Professional Competency Self Evaluation Sheets Fe3

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
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?
- At the beginning of the school year, I planned an ice-breaker activity to get to know my students. They
answered
questions using Smarties. For every colour of Smarties they got in their little box they
answered

the associated question. They shared in their groups then we shared them with the entire
class.!

!
- During class discussions, the students were open to provide examples from their personal lives. For

example, when I first introduced the class novel, Tales of a Fourth Grade Nothing, we spoke about the

book's
setting (New York). The students shared their experiences when visiting New York and what they
knew
about it. Given that the novel took place in the 70's we spoke about the differences between

growing
up during that time and growing up now.!
!
- The students complete a project where they compared their grade four life to that of their parents. This

linked the topic we were covering in class with the student's personal life/culture.

Attach additional sheets if necessary.
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.

Maria Provias 260692072
Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353
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
• 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.
- Every morning, I would check Class Dojo for any notes/messages from parents/guardians. As students'
would
come into the classroom, I had the date written on the board and listed their homework which
needed

to be written in their agendas. As I would pass by to ensure that they wrote everything down, I
would check for any other notes/messages that a parent/guardian may have written down on the agenda.

I responded or installed any of the ones I did read and receive.!
!
- My CT has an ongoing blog where she posts all of the student's homework for the week. She also
would
highlight due dates for projects or test dates. I would keep up with the blog and add any notes
when
writing the posts together. !

!
- Anything was written was looked over to ensure that proper syntax, grammar, and vocabulary were

used. When addressing the students I would use appropriate language.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


TEACHING ACT (3, 4, 5, 6)
To develop teaching/learning situations that are appropriate to the students concerned and the subject content
with a view to developing the competencies targeted in the programs of study.
FEATURES
• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical
research.
• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content
specified in the program of study.
• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the
development of learning.
• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic
and cultural differences), needs and special interests of the students when developing teaching/learning
situations.
• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the
programs of study.
• Anticipates obstacles to learning posed by the content to be taught.
• Plans learning situations that provide opportunities to apply competencies in different contexts.
LEVEL OF MASTERY
• develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that
enable students to progress in the development of their competencies;
• Build these activities into a long‐term plan.
- Throughout my FE3, I had to prepare multiple lesson plans before going through with a lesson. I was
able
to complete both Math and ELA lessons with my students.!
!
- I had a few students that were working at lower grade levels or were advanced, so I did need to

differentiate
my lessons. In some lessons I would provide students with "cheat sheets" or I would leave
instructions/examples
up on the board. Instructions were kept short and clear. I did use visuals and carry
examples of expectations by asking one of my students to assist me. I created extra work packets for
out
students
who finished their work quickly.!
!
- Many of my lessons had a discussion portion to engage students and bring out their ideas. I also

planned a couple of lessons with games to make learning interactive.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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.
• 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.
!
- During my FE3, most of the activities I planned revolved around my students either working in small
groups

or in pairs. During my first lesson, I let the students choose their partners; however, I learned that
preparing the groups in advance allowed me the opportunity to specifically choose students to work

together
(i.e. pairing a stronger student with one that needs more attention/practice).!
!
- Throughout my lessons, I would ask students guiding questions to get them on the right path and to
evaluate
if they understand the task at hand. During my lessons, I would circulate to provide students with
feedback
and guidance while they complete the task. I would also read over their answers as they

worked

to ensure that the students are grasping the topic.!
!
- In some of the lessons, I provided the students with reference sheets. For example, during the

multiplication lesson I planned, the students were given a multiplication grid cheat sheet to check their
work
if they were not sure if their answers were correct. It was made clear at the beginning of the lesson
that the sheet was only to check their work and was not to be used to answer the multiplication equations.




Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING THE RELATED
COMPETENCIES.
FEATURES
• Gathers information as students are engaged in a learning situation in order to identify their strengths and
weaknesses and to review and adapt his or her teaching accordingly to help them progress.
• Takes stock of the learning acquired by students in order to assess their mastery of the related competencies.
• Designs or uses tools to evaluate student progress and mastery of competencies.
• Communicates expected outcomes to students and parents and provides feedback on student progress and
mastery of competencies using clear, simple language.
• Works with the teaching team to determine the desired stages and rate of progression within the cycle
concerned.
LEVEL OF MASTERY
• detect the strengths and weaknesses of the students in a learning situation;
• identify some of the adjustments required in his or her teaching on his or her own;
• in cooperation with colleagues, design evaluation materials, interpret the work of students in terms of their
mastery of the competencies, and develop tools for communicating with parents;
• Inform the students of the results of a diagnostic evaluation process and inform parents and members of the
teaching team of the corrective intervention strategy elements envisaged.
- At the beginning of the year, my CT and I went through all the students' IEPs and files. We made notes
and
even spoke to other teachers who had specific students in their class. !
!
- We completed diagnostic exams for ELA (writing) and math in the first week of school to gather

information
on the student's knowledge. !
!
- At the beginning of each lesson, we would go over the expectations for the lesson. Students had access
to
the rubrics I would be using to evaluate them. They even had checklists to self-evaluate themselves. !
!
-I

took notes through my lessons on how the students took in the information and what I would need to
adjust as we move on. !
- We gave some of the students workbooks that were for one grade level lower. During spelling tests,
some students had fewer words than others.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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.
• 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.
- My CT and I set up the classroom layout in August. We decided to create groups of five and six. We had
a total of four groups. We decided this would be more effective in the long run. The students can still work
individually,

but group work would be easier. Our classroom was set up in a way where both the
Smartboard and the blackboard could be used. !

!
- I used Class Dojo to award points to students who were on task and had their work done. Students who
not complete their work were given too many reminders, and came to class bo prepared were
did
deducted
points. !
- I used the RECESS technique. Each time the class was too noisy or off task I would remove a letter. If
they

were good, I would add the letter back. If the entire word was erased the students would lose their
recess. The "One, two, three." "What do you see?" technique was also used to grab the class' attention. I

would count and the students would respond with the "What do you see?" I would respond with what I

wanted to see them doing. As interventions, students would be issued a pink slip (incident slip) to take
home
and sign. If it was not signed, they would stay in during lunch with the behaviour tech.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)
To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social
maladjustments or handicaps.
FEATURES
• Facilitates the educational and social integration of students with learning disabilities, social maladjustments or
handicaps.
• Consults resource people and parents to obtain background information on students with difficulties (needs,
progress, etc.).
• Proposes learning tasks, challenges and roles within the class that help students to progress.
• Participates in developing and implementing individualized education plans.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
• Cooperate in the development and implementation of individualized education plans designed for students
under his or her responsibility.

- As

mentioned, at the beginning of the year my CT and I read over all the students' files. We also issued
diagnostic
exams to understand where each child stands.!
!
- The few students who were working at a lower grade level were given grade three ELA workbooks

rather
than the grade four books. At first, we did give them the grade four books to see how much they
were
able to complete. Clearly, there was a struggle, so we swapped them out. While students worked
their work, I would take the other students aside to explain their homework pages.!
on
!
- For reading comprehension benchmarks tests, some students were given tests at a different reading
level.

While my CT explained the exam to the majority of the class, I took those few students outside to
go over the text and questions with them.!
!

- In my planned lessons, I always took into account that my class was working at varying levels. Any
explanations
were followed by examples. The examples were written, images were included, and I would
act
out a hypothetical example with one of my students. Extra sheets were prepared for the students
who
needed it. Extra time was allocated for the students who needed more time to complete their work.



Name _____________________________________________________ ID ________________________

12/01/2107 EDEE 353


To integrate information and communications technologies (ict) in the preparation and delivery of
teaching/learning activities and for instructional management and professional development purposes.
FEATURES
• Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and
regarding the social issues they raise.
• Assesses the instructional potential of computer applications and networking technology in relation to the development of
the competencies targeted in the programs of study.
• Communicates using various multimedia resources.
• Uses ICT effectively to search for, interpret and communicate information and to solve problems.
• Uses ICT effectively to build networks that facilitate information sharing and professional development with respect to his
or her own field of teaching or teaching practice.
• Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to assess their own use of ICT,
and to exercise critical judgment regarding the information they find on the Internet.
LEVEL OF MASTERY
• demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources;
• demonstrate a general understanding of the possibilities offered by ICT (and the Internet in particular) for teaching and
learning, and know how to integrate ICT in a functional manner into teaching/learning activities, when appropriate;
• use ICT effectively in different aspects of his or her intellectual and professional life: communication, research, information
processing, evaluation, interaction with colleagues or experts, etc.;
• Effectively transmit the ability to use ICT to his or her students in order to support the collective construction of learning in a
well‐structured, critical manner.
- I used a lot of technology in my lessons. The Smartboard was used to introduce topics through videos,
practice
questions, etc. Instructions and examples for activities were left up on the Smartboard on a
Google

Slide.!
- Since the students have Chromebooks, I used Google Classroom throughout my FE3. I used it to put up
content
such as reading tests, activities, etc. I was also able to put up student grades.!
- I used an application called Kahoot. The questions were displayed on the Smartboard. The students

would answer from their Chromebooks. !

- Instead of using an activity book, the students used their Chromebooks to complete their Hyperdoc
activities
linked to the class novel.!
- I created "When I'm Done" activities based on their ELA workbook in the same format as the Hyperdoc.
This would allow the students the opportunity to practice their computer skills as well as their grammar.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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
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
• 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.
- I started a Lego club alongside my CT and a few other teachers. It was held during lunch recess on
Tuesdays.
The goal of the club was to have students use their creativity to make structures out of Legos.
on

some days they were all given a challenge where they all had to make the same structure which we
would

later compare with the rest of the groups'. !
!
- Most of my students participated in the lunch buddy system. They would visit the lower grades to assist

lunch monitors with the hot lunches.!

!
- The school had a close relationship with the police department. An officer came in to speak to the grade

five
students about the law and consequences of their actions.!
!
- As mentioned, the open line of communication was always kept between my CT and I and the parents.

They were able to reach us through Class Dojo as well as by writing a note(s) in their child's agenda.




Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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.
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.
- As mentioned above, my CT had to step in as VP many times throughout my FE. She even had to act
as
a principal when the principal was on the school board. This meant that the class was left to me (with
the
substitute). We kept in touch in terms of how things were running in the classroom. The three of us

formed a mini team to keep things running smoothly.!

!
- I sat in during Teacher Council meets and observed the behind the seems of how a school operates. I

was able to grasp how much work goes into planning special activities and field trips. !

!
- I would complete recess duties with my CT and would even fill in for some of the teachers who were

unable to make it to their supervision or for those who forgot about their supervision.!

!
- We worked closely with the French teacher for our groups as well as any speciality teachers. One

specific group tended to be louder than the other. Since I had been implementing the RECESS
technique,
we implemented them across all their subjects for consistency. After each switch, we would
inform
one another on how the group behaved and how many letters they lost or gained.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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.
• 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.
- My CT and I worked closely together during the fifteen weeks. We relied on one another when planning
and
organizing ourselves. Our school schedule was quite hectic since our groups had switched from
class

to class each day. To ensure the smooth running of the class, we would go through what needed to
be done with each group at the beginning of the day.!

!
- When writing up my lessons, my CT was able to provide me with great notes and adjustments to make.

Following my lessons, she would always have a good comment to say about how my lesson ran. She

was
also able to provide me with clear constructive criticism and tips to apply in future lessons. Not only
did
she give me tips on lessons and classroom management but she was also able to give me pointers
on
parent/teacher interactions (i.e. dealing with a difficult or defensive parent)!
!
- After each lesson, I would write a reflection on what went wrong and what ran smoothly as I expected. I

would make a list of what I could do differently the next time. Luckily I would complete my lesson once
with
one group then again with the other. Therefore, I would adjust my lesson after the first group, then
carry
out my lesson with the other. Afterwards, I would reflect again.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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.
• 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 had two groups of students totalling to forty-four students in all. I gave each one of those children the
support,
attention, guidance, and encouragement they needed. I did not express favouritism for one child

over

another; my class was run in a democratic manner. !
!
- Each one of my students come from different backgrounds. Living in Canada, a large majority of the

students in my classroom have different ethnicities, religions, and beliefs that may be contradictory to my

own.
However, this did not get in my way, my classroom was managed in a non-discriminatory way.
Every child had the right to express themselves freely.!
!

- I was untrusted with the groups as I was left with a substitute teacher on multiple occasions while my
CT replaced in the office. !

!
- I was able to get a lot more hands-on experience in the FE than the other two. I was really able to take

on the role of a teacher. I planned lessons, managed my class, organized/planned for the upcoming
weeks, I monitored the students during duty, I came in during ped days for prep, and I created content for

the class.



Name _____________________________________________________ ID ________________________

12/01/2017 EDEE 353


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PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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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