Lo 3 Equilliams

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?
Throughout the course of professional seminar and my first field experience, I have developed
competency
1 by helping the kindergarten students with a problem they were facing in class. Teacher X
was

explaining hibernation to her students on Monday morning; she introduced a small stuffed brown
bear
and asked the students to each come up with a boy's name for it. It became silent in the classroom
and
none of the students were raising their hands.

I came to realize that most students were from different cultural backgrounds and common boy's names
were
not the same for each child. For example, two students were muslim and another two were Indian. I
noticed
that teacher X was beginning to feel frustrated, therefore, I asked if I could help the students to

better
answer the question. I had remembered that during play time, whenever I would participate with
the children at the train set, they would tell me about the cartoon Thomas the toy train and his friends.

Furthermore, I asked the students if they remembered the names of Thomas' friends from the show. After
I finished asking the question, all of the students raised their hands. They were able to give the teacher
many
different boy's names.

What
I learned from this particular experience was that the students better understood the question when
I related it to an example of something they all knew about and could create meaningful links to.

Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Emilie Quilliams 260683416

Name_____________________________________________________ID________________________
December 15, 2015 EDEC 201

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.
In
my final week of field experience, I was placed in a kindergarten class. It is important to remember that
these
young students are learning everything about reading and writing. I have developed this
competency
during the course of professional seminar and field experience by making sure to use
correct language, both orally and written, when working with the students. I would also correct students
when
they would make mistakes when speaking or writing.
example, student S is a five year old boy who is learning how to write his name. He begins to write
For

his
name on a small white board. This is an activity that the students would do each morning as part of a
routine.
I saw that has written almost all of the letters backwards. I sat with student S and asked him if he
could
show me once more how he spelled his name. Once again, he wrote his S backwards. I then wrote
each letter out for him properly and asked him to copy it. Next, I showed him the Alphabet poster on the
classroom wall, and he saw the mistake he had made.

Another
example of my development of this competency would be when I would speak with students,
teachers
and parents. It is obvious that five year olds need to be given instructions with words that they
understand.
It can get very confusing for them if they do not understand what you want them to do. That
is why when I would speak with the students, I would speak slower and louder. I would give a definition if
they did not know the word. However, with the teachers, I would speak formally and listen to instructions.
It was also beneficial to observe what kind of language the teacher used with her students and how they
reacted to it.


Name_____________________________________________________ID________________________

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.



Name_____________________________________________________ID________________________
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.





Name_____________________________________________________ID________________________
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.



Name_____________________________________________________ID________________________
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.



Name_____________________________________________________ID________________________
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.



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.



Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
Before this field experience, I was worried about how the teachers would react to having the student
teachers
in their classrooms. With my cooperating teacher, I learned that she appreciated when I asked if
she

needed my assistance. She also felt that it was helpful when I walked around to work with the
students.
I learned that the more you smiled and greeted other teachers or staff around the school, the
more
friendly they would be to you.

Unfortunately, I did not have the chance to interact with any parents over the past three weeks. However,

I did observe how teacher X would use the agenda and letters to interact with parents. For example, if
there
was a question the teacher needed to discuss with the parents, she would write a little note in the

agenda.
The agenda was a prime tool for communication because it was transported each and every
day. This created responsibility for the students to show their parents and stay organized.




Name_____________________________________________________ID________________________

Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.



Name_____________________________________________________ID________________________
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 developed this competency by observing which resources my cooperating teacher used in the
classroom.
Every classroom has a smartboard on the wall and it was used frequently throughout the day
for

various activities. After much observation, I saw that youtube videos were commonly used to teach
material. For example, I discussed how one topic being taught was hibernation. Teacher X used youtube

to show a video of a bear making it's den for the winter. This video showed the students the process of

hibernation and it led to a better understanding of an activity they had to do later on.

After
rotating classes for the first two weeks, I quickly discovered that I felt most comfortable in the
younger
grades. I then began to look at teaching methods from all grades and wrote down the one's that I
believe
are most successful. Another resource used by a grade 6 English teacher, was a website called
spellingcity.com. This website generated activities with the spelling words for each week and the children
could use it at home. Parents could also log on and see their child's progress.

This
competency is important for me because it shows that as a student teacher, it can be beneficial to
learn
about specific tools used and how you can incorporate them into your future career.



Name_____________________________________________________ID________________________

PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
I developed this competency during my three weeks of field experience by observing and participating in
several
classrooms. I was able to walk around, interact with the students and learn about each one's

skills

or what they had trouble with. It was extremely interesting in the last week when I was able to stay
with
one class all day. I created a bond with each of the students and it was so enjoyable to be able to
work
with them individually and together as a group.

Teacher
X allowed me to do the calender two mornings out of the week and direct the class in the
morning routines. This was such a great experience to learn how the classroom works and to get
comfortable in front of the students. This activity allowed me to fairly draw a name out of a box and ask

the students to work with their chosen peer. If a student needed help with the date or the day of the
week, his cohorts would be there for support.

On my last day, I dealt with a little boy who was having a tantrum. I allowed him to have a few minutes to

himself before I quietly had a talk with him in the hallway. After a few minutes of talking with him, he told
me that he was very tired and did not get a lot of sleep the night before. Some students have different

needs than others and this can affect their day at school. Some just need to have a little hug and be
reasurred before they can get back to their school work. Little things may trigger an emotional meltdown
but it was fantastic to see that I could talk to this young student and cheer him up a little. I think that is

what counts as a teacher; having a good relationship with your students where they can talk to you if
there is a problem, and to be a role model for these children. Attachadditionalsheetsifnecessary.


Name_____________________________________________________ID________________________

ACTION PLAN
To contribute to the goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of first, second, and third field
experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes each field experiences
evaluation, links each field experience to the next, establishes goals for improvement, and forms an agenda for discussion between the student
teacher, the cooperating teacher and University supervisor at the beginning of the subsequent field experience. For First Field Experience only
(excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course.
Name ____________________________ Student Number ______________________
Kindergarten and Elementary
B.Ed. Program: _____________________ Field Experience: 1st 2nd 3rd
I have shown thorough to advanced development in the following Professional Competencies developed
during this field experience:
My cooperating teacher marked that she was satisfied with my development in all five
competencies. I have kept a journal and detailed my experience through the past weeks. This
allowed me to recall on specific examples where I have developed competencies 1, 2, 9, 11, and
12. My cooperating teacher gave feedback, as to which she said that I was well on my way to
becoming a strong, caring and more than competent teacher. I was aware that the school where I
did my field experience was very diverse. It was an amazing experience being able to communicate
with the children and see how differently they each learn the material.
I would like to improve my skills in the following Professional Competencies developed during this field
experience:
I would like to improve my skills for competency 9. I did not have the chance to communicate with
the parents, therefore, I would like to observe and learn more about how teachers deal with
problematic situations. A majority of the teachers I have spoken with say that it can be difficult to
deal with some parents. I would like to know what can be done to gain the parents respect and
cooperate in a professional manner.
I will make use of the following strategies for improvement:

In my second fieldwork, I will ask my cooperating teacher what she does when there is a problem
with a parent.
I would also like to ask if I could sit in on a parent meeting. This is something that can be beneficial
because it will allow me to observe firsthand.
December 15, 2015

__________________________________ ____________________________________
Student teachers signature Date
This completed Action Plan is to be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent
field experience.

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

December 15, 2015 EDEC 201

classroom wall, and he saw the mistake he had made.

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

December 15, 2015 EDEC 201

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

December 15, 2015 EDEC 201

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

December 15, 2015 EDEC 201

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

December 15, 2015 EDEC 201

I will make use of the following strategies for improvement:

December 15, 2015

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