Professional Competency Self Evaluation Sheets 0

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 first few days of observing, I became aware of the caring and encouraging culture of my host school and the Kindergarten classroom. To assess my
development of this competency, I will discuss my observations and interactions with the children and my cooperating teacher.

- There is a very special initiative at my host school called the Breakfast Program. This program provided healthy breakfast options for every student free of charge.
This is very beneficial because it allows all students the chance to eat before starting classes and there is no stigma associated with it. I interpreted the school as a
safe environment where students could fulfill their basic needs without any judgement before starting their day. This healthy living and nutrition awareness also
followed the Kindergarten students throughout the day. At snack time, we would encourage the children to eat their healthy snacks, i.e. fruit, yogurt, and save other
packaged foods for lunchtime. This is important because it is reminding students of what they need to

- When completing my lesson plan, I took into consideration the importance of having the students calm and breathing. There was a poster up and it contained three
faces, one yellow = sad, tired, grumpy, the next is green = happy, calm, rested, the last is red = angry, crying, explosion. It was important when on the carpet, the
students were in the green. This was known as the ideal state for learning; I chose to use yoga so that students could practice breathing and regain their ability to be
calm while learning.

- The Kindergarten students loved playing and getting their hands dirty. Each Friday, both Kindergarten groups would spend the afternoon outside and would use
their imaginations to play and explore the woods. I observed the importance of students having the freedom to be whatever they wanted and use nature as their
playground. There is also an outside classroom on the playground, this shielded area contained benches and a chalkboard. All of this information gave me a good
idea for my own lesson plan. I decided to incorporate a sensory bin math center where the student would roll dice and use tongs (or their hands) to pick worms out
from the soil. I thought this would be a good way to have the students get their hands dirty and count together, but it also related to their everyday experiences.

- When arriving in the classroom, I observed the letter of the week was K. Each morning, during calendar, the children would sing a song about the days of the
week. My CT would then incorporate the sound that letter K makes. This gave the students the opportunity to become familiar with the sound that letters are

making, which would further help them when they begin to read. They will know the letter sounds and have the ability to sound them out individually and put all
the sounds together. I was able to work with students one on one and ask them to tell me the sound certain letters made during center time. I would also ask them to

think about other words that began with the letter, they would then think about words they already know and create links.

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

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260683416
Name_____________________________________________________ID________________________
May 16, 2017 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.
I was given the opportunity to write the weekly Kindergarten letter during my second week. This allowed me to use correct grammar and syntax when
-communicating

activities and outings to parents/guardians. I was able to organize the most important points given to me from my CT and create a letter that was

informative about our plans for the week. I was also given an example of the previous weeks letter as a guide to see what kind of vocabulary the Kindergarten

teachers often used. I wrote the letter in a respectful and informative tone, using punctuation to show the excitement for our theme and upcoming field trip.

-When eating in the staff room, I kept a positive attitude and communicated with the other staff members using appropriate language.
-I constantly asked my CT questions to improve my oral skills when asking students questions about the material. I strived to know more about how I could ask

questions in a specific way that would encourage the students to think about their feelings, personal experiences and previously learned knowledge. I would
observe my CT stopping during story time to ask the questions that would allow the students to express their thoughts and use new vocabulary. I would then
take time to sit with students one on one experiment by asking my own questions to assess what they have previously learned or about their interests.

- There was a student in one of the groups who was francophone and would often use he when talking about a girl. I observed my CT correcting him when it
occurred; this allowed me to help correct him and bring awareness at a young age to the common error when speaking two languages.

My host school was beginning their community greenhouse pilot project when I arrived. Our Kindergarten students were paired with grade 3/4 and would
-work in buddy groups to create a greenhouse logo and a motto together. This was a great experience for me to communicate with students of different ages

and practice using language that they both could understand.

- There was a student on the autism spectrum in one of the Kindergarten groups. I learned from my CT that there were skills to help that students understand
being asked of him and vocabulary that he could better grasp. For example, instead of asking him questions with a lot of words, you could rephrase
questions
the questions by saying, Student E, please sit. Wordy questions would be lost and he would never respond. I began to practice using precise words and short

sentences with simple vocabulary.


Emilie Quilliams 260683416

Name_____________________________________________________ID________________________
May 16, 2017 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.


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.
- Centers were used to develop fine motor skills through writing with a pencil, cutting and using their fingers for painting/art. The students would use a plant
observation
book to draw what they were observing as their grass grew. I was able to help with this planting center during the first day of my field experience,
this
meant I was already communicating and meeting the students. They began by drawing the first week, and by the third week, they were asked to sound out I
can see grass. This was done letter by letter and they had to try their best to write what they were hearing.

- Centers were also used to lead students to work in collaboration, peacefully with one another. There were three pairs of scissors placed in the middle of the table
so the children would be sharing with one another. A majority of the centers we did in the past three weeks had students counting, sounding out and working

together to learn new things.

- When working at the math center one day, I noticed that student F was having a difficult time concentrating on the task at hand. The children were asked to roll

a dice and count the flowers to make a bouquet. Instead of following instructions, he was playing with the flowers and not bothering to roll. I sat with him and
asked to begin by counting all of the flowers he was holding. I decided to give more detailed instructions, and make sure he had chosen a partner to work with.
When all of the flowers were placed on the table and the two boys were ready to work together, I asked them to each roll a dice. They rolled the dice and picked
the flowers and I watched as they slowly lost their attention for the game once again. I then decided to see if we could play the game a different way with this
specific student. I took out small blue counters and said, Student L, Ill roll first and then you roll. Wed both roll and take out the blue counters. What is 5 +
6? If student L did not know, other students would chip in and help to count the numbers on the dice, sometimes using their fingers for extra help. It was clear
that some centers needed to be watched more closely and a little extra guidance was needed.





Name_____________________________________________________ID________________________
May 16, 2017 EDEC 253

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.
- I found that when dealing with students, seating plays a huge part in their ability to focus. For example, when conducting my lesson, I had observed which groups of children that would
constantly
talk and distract one another. I, thus, remembered to separate those specific students when going to different centers. This had them working collaboratively with other

students who they may not always choose to be with them.
-solve
There was also a problem a majority of the time with students wanting to be first in line. If ever it got too much, the student would be asked to go to the back of the line. In order to
this problem, there would be a different line leader each day. The line leader position could be seen on the job chart, hanging in the classroom. This job chart was interesting and

the

students were very adamant about their roles each day, it also helped them to begin thinking about responsibility.
- Routine is a very important aspect of the Elementary school classroom, especially in Kindergarten. Each morning the students would come in and change their shoes/take off their

jacket, they would then come into the classroom and have choice time for 10 minutes. After choosing something to work on, they sit on the carpet and complete the morning ritual. On a
Monday, we would ask the students what they did over the weekend and have a little discussion, letting each student speak. It would then be time to sing two songs; one was about the
days of the week and the other was about the months in a year. The use of song and repetition helped the children to remember. Following the songs, we would work on the letter of the
week. Students would bring in objects from home and we would feed them to the letter monster! The objects had to begin with the letter of the week, my teacher would also throw in
objects that did not to see if the students could spot the different. When following this routine, students knew what theyre days entailed and it ran smoothly. It could happen that a child
was having a rough day and it ran less smoothly, but I came to realize that this is normal and its important to just be there for the student.

- There was a situation where a student was yelling at his friend and began grabbing and shaking him. I quickly went up and said the boys name in a stern voice, I told him to come to the
front of the line and walk with me until we got back to the class. I spoke with him as we walked and he said he was sorry, he had just gotten angry. I told him even when angry, it was
unacceptable to hurt his friend or anyone else. I advised my CT and asked to speak to the student alone, I asked why he had done what he did. He explained and we had a long

discussion. I then went to the other little boy, I asked if he was okay and if he wanted to speak with me about the situation. When the apologies had been made, my CT told the students
to take a break for a while and to try playing separately during play time. This worked for Kindergarten and I was later told this was not the first time the student had physically gotten

angry. A method that my CT used was to first speak with the boy and send home a note to the parents. He would have to miss playtime and if it happened again, he would not be allowed
to go on upcoming fieldtrips. I find it sad to take away opportunities but some behaviour deserves consequences if it continues to happen.



Name_____________________________________________________ID________________________
May 16, 2017 EDEC 253

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.
- When solving conflict between students, my CT placed an importance on having the students begin expressing how certain things make

them feel. In Kindergarten, it is the teachers role to begin the socialization process for young children. After viewing how the Kindergarten
teachers dealt with conflicts, I had the opportunity to have a first-hand experience. Two students were verbally fighting on the playground,
one began to cry and came to talk to me. I pulled them both aside to discuss what had happened, and remembered it was important to hear

both sides of the story. I wanted them to express how the other had made them feel and what could have been done differently for the next
time.. This can help later on in their ever day lives because they will have the ability and knowledge to discuss what was wrong and try to
fixing it before going to another source.

- When writing the weekly newsletter, my CT also introduced me to the use of permission slips. I saw how teachers communicate with
parents when a field-trip is coming up, and how it is important to encourage the parents to participate in volunteering. During the field-trip, I
had the opportunity to meet some of the parents and begin building a trusting relationship.




Name_____________________________________________________ID________________________
May 16, 2017 EDEC 253

Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
- There were two Kindergarten teachers, one would do french and the other spoke english. This allowed the students to be part of a young immersion program.
During my last week, I was asked by the other K. teacher to help supervise the children while she completed individual early intervention. I was able to help
observe both Kindergarten classrooms and help another teacher, who was part of the teaching team, in an effective manner.
- Another way I developed this competency was through creating my lesson plan. I took into consideration the theme of planting, and I created activities that
touched on many subjects such as: math and literature. I then asked my CT for any advice and communicated so that the activities were beneficial for all
students. I also thought about the differentiation that may have to occur, I asked the aid if there was anything I could do differently so that the student with autism
would be able to take part. I believe that it is important to remember that because we are there for a shorter period of time in the second field experience, we
should take on the responsibility of asking others, who know the students well, can share some of their insight.

- I had the opportunity to observe my CT reading the story Tops and Bottoms. She asked if I would like to read it the next day with the other group of students.
I kindly accepted and decided it would be best to ask her some questions. I wanted to know how she chose the questions she would ask as she was reading to the
students. I learned that its okay to ask more experienced teachers for advice. It is helpful for my development, also I now know how to ask questions that will
guide the students to think about their previous experiences and help them relate it to what we are learning about. By asking and taking the responsibility of

reading, I contributed to the work of the teaching team and was able to contribute to my own learning experience. This specific book was about vegetables and
fruits that grow both on the top of the soil and on the bottom. It allowed students to begin thinking about the food they eat on a daily basis and how it grows.

- There was one desk situated in the classroom where students could go to work alone if they were having trouble. One little girl was being very loud and was not
working. She was asked to sit at the table because sitting with her peers was not working at that moment and it was a distraction for others. The two teacher came
together to discuss if they should try switching the student with one from the other class. I was asked for my opinion on the matter, I suggested it may help with

the dynamic. It was important that the teaching team needed to cooperate on this matter to adapt the learning environment for all students involved.



Name_____________________________________________________ID________________________
May 16, 2017 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.
- Throughout both of my previous field experiences, I was reading the textbook: Becoming A Teacher. This is a great resource to have because it provides me with
information
on classroom management, the curriculum and other important aspects of being an educator. It is important for me to use resources such as online
readings
given from teachers and textbooks for previously taken courses.
- With technology playing such a large role in our lives, I now have access to online databases. I can do my own research at any time and I have more resources

than just textbooks. There as websites such as learn.ca and teaching blogs that can be followed. I have some concerns about classroom management, thus as a

personal objective, I will prepare throughout the summer by reading articles and research reports. I will know if I have achieved this when it comes time for my

third field experience in August.

- When keeping a journal, I have written down my observations and suggestions/pieces of advice from past two cooperating teachers. I now keep this journals and

can look back if need be.
- I will continue to research throughout the summer and work on my teaching philosophy, I will then be prepared in the fall to take on more responsibility. This
will also help me to be more comfortable and guide my planning process.



Name_____________________________________________________ID________________________
May 16, 2017 EDEC 253

PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
- This competency, to me, is extremely important. I wanted to dress appropriately to show respect to the school and my CT. I want to be taken seriously when
walking into a classroom and preparing to be a role model for the students. I also made it a point to be on time and not use my cellphone during school hours. I

was there to help students reach their potential, and also learn from them.
- When dealing with parents, I would welcome them and smile when they were dropping off their children. I was also able to observe the communication books
that were sent home each night. If the book was flipped open, it meant there was something that had to be read and responded to. If there was an emergency or
a serious problem, the parents were able to email my CT. This worked well for the Kindergarten level and parents were not continuously calling and emailing
for small things.

- When solving conflict between students, my CT placed an importance on having the students begin expressing how certain things make them feel. When
personally experiencing students who were fighting, I would pull them aside, sit down and discuss what had happened. It is important to ask both sides of the
story and have them tell each other what they are feeling. In Kindergarten, it is the teachers role to begin the socialization process for young children. On the
playground,

- I began in the classroom as an observer, however, I quickly connected with the students and learned about their likes, dislikes and interests. I found that by
observing students through play, I learned a lot about their personalities. I had the opportunity to work individually with each students, I could rotate around the
classroom and ask students questions. For example, during play time, I got to see what some students were interested in. The week before I had arrived, the

students had collected recycled materials and used hot glue guns to create whatever they wanted. Some made boats, others made recycled robots! It was clear
that some students wanted to continue working on their creations, thus, we brought out more recycled material and let them work during playtime. It was

interesting to see how some took this on and others didnt want to lose their free time. This leads me to believe that all students are different and should be
encouraged to follow what they enjoy doing.



Name_____________________________________________________ID________________________
May 16, 2017 EDEC 253


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PROFESSIONALCOMPETENCYSELFEVALUATIONS

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Emilie Quilliams 260683416

May 16, 2017 EDEC 253

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