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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?  
  
   Throughout this final field experience, I followed the Quebec Education Program very carefully. I planned a variety of lessons for different grades and subjects.
 To be clear, these included visual arts (early stimulation, pre-kindergarten, kindergarten, junior and senior autism classes), science (grades three to six), ethics and
   religious culture (grades one and two), and finally french for the senior autism class. I looked at the progressions of learnings and situated the specific aims for
each cycle, finding lessons that incorporated hands-on experiences and active participation.
  
  this was an inner city school, there were many children from different cultural backgrounds. This was an amazing experience for me when teaching the ethics
   As
and religious course. I had the opportunity to bring in my knowledge, but also include students’ personal experiences with certain religious celebrations. When
   students participate in these celebratory days, they can bring the excitement into the classroom and make it more personal for their peers. An example of this
 would be teaching about Holi on March 20 and 21. I had children in both grades that followed the Hinduism religion and had taken part in these festivities.
   
When planning, I worked with my cooperating teacher to learn more about the children in my classes and how I could best suit their learning needs. It’s
  to make topics interesting, spending less time talking and more time letting students take part in educational activities that enhance their knowledge on the important  
 
  subject. This was interesting in the arts setting, I looked at the preschool program of the QEP. This allowed me to see that students were to learn using materials  
such as gouache paint, paint brushes, plasticine, and learn techniques like mono-printing.  
   
  I have learned that instructional time should be less than ten minutes, especially in a period that is shorter than 60 minutes. Thus, I am content to say that I have  
taken all of this information and put it into practice!  
   
 
   
   
 
     
 
   
 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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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?  
  
When working with young children, it is vital that educators use proper spelling, pronunciation and challenging vocabulary. It is my belief that teachers must
    foster increased literacy rates. This means correct grammar is used in both oral and written communication. It also means that students are provided with
  the research for the answers with them.
    books and writing prompts. Allow for students to ask questions that they are not sure about and make it a point to doaccessible to us (i.e. computers,
This is a good lesson in itself because teachers will not always have the answers, however, we can use tools that are
    dictionaries, etc.)
 
    My cooperating teacher made it clear that when students say something incorrectly, it is very important to provide the correction and a brief explanation as to
    why. If teachers were to not do this, children would never learn the proper way. We are in the classroom to help find success in all areas of their lives.
 
  I have always used vocabulary that is appropriate for the group I am teaching. It is obvious that I will not be using the same vocabulary with my kindergarten  
students as I am with my grade 6. This also touches on the development of tasks and clear instructions. No matter the grade, expectations for learning and  
  finished work should always be short, include images and concise wording.  
   
 
   
   
 
   
 
   
   
 
   
 
   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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 204
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 
 
TEACHING ACT (3, 4, 5, 6) 
To develop teaching/learning situations that are appropriate to the students concerned and the subject content 
with a view to developing the competencies targeted in the programs of study.  

FEATURES  
• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical 
research.  
• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content 
specified in the program of study.  
• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the 
development of learning.  
• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic 
and cultural differences), needs and special interests of the students when developing teaching/learning 
situations.  
• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the 
programs of study.  
• Anticipates obstacles to learning posed by the content to be taught.  
• Plans learning situations that provide opportunities to apply competencies in different contexts.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that 
enable students to progress in the development of their competencies;  
• Build these activities into a long‐term plan.   

How have I developed this competency during this course or professional seminar/field experience?  
  
I admit that I thoroughly enjoyed planning lessons for the ethics and religious culture course. I have always enjoyed this subject because it allows for the
   sharing of celebrations and rituals around the world. We all come into the classroom with different views and opinions, but by planning lessons that encourage
 students to share their experiences in a respectful manner, we can create a community that fosters acceptance and tolerance. When thinking of the development
   of this competency, I think about the lessons I planned and taught such as rules at home vs. rules at school. Why we have to follow rules and how they affect
   people around us. That’s what’s so beautiful about the teaching profession, we are one individual who has the ability take a subject or topic and find ways to
 make students understand that it is so much bigger than what it may seem.
  
During my fourth field experience, I also had to anticipate obstacles in many different situations. For example, on a few occasions I would enter the junior or
   senior autism class and a student would be in crisis mode. This can become difficult because you have to deal with calming the other students down, drawing
 
  attention back to the lesson or completely changing the plans on the spot. It becomes clear pretty quickly when something is not going to work. This is  
definitely an area that I would like to continue to improve in. I also learned a lot about preparing my materials in advance so that there was no room for  
  distractions. For art, this meant having space prepared for work to dry, wet rags on tables for messes, water ready to wash hands at the end, etc. There is so
much to keep in mind for a lesson to run smoothly.
 
 
   
 
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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 
 
TEACHING ACT (3, 4, 5, 6) 
To pilot teaching/learning situations that are appropriate to the students concerned and to the subject 
content with a view to developing the competencies targeted in the programs of study.  
FEATURES  
• Creates conditions in which students can engage in meaningful problem situations, tasks or projects, based on 
their cognitive, emotional and social characteristics.  
• Provides students with the resources they need to take part in the learning situations.  
• Guides students in selecting, interpreting and understanding the information provided in the various resources 
and in understanding the elements of a problem situation or the requirements of a task or project.  
• Supports student learning by asking questions and providing frequent and relevant feedback to promote the 
integration and transfer of learning.  
• Encourages teamwork.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• guide students, through appropriate interventions, in carrying out learning tasks;  lead the students to work 
together in cooperation;  
• Detect teaching/learning problems that arise and use the appropriate resources to remedy them.   

How have I developed this competency during this course or professional seminar/field experience?  
  
   When thinking about the development of this competency, I am instantly drawn the idea of asking thought provoking questions.
 These questions can include: What did you do when…? How did you feel when…? What/Why do you think…? Tell me about you…
  
In some cases, I would ask students to use elbow talk; this involved turning to the person they were sitting beside and discussing their ideas. This works
   extremely well if you show the students what this looks like and what you expect from them. I also found it extremely helpful to rotate around the classroom
 
   to make sure each person was taking part in the conversation or if there was prompt needed to get it going. I also developed the ability to make sure that all
children are quiet while I am instructing or when one of their peers is sharing something. If a student is distracted by a pencil, or a piece of paper on their
   desk, they will not be listening to what is being said. A way to get the attention of the class is to use: Stop, Look, Listen…. and they respond Okay. If a child
 
  is still distracted and eyes are not on me, I will either remove the distraction or praise another student for doing it correctly.  
 
   
   
 
   
   
 
   
 
TEACHING ACT (3, 4, 5, 6)   
 
     
    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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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 
 
TEACHING ACT (3, 4, 5, 6)  
TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING THE RELATED 
COMPETENCIES.  
FEATURES  
• Gathers information as students are engaged in a learning situation in order to identify their strengths and 
weaknesses and to review and adapt his or her teaching accordingly to help them progress.  
• Takes stock of the learning acquired by students in order to assess their mastery of the related competencies.  
• Designs or uses tools to evaluate student progress and mastery of competencies.  
• Communicates expected outcomes to students and parents and provides feedback on student progress and 
mastery of competencies using clear, simple language.  
• Works with the teaching team to determine the desired stages and rate of progression within the cycle 
concerned.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• detect the strengths and weaknesses of the students in a learning situation;  
• identify some of the adjustments required in his or her teaching on his or her own;  
• in cooperation with colleagues, design evaluation materials, interpret the work of students in terms of their 
mastery of the competencies, and develop tools for communicating with parents;  
• Inform the students of the results of a diagnostic evaluation process and inform parents and members of the 
teaching team of the corrective intervention strategy elements envisaged.   

How have I developed this competency during this course or professional seminar/field experience?  
  
Much of my evaluation and detecting of strengths & weaknesses came from observation during this field experience. For art, I definitely had to keep track of
   students who had not completed the larger projects. For example, I introduced a unit on collage using Eric Carles book, Brown Bear, Brown Bear, What Do
 
   You See?
Throughout this unit, students were introduced to Eric Carle and the technique that he uses. By using gelli plates, we created textured paintings and each
   child was asked to choose an animal to collage. It was important for me to keep class list on hand, I would organize the collages after each class. This let me
 know which students work was not complete and who needed a little extra guidance or one-on-one help.
  
   In Science and Technology, I taught a lesson where students had to collage an image that made them feel at peace on a cardboard mobile and a lesson on
 coding with a Makey Makey. I found it to be really helpful to prepare a checklist and have students follow the steps carefully, checking them off as they go.
   
To further my knowledge of evaluation, I created an activity sheet for my Saint Patrick’s Day lesson. One one side, students had to match 6 sentences with  
  their corresponding images. The other side contained a large, empty four leaf clover. In each of the leaves, students had to draw OR write about what they  
  felt lucky to have. I kept track of this and scored it out of 10. I once again kept a class list and kept the marks beside each students name.  
 
   
   
 
   
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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 
 
TEACHING ACT (3, 4, 5, 6)  
To plan, organize and supervise a class in such a way as to promote students' learning and social 
development.  
FEATURES  
• Develops and implements an efficient system for running regular classroom activities.  
• Communicates clear requirements regarding appropriate school and social behaviour and makes sure that 
students meet those requirements.  
• Involves students on an individual or a group basis in setting standards for the smooth running of the class.  
• Develops strategies for preventing inappropriate behaviour and dealing effectively with it when it occurs.  
• Maintains a classroom climate that is conducive to learning.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• introduce and maintain routines that ensure the smooth running of regular classroom activities;  
• identify and correct organizational problems that hinder the smooth running of the class;  
• anticipate some of the organizational problems that hinder the smooth running of the class and plan measures to 
prevent them;  
• Establish and apply methods that can be used to solve problems with students who exhibit inappropriate 
behaviours.   

How have I developed this competency during this course or professional seminar/field experience?  
  
    I feel that I am quite competent when it comes to classroom management. I have learned many skills throughout all four field experiences.
 
    These include:
    - Moving closer to a student if they are doing something that is distracting others or not listening.
  - Use praise when a students or students are doing something right. Often times, the students who are doing it incorrectly will want to be like the others and
    change their behaviour. This also makes it possible to focus on positives rather than negatives.
- Sometimes, ignoring a behaviour will make it go away. It depends on what the behaviour is and how distracting it is, but this can be a helpful trick.
    - When I would like a student to speak louder, I will move farther away from them. This increases the need for a louder voice so that everyone can hear in the
 
  classroom.  
- Always provide wait time, it can be difficult for students to get their thoughts out and it’s important to be patient.  
  - The look… One look can be all it takes. A student will know what they are doing is not okay in that moment.  
  These are just a few management skills that I have used. Of course, they may not work for every class or student. However, I think the most efficient way to  
 
  run a class is have it organized and the students know what is expected of them at all times. Bad behaviour often arises when a lesson is boring or lacking a  
hands-on activity. Well managed classes that contain routine are the way to go!
   
 
   
 
   
   
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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 adapt his or her teaching to the needs and characteristics of students with learning disabilities, social 
maladjustments or handicaps.  
FEATURES  
• Facilitates the educational and social integration of students with learning disabilities, social maladjustments or 
handicaps.  
• Consults resource people and parents to obtain background information on students with difficulties (needs, 
progress, etc.).  
• Proposes learning tasks, challenges and roles within the class that help students to progress.  
• Participates in developing and implementing individualized education plans.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• Cooperate in the development and implementation of individualized education plans designed for students 
under his or her responsibility.   
 

How have I developed this competency during this course or professional seminar/field experience?  
  
    I did not get the opportunity to work with IEP’s during the past seven weeks. But, I did teach junior and senior autism classes. At first I had been extremely
  nervous, not having any previous experience or training. After the seven weeks, I can happily say that this is one of my greatest successes. I spent two full
    Friday’s with the junior class, as my CT was only 80%. This was such a good experience and I am much more comfortable now.
    When working with the early stimulation class, I did a lot of research on STEAM. This is a newer program that incorporates Science & Technology,
 
    Engineering, Art and Mathematics. I enjoyed learning more about this and organizing lessons that worked on integrating several subjects into one. I made
sure that each lesson was tailored to suit the needs of the students in the classroom. For example, marble painting was a great idea for those who needed to
    work on fine-motor skills. When collaging, some students succeeded better using pre-cut pieces of textured paintings, rather than cutting it themselves.
 
  I made sure to speak with many different teachers and resource people in the school and learn as much as I could from them. This had many benefits and I  
 
  made connections with many of the other school staff as well as my CT. As a teacher, I will have to find support from other staff in the school and now I have  
had a lot of experiencing doing this.
   
 
   
   
 
   
 
   
   
   
   
   
 
   
   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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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?  
  
    Technology can be difficult because it may not always work as planned. However, I do see it as learning tool that can benefit the learning experience.
  Throughout these past weeks, I have created powerpoint’s for my E.R.C. lessons. This is beneficial for visual learners because I can incorporate photos to
    enhance the topic of conversation. Children often are more interested when there are visual aids. While using powerpoint, I can also integrate youtube videos
directly into the presentation and show students these as well.
  
 
    The other experiences to which I used technology as a learning tool would be with a grade 3/4. These students were very interested in coding and thus, I was
challenged to learn about a program called MaKey MaKey and Microbits. It was interesting to see how these external programming boards were connected to
    the computer and online website called Scratch. This makes it possible for students to learn about circuits and be creative inventors!
 
   
 
   
   
 
   
   
 
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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?  
  
   I definitely took advantage of meeting with the other E.R.C. specialist in the school. We had a 30 minute period every Wednesday morning where we could
 choose to meet and discuss what the topic would be in
the following week. She was amazing when helping me to think about how to evaluate and what was
   considered participation. I met with her a few times and exchanged emails, this was really helpful when organizing my plan for the weeks to which I had
control over the classroom.
  
  take part in was for a project going on with the artist in residence. Students in grades three and five were in
   Another interesting interaction that I was ableat to
the middle of these projects during my time the school. I was able to sit in on a meeting with the music teacher, the artist and my cooperating teacher. I
   learned that their project was to reduce sound in the cafeteria, as it is unbearably loud… This was a good experience and allowed me to work with resources
 both inside and outside of the school. We worked collaboratively to help the students and I got to see their expertise put into practice.
   
  A program called BrainReach was also going on during my time. This consisted of neuroscientists from McGill coming to visit every few weeks and teaching  
the children about the brain. While the visitors presented their lesson, I focused on keeping the classroom behaviour on track and rotating to each table to see  
  if they were understanding. It was clear to see that some students did not, in fact, understand some of the terms or ideas. I asked the guest speakers if I could  
provide examples that the students could better connect with. It was helpful to work together and find ways to benefit the children most.  
   
   
 
   
 
   
   
 
   
   
 
   
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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 members of the teaching team in carrying out tasks involving the development and 
evaluation of the competencies targeted in the programs of study, taking into account the students 
concerned.  
FEATURES  
• Recognizes instances where cooperation with other members of the teaching team is required in order to design 
or adapt teaching/learning situations, to evaluate student learning or to promote the mastery of competencies 
by the end of the cycle.  
• Develops and organizes a project appropriate to the objectives to be attained by the teaching team.  
• Cooperates in an active, ongoing manner with the teaching teams working with the same students.  
• Helps build consensus, when required, among members of the teaching team.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• contribute to the work of the teaching team in an effective manner;  
• Provide constructive criticism and make innovative suggestions with respect to the team's work.   

How have I developed this competency during this course or professional seminar/field experience?  
  
    I think field experiences can be a wonderful experience for individuals who wish to become teachers. We have the opportunity to work with four different
 
    teachers throughout our University career. I have always felt that because we are only going in for a period of time during the school year, we must take
advantage of our cooperating teacher and their knowledge of the students. I make sure to always ask questions when planning my lessons and get to know the
    types of learners I have in my class.
 
    When beginning our time at a new host school, the first step should always be to organize a time with the teacher to go over what they have taught, what
    needs to be taught and what projects they are in the middle of. This allows for both the teacher and myself to plan lessons accordingly and make sure that
  students are learning the most they can or what is expected of them. I think that it’s great to learn from others, meanwhile learning about the teacher you
  would like to become.  
 
  In my final experience, I differed from my cooperating teacher in some senses. I think what I learned most is that we’re going to work with individuals who  
  see things in a different way. However, this can be beneficial for both parties involved. I believe that my CT and I succeeded because we provided each other
with another perspective at times.
 
 
   
During my planning and organizing of lessons, I made sure to keep all of the professional and QEP competencies in mind. This helped me to think about the
  focus of my teaching and what I would like to improve for myself. It also  
 
   
 
   
   
 
   
   
 
   
 
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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?  
  
    In order to reflect on my practices, I kept a reflective journal for the past 7 weeks and throughout my three other experiences. I like being able to sit down at
  the end of the day and write about what went well, or what can be changed. I used a lot of time to discuss with my CT’s and always enjoyed being able to
    receive feedback from experienced teacher.
  
  My cooperating teacher during this placement lent me many books on art and classroom management. I enjoyed having a variety of resources (i.e. books,
    the internet, other McGill peers going through their placement, etc.) I included some of the titles and authors in my eportfolio to which I found important
information to use in my future classroom. I did not have any experience with the arts and therefore, had to learn as much as I could!
  
 
  Two big projects that I had to reflect on and undertake were robotics, as extra curricular, and coding. Although I did not get to fully experience and master  
these things, I did learn from the students. These two projects were very hands on and students were happy to share their knowledge with me. The robotics  
  had a lot to do with organization and computer programming. Aside from this, the grade six class was in the middle of developing a video game. They were  
working with a specialist who was going to school and similar to me, was being assessed on his ability to work with the students and create this game! I
  learned the basics because the students were quite far ahead of me, but tried to the best of my ability to help them where I could.  
 
   
All of these examples demonstrate my engagement in professional development.
   
 
   
 
   
   
 
   
      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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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?  
  
   During all of my field experiences, I have had to keep certain details private. This is vital because it is not our place to post personal information about the
 children we are working with. I have kept this while working on my eportfolio and organizing students work. I love being able to portray some of their work
   because I am proud of it and them, but understand that we must keep our students safe!
  
 I will always be available if a student needs to discuss something with me and be prepared to find the appropriate resources. I will also find the time to make
   sure that all of my students have the same opportunities. This means making sure I know if there is an issue that should be dealt with or addressing a situation
before it gets worse.
  
 
  I will also allow my students to make decisions for themselves. I believe that children should learn to make choices based on their preferences but also learn  
to take their peers into account. Throughout my experiences, I have allowed for options because I think students learn best and stay engaged when they are  
  part of the decision making. This could be as simple as asking students if they would prefer to work alone or have time for partner talk! Let them make that  
decision and observe if it works or not. Teachers will learn more about their students and for some, choice may cause chaos. I believe that if you provide
  clear expectations and mediate, this process can run very smoothly.  
 
   
   
 
    
 
 
 
 
 
 
 
     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. 
 
Emilie Quilliams 260683416
Name _____________________________________________________     ID ________________________   
 
April 16, 2019 EDEC 404
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.