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 :

- reflecting and writing about my philosophy of education

- questioning who I am as a teacher; my biases and my beliefs

- the importance of creating a classroom environment that fosters students positive attitudes
- recognizing various learning strategies that embrace different learners and the validity of critically reflect upon

how to make learning relevant to the 21st century student

- understanding the meaning of curriculum

- taking a critical approach in how I conducted my literature review on bringing Content and Language Integrated

(CLIL) to ESL in Quebec using an arts-based approach.

- adapting collaborative learning techniques as I am writing a collaborative capstone

- identifying the effectiveness of questioning in education

- exploring alternative assessment
- participating on a weekly blog by posting our reflections related to social justice, learning startegies,etc..

- a praxis critical essay on multiculturalism

- analizing the various thinking processes of the brain

- connecting my LES groups understanding and essential questions to the Big Idea

- having in-depth discussions on various readings and authors such as, Bell Hooks, different philosiphical

approaches, Paolo Freire, etc..

- situating myself as a researcher and self-reflecting by writing an autoethnography

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


ADVANCED
THOROUGH
ACCEPTABLE X 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.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

I have developed this competency by keeping my students welfare at the forefront of my teaching practice
An English littrature BA and Masters degree has helped me to develop strong writing skills
Communication with parents is key to a fluid rapport between myself, parents andf students so frquent
checking in and emailing is part of my daily practice
Teaching and following stratgies used in debate develops a respectful and mature interaction even when
dealing with dlicate subjects
Participating with parental meetings in a consistent and Professional manner.
Using stratgies to correct students when appropriate.
Assuming a postion of rle model in my second language classroom to ensure student success in spoken English
Consistent self reflection on my own dialect used in classroom activits
Filming myself teaching on three occasions and continuing to do so to rewflect upon the manner in which II
speak

ADVANCED
THOROUGH
X 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.



Attach additional sheets if necessary.

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING A CT ( 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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

I have developed this competency through:

-
building an LES that focuses on Smart Eating and that includes the three ESL competencies and cross-curricular competencies. The focus is
on both content and language.

-
a group presentation of the collaborative LES that promoted a relevant hook, the one of introducing Smart English by the use of English as

a Second Language.
-
planning alternative assessments and rubrics

-
designing an interdisciplinary unit plan that included citizenship and community life as a broad area of learning and the following cross-

curricular competencies: uses information, exercises critical judgement, uses creativity, adopts effective work methods, achieves his/her

potential, cooperates with others and communicates appropriately. The topic was on the teaching of Multiculturalism by connecting it to
History, ELA and ESL.

-
taking a close approach of the analysis of different methods, for instance the silent way, content-based teaching, direct , audio lingual, etc..

-
taking part of a presentation that incorporated concept maps, such as placemats, Venn diagrams, fish bones, etc.. and collages
-
planning a self-study that will provide a tool kit alongside with my teaching experience for future teachers wanting to teach CLIL using an

-

arts-based approach
exploring learning situations that promotes differences

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

ADVANCED

THOROUGH

ACCEPTABLE

Attach additional sheets if necessary.

X 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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING A CT ( 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/field experience?

Creating lessons that are relevant to the student clientle
Student directed Learning situations in activits to promote autonomy
Classroom has all resources needed as well as model how to use them eg. Dictionaries and thesauruses both
hard copy and digital
Clear guidelines and instructions are provided to my students whenever they are faced with a new Learning
situation
I have learned to slow down in order to ensure student comprhension and avoid assumptions of Learning
Frquent informative assessment made through such practices as exit slips, discussion, recoding,etc
Creating a calm and safe environment where students feel comfortable asking questions
Teamwork ensures students have alternative sources for clarification and questioning

TEACHING
A CT ( 3, 4 , 5 , 6 )

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

ADVANCED

THOROUGH

X 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.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING A CT ( 3, 4 , 5 , 6 )

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

Diffrentiation techniques are very important to ensure student success planningat all levels in the classroom.
Devises such as 2-5-8 and tiered Learning adaptations are used in my lesson planning
I have developed the ability to create my own diffrentiation Tools to customize my lessons
Frquent formative assessment keeps me abreast of Learning in all student clientle
Always using valuation and assessment grids that clearly reveal teacher expectations so students/parents are
not suprised by final results
Constant attention to the pluriportail at my school allows for total transparency of student progression
throughout the term
Constant communication with coworkers allows su to be on top of the Learning outcomes and progression of
our clientle

I use the Progression of Learning doc. MELS




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


ADVANCED
THOROUGH
X ACCEPTABLE PARTIAL


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

MINIMAL

Attach additional sheets if necessary.

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.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING A CT ( 3, 4 , 5 , 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.
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/field experience?

Classroom management techniques learned through the MATL program have been helpful for creating a
classroom that functions well. Examples such as clear and minimal rules,RRR respect for everyone and the
environment keeps things clear and concise and covers a grt Spectrum of misbehaviors easily.
Attention to student uniforms rules and rgulations and communication with admin.
Student participation key in smooth functioning of classroom procdures such as handing out work and picking
it up. Important they get to move and it crtes an efficient classroom that minimizes my work load for a less
stressed out teacher.
Following the suivi discipline and keeping in constant communication with parents insures plenty of support for
student success with issues at school. Eg : One of my students needs a lot of surveillance between me, his father
and our phsychological pedagog. He had a rough start but is dojng very well now maintaing calm forcus on his
work.
I above all, remain calm and even as a rle model for dealing with emotional situations. I do not raise my voice

or do anything that can escalate a situation. The classroom has a tranquil environment which I enforce by asking

students to change their energy level when arriving through the doorway.

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


ADVANCED

THOROUGH

ACCEPTABLE

X 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.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL C ONTEXT ( 7, 8 , 9 , 1 0)

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.

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

We are now using Word Q at our school. Documents are scanned for the use of computers for students who

have this option within their plan.
I have access to all student intervention plans and follow through on exams especially but also follow advice for
in class helpful measures such as placement in the room.
USB keys are used to help students access documents and to type directly onto their computer if needed for
Learning challenges such as dyslexia.
We do not yet have meetings in the intervention plans a tour private school but I believe they are coming. I try
and stay connected with parents and I also ask my student what they need and make sure they are served with
their adaptations.

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


ADVANCED
THOROUGH
ACCEPTABLE X 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.



Attach additional sheets if necessary.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL C ONTEXT ( 7, 8 , 9 , 1 0)

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

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/field experience?

I am presently using IPADS at my school. I have had to learn a lot of technology since thse were introduced

three years ago. I attend seminars given from ChallengeU which is a site created hre in Quebec. I use this site

consistenly to teach and evaluate student work submitted electronically.

We have an AppleTV in the classroom which is used every class to show students douments scanned into their

IPADS through ITUNESU.
I spent many hours scanning documents so that I could use ITUNESU rather than paper.
Students engage well with technology so i have gone through and will continue personal training and
technological development.
Many resources are used such as KAHOOT as a means to teach grammar. Interactive technology is especially
attractive for student participation.
My lessons are in ITUNESU for parents and students alike for convenience and transparency in lessons and

homework.

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

ADVANCED
THOROUGH
X 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.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL C ONTEXT ( 7, 8 , 9 , 1 0)

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
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.

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

Our schools main focus is sports. We have many promising athltes that need to miss a lot of school for training
and traveling. I have started planning online classes through ITUNESU. I have a figure skater that will begin
searching and submitting work through a class i have set up for only him right now.
I am collaborating with administration on this. I have communicated with and met his mother who will be
crucial in the success of this task as well as the studnt who is mature and seems to be autonomous I have
confidence this enterprise will work out well.
I have the honor of being placed as a charge de classe position. Much similar to a homeroom teacher. I met with
the parents of my group and explained that I am their spokesperson at the school and can be contacted for any
problems their child is encountering from difficulty with a teacher or subject and bullying or Relationship issues
with other students.

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



ADVANCED
THOROUGH
X 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.
Attach additional sheets if necessary.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL C ONTEXT ( 7, 8 , 9 , 1 0)

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.

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

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

I have a brilliant team at school in the English department. Our Relationship is harmonious. We meet every day

seven
to discuss lesson plans and Learning with teachers of our own degree. Meetings for the entire
department
are often on ped days. We are creating a reflection which will be put into a document we will

submit
t
o
t
he
administration that records everything we do in class day by day. This was requested by the

administration
at the beginning of our year. We are expected to submit this document at the end of term one.

An
entire year will be submitted by next year. We are collobarating on this as a team in support of eachother.
Despite
the fact we fin dit discourages creativity and spontenaity, we will deal with that problem as a team and

search
for ways to keep our plans fresh.

I dpend upon the professionalism of my peers as they dpend on me. We have eachothers backs.
Work
is shared. For example, I have ordered some reproducables and they are displayed on my desk for other

teachers to use.

We share documents online and constantly discuss what we are doing at work.

We
are currently planning on building our own LESs.

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

ADVANCED

THOROUGH

X 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.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

11

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
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?

Learning and developing as a teacher will never end. I use online resources to see what other teachers are
doing. I research lessons and how they are taught and made meaningful to young students .such sites as
teachers pay teachers, teachers online, and my own network of teachers at work and at mcgill keep a constant
communication going in regards the the profession.
Technology for ducation is important to attend all seminars and meetings to stay on top of new processes in
current educational studies.
Attending SPEAQ conventions hosted by McGill and other universities ensures current teacher training. I will
attend a meeting come January created by SPEAQ
I am currently researching the problem with the C1 evaluation grids used for EESL because they are not
appropriate to the level of my students. I have not yet resolved the issue. My co-workers are also dealing wioth
the frustration of the grid. Further involvement is needed.

I use the schools portail to document all work, due dates and grades for parental and student transparency.

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

ADVANCED
THOROUGH
X 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.



Attach additional sheets if necessary.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

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?

Retains strong moral values throughout all lesson planning. I am very careful about what material is covered and
how.
Students are treated fairly by following through the same consquences as everybody.
Students are free to come speak with me regarding anything and i ensure their confidence unless I am faced
with a lgal issue that i have no choice but to follow up with administration or parents. Ex : anything involving

drugs, sex, alcohol, or anything of a nature that requires parental attention.

I respect the feelings of my students and keep their grades confidential.

I moniter myself in regards to any rascist agenda. This practice must be vigilant and constantly be reflected

upon in my reflection book.

I know I am in the position of rle model so I do not use social media, such as facebook. I also drink extrememly
moderately if at all in public situations, such as 4 a7 meetings, soicial work functions such as Xmas parties, etc.

I go to work well rested and wide awake, ready to engage with students in a clear and responsible fashion.
Teach issues of morality as a continuing lesson to ensure the development of a strong moral compass in mysekf
and my students. I am working on a Holocaust LES to show how ignorance and manipulative media prectices can
lead to catastrophic results.

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

ADVANCED

THOROUGH

X ACCEPTABLE PARTIAL

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

MINIMAL

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.