Fe2 Competency

PROFESSIONALCOMPETENCYSELFEVALUATIONS
FOUNDATIONS(1,2)
Toactasaprofessionalinheritor,criticandinterpreterofknowledgeorculturewhenteachingstudents.
FEATURES
Situatesthediscipline'sbasicbenchmarksandpointsofunderstanding(concepts,postulatesandmethods)inorderto
facilitatesignificant,indepthlearningbystudents.
Adoptsacriticalapproachtothesubjectmatter.
Establisheslinksbetweenthesecondaryculturesetoutintheprogramandthesecondarycultureofthestudents.
Transformstheclassroomintoaculturalbaseopentoarangeofdifferentviewpointswithinacommonspace.
Castsacriticallookathisorherownorigins,culturalpracticesandsocialrole.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
understandthesubjectspecificandprogramspecificknowledgetobetaught,soastobeabletopromotethecreationof
meaningfullinksbythestudents;
exhibitacriticalunderstandingofhisorherculturaldevelopmentandbeawareofitspotentialandlimitations;
exhibitacriticalunderstandingoftheknowledgetobetaught,soastopromotethecreationofmeaningfullinksbythe
students;
Establishlinkswiththestudents'cultureintheproposedlearningactivities.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
Having
a previous B.A. in Specialization in English Literature allows me to have a large knowledge base
regarding
course content in ELA. I have read the majority of books being covered in the classes, which
has
allowed
me to quickly help students with their literary responses and classwork. The books that I was
unfamiliar
with,
I purchased and read so that I would be prepared and capable to answer the students
questions.
I
learned
to ask appropriate guiding questions, which allowed the students to develop their
own
answers (such as author's purpose and theme).
Where
I showed most growth was in developing my guiding questions. Knowing what the answer was, I
realized
that it takes some time and finesse to get the students to arrive at that same answer. I leaned
that
what is a simple response to me, can prove to be very complex to the students. Anticipating this
problem allowed me to develop a multitude of guiding questions ahead of lectures to guarantee results
amongst
my students.
The
population at my host school was very diverse. Dealing with international students proved to be
challenging.
Some of the students had a limited vocabulary in English ad explaining key concepts such
as
literary
devices
became challenging. I had to rely on my own knowledge and quickly find different
ways of explaining the concepts until I felt that the students fully understood.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260427731
Adriana Chronopoulos
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
Throughout
FE2 I have developed the following:
-Tone
and language: I have seen a change in the way I address students. My tone is friendly yet
authoritative.
This tone allowed me to establish control of the classroom. My language remained
professional
by
removing the slang of my everyday vocabulary.
-Helping
students with their assignments forces me to be on point with my spelling and grammar. I was
aware
in
FE1 that I lacked confidence in grammar rules. I developed this by taking a grammar course
during
the winter session, which has improved my grammar, and spelling greatly and elevated my
confidence.
I
was
able
to
identity
students
errors
immediately
and
explain
to
them
grammar
rules
because
the knowledge was so fresh in my head.
-Correcting
students work was very enlightening. Comparing the levels (grade 8 to grade 11) allowed me
see the progression of development within the school. Corrections gave me a better understanding of
to
where
the students strengths and weaknesses are. I noted a difference since FE1 in the speed and
accuracy
of
my
corrections.
It
took
less
time
for
me
to
correct
students
work
and
when
comparing
grades
with
my cooperative teacher I gained confidence knowing she would have given similar grades to her
students.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
TEACHINGACT(3,4,5,6)
Todevelopteaching/learningsituationsthatareappropriatetothestudentsconcernedandthesubjectcontent
withaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Basestheselectionandcontentofteachingsequencesondatadrawnfromrecentdidacticalandpedagogical
research.
Selectsandinterpretssubjectspecificknowledgeintermsoftheaims,competenciesandsubjectcontent
specifiedintheprogramofstudy.
Plansteachingandevaluationsequencestakingintoaccountthelogicofthecontenttothetaughtandthe
developmentoflearning.
Takesintoaccounttheprerequisites,conceptions,socialdifferences(i.e.gender,ethnicorigin,socioeconomic
andculturaldifferences),needsandspecialinterestsofthestudentswhendevelopingteaching/learning
situations.
Selectsdiverseinstructionalapproachesthataresuitedtothedevelopmentofthecompetenciestargetedinthe
programsofstudy.
Anticipatesobstaclestolearningposedbythecontenttobetaught.
Planslearningsituationsthatprovideopportunitiestoapplycompetenciesindifferentcontexts.
LEVELOFMASTERY
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260427731
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
When
tasked to take over the classroom and give a lesson, I came prepared and provided an engaging
lesson
for my students. All my lessons were done with graphic PowerPoint presentations, which allowed
the
students
to visualize the information given to them. The students appreciated added images and color
scheme,
which made the presentation more appealing to them.
I had
prepared a multitude of guiding questions in order to lead my students from point A to point B.
These
guiding questions made sure that the students ended up arriving at the same answer and allowed
us
to
stay
on track within the lesson. Students were encouraged to raise their hand throughout the lecture
and
ask
questions.
Knowing
that the students were entering the ELA final year exams, I choose appropriate short stories
filled
with rich literary devices and mimicked exam formatting in order to prepare them for writing a literary
response.
I also simplified format for them by providing graphic organizers. I integrated group work within
all my lessons. These activities allowed the students to discuss what they just learnt and apply that
knowledge in a group activity. Students were capable of having meaningful discussions and helped each
other
develop their ideas.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
To
allow for consistence, I maintained the same structure and format when running the classroom.
Students
remained in their assigned seats and I outlined very clearly on the board what the classroom
goals
of
the
day were.
While
giving lectures, I encouraged students to ask questions and I also asked them questions to spark
some
discussion
around certain topics. I was prepared with visual aids such as PowerPoint
presentations,
as well as handouts. When introducing a short story, we read the story out loud and I
emphasized
key turning points in the plot as well as explaining vocabulary that might not have been
familiar
to the students. I went over the instructions of the assignment clearly and allowed for a brief
group discussion before implementing individual work in order for the students to bounce their ideas off
each
other.
I maintained a healthy learning environment by encouraging students to ask questions throughout the
assignment.
I also remained authoritative by implementing silence when it was individual work.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
Developing
Competency 9 proved to be difficult due to our limited time during FE2.
Where
I did develop Competency 9 was within the teaching staff. I took initiative by actively seeking out
teachers
and asking relevant questions regarding course content, classroom management and teaching
philosophies.
I spent numerous hours listening to teachers personal experiences with students and the
profession.
I collaborated with my cooperative teacher by asking her relevant questions and asked for her opinion in
regards
to the students needs and abilities. I made sure to have her approval before I introduced a new
story or topic within the class.
I participated in duties such as patrolling the hallways during recess and lunch hours. I also offered my
help
to students during lunch and afterschool. This showed my commitment and allowed me to engage
with
the students on a one on one level.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
Developing
Competency 10 was limited due to the nature of FE2.
I developed Competency 10 by collaborating with my cooperative teacher. I asked her what her goals
were
for the three weeks I was there and adapted my lesson around preparing the students for the final
ELA
exams. I was actively involved with her curriculum and achieved my teaching goals in assuring the
students
were well prepared to write literary responses.
I developed a relationship with another student teacher in my class. I realized from the beginning that we
had very different teaching and management styles. When he was in control of the classroom, I learned
to follow his style and support his lessons. Being paired with him allowed me to solidify my personal
teaching
philosophy, not everyone teaches the same way and I learned that my teaching style is a
reflection
of my character.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
I have shown my development in seminar and FE2 by:
Making
observations in the classroom, keeping a journal and taking notes. I later reflected on my
observations
and made adjustments to my teaching. I have kept up on all my readings and reflected on
how
the literature can be applied in the classroom. I have made relevant connections between my
experiences
and the required readings. I have also made elf-reflections of my personal behavior and
biases
and made the appropriate adjustments to maintain a more professional stance.
I listened and learned how other student teacher are managing their classrooms and applied some of
their strategies to my own development. I have defended my teaching style with other student teachers. I
show
confidence in the classroom and engage in intelligent conversation surrounding the competencies
and course content.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
I have gained a deeper understanding of myself as a teacher. I have maintained a great relationship with
students while maintaining control of the classroom at all times. I allow for questions and discussion
my
within
my lectures that promoted a democratic teaching style. I also gave up my lunch time to help
students
with their work or just provide them with a safe space to hang out during lunch. When correcting
students work, I justified my grading to my cooperative teacher and when students challenged me on
their
grades, I was able to sit them down and explain why I marked them the way I did and provided
constructive feedback to show them how they can improve for next time.
I was not discriminatory towards any student by showing equal respect to all. I was aware of school rules
and regulations, which allowed me to dispense punishment such as detention accordingly when it came
to uniforms.
I respected confidentiality by keeping anonymity within seminar discussions as well as in my journals.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260427731
Name_____________________________________________________ID________________________
May 21st 2015

EDEC 253

Fe2 Competency

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

answers (such as author's purpose and theme).

May 21st 2015

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story or topic within the class.

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I have shown my development in seminar and FE2 by:

and course content.

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I respected confidentiality by keeping anonymity within seminar discussions as well as in my journals.

May 21st 2015

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