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?

Teaching
history and ethics on this field experience, I had many opportunities to incorporate culture into

the
lessons I was teaching. The secondary 4 history program is set up thematically and the unit I covered

with
my students was culture under the French Regime, British Regime and Contemporary period.

Because
we spent so much time looking at the culture of French Canadians, British Canadians and

contemporary
Canadians, we inevitably spoke about our own cultures as a tool to help us better

understand
what we mean by cultural traits in Canadian history. On this stage I put a lot of effort into

finding
links between past cultures and cultures of today, so that students can easily recognize

differences
between cultures. One activity I had the students complete, was to look at their cultural/ethnic

origins
to see where their ancestors might have come from. This was done to see how the cultural traits

of
their ancestors might have been changed upon arriving in Canada and what new traits they might have
adopted. Understanding how and why these changes occurred is important for students to understand

the evolution of Canadian history which is why I thought this would be a good activity. In my experience,

students
love learning and sharing information about their cultural origins, and this was a fun way to get
everyone involved in class, even those who do not find history as interesting as others.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Working
with some of the more senior staff on this field experience, they guided me in the right direction

in terms of vocabulary words to use, that appear on final exams. Compared to my previous field

experience
where the focus was on using the appropriate French vocabulary, this field experience

focused
on using the appropriate vocabulary words that would appear on the final exam, to try and help

students
prepare. The best example of this came in the unit I taught on culture in Canadian history. In

this
unit we look at over 20 "currents of thought" or as many students refer to them as "isms". (i.e. words

that
end in "ism" such as liberalism, ultramontanism, imperialism ...) As a teacher, it is important that I

use
the appropriate terms so that students are not confused when it comes time to write their exam in

June.
I also had a handful of students who were reading at a grade 6-7 level and were in secondary 4, so

I made it a point to help students better express themselves when justifying themselves. This was done
with weekly writing activities that were designed as a review of lessons done in class but to also improve

their reading and writing skills. On this field experience I had a much better time expressing myself

because
I was teaching in English, which is my mother tongue. I also taught economics and law during

this
field experience so it was important for me to prepare my lessons, taking note of the terms I was not

familiar with so that I could appropriately prepare myself.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

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
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

mentioned above, I had several students who were reading at a lower grade level and instead of
As

preparing
a lesson where students are expected to listen and take notes, I changed my approach to a style

I thought would better suit my class. The first part of the lesson was set aside for a brief presentation,
that

usually
using Prezi or PowerPoint. During this lesson, students were not expected to take notes, because for

many
it was difficult to write down the appropriate information. Instead, we would look through the
powerpoint,
I would ask questions, we would have a discussion and students were engaged with the

material.
After this part of the lesson was complete, we would take our note books out and complete our

notes for the class. This was done as a class and we would write down the information which we thought
pertinent from the lesson. Students were encouraged not only to write down key words and information,
was

but

to draw any images which they felt might help them recall information when studying for exams.

Following the progressions of learning, made it easy to develop learning opportunities such as this one.
Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
260468530
Patrick Dunne-Fox

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
April 2015
EDEC 404

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

With
the grade 10 history program tied together with ethics, there was room to bring in outside

information.
This was usually done in such a way as to "shock" the students. Looking at Capitalism during

the
19th and 20th centuries, we looked at working conditions for average Canadians during these time

periods,
and students were surprised at how little protection working men, women and children had

against
their employer. Bringing this issue back to today, we looked at the cocoa industry and how

companies
such as Nestle buy cocoa that use child labour/slave labour to collect the cocoa. Students

were
presented with a video and then asked to try and resolve the issue. Students were presented with a

fact
sheet
based on Nestle's profits and the prices of cocoa vs. certified cocoa (i.e. no child labour) and

told
to work with their peers to resolve the issue. Using the information provided, students were asked to

formulate
an argument for or against using certified cocoa. These are the types of activities that I

designed to allow the students to think critically and apply the information they have just found out or

been presented with in order to formulate an argument. During this field experience I think I have made

great
strides in stepping back and allowing students to do some of their own research, simply giving them
the
tools needed to formulate an answer, not spoon feeding them.
TEACHINGACT(3,4,5,6)

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

During
this field experience I made it a point to slow down the classroom and bring in a little more

structure
for my students. The first part of class was always reserved for discussion, where I could take

time

to see what everyone was thinking. Were any students unsure of what I was teaching? Were the

documents
we were looking at clear? Having time when students are not writing but actively engaged in

the
lesson is important proved effective in my opinion. In the case of of my history class, this approach

worked
well as many students found it less stressful as they spent more time taking in information, rather

than
trying to process and write down at the same time. One aspect of this stage where I think I

communicated
very
well
with
my
students
was
in
my
economic
class.
My
CT
gives
handouts
as

homework
and when I took over the class, I created handouts with questions that were similar to

questions
that
students
would
get
on
an
exam.
This
way
my
students
would
know
if
they
are

understanding the material through their homework assignments, and I can check their progress by

picking up their homework sheets or their workbooks. Anyone who seems to be struggling can be

identified and appropriate action taken to get them to the level they need to be at to succeed.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
260468530
Patrick Dunne-Fox

Aoril 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

This
field experience was a challenging one in the sense that I was teaching 4 grade eleven elective

courses,
with students who were very chatty. From the first few classes I taught, I realized that I would

have
my hands full. I think I made good strides in outlining clear rules in the class and fostering a

classroom
atmosphere where students respected one another. This was particularly important in classes

such
as law and economics where discussion was an intricate part of the class. I took time out of class
was very honest with my students and told them how I wanted the classroom to run and they were
and

very
receptive. While they were still very chatty, they were much more respectful of their peers. This

allowed
for a better dialogue and discussion of issues pertaining to a variety of topics. Outlining these

rules
made teaching much easier and students responded better knowing what was expected of them.

There
were no consequences in the approach I employed, instead, we took time as a class to discuss

what was fair/polite/respectful, and all agreed to adhere to the rules we had set up together. This is one

strategy that I will employ again in the future.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

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

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

During
this field experience, I had very few students who had IEPs. The main issues I had to help

students
with was their reading levels. Many were reading at a Grade 6-7 level in Grade 10. To try and

remedy
the situation, I modified the kinds of notes my students were taking. We set class up in such a

fashion
that students were to be engaged in the lesson, with their note books closed and all their

attention
of the lesson, discussion or video that was ongoing. Only once the "lecture" portion of the

lesson
was complete, did we open our notebooks to take down the information from the lecture we

deemed
important. Students were encouraged to not only write down key facts and details, but to draw

any
images which might serve as a memory jog when studying. This approach proved effective for

students
and got them to think more critically about what was important and should be included in their

notes,
and what details could be omitted. While I did visit the resource department in the first two weeks

of my field experience, they had very little information about the students in my classes with IEPs. Most

of the students had an IEP for their reading level, but they were not far enough behind to have worked

with
the resource department over the last 6 months. Instead I relied more heavily on the experiences of
my CT who had worked with these students all year. He proposed looking at some of their previous

work,
to see what could be improved upon. Having looked at previous assignments and quizzes, my

goal
was to increase variety in their vocabulary, allowing them to use words that were more precise and
to
the point. During lessons, I made a point to not only use such words, but further explain their meaning

so
that my students felt comfortable using them during assignments or exams.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES

ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.

LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

This
field experience tested my ability to incorporate technology into the classroom as we went without

Internet
for 5 weeks in one class, which meant that I had to constantly save every video, powerpoint or

prezi
to be able to show the students the lesson I had prepared. On several occasions in other

classrooms,
the internet was not responding so anything that I wanted to show online was out the

window.
I learned to be much more prepared when it came to my powerpoints and prezis, always having

them
saved on a USB just in case the software or computer was not responding. Students were

appreciative
of the technology I was bringing into class, particularly the economics class where the

teacher
was very old fashioned, and my presentations changed the pace of the class. Working with my

CTs,
they had websites where they posted information related to the class, which allowed me to upload

all
the powerpoints and prezis I had created, so that students could review their notes at home, or catch
up on what they had missed. This was a good strategy, especially for senior students who all had access

to their phones and could visit the website at any point during the day.
Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

During
this field experience, one of my CTs was ill and had to undergo brain surgery. For this reason,

they
had to replace my CT with another teacher who came in during my fourth week in the school. He

was
only 25 years and graduated last year, so there was very little he could offer me in terms of support.

One
staff member in particular stepped up and we were able to work together on various projects to try

create the best learning opportunities for students. This proved particularly beneficial for both of us
and
we shared our resources throughout my field experience, and he shared some great information which
as

I will definitely be adding to my class. With one of my CTs gone and the other off to Europe with the

grade
11s, I found it difficult to get involved in extra curricular activities. Talking with the gym teachers,

they
helped me find a sporting team that could use some extra help and by the end of the week, I was

working
with students, teachers and parents, helping to coach the juvenile girls touch football team. Not

knowing any of the teachers in the school before my arrival, I think I made good strides in seeking out

different opportunities to work with students outside of the classroom during this field experience. This

was
always an important aspect of my teaching career as I remember those teachers who volunteered

their
time to coach teams when I was in high school and now it is my turn to give back. One area where I

could
improve a little bit in the future is making a bigger effort to get to know the parents. I did participate

parent teacher night during my first week but teaching electives, not many parents show up ... For this
in
reason,
I have to make a better effort in the future to communicate with parents and get to know them a

little
better.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

This
field experience threw me a few curve balls. On the one hand, four out of the five classes I was

teaching
were electives (Economics and Law) and I was the only teacher in the school teaching these

classes,
so there was very little interaction with other members of the school in planning out lessons,

projects
or activities. The only class where I was a part of a bigger team was the history class and there I

worked
closely with the other grade 10 teachers to plan a field trip to the old port. The trip was set up in a

scavenger
hunt fashion, with students having to fill in information about the sites they were visiting. The

questions
asked in the scavenger hunt were directly tied to the progressions of learning and would serve

as
a
review
of all the learning that had been done in class up until this point. This was a great strategy

developed
by one of the teachers there who made it a point to do some review by having students visit

the
actual sites where some events took place. In this sense it allowed them to visualize history in a more

concrete way, hopefully allowing them to make better connections on their exams to come. Because this

field trip was already in the works when I arrived at the school, I did not feel it my place to offer any

insight or criticisms to the project. Instead I offered my help with any of the planning and made it a point

make the process of getting this field trip done smoothly. This field experience is located at a weird
to

time
in the school year when most field trips are already planned out, sporting teams have just ended, so

it was tough to find a project to work on with staff members that did not make you feel like you were

interfering.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

While
one of my CTs was not with me very long on this field experience, the other did work closely with

me
to offer any help that he could. This allowed me to debrief with him after the first couple of classes I

taught
in order to see what I could improve on and where we could go with the lesson next time. As my

field
experience progressed and I was given more time on my own in the classroom, the debriefs took

place
before class, analyzing the lesson plan I was going to work with, but after class as well, discussing

what
went well and what I would change or like to improve on for the next class. In previous field

experiences,
many resources were offered to me either in the form of exams/handouts or entire

powerpoints.
While this field experience was no different, I made a point of creating my own lessons, to

try
and improve on my time management. How long a lesson will take to get through is one aspect which
I wanted to improve on. It took me about a week to figure out exactly how much information I could put in
my slides without overwhelming my students. After this transition phase, my CT and I both found that I

had improved on my time management skills, and the class itself seemed to run at a much better pace.

This
meant that the lesson would be completed before the bell, usually giving students 5-10 minutes to

start
homework and ask for clarification if it was needed about a particular slide or statement.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.

PROFESSIONALCOMPETENCYSELFEVALUATIONS

PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

I was very fortunate on this field experience, to have two CTs who allowed me to run my classroom how I
saw
fit. This meant giving students a vote or say in where the class would go, how an assignment should

be graded or the classroom rules. Students responded well to this process and the exchange with them

was
often very comical, with them being particularly hard on themselves. When correcting small quizzes

for
example, students were often asked to grade their own or the quizzes of their peers. In that respect

the
teacher bias is removed from the grading process and the time saved could be reinvested into

developing better lessons for future classes. I found this method important in the elective classes where
many questions had multiple answers, and as a teacher, I may mark some questions better than others
because of how I feel about the topic. By giving the students the opportunity to correct their own exam,

they can better identify if they have done enough to merit full marks on a given question. I have always

held a very open and honest position with my students during my field experiences but this field
experience challenged me, as I was dealing with the senior students. I often found myself defending my

position in class which is what led me to creating a democratic system, especially in the elective courses
where we could explore the topics that interested the class as there was no curriculum, progressions of
learning or competencies to follow. I think students responded better to the material for this reason, as it
was something we had agreed upon as a class and interested them.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260468530
Patrick Dunne-Fox
Name_____________________________________________________ID________________________

April 2015
EDEC 404
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.