Professional Competency Self-Evaluation Grid M Provias Fe2

PROFESSIONAL COMPETENCY 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
1
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?
I believe that after this field experience, I have begun to develop a better understanding on specific criteria. For example,
many times during my field experience I came across the importance of teacher/student relationships. This simply means
that it is vital for a teacher to create a bond with his/her student. I was informed by the principle of the school as well as
my cooperation teacher that a student will do anything to try and please you if they like you; that is one of the many
reasons why teachers should connect and bond with their students.
Moreover, I observed how my cooperating teacher addressed the specific needs of students who were at a slower pace
than their classmates. For instance, during math class the cooperating teacher would use the smart board to display the
workbook or extra activity sheet that was assigned for homework. She would then provide the students with multiple
examples on the board. Furthermore, the students that were at a lower level than their peers were taken outside with
another teacher and the students completed work that was more on their level. What I gathered from this is that there is
no such thing as a perfect class and that a teacher constantly needs to adjust their course plan to fit the students needs.
For example, there were two students in my cooperating teachers class that recently moved to Canada from Greece. This
means they speak very little English; therefore, when I would answer their questions I would address them in both Greek
and English.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name _____________________________________________________ ID ________________________
Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________ 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
2
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.
After completing my second field experience I feel much more confident when addressing the class as a whole. I taught a few
lessons throughout the three weeks and I believe that I was able to communicate to the class clearly both in terms of written
and oral instruction. This field experience was far more hands on than the first one I completed in the fall of 2015. As mentioned
above, while teaching my lessons, I was able address the class orally using proper grammar, vocabulary, and syntax. Any written
instructions provided on the work sheets were also checked for grammatical or syntax mistakes before making copies for the
students and my CT. Furthermore, I was tasked with correcting spelling tests, math worksheets, as well as checking that
students homework was written in their agendas properly; therefore, I was able to cover the key feature corrects the mistakes
students make when writing. Furthermore, I used appropriate language when speaking to the students as well as my CT or any
other member of the school staff. I constantly try to improve my oral and written skills by practicing when conversing with
family and friends wither orally or through messaging (written language).
I believe that I made large improvements in terms of the way I express myself verbally. As I went on in the field experience I felt
more confidence by the second. I feel satisfied with the progress I have made; however, I feel as though there is still room for
improvement in terms of the remaining key features, which I plan to tackle in my third field experience. Given that I will be
following the students from August to December I will be able to develop a better parent-teacher relationship since I have yet to
develop this in any other field experiences I have had so far.

Name _____________________________________________________ ID ________________________
Attach additional sheets if necessary.

TEACHING ACT (4, 6)

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.
4
Provides students with the resources they need to take part in the learning situations.
Guides students in selecting, interpreting and understanding the information provided in the various resources
and in understanding the elements of a problem situation or the requirements of a task or project.
Supports student learning by asking questions and providing frequent and relevant feedback to promote the
integration and transfer of learning.
Encourages teamwork.
LEVEL OF 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.
I believe that I developed a thorough level of mastery in this competency. I created a total of three lesson plans in the three weeks I was placed in my
hosting school. As I got to observe my CT complete her lessons, I was able to pick off on the different steps she took to get students to achieve their
personal goals as well as to achieve her instructional goal.
With that being said, when planning and completing my lessons planned I as able to create an environment where students engaged in meaningful
problem situations, tasks or projects, based on their cognitive, emotional and social characteristics. After observing them for the first week and
getting to know the students, I was able to understand and know how each student worked and what kind of needs they had. In addition, my CT
would provide me with tips and notes to keep in mind on the working habits as well as histories of specific students. This allowed me to provides
students with the resources they need to take part in the learning situations.
Before starting an activity, I would always have a mini introductory lesson planned in order for students to know what topic we would be covering as
well as for them to have content to refer to during their activities. For example, in the math lesson I planned, I recapped different strategies students
could use when rounding. We completed come examples on the board before I explained the game we would be playing in teams. To briefly explain,
the children were placed in groups of two or three to promote team work, they would take turns rolling three dice, they made a number out of the
number rolled, they would round it to the nearest place value being asked in the question (i.e. nearest tens), then place their token on the
corresponding spot on the number grid I provided (it is basically connect four but with rounding).
TEACHING ACT
I also would be asking (3,many
students 4, prompting
5, 6) and guiding questions to help them in their learning as well as providing them with feedback on their
work. For example, during my ELA lesson I read a story, Red A Crayons Story, aloud to the class. As we went along I would ask them questions in
order for them to be able to understand the message of the story and make connections to it. This would also help them complete the response
sheet I had created.

Name _____________________________________________________ ID ________________________
TEACHING ACT (4, 6)

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.
6
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.
I selected acceptable in terms of mastery level because even though I tackled quite a few of the key features above I believe that there is a lot more
room for improvement when it comes to running the classroom activities. It is important to me to be able to master managing a classroom, which is
what comes to mind when I read ensure the smooth running of regular classroom activities.
During my second field experience, I would greet the students in the classroom as they walked in at the beginning of the day. They would all go about
the usually morning routines and I would over see this routine to make sure they were all doing what was expected of them. The routine was always
projected on the smart board. Whichever team would complete everything in a smooth and timely manner would receive Class Dojo points. Since we
were two student teachers, the morning routine would be divided between the two of us. One day I would greet the students in the classroom while
other days I had hallway duty, which meant ensuring students were putting their jackets away and not speaking to their friends.
While lesson planning, I would organize my thoughts, processes, and outcomes for the day in order to be prepared for possible problems that could
have hindered the smooth running of the class and plan measures to prevent them. Furthermore, if I noticed any student not behaving as expected
I would address it in a non-threatening but effective way. For example, I would ask a student X what are we supposed to be doing right now? after
they responded what they knew they were expected to be doing I would ask them then why are you doing x? after which they would go back to
working or respond with a reason. If they gave me a reason that was not relevant to them completing the task I would inform them that theres a
time and place for everything and they can wait till recess or whatnot to speak to someone for example. Another thing I would so if students were
not behaving have planned for actions that could be taken. For example, in the math lesson I had planned, if the child was not behaving they would
be sent to their desk to complete a math work sheet I had found instead of playing the rounding game.

Name _____________________________________________________ ID ________________________
SOCIAL AND EDUCATIONAL CONTEXT (9, 10)

To cooperate with school staff, parents, partners in the community and students in pursuing the
educational objectives of the school.
FEATURES
9
Collaborates with other members of the school staff in defining orientations, and developing and implementing
projects related to educational services in areas falling under the responsibility of the school.
Informs parents and encourages them to become actively involved.
Coordinates his or her actions with those of the school's various partners.
Supports students involved in the administrative structures of the school or in school activities or projects.
LEVEL OF 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.
In comparison between field experience one and field experience two, I believe that I was able to work cooperatively with staff at a
deeper level in the second stage than in my first stage. This is mainly due to the fact that I spent the three weeks shadowing and
learning from my CT where as in the first stage I was shuffling from class to class for two weeks and only shadowing my CT for one
week. In addition, during my second field experience, I was able to observe how teachers within the same cycle work together. For
example, my CT had organized a meeting to regarding possibly removing homework completely seeing as parents would complain that
the children did not have enough family time (note to my discretion the there was not a lot of homeworking being assigned in the first
place). The teachers were considering using online applications for ELA and Math. Students would complete tasks set to their level and
the site would provide teachers with progress reports on each student. Which falls under the key feature, Collaborates with other
members of the school staff in defining orientations, and developing and implementing projects related to educational services in
areas falling under the responsibility of the school. Furthermore, I had bus duty and recess duty that I would complete with my CT on
the corresponding days.
In both field experiences, I was not able to observe how teacher work directly with parents in the school community to better a childs
learning experience. However, I did see my CT using Class Dojo to keep in touch with the parents. She would upload the homework for
all the parents to see and even private message some of them regarding either staying after school for homework program or being
informed by a parent on a possible absence.
I feel as though competency nine has been touch upon but not really explored deeply. However, I believe this should change in the
following field experiences.

Name _____________________________________________________ ID ________________________
SOCIAL AND EDUCATIONAL CONTEXT (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.
10
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.
I was able to develop this competency to an acceptable level given that I was able to 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. During my second field experience, I was able to observe how teachers within the same
cycle work together. For example, I was visiting the school as they were starting to prepare for government exams. In order for
grading and expectations to be consistent the grade two teachers sat down and review the exam. They discussed how they
would be grading and which sheets they would be using. Furthermore, they both encouraged myself and my peer to add our
point of views and thoughts, in other words we worked together and touches on the key competes helps build consensus,
when required, among members of the teaching team and cooperates in an active, ongoing manner with the teaching teams
working with the same students

Name _____________________________________________________ ID ________________________
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.
11
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.
I believe that I have made big strides forward in this competency given that I was able to work much more closely with my CT in
this second field experience in comparison to the first. I was able to discuss the relevance of [my] pedagogical choices with
[my] colleagues meaning my CT as well as my peer. I was fortunate enough to have a fellow McGill student from my class
paired up with me in the same class. We would keep in touch inside and outside school to provide each other with feedback and
notes. Which relates to the key feature, 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. In the three weeks we my peer, my CT and I formed a mini
team to work together to discuss problems that may be arising in the classroom between students. I feel as though this specific
field experience has allowed my to really grow in this competency. I had constant feedback from my CT and even some from my
peer allowing me to reflect on my lessons and teaching in order to adjust myself accordingly.

Name _____________________________________________________ ID ________________________

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.
12
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.
I have greatly improved in this competency. In field experience two I was able to:
Understand the values underlying [my] teaching by being allowed to simply create multiple lesson plans and being
provided the opportunity to teach said lessons to classes of 21-22 students. This then allowed me to manage my
classroom democratically, effectively, and in a non-discriminatory fashion. All my students were treated equally and were
all provided with attention, support, and guidance while taking into account their individual needs. I was able to handle
any conflicts arising both in the classroom as well on the playground during duty. On multiple occasions my CT trusted
both my peer and I with the classroom and would leave us unattended to complete usual routines she tasked us with for
no more than fifteen minutes, as permitted. This time allowed me to greatly embrace the role of being a teacher as I was
comfortable in the environment and aware of procedures/expectations.
In both field experiences I understood the nature and confidentiality aspects in this field.
When comparing the two stages, I was able to complete tasks at an advanced level meaning I was provided with the opportunity to be
placed in the real-life teacher situations. I had been tasked with regular day to day tasks teachers have. For instance, lesson planning,
monitory (duty), teaching, correcting, planning the schedule for the next day, finding resources to support students in the upcoming
lessons, etc.

Name _____________________________________________________ ID ________________________

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

Attach additional sheets if necessary.

TEACHING ACT (4, 6)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

TEACHING ACT (4, 6)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

SOCIAL AND EDUCATIONAL CONTEXT (9, 10)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

SOCIAL AND EDUCATIONAL CONTEXT (9, 10)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

PROFESSIONAL IDENTITY (11, 12)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

PROFESSIONAL IDENTITY (11, 12)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Name _____________________________________________________ ID ________________________

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