
was
helpful
to
consolidate
my
relationship
with
the
students
was
through
the
art
and
math club (first internship) that took place twice in each seven days cycle, and through the math help
centre and the math game centre that took place on even and odd days respectively (second internship).
I was able to explore, with the students, how math, art, and games are related to each others in different
ways.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
During my both stages, I was able to share several ideas with my CTs regarding lesson planning
and
assessments.
We discussed together the progress of some students, especially those who were
misplaced
with respect to their mathematical skills. There were several times were I provided my input
regarding
those
students and what I thought would be a good strategy to help those students to do better
and
show
a
significant
progress.
I strongly believe that team work and the cooperation between the teachers will affect positively the
students.
In my second internship, I had to teach the students of secondary three, four and five. Each of
these
classes are divided into two groups and, therefore, I had to deal with three different teachers. The
level
of communication between us was great; we made sure to give all the groups the same homework,
do the same exercises in class, plan and do assessments and assignments on the same day, and avoid
any conflict and/or overlapping with other subjects tests and assignments.
I was responsible to design the assessments for secondary three and five. To ensure the validity
and
reliability of my tests, I approached the other group teacher whose role was to make sure that the
questions
are clear and doable within the time allocated for each assessment. I shared all my work with
the
other teachers and I was very generous in offering any help that serves to help students grasp
concepts
and achieve high score and self-satisfaction.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602
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.
I have explored areas of my professional identity through various activities. One of them was
through
writing weekly reflections throughout my internships as a way to analyze specific aspects of my
teaching.
Moreover, I wrote a reflection after each lesson I taught, where I mentioned why an activity,
hook,
or
any
part of the lesson was or was not successful, and what should I do the next time to
overcome
the gap that occurred. Reflective writing, construction of an e-portfolio, active involvement in
methods/professional
development classes at McGill, consulting professional literature, and active
participation
in
discussions
with peers and colleagues, such as comparing experiences with other
teachers
in training, helped me to develop this competency to a very acceptable level. Reflective writing
helped
me to learn from my experiences and change my practices accordingly. Moreover, one of my
supervisors
requirement in planning any lesson is to include the professional competency that I would
work on it during the lesson. Specifying such competencies in my lesson plan was sufficient form to tie
these
competencies into my lessons as a way of reflecting on how I was developing them.
My capstone project focused on the benefit of using technology in teaching mathematics, which
directly
applies to my teaching practice. I believe that by using different software and manipulative, I
created
a
good
learning
experiences
for
my
students
that
were
effective
and
meaningful.
To
be
able
to
do
so,
I research and then use resources available to me related to teaching with different type of software,
mathematical programs, and manipulative. I will keep trying to make math, my favourite subject,
meaningful and worthwhile. I will always have an answer for the WHY questions students usually have.
By answering the WHY, students will feel motivated convinced to learn more about
math and discover of
its
importance
in
our
daily
lives.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
One of my fall semester courses (EDTL-508) helped me to develop my knowledge of different
and cultures. The readings and the discussions that occurred in that class, along with my
societies
work experience, widened my horizon and I became fully aware of the power dynamics
international
within
a
classroom
environment. Moreover, I worked hard to know my students as individuals and to build
a good relationship with them.
Although mathematics classes do not provide a big space for controversial discussions to take place,
a student asked me once: Why is math important? My voice became a responsibility more than a right,
and I explained the importance of mathematics education form my point of view, taking into consideration
the regulatory framework governing my teaching profession. Then, I allowed some students to comment
or to give different point of views regarding his question. Being honest and showing that I respect my
students and their opinions, gained me their respect in return. I was able to maintain a certain sense of
neutrality in respecting the diversity of opinions within my classroom during that discussion.
Discrimination is something that happens in schools whether we like it or not. However, I dont get
upset at students for having certain discriminatory beliefs, but I dont let it go. I tell the students
immediately that the comment was not appropriate, and I explain my reasoning and the rational behind
my response to their action. In addition, I always try to ensure that all students have the opportunity to
voice their views, and as long as students remain respectful and engage in an open democratic debate, I
encourage discussion making sure all students have an opportunity to share what they have to say.
In my both stages, I was lucky enough to have the trust of my both cooperating teachers. Being
trusted to teach solely and take a full responsibility of the students is invaluable. Attachadditionalsheetsifnecessary.
I was able to find a
healthy balance between how I like my class to be and how the school administration and school policy
function. I was also able to build a good relationship with the vice principals of both schools who were
always ready THOROUGH
to offer me the information
I seek for.
ADVANCED
ACCEPTABLE
PARTIAL MINIMAL
Carla Hascour
Name_____________________________________________________ID________________________
22-11-2016
EDIN 602

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

in their learning process.

22- 11- 2016

in processing mathematical information and/or academic information in general. I approached the

a good relationship with them.

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