Professional Competencies Self-Evaluation Form Fe2

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?
THOROUGHThroughout my field experience I kept a journal in order to have a physical copy of my experiences and
reflections,
one
which I could look back on to improve as an educator. This journal helped me reflect upon each of my
lesson
plans, how the students reacted to them (engagement level), as well as the content mastery each lesson
provided.
I situated the basic points of understanding in order to facilitate in-depth learning by my students and
adopted
a
critical approach to the subject matter while encouraging students to do the same. This was especially
important
when
I taught a lesson on Digital Citizenship. Each student at my school had a laptop, as they belonged to
"Infinity" program. This meant that I had to adapt my lessons to suit the needs of extremely tech savvy students.
the
However,
the students and I both came to the realization that Digital Citizenship is often taught with negative
undertones.
And so, during my lesson, I challenged my students to engage in different activities (Think, Pair, Share,
personal
"Googling", video watching, etc), to cultivate a positive sense of Online etiquette, and how "Branding
Yourself" Online can help you in the future. I managed to transform each of my classes into cultural bases, where all
opinions
and points of view were respected and encouraged. Each of my lesson plans built upon my students
previously
acquired knowledge, as I attempted to SCAFFOLD each learning process. For example, I used Walt Disney
films
to teach my students about complex literary devices. I also had my students create "Fakebook" (and not
Facebook)
accounts to illustrate their favourite characters from Shakespeare's "A Midsummer Night's Dream". These
activities helped spark the students interest by using a familiar baseline to introduce the students to more unfamiliar
topics.
Personally, for my next field experience, I would like to cultivate a deeper understanding of the subject-specific
knowledge
to be taught, in order to seamlessly bridge the students culture with the competencies. I plan on doing this
by having a copy of the subject-specific competencies on-hand while planning, so as to ensure proper incorporation,
by asking for help from my cooperating teacher at different stages of the planning process.
and
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
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.
THOROUGHAs an aspiring English teacher, I know the value of the English language, and always
make
an effort to use it correctly. During my field experience I always used appropriate and respectful
language
when speaking with students and staff. I also communicated my ideas clearly and observed
grammar
and stylistic rules. I believe that if you want your students to abide by certain rules, you need to
actively model those same rules. Most importantly, I always corrected my own mistakes (in front of
first
students) to model self-improvement. I believe this is a very important learning opportunity for both
the
teachers
and students; when you demonstrate your own flaws to your students, this relaxes them.
Likewise,
admitting your mistakes also encourages students to learn from their own mistakes. I made
sure
to echo this as the students engaged with my lesson plan pertaining to literary devices in Walt
Disney
films;
when
students
came
up
with
different
literary
devices
than
I
had,
I
always
reinforced
the
behaviour by agreeing with their choice, and demonstrating that perhaps I hadn't made the best choice of
literary device to begin with. The students responded very positively to this teaching technique.
Personally,
as I am very enthusiastic when I teach, I tend to speak a bit quickly at times. This is
something
I want to work on for my next field experience. I plan on improving upon this by stopping
frequently
during my teaching, allowing for appropriate WAIT-TIME to take place (at LEAST 5 seconds),
and
by asking students if they understood the material by showing a thumbs up. This last approach is
good
to use in a classroom setting as it allows the instructor to quickly gage who is comprehending the
material, and who needs a clarification, without publicly embarrassing individual students.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
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________________________
260330491
Alessia Fasanella
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
ADVANCED- I designed and taught several lessons during my field experience, as well as an entire unit plan on
Shakespeare's
"A Midsummer Night's Dream". I designed each lesson so that it provided situations where my students
could
engage in meaningful problem solving. Anytime I would begin a lesson with my students I would ensure that they
were
provided with the background information and resources needed to take part in the tasks. ICT use was also a
staple
in each of my lessons as all my students possessed laptops. Each of my lesson plans also included a teamwork
segment,
where students were encouraged to work in small groups in order to attain a certain goal. However, most of
evaluations were individually based. I also guided my students in selecting, interpreting and understanding the
my
information
provided. This was easily done by giving the students a simple task that later lead to a more complex task,
in
order
to
SCAFFOLD
the learning process. This was especially evident when I had students practice identifying
literary devices using Walt Disney films, and later had the students create visual picture collages demonstrating a
passage from their novels which highlighted a particular literary device. Lastly, I supported student learning by asking
questions
and providing FREQUENT and POSITIVE feedback. I believe that EVERY student is inherently intelligent
capable. Teachers must challenge each student in a way that supports his/her intelligence, and helps the student
and
ultimately
succeed. By providing my students with frequent positive feedback I communicated that I believed they could
accomplish any task, even though this particular class had a teacher's aid and was comprised of mostly IEP students.
Although
these students were already categorized by the administration, and society, they performed beautifully, and
impressed
my supervisor beyond belief. I believe that my positive reinforcement, warmth, and enthusiasm for the
subject matter helped each of my students feel safe and capable of achieving success.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
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
Name_____________________________________________________ID________________________
260330491
Alessia Fasanella
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
ADVANCEDI began each class with a daily plan that I posted on the SmartBoard for all of my students to see. This helped anchor the
students
in the daily activities, and it also got my students focused and ready to work. I continuously modeled appropriate behavior for my
students,
as demonstrated in the previous competencies. I believe that students need a positive model to inspire them both academically
and
socially. As we acted out "A Midsummer Night's Dream", the students each played a role. However, I also made sure to play a role so
to model what Shakespearean language sounds like when read, correctly, aloud. Once my students heard the way I read, where I took
as
pauses,
and the emphasis I placed on certain words, they began to mimic my reading, which produced an excellent recital. I also always
made
sure to communicate clearly with my students so as to ensure that they met necessary academic and behavioral standards. Rubrics
evaluation criteria were clearly explained prior to the students engagement with the task. Basically, I designed each of my lesson plans
and
with
one goal in mind: to maintain an ENGAGING classroom environment that fueled the learning process and kept each student in a
learning-ready mindset. This took hours of planning, research, and brainstorming to achieve, but it was well worth it. On the final quiz I
distributed
to two of my classes, the last question requested feedback from my students on my lessons. It gave me a good idea of where my
lessons
had succeeded, and what I needed to change for my next field experience. The most helpful feedback I received was actually from
one of my students. He replied to the final quiz question by stating that I was an excellent teacher that made learning fun, but that when
certain
students got loud, I should be "meaner" with them. This made me smile, but it is also something that I will improve upon during my
next
field experience by asserting my behavioral expectations ahead of time. Lastly, I developed strategies for preventing inappropriate
behavior by showing the students respect, which I wanted in return. In one of my classes I had a student who was very disruptive as he
always
wanted to speak. I remedied this by making him the official note-taker of the class, and had him type notes into my PowerPoint
during
class discussions. This kept him focused, occupied, and made him feel needed and important. In my other class, I had a student who
was extremely reluctant to engage with any task. Therefore, I also made him the official note-taker of that class. This also kept him focused,
occupied,
and made him feel needed and important. I believe that this also aided his social development.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
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
260330491
Alessia Fasanella
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
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
ADVANCEDTo begin with, I worked closely with another student teacher, as well as two cooperating teachers, during
entirety of my field experience. I also worked with staff and the Resource Department when changing/creating
the
IEP's
for particular students in my classroom. I also made sure to attend a "Literacy Club" meeting, where a small
group
of students would meet with the Resource Head and read short passages of novels aloud in order to improve
upon
their
literary skills. My first day of stage was an orientation day, and so I engaged with Elementary students
visiting
the school, as well as one of my Secondary 1 students, as I helped her take pictures of the event. This helped
understand that getting to know students one-on-one is the BEST way to support their learning, as each student
me
excels
in different areas of knowledge, and needs to be appropriately supported. The next day, I accompanied
students
on a field trip to the Old Port of Montreal where I was in charge of a group of seven secondary one girls as we
completed
a scavenger hunt around the Port. This was an incredible experience, and it helped me truly understand the
secondary culture of some of my students before even entering the classroom. Throughout the remainder of my field
experience,
I taught many lessons, a unit plan, I held classroom tutoring sessions during lunch (which were widely
attended),
and I worked to help create/design a new quiet study room for the schools library with staff and peers (I
was
mostly in charge of decorating lampshades for the room). Since each of my students possessed a laptop, I
enrolled on "Edmodo", in order to communicate with my students, post quizzes, and mark assignments more easily.
Edmodo was also essential for communicating with parents and my cooperating teachers. Many students also used
platform to privately communicate with me and wish me well with my future endeavors once my field experience
this
had
come to an end. I also received a beautiful card on the last day of my stage, signed by all four of my classes, and
presented
by them as well! It brought tears in my eyes. All in all, my field experience was incredibly busy, but also
incredibly rewarding. I bonded with my students, worked closely with my colleagues, and incorporated myself into the
school's culture whenever I could. For my next field experience, I would like to become involved
with an lunch or
after-school
drama/theater program as well.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
ADVANCEDThroughout my field experience I worked very closely with my fellow student teacher, and my two
cooperating
teachers.
Basically, any time I designed a new lesson activity/plan, I would first collaborate with my
fellow
student teacher, and then ask my cooperating teacher for review and feedback. Personally, I believe that
actively
seeking out feedback is the responsibility of EVERY teacher. Only by working together can we inspire
and
engage
young, impressionable minds. I sought help in obtaining resources and materials necessary to
support
lessons
and students by asking my CT's for old exams, books, lesson activities, and worksheets they
possessed.
I would take these resources into consideration when planning my own unit plan. For instance, while
reading
"A Midsummer Night's Dream", the students and I would fill out "Summaries" after having read each
scene.
These summaries came from my CT's resources, however, I would differentiate the lesson by having
them,
firstly, complete it Online and post it in their "share" folder for the class to use as a team resource. I would
also
have my students act out the scenes while reading, so as to promote a sense of cooperation within the
group,
and to heighten their understanding of the play. Most importantly, I sought help in developing action plans
for certain students. One student in particular was extremely reluctant to engage with any school activity. This
student
would not speak in or outside of class, and would almost never be on task. I went to my CT for help, and
together we developed an action plan to help this student succeed. My fellow student teacher and I collaborated
regularly,
as we often taught the same classes. We helped each other design lessons and rubrics, and practiced
our
lessons with each other before class. After each class, I would ask my CT's for feedback pertaining to my
lesson.
On my last day of stage, I attended a "Google Summit" for the Lester B. Pearson School Board at
Lakeside Academy. This workshop was incredible as it allowed me to cooperate and learn from dozens of
instructors from all over the West Island. The new technology I learned and the people I met made this
experience very rewarding.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
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.
ADVANCEDThroughout my field experience I used "The English teacher's Survival Guide" by Mary Lou Brandvik and
Katherine
McKnight, for inspiration while planning my lessons. I also found that "Pinterest" and "Teachers Pay Teachers"
banks of available information concerning lesson ideas. However, most of my inspiration came from within. I
offer
monitored
and REFLECTED upon EACH of my lessons and how they impacted the students, and how I could improve in
future. This was a key element in my development as a high school teacher; reflection should always take place after
the
try something new, or you will never really understand how your students learn best. I used my daily reflections as
you
development
opportunities and sought FEEDBACK from both my cooperating teacher AND students regularly. In fact, the
best
feedback I received was from my students. After assigning a final quiz on "A Midsummer Night's Dream" on Edmodo,
I made the final question a feedback question. I asked my students to tell me which unit activity they enjoyed most, and
how I could improve as an educator. There responses were intelligent, heartfelt, and inspiring. I have printed out a copy of
their
responses and copied it into my journal so that I will have this feedback available when I begin my next field
experience.
I undertook an immense amount of work when I took on designing and executing an entire unit plan, in
addition
to the lessons I was already teaching and the extracurricular activities I was involved in, but I loved every second
of it. I worked very closely with my fellow student teacher, and we became excellent teaching partners. Whenever I felt
that the students were having trouble grasping the material, I would ask my fellow student teacher and CT's what they
thought.
For example, after one lesson in particular, I felt the students did not quite grasp the instructions. I asked my CT
what
she thought, and we devised a plan to re-explain the instructions next class, and I did so in a slow, controlled
manner,
stopping
regularly
for
questions.
Overall,
I
meditated
quite
a
bit
on
my
teaching
style,
philosophy,
and
classroom
management throughout these last three weeks, and have come to understand myself much better as an educator and
person.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

EDEC 254
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
ADVANCED- I continuously modeled democratic behavior in the classroom, and seized opportunities to teach moral
behavior
(especially in regards to Online etiquette and digital citizenship, which was a major part of my unit plan). I tried to
provide
EACH
student with support (whether in class or at a tutorial during lunch). I also designed my lesson plans with my
students
needs
in mind. If I knew a student struggled in a particular area, I would ensure to SCAFFOLD the learning process
the entire class, so that that student did not feel ostracized or singled out. Also, when students were late handing in their
for
work,
I would not publicly shame them by writing names on the board, but sent them a private message on Edmodo,
explaining
how crucial the submission was. Above all, I respected the confidential nature of my work (especially concerning
pictures
taken
of the students by my cooperating teacher). My CT took quite a few pictures of me interacting with my
students, especially while reenacting Shakespeare. However, if I use any of these pictures in my E-portfolio, I will blur out
any visible student faces. I also never spoke about students of staff to third parties. At the start of each class, I made sure to
welcome each of my students at the door with a smile, and I called them all by name (after receiving the class list from the
teacher the first day, I went home and memorized each name). I genuinely cared for each my students and guided them
toward success (through positive/verbal reinforcement and encouragement, as well as offering extra help). Every time a
student answered a question in class, whether right or wrong, I positively reinforced his/her contribution, and encouraged
him/her to keep participating. My CT continuously affirmed that she would have no problem entrusting her classroom to me,
and that she would hire me immediately. It was an absolute pleasure to teach at Beaconsfield High School for the past three
weeks, and I hope to potentially continue my third field experience at this school as well. The friendships I made with
colleagues, and the incredibly bright and caring students I met, touched my heart every day. Throughout this experience I
have added to my professional portfolio and reflected upon my own teaching philosophy, and have found that I am
constantly evolving as an educator. I hope that this evolution never ceases, and that I will continue to grow as a professional,
and support young minds.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260330491
Alessia Fasanella
Name_____________________________________________________ID________________________
May 18th 2015

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

May 18th 2015

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experience very rewarding.

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May 18th 2015

and support young minds.

May 18th 2015

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