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    Professional Identity (11, 12) : Features

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    This document outlines the competencies for professional identity that a student teacher should demonstrate, including understanding their values and teaching approach, managing their class democratically, providing appropriate attention and support to students, justifying decisions, respecting confidentiality, avoiding discrimination, situating moral conflicts, and demonstrating sound judgment within legal and regulatory frameworks. By the end of initial training, a student teacher should be able to demonstrate sufficient responsibility when dealing with students and justify their actions. The respondent summarizes experiences from their field placement demonstrating competencies like providing students with support and guidance, facilitating understanding of projects, reading to and interacting with students of different ages, respecting confidentiality and others.

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    Professional Identity (11, 12) : Features

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    This document outlines the competencies for professional identity that a student teacher should demonstrate, including understanding their values and teaching approach, managing their class democratically, providing appropriate attention and support to students, justifying decisions, respecting confidentiality, avoiding discrimination, situating moral conflicts, and demonstrating sound judgment within legal and regulatory frameworks. By the end of initial training, a student teacher should be able to demonstrate sufficient responsibility when dealing with students and justify their actions. The respondent summarizes experiences from their field placement demonstrating competencies like providing students with support and guidance, facilitating understanding of projects, reading to and interacting with students of different ages, respecting confidentiality and others.

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    This document outlines the competencies for professional identity that a student teacher should demonstrate, including understanding their values and teaching approach, managing their class democratically, providing appropriate attention and support to students, justifying decisions, respecting confidentiality, avoiding discrimination, situating moral conflicts, and demonstrating sound judgment within legal and regulatory frameworks. By the end of initial training, a student teacher should be able to demonstrate sufficient responsibility when dealing with students and justify their actions. The respondent summarizes experiences from their field placement demonstrating competencies like providing students with support and guidance, facilitating understanding of projects, reading to and interacting with students of different ages, respecting confidentiality and others.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    54 views1 page

    Professional Identity (11, 12) : Features

    Uploaded by

    api-439212192
    This document outlines the competencies for professional identity that a student teacher should demonstrate, including understanding their values and teaching approach, managing their class democratically, providing appropriate attention and support to students, justifying decisions, respecting confidentiality, avoiding discrimination, situating moral conflicts, and demonstrating sound judgment within legal and regulatory frameworks. By the end of initial training, a student teacher should be able to demonstrate sufficient responsibility when dealing with students and justify their actions. The respondent summarizes experiences from their field placement demonstrating competencies like providing students with support and guidance, facilitating understanding of projects, reading to and interacting with students of different ages, respecting confidentiality and others.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 

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

    How have I developed this competency during this course or professional seminar/field experience?  
       -
    I  have
      effectively corresponded to students with support and guidance. It was hard for me to say goodbye to them since we have built a
    strong
      connection these past three weeks
       -
    -I
       have supported the fifth grade while they were doing their IB projects on advertisement and provided them with some ideas and plans
    they
      can do with their item. I also helped the teacher with those who didn't want to do the project and encouraged them to keep going. I
      
    facilitate the understanding of the project for some students who were having difficulties or who were stuck with what to
    do.
        -
    - I  also read a story to the first and sixth grade class and interacted with the students while storytelling. It was a good experience for me
     
    since they are two completely different group age. For grade one I made sure to stop the story and ask students questions about the book.  
    And for grade sixth I asked them the moral of the story at the end of it.  
       
    -I respected the school confidentiality for parent-teacher meetings and made sure not to mention anything about it. I also respected all
     
    students and all teachers during my field experience.  
    -I learned a lot about the school culture and the role of each teacher, it was an amazing experience and I enjoyed every second of it.  
       
       
     
        
     
     
     
     
     
     
     
         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 ________________________   
    Hala Majzoub

     
    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. 

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