PROFESSIONAL COMPETENCY SELF-EVALUATIONS

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE

TEACHING ACT (3, 4, 5,

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.
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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/fi eld
experience?
I am perhaps proudest of my proficiency in this competency. I am a firm believer that teamwork brings out the best
results in almost every situation. I encourage teamwork as often as possible in my classroom. I have the desks
positioned in groups of four so students can readily work in groups and in partners. I also make a habit of picking
partners using popsicle sticks, to ensure that everyone in the class gets an opportunity to work with everybody in the
class.
I have many examples of lessons and activities that I have asked students to do cooperatively. One of my favourite
lessons was when we began studying fractions and I asked the students to bake banana bread. There were only four
stations so students had to work in groups of four. It was a huge success, and the students cooperated even better than
expected. I believe that it is because of all of the practice the students have done working in groups throughout the
weeks that I have been there. Another lesson that I am extremely proud of is an exponent scavenger hunt lesson. With
the permission of the principal I posted task cards throughout the school. The students had to go around in partners and
answer the questions. They also had to use the Ipads to scan the QR code on the task card and see if they got the right
answer. To avoid cheating, the students had to show all their work or it didnt count. This lesson was an all encompassing
one that featured movement, teamwork, math and technology.

TEACHING ACT (3, 4, 5, 6)

In terms of feedback, I have made a habit of using exit cards with most of my lessons. The exit cards allow me to quickly
see where everyone is in terms of comfort with the content. It allows me to see what concepts were missed and it helps
to inform
how I will approach the follow up lessons, and
I need to review anything. Of course I have also become very
Name
_____________________________________________________
IDif________________________
capable of circulating and pinpointing students who need help and also generally seeing how students are doing.
Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/fi eld
experience?
In this field experience, I have truly adopted better methods to ensure that the classroom environment is one in which students are all
able to learn. Behaviour management has been a big issue on this stage. My grade 1 class has difficulty following instructions, listening
to the teachers, and following general school rules. For example, they are always attempting to wear something that isnt part of the
dress code or pushing the limits to see how much they can get away with.
I have adjusted the routines and strategies as best that I could have without overstepping my boundaries as a student teacher. In the
morning before we got started the students were expected to sit in their desks until after attendance and until the lesson got started.
However, the class is very active and needed more stimulation to avoid the restlessness and over excitedness that would follow. Now
the students come in, take out their homework from the night before, copy down the days homework and quietly read until the
morning routine has finished.
Secondly, we have a dollar system in the class. Students get a dollar when they are on task, doing a good deed, or generally
cooperating with the teaching staff. At the end of every week the students have the opportunity to turn in their dollars for a treat or
toy. Students may also lose a dollar though if they are misbehaving, rude or if they are not completing their homework.The students,
however, began lying and saying that they do not have any dollars when they do (so that we cant take them away). We also had a
problem in which students were taking dollars from the desk when we were not around. I introduced a chart that has number 1-12 on it
and everybodys name on a clothespin. This method allows the students to visually see when we take away a dollar that they are going
down_____________________________________________________
on this scale. It also allows my CT and myself to keep track
of who has how many dollars.
Name
ID ________________________
I think
every classroom will always have
behavioral
come up unexpectedly.
However,
I am
confident
Date:
______________________________
Course
Name &management
Number (e.g.issues
EDEC that
253)will
_________________
PS/FE level
(circle
one)
1
2 after
3
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

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

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.

How have I developed this competency during this course or professional seminar/fi eld
experience?

Throughout my field experience and degree I have worked with children with special needs and/or IEPs. I
have had the opportunity to be present during IEP meetings, and to work with the resource teacher and my
cooperating teacher in establishing and updating IEPs.
In my most recent stage I have had the opportunity to work closely with a child care worker who is in my
class to work with two students with autism. These students have difficulty writing and I have worked with
the CCW to come up with strategies to help them succeed. The CCW is only present about half the day in my
class, so we have come up with methods to ensure the success of the students even when she cannot be
there. I have created individualized schedules for these two children to carry with them throughout the day.
This way, they can prepare themselves for what the day brings. It also helps when there are unexpected
changes to the schedule, as it allows the children the opportunity to change their own schedule to adapt to
the reality of what is happening. It relieves the stress that comes with transitions.
I have also adopted a method in which I have written down the answers to the questions on sticky notes. The
students are able to locate the correct answer and stick them in the appropriate places. This allows the
students to participate fully in the activity, but also allows them some agency to complete the tasks
independently.

Name _____________________________________________________

ID ________________________

Although
I know that I have aCourse
lot of Name
learning
to do(e.g.
in this
I am excited
continue
developing
Date:
______________________________
& Number
EDECcompetency,
253) _________________
PS/FEto
level
(circle one)
1
2
3
my proficiency and achieving results.

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

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

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

By the end of his or her initial training, the student teacher should be able to :
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.

How have I developed this competency during this course or professional seminar/fi eld
experience?
I

thoroughly believe that I have developed this competency throughout the course of my field experience and my degree. I dont
believe that students automatically benefit from using ICT. Rather, students benefit when their interaction is purposeful and meaningful.
Students are seemingly more engaged in the lesson when ICT are used. However, the initial interest and engagement is not sustainable
if the lesson and the use of ICT is purposeful. One of my favourite examples of using ICT in the classroom is the advertising unit that I
created. We started the unit by looking at advertisements aimed at children. We watched the advertisements using Youtube on the
SMARTboard. We analyzed the advertisements and discussed different elements of the advertisements. Afterwards, the students were
asked to create their own chocolate bar and to create an advertisement for it. The students used Ipads to create their advertisements
Name
and when
_____________________________________________________
finished we viewed them all on the SMARTboard.
ID ________________________
Date:
Course classroom
Name & Number
(e.g.InEDEC
PS/FE
level (circle
one)I regularly
1
2
3
4
I have______________________________
managed to bring ICT into my regular
activities.
math253)
I use_________________
the SMARTboard to do
example
problems.
use
the online counterpart to our math workbook (Digit) which deepens the students understanding of the content. I use an online timer for
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
all of my activities to make my students aware of the time they have allotted to the activities, as well as to keep myself on track. I have
used Ipads, QR Codes, smartphones, etc. I also use short videos on Yotube often as they can be a great way to introduce students to a
lesson.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

THOROUGH

Name _____________________________________________________

ACCEPTABLE

PARTIAL

ID ________________________

Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1