PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 

 
FOUNDATIONS (1, 2) 
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.  
FEATURES  
• Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to 
facilitate significant, in‐depth learning by students.  
• Adopts a critical approach to the subject matter.  
• Establishes links between the secondary culture set out in the program and the secondary culture of the students.  
• Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.  
• Casts a critical look at his or her own origins, cultural practices and social role.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to: 
• understand the subject‐specific and program specific knowledge to be taught, so as to be able to promote the creation of 
meaningful links by the students;  
• exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;  
• exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the 
students;  
• Establish links with the students' culture in the proposed learning activities.   

How have I developed this competency during this course or professional seminar/field experience?  
  
Representing a large portion of my time spent with the students, helping them with math activities
  
provided
  me ample opportunities to develop competency one.
  
    having a background in science and mathematics, I was able to demonstrate and apply my knowledge
In  
    the subject matter. If a student were confused or asked me for assistance, I was always successful in
of
  
helping guide them towards the correct answer. In addition, I helped them recognize and remedy their
 
mistakes
  in order to strengthen their overall understanding of the subject, ensuring they will never repeat  
the
  same mistakes. In many cases, students had no motivation to do so; they had no interest and saw no  
point
  in learning mathematics. Nevertheless, I encouraged them to put in the effort towards developing a  
strong
  foundation in math, as what they are currently learning constitutes the base for what they will see  
 
in high school and forward. Once understanding the importance of the work before them, the students  
 
were able to successfully complete the activities will only minimal guidance on my part.  
   
 Although I believe I demonstrated my successful development of this competency, there is certainly room  
  improvement, I believe, rather than showing students only one way to reach the answer, I should have 
for
 
 
encouraged them to find their own methods that work best for them.    
 
   
Level of mastery: Thorough  Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
FOUNDATIONS (1, 2) 
To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in 
various contexts related to teaching.  
FEATURES  
• Uses appropriate language when speaking to students, parents and peers.  
• Observes rules of grammar and stylistics when writing texts intended for students, parents or peers.  
• Is able to take up a position, support his or her ideas and argue his or her subject matter in a consistent, 
effective, constructive and respectful way during discussions.  
• Communicates ideas concisely using precise vocabulary and correct syntax.  
• Corrects the mistakes students make when speaking and writing.  
• Constantly strives to improve his or her own oral and written language skills.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• master the rules of oral and written expression so as to be understood by most of the linguistic community;  
• Express himself or herself with the ease, precision, efficiency and accuracy expected by society of a teaching 
professional.   

How have I developed this competency during this course or professional seminar/field experience?  
 
In  terms of written English language skills, I believe I successfully demonstrated my proficiency in writing with
  
an   enriched vocabulary and correct grammar. Regarding oral communication, I spoke respectfully and
  
appropriately to both teachers and students alike.
  
 
On
    countless occasions I was tasked with helping specific students write sentences and even entire
paragraphs.
   In doing so, I witnessed the wide array of common grammatical errors in students' writing.
 
Although
  I would never specify the exact error, I would inform students when they encountered an error in their 
writing. As such, I guided students to point out and correct their own mistakes, thus effectively allowing them  
 
to teach themselves about correct grammar and the rules of written English. I believe I had a considerable  
 impact on these students' writing, and as a result they will continue to grow as writers in the future.  
 
   
Orally,
  I always remained respectful and aware of my audience. I spoke in a calm and gentle tone, and never  
 
in
  a condescending or degrading fashion. I believe I successfully developed this competency throughout my  
first
  field experience as students never hesitated to speak with me and always enjoyed doing so. In addition, I  
communicated effectively with my colleagues in my professional seminar course, sharing my experiences and 
   
thoughts regarding my field experience.  
   
 
 
Level of mastery: Acceptable
 Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10) 
To integrate information and communications technologies (ict) in the preparation and delivery of 
teaching/learning activities and for instructional management and professional development purposes.  
FEATURES  
• Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and 
regarding the social issues they raise.  
• Assesses the instructional potential of computer applications and networking technology in relation to the development of 
the competencies targeted in the programs of study.  
• Communicates using various multimedia resources.  
• Uses ICT effectively to search for, interpret and communicate information and to solve problems.  
• Uses ICT effectively to build networks that facilitate information sharing and professional development with respect to his 
or her own field of teaching or teaching practice.  
• Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to assess their own use of ICT, 
and to exercise critical judgment regarding the information they find on the Internet.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources;  
• demonstrate a general understanding of the possibilities offered by ICT (and the Internet in particular) for teaching and 
learning, and know how to integrate ICT in a functional manner into teaching/learning activities, when appropriate;  
• use ICT effectively in different aspects of his or her intellectual and professional life: communication, research, information 
processing, evaluation, interaction with colleagues or experts, etc.;  
• Effectively transmit the ability to use ICT to his or her students in order to support the collective construction of learning in a 
well‐structured, critical manner.   

How have I developed this competency during this course or professional seminar/field experience?  
  
As SMART Boards and iPads can be found in almost every classroom, I had many opportunities to develop this
  
competency throughout my field experience.
 
  
On
    my final day, I was tasked with teaching a math lesson to the whole class using the SMART Board. I used it to
 
demonstrate problem solving by using many of the integrated tools to my advantage. I even had students come up and
  
work on it with me, ensuring the learning experience was fun and interactive, and that I was using the Board to its full
  
potential. In addition, I helped students prepare PowerPoint Presentations on their iPads for their science projects. We
 
 conducted research, recorded our voices, and produced appealing and informative slides all on the same device.  
 
   
Moreover,
  in my professional seminar, I developed this competency through creating an e-portfolio using an interactive 
website named Weebly. In doing so, I believe I am actively developing my understanding of all the benefits ICT have to 
 
offer both teachers and the field of education as a whole.  
   
 
Level of mastery: Acceptable       Attach additional sheets if necessary. 
WHAT IS MY CURRENT LEVEL OF MASTERY?  (CHOOSE ONE)* 

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10) 
To cooperate with school staff, parents, partners in the community and students in pursuing the 
educational objectives of the school.  
FEATURES  
• Collaborates with other members of the school staff in defining orientations, and developing and implementing 
projects related to educational services in areas falling under the responsibility of the school.  
• Informs parents and encourages them to become actively involved.  
• Coordinates his or her actions with those of the school's various partners.  
• Supports students involved in the administrative structures of the school or in school activities or projects.  
LEVEL OF MASTERY 
 By the end of his or her initial training, the student teacher should be able to :  
• situate his or her role in relation to that played by other internal or external resource persons;  
• adjust his or her actions to the educational objectives of the school and contribute to the attainment of these 
objectives by becoming personally involved in school projects;  
• Start building a trusting relationship with parents.   

How have I developed this competency during this course or professional seminar/field experience?  
  
During recess, lunch, and even class time, I made an active effort to ask the teachers relevant questions
  
regarding
  certain strategies and the difficulties encountered in teaching. I was always sure to involve
  
myself within the classroom either by helping students with their work or even teaching a lesson to the
  
entire class on my own.
 
  
    for school projects, I offered my assistance to the teachers whenever possible. On one occasion, I
As 
traced
  a very large poster for the school's upcoming winter concert. On another, I helped students  
prepare
  their routines for the upcoming school circus show. Although I was there mostly for observational 
 
purposes,
  I believe I succeeded in being an active member of the school's community for the short  
duration
  of my stay.  
 
   
In consistently being available to students, teachers, and the school, I believe I demonstrated a  
 
successful development of this competency; however, I do believe there is room improvement in that I   
 
could have done more to be of greater use to the school community.  
   
 
 
Level of mastery: Acceptable  
   
 
   
      Attach additional sheets if necessary. 
 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
PROFESSIONAL IDENTITY (11, 12) 
To engage in professional development individually and with others.  
FEATURES  
• Takes stock of his or her competencies and takes steps to develop them using available resources.  
• Discusses the relevance of his or her pedagogical choices with his or her colleagues.  
• Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.  
• Spearheads projects to solve teaching problems.  
• Involves peers in research related to the mastery of the competencies targeted in the programs of study and to 
the educational objectives of the school.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• identify, understand and use available resources (research reports and professional literature, pedagogical 
networks, professional associations, data banks) related to teaching;  
• identify his or her strengths and limitations, along with his or her personal objectives and the means of achieving 
them;  
• engage in rigorous reflexive analysis on specific aspects of his or her teaching;  
• Undertake research projects related to specific aspects of his or her teaching.   

How have I developed this competency during this course or professional seminar/field experience?  
  
After a lesson or opportunity in which I helped students, I made sure to request feedback from teachers
  
and
  colleagues regarding my performance. In doing so, I learned of many aspects of my teaching which
  
are satisfactory, and many which require hard work in order to improve upon.
  
 
  
Although feedback from teacher was mostly positive, many of them suggested certain ways in which I
   
may 
improve my teaching. One commonality among suggestions was that I make an effort to more
effectively
  project my voice. I reflected on this advice and tried to improve upon this aspect of my  
teaching throughout the rest of my field experience. In addition, I would ask questions to my partner  
   
student
  teacher concerning the effectiveness of my teaching. Similar to the teachers, she provided me  
with
  meaningful input on which I later reflected as well. I also took notes regarding all of said input in my  
 
journal to later remind myself of the aspects I need to work on.  
 
 
I  believe I was successful in developing this competency through my openness towards feedback from   
 
teachers and colleagues and my willingness to improve upon the aspects of my teaching which received  
 
constructive criticism.  
 
   
Level of mastery: Thorough       Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
PROFESSIONAL IDENTITY (11, 12) 
To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.  
FEATURES  
• Understands the values underlying his or her teaching.  
• Manages his or her class in a democratic way.  
• Provides students with appropriate attention and support.  
• Justifies his or her decisions concerning the learning and education of students to the parties concerned.  
• Respects the confidential nature of certain aspects of his or her work.  
• Avoids any form of discrimination toward students, parents or colleagues.  
• Situates the moral conflicts arising in class with reference to the major schools of thought.  
• Demonstrates sound judgment in using the legal and regulatory framework governing the teaching profession.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• demonstrate sufficient responsibility in dealings with students that one can recommend with no reservations 
that a class be entrusted to his or her care;  
• Answer to others for his or her actions by providing well‐founded reasons.  

How have I developed this competency during this course or professional seminar/field experience?  
  
As the elementary school where I was placed has earned itself a reputation for its special needs education, there
  
were
  many difficulties in working with the students. Nevertheless, I believe I provided equitable assistance to
 each
  and every student while remaining sensitive to each of their specific needs.
  
 
 In  working with a wide array of students, each with their own needs, I developed an understanding as to how to
 treat
  them all fairly. I worked with each of them to ensure their understanding of the subject at hand and the
 
completion of their work while taking their needs into consideration; to students who needed it, I would accord
   
more time to working with them compared to others; for students who were incapable of writing on their own, I  
 wrote for them as they dictated what they wanted written; and for students who only required minimal guidance,  
 that is what I provided them.  
 
   
 In terms of respect, I treated all students with kindness and refrained from ever crossing any boundaries as to  
 
cause them any discomfort or harm. I respected their confidentiality, never taking photos of them or recording  
  
their names anywhere.  
 
I believe I was successful in demonstrating my development of this competency in that I consistently acted from  
 
a morally and ethically correct standpoint, always treating students respectfully and equitably.  
 
Level of mastery: Thorough  
     Attach additional sheets if necessary.

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR.