PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Stephen Ho

260559816

Dr. Lisa Starr

March 13, 2017

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/fi eld
experience?

In accordance with the professional competencies, I have developed lesson plans that are
appropriate to the students I am teaching. An example of this would be my unit on Black History
Month. I found this unit to be extremely appropriate and, frankly, necessary to the education of my
grade seven students. The majority of my students are from poor white neighbourhoods off the
island of Montreal. None of them have had any exposure to content that involves black history.
This unit takes into accounts the social differences of ethnicity and culture. Many students later
expressed their interest in the topic after having learned about it.
The unit is taught through many diverse approaches, I have used lecture, videos, debate and
discussion,
Name working in pairs, and researchingIDon
_____________________________________________________ their own as means to address different learning
________________________
styles.
Date:
The______________________________
unit moves logically from Course Name & Number
essentially (e.g. EDEC
a history 253) _________________
lesson PS/FE level
of slavery in North (circle one)
America, 1 2
to lessons3 4
andTHESE
KEEP discussions on segregation
FORMS IN YOUR PROFESSIONAL and the civil
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WILL ADD movement,
TO THEM EACHto the more contemporary African
YEAR.
American influence on music, all the way to the present day and stereotypes and discrimination in
PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

ADVANCED THOROUGH X ACCEPTABLE PARTIAL

MINIMAL
*Use the features of the competency (listed above) and the professional competency rubric.

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/fi eld
experience?
I have developed a few strategies to keep the class running smoothly and maximize student
learning and social development. Firstly, every class (grade seven English) begins with ten minutes
of silent reading. This is especially useful for calming the class down. Following this, I will introduce
whatever content I have for the day and go on with my lesson plan.
A simple but effective organizational correction that I make to ensure the smooth running of a
class is seating. Often times, chatty students will sit together and by moving them around, there is
less distractions in class. Another one is taking away the phone of a student if they are
consistently on it and not paying attention.
Other than these disciplinary measures, I find that having a discussion that is opened to the class
is often effective as well in order to make things smoother and engage more students. My students
like to talk and if they are learning by talking,IDthen
Name _____________________________________________________
I think that it is a win-win situation.
________________________
For students with inappropriate behaviour, as mentioned above I will move them or take away
their
Date: phones. For serious cases,
______________________________ I will &kick
Course Name them
Number (e.g.out
EDECof253)
the_________________
class. That has only
PS/FE happened
level (circle one) once
1 2 so3 4
far.THESE
KEEP I have alsoINhad
FORMS YOURto give a stern
PROFESSIONAL talkingYOU
PORTFOLIO. to the
WILL entire classEACH
ADD TO THEM a few times as well.
YEAR.
Calling misbehaving students by name works very well too. Maintaining a classroom that is
disciplined yet fun is not an easy balance to strike, but I think some of these methods work quite
well.
PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

ADVANCED THOROUGH X ACCEPTABLE PARTIAL

MINIMAL
*Use the features of the competency (listed above) and the professional competency rubric.

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/fi eld
I have quite a few students in my classes who have IEP (Individualized Education Plans). Many of
experience?
the students are dyslexic or have ADD or ADHD, some of them are at a grade two reading level.
Suffice to say that there are many students in my class who may be considered to have social
integration issues or learning disabilities.
I manage this primarily through discussion. Reading is often very hard for these students either
because they cannot focus or because they simply cannot read the words. By engaging students in
dialogue, they are still learning, but they are doing it in a fashion that is more conducive to their
needs and abilities. Thats not to say we do not do any reading or writing, it is still an English class,
but the emphasis is not as heavy on those aspects.
In addition to this, often I feel as though it is necessary to really break down the steps for students.
For example if I want students to write something down, I have to tell them to take out a paper
and pencil and then explain what they have to write at least twice and then I go around to each
student or group and make sure that they all understand what is going on. Repetition and step by
step instructions are key in these instances.
In both my English classes, there is a resource aid who works primarily with the students who have
Name _____________________________________________________ ID ________________________
the most trouble. Sometimes these aids can be helpful, but I think it is unwise to expect them to
always
Date: be there. Being mentally
______________________________ prepared
Course Name & Numberto (e.g.
dealEDEC
with the
253) students is important
_________________ as well
PS/FE level (circle one)I think.
1 2 3 4
As for the development of the IEPs, Im afraid the majority of them already have them pre made
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
for them and I have very little input in that regard, however, if I was asked I am sure I could
provide some suggestions or inform other teachers what a particular student requires.
PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

ADVANCED THOROUGH X ACCEPTABLE PARTIAL

MINIMAL
*Use the features of the competency (listed above) and the professional competency rubric.
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/fi eld
experience?

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

I often use technology in my class such as videos and pictures. I do see the limitations of these
tools, especially when the internet isnt working at the school which has happened multiple times.
It is always useful to have a contingency plan in those cases.
Despite these setbacks, I find that being able to show a video is invaluable. It can spark discussion
and demonstrate ideas that would otherwise take a very long time to explain. For example, I
showed a video of a man named Daryl Davis who is an African American blues musician who has
befriended many KKK members. Framing the situation like this seems strange and would require a
long time to explain, however, a video interview with the man explaining his reasoning and why he
does it is much more impactful. Following this, a discussion and debate about freedom of speech
and about the correct ways to address racism can be very fruitful.
We often use the computer lab as well when students need to write up an assignment for me. This
is a great help as handwriting essays is often slow and painful, especially with students who have
very poor hand writing.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED X 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.