Professional Competency Self Evaluation Sheets 1

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?

I have developed this competency through the implementation of a reading corner in the classroom,

which
incorporated a variety of books written by authors of all different cultural backgrounds and included

stories of a wide variety.

I had the opportunity to participate in a workshop focusing on theater in the classroom, more specifically
re-telling of African folklore in an animated and interactive way. While these stories were unfamiliar to
the
me,
this workshop provided me with tools to introduce things outside of my comfort zone with the
students in a respectful way.

During
FE4 I taught the Ethics and Religious Culture portion of the class. I created lessons focusing on

different religious holidays, as well as cultural traditions (idea of luck and superstitions found in different

societies).

I incorporated a lot of music into the classroom. During ERC lessons student felt comfortable sharing

certain songs they sing during holidays and at home with their family. This was a great learning

experience for myself as well as other students.

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.

Name _____________________________________________________ ID ________________________
Sarah-Amelia Maurovich

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.

Competency two is the professional competency I have worked on the most and have seen the most

progress.
Teaching in French taught me how to adapt and adjust to an unfamiliar teaching environment. I

had to find all new material and ensure that I was using proper vocabulary/grammar. This was the first

time I consciously thought about what I was saying, and this allowed me to realize how important correct

communication is with the students. During FE4, I transfered this idea of thoughtfulness into the English

classroom,

and noticed a huge difference in the way I taught.

Working with many students on IEPs, I have learned the benefits of communicating with the aid of

images.
For example, I created pictographs of the order in which to get dressed for winter (kindergarten).
This
was a challenge for many, however the photos were of great help. I used this technique with grade

three as well, and created photos of everything needed to bring in the morning. I also incorporated a

"leader board", where I wrote down everything the students needed for that particular day, and showed

the students prior to entering the class.

Lastly, I communicated through song very often in the French classroom. Students were learning French

the first time, and I quickly realized this was the best way to introduce new vocabulary.
for



Name _____________________________________________________ ID ________________________



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.
4 was a big change from teaching Kindergarten, therefore I really had to adapt my teaching style as
FE

well
as adapt to completely different content. Obviously coming into a school more than half way through

the year, the curriculum had already been set, but I was able to introduce a LES in ERC as well as Math. I

designed a project on Area, which asked students to create their own bedroom, using the concepts we

learned in class. They had to follow certain guidelines, and finally complete a reflection on the
had

experience. This was a fun way to work with the content learned from the textbook in a more practical

way.

I often created centers for the students, as a way to introduce new concepts before diving into the

textbook. I incorporated different technologies at some of the centers, as well as arts and crafts. I tried to

couple more "traditional" learning styles with interactive/exploration styles. Attach additional sheets if necessary.


Name _____________________________________________________ ID ________________________



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.

Taking student feedback and incorporating their interests is very important and should be done whenever

possible.
I was fortunate to be teaching two incredibly talkative groups and class discussions were had

everyday. This facilitated the lesson planning process, and implementation of my lessons very much, as I
knew

what the students responded to day one. I created lessons using visuals; for example the "dream

bedroom" lesson introduced a photo essay of children bedrooms all of the world. Some children did not

have bedrooms of their own and had to sleep outside instead. This raised an extremely thoughtful (and

unexpected)
discussion. I was so pleased from the outcome, I decided to create other lessons which
focused on ethical issues, however in an age appropriate way.

Since
I had such a talkative group I encouraged a lot of think, pair share and group work. I did this as well

during FE3. I had the students work in groups of 4-5 on a daily basis.





Name _____________________________________________________ ID ________________________



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.

Assessment of student progress is an ongoing job and I have done many ways of doing so. I have done

student
logs, in which I kept track of what I observed, as opposed to actual grades. I created a scrapbook
for
the kindergarten students, in which they had to include all of their work from the "ateliers" each week.
older students, I more recently gave per-tests, which were marked but not graded to note student
For

progress and prepare for the actual test. I think this helps as a study guide as well. For students who are
learning grammar rules, and spelling I will provide them with a draft and a final copy. The final copy
still

will
be graded, and compared to the first draft as progress will be taken into account. Students should be
given
multiple opportunities to succeed especially during the elementary years, which is why I use both

formal
and informal assessment, and provide clear/ realistic objectives and goals prior to the summative
assessment.



Name _____________________________________________________ ID ________________________



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.

Setting classroom rules and expectations at the very beginning with the students is crucial. The older the

students
are, the more capable they are of coming together and agreeing upon certain rules, and will
eventually
self regulate. I believe in consistency, especially with kindergarten age students. A lot of what we
doing in school is new to them, like sitting quietly and not running around the hallway. For this reason,
are

remaining
consistent and always following the rules could not be more important.

Following
a daily schedule and going through that schedule whether with images, or on the SmartBoard is a
great and easy way to ensure classroom management. No matter which age, knowing the schedule helps with

transitions and students will eventually go from task to task with little encouragement. on a similar note, having

colour coded binders/ duotangs helps a lot with transitions as well. For example, asking a student to take out

their blue math duotang, informs them what we are about to do, and keeps the transitions running smoothly.

Getting
to know the students and taking an interest in their likes and dislikes, shows you care and they are
more
likely to listen to you and follow the rules. Incorporating these interests keep students engaged, and
allows you to do much more in a day.



Name _____________________________________________________ ID ________________________



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.


Having different tools available in the classroom has really helped students with different needs. A few

students
I was teaching had anxiety, and found a lot of comfort when holding weighted toys. For

students who were very fidgety, I gave them small amounts of play doh which did not distract them but
helped

stay focused. I also brought in a pair of noise canceling headphones, which made a huge

difference for a student prone to aggressive/ panic outbursts.

FE4
was my first experience working with dyslexic students. This was a good experience for me, as I
had
a chance to see different ways of helping these particular students, and eventually work with them

one
on one. I also had a student with a hearing impairment. His occupational therapist worked with me
during

an hour or so, and I was able to wear a hearing aid myself to hear what he ears. I honestly had no

idea how he was hearing, and I completely changed my voice and intonation after the fact. I am very

greatful I had that opportunity, and I was able to work with an FM system for the first time. My student
even explained to me his type of hearing loss, and showed me the inner workings of the hearing aid. I

could not believe his ability at such a young age to advocate for himself.



Name _____________________________________________________ ID ________________________



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.

During FE 3, I created a technology project with my students, and we decided to make a class Imovie which

was
bilingual. The students were recorded singing two French and two English songs. I also imported

photos of their artwork into the video during the musical interlude portion of the songs. To have the students

become familiar with this techonology, I taught them how to record using an Ipad and they filmed each

other. The editing process has made me familiar with Imovie and how to cut and edit basic films.

During
FE4, I did not have as much time to do a big ICT project, but I did use the SmartBoard everyday, and
tried
to have the students use it as much as possible as well. Ideally, I would love to have a chance to use
chrome-books in the classroom, and have students create something of their own to share with the class. I

feel as though this is the competency I need to continue to develop as I have not had many opportunities.

The students had a separate computer class once a week, so those duties did not fall on myself, and
therefore the students were not given computer time during English class.



Name _____________________________________________________ ID ________________________



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.

The agenda is a useful resource in terms of communication with the parents. Each day, without fail I had to

write
at least one note home in the agenda informing a parent of information regarding their child, and the

majority of them answer back the following day. It is an easy way to have an open dialogue and does not

require the teacher to call for the "little things". For some reason, the grade three students never had their

school
uniform or enough pencils, erasers etc. I used the agenda as reminders to bring these things to school.

On
a similar note, I had used a communication booklet during FE3 for one student who had more needs to
keep her mother updated. Ongoing communication was a new thing for me, but it has required me to develop

my professional voice and shown me the importance of discussing with parents, and working together to best

help the students succeed. This also ties into competency two, since it's crucial I communicate in a clear and

appropriate manner.

I would interact with the day care staff and lunch time monitors on a daily basis. It was important that we
worked
together since so many difficulties occur during those transition periods. Having amicable relationships

with the staff and trying to help out when possible makes all the differences since these positive relationships

allow for the sharing of information and ideas to help benefit the students. Talking to the other teachers gave
insight on students in regards to their behavior and gave me a better understanding of the different
me
reponsibilities and roles that make up the school community.




Name _____________________________________________________ ID ________________________



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.

During FE4 I collaborated with the French student teacher quite often since we switched groups half way

through
the day. She was from another University and it was very interesting to share our ideas and gain

new insight on styles of teaching, assessment, etc.

I contributed to the creation of a Behaviour plan which was handed out to every teacher who deals with
particular student the behaviour plan was made for. The plan is like an IEP, the only difference being
the
the
objectives and strategies are created for behaviour related problems; this plan is so each teacher is
on
the same page when dealing with a tantrum or outburst, but even more so in regards to preventing

these
things from occurring. I sat with my cooperating teaching and a behavior technician to create this
plan

and I believe it is a perfect example of working together to create the best possible environment for

the students.

During FE3, I participated in PPT meetings and was saw the IEP process. I helped make the IEPs for the

students with my CT and the head of the resource department.



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.
• 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 each field experience, I have been reflecting on my teaching practices and the development

of my professional competencies in the form of journal entries each night. I typically write down what

occurred during the day, and figure out what worked and what did not. This has been particularly helpful
since

I have experienced a variety of classes that differ and I realized I needed to make adjustments.

Similarly, reflecting on my overall experience has made me realize who I want to be as a teacher.

Through

my interactions with the staff, the students and the other stagieres I have taken away so many
valuable
skills which I hope to incorporate in my own classroom.

During
FE3 and FE4, I planed the schedule prior to each school day, to make sure the day ran smoothly
and
to remain organized. The day did not always go as planned, however this way I could easily keep

track of what still needed to be done at a later date. I find it very useful in regards to working with a

cooperating teacher, since we were both on the same page and could take over from each other when

something came up. On a similar note, punctuality shows a sign of respect and is therefore something I

value. I made the effort of showing up to school an hour early every day, where I had the opportunity to

work on any extra material and make sure everything was in place for the school day. My Cooperating

teacher appreciated this very much, and this preparation period of the day was a great time for us to work
together. Attach additional sheets if necessary.


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.
• 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.

While

there are always children who need more support than others, I believe it is crucial to also be there
for
those who are more independent and/or gifted. This is something I have worked on throughout the

four field experiences, and I make a conscious effort to ensure everyone student is being seen and

heard.
While this is definitely something most teachers strive for, it was not as easy as it seemed at the
beginning.
I feel as though I have developed this competency very much during FE4, as I had to take on

100%
of the teaching, but also manage my time properly to be able to help those who needed it and
answer any questions, etc.

FE4, asked the most of me in terms of being in the teacher role, and being responsible for the students.

My CT gave me a lot of freedom and opportunities to "take over", and eventually the running of the
school day was in my hands. Whenever an issue arose (students crying, questions from parents, etc). I
was in charge of dealing with them. This helped me develop competency 12, since I was solely

responsible for making the decisions. If I did not do so, then nothing would be resolved, and I am glad I
excelled in this "sink or swim" situation.



Name _____________________________________________________ ID ________________________



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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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