Professional Competency Self Evaluation Sheets Fe3

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?
terms of my knowledge of the material I felt it was pretty strong coming into the field experience. I had
In

completed University level courses in history which means I do have a ton of knowledge at my disposal.

I also had a ton of knowledge at my disposal from previously studying psychology. This knowledge was
valuable
in terms of teaching history but also my ethics classes. However, the challenge is to be able to

take
the information that I know and teach that knowledge.
One
piece of advice that my CT told me at the beginning of the class was that the role of a history is to
put the information into the larger context of the course. She mentioned that students will be able to read

the textbook but they need the teacher to guide them into making those connections. Therefore,

whenever I teach a class, I try to make sure to put the information that they are learning into context.
Another strategy that I have been working on developing is the ability to use good questions. This is a

skill
that I had been having a ton of trouble doing but each time I teach I tried to do a better job at asking
good
guiding questions. A trouble that I had was having very broad questions so as I went through the

field
experience, I have made an effort to ask better guiding questions.

Acceptable

Attach additional sheets if necessary.
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

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

Name _____________________________________________________ ID ________________________
Christopher Langlois 260588203

Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________ PS/FE level (circle one) 1 2 3 4
December 8th 2020 EDEC 351

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

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
• 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.

During my first experience teaching I had over prepared. I prepared my lesson like a speech where I had
already
planned every word that I was going to say before I had even said it. A side effect of this was

I had stumbled over some of my words that I was planning to say. However, the advice that I got
that
from
my CT was not to rehearse it like a speech but to have a semi structured plan to communicate my

ideas.
My verbal communication to my students was much improved.
Another

point where I developed over my stage was giving instructions. I was responsible for explaining
an ethics assignment to my students. One of the things that I needed to explain to them was that they

needed to do in text citations and a bibliography. I explained it to them and I expected that they

understood but when I got their papers, they did not do it correctly. I then re explained to them how to do
text citations properly.
in

A final example was when I was writing assignments and tests, I initially believed that I expressed myself
clearly.
However, when working with students one has to be really clear and precise with the questions
that
I ask for my students. I would ask questions that were to vague however as I went further, I made
questions that were more precise.



Name _____________________________________________________ ID ________________________



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
• 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.
I have
worked on developing this skill during the entire course of the field experience. I had worked on creating lesson plans. In the
beginning
of the field experience I asked my CT how she developed lesson plans. Her approach was to look at the unit as a whole and plan
out the unit first and not just the lesson. This was a new experience because in FE2 all I really did was develop a lesson and an activity.
I was developing whole units. History wise this was not too difficult because it is pretty clear what needs to be taught. One of the tasks
Now
that
my CT gave me was to develop an ethics unit. This was challenging because it was so much different that teaching history. In history
there
is a set curriculum and the way that it tends to be taught is with the combination of some sort of lecture and the use of activities.

However, with ethics this is much more difficult because there is a particular concept but there are so many ways that one can approach it.
This was difficult for me since I was overwhelmed with options but my CT gave me advice to improve it.
I also had to run a variety of situations. I did lecture formats with the use of guiding questions, I also ran group activities and discussions, I

class discussions in my ethics class. These were many learning situations that I used in order to try and reach the goals that I had for
did
the class. I also used a mix of individual work as well as group work.

Thorough



Name _____________________________________________________ ID ________________________



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
• 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.
As mentioned in competency three grid I developed several kinds of learning situations. I had used lecture formats, group
work
and class discussions as tools.
In
terms of running group activities I improved in my ability to make sure that all students are on tasks. In many situations’
students want to simply chat with their friends and slack off on the work. So, a skill I developed here was to make sure that

everyone was on task. The challenge of running this sort of activity was to keep students on task. This has a lot to do with the

teacher
being able to be aware of what’s going on with all the groups even when you are dealing with one of them.
Therefore,
I would have to be moving around the class to make sure that students would be staying on task. Another skill

which involved in group guiding group discussions as well as class discussions. I would have to pick up on what my students

would be having trouble with and to give them guidance. If I saw that a groups discussion was wavering I would have to

improvise in order to have their discussion pick back up
Another
area that I got the chance to improve on was the running a full class discussions. One of the challenges that arose in
this situation is when students get really into the topic of discussion. In this situation several students would start talking at the

same time and get into animated discussions where they were talking over one another. This would make it difficult to follow
the
conversation. Therefore, the strategy that I used is to get the students to redirect their attention towards me and then I
explain that if they are all speaking at the same time it is impossible to follow the conversation. I then told one student to talk
then the next student to rebuttal.
and

Thorough




Name _____________________________________________________ ID ________________________



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
• 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.
experience was when I was creating a geography test. In this situation I thought it would be easy to with written questions however I
One
didn’t
realize how specific I would have to be. This was a similar situation when I made an assignment for ethics. I made an assignment
that
was very closed ended but this would make the chance for creativity to difficult. As a result I made the questions more opened ended.

A second experience was formative evaluation that I didn’t realize I made. I was presenting an interactive lecture where I introduced the
of intolerance and a small interactive part of the lecture, I had planned was for students to bring up concepts related to intolerance. I
topic

expected this to be a test of knowledge which it was but it also became a test of interest. Having the students name these instances of

intolerance sparked discussions around many of them. Specifically, this was around the idea of sexism and transphobia. This situation

allowed me to evaluate what they initially known and allowed me to create learning opportunities. In the future I would have this much more

focused and I could possibly use this information to build on what students already know.

Another area that I grew in terms of evaluations was when I was correcting ethics assignments. These assignments were on the topic of
intolerance and an event related to intolerance. I asked for 3 components, the root causes of the intolerance, the event that signified the

intolerance and lessons that could be learned to prevent an event like that from happening in the future. I noticed that the students were

good at describing the event however were not as good at identifying the history of the intolerance or the at how to prevent it. This tells me

that
if I teach this topic in the future these aspects need to be given better attention.

Acceptable



Name _____________________________________________________ ID ________________________



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
• 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.
I have
developed several strategies and skills in terms of managing a classroom. The first was the development of the ability
to take attendance quickly. At first it took a minute or two to do it but as the stage went forward, I got much quicker at doing it.
In some classes I am able to scan within a few seconds and see who is there and not there. I also developed a few strategies

when students are talking. My general call to attention involves telling them all eyes on me while raising my right hand in the
This usually gets most of the student’s attention. If a student is still not paying attention to me then I would name that
air.

students by name and they would respond. When students interrupt, I got the line of no one talking while I’m talking.
Another
ability I have developed is to get students to model my behavior. This specifically work when I get students to do

individual work. I start doing my own work quietly and then all of a sudden, the students start doing their own work quietly. It
is amazing how effectively this strategy works. They seem to see what I am doing as a teacher and they copy that behavior.

Another classroom management strategy is the use of good transitions. With certain classes classroom management issues
occurred
when I didn’t have good transitions. However, when the transitions were smooth then any disruptions or classroom
management issues become much less problematic.

Thorough



Name _____________________________________________________ ID ________________________



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.


Early in the semester I visited resource office and got the information on students who have IEPs. Many
of the students in my CTs grade 8 class have an IEP. In addition, at the beginning of the field

experience when I had only a 25% load is that I would help students that were struggling. I would be
helping
students that had trouble with the classwork. This would involve me explaining questions to

students
that had trouble understanding a question.
I also
work very closely with the integration aids to work to help students with IEPs as much as I
possibly
can within the class.

The main thing that would help me in terms of this was developing relationships with students that have

IEPs. With one student in particular I would always be very nice to her and within the last couple of

weeks when she was having trouble, she would ask me. She even went from being very shy to actually

trying
to answer questions during the class.
I also worked on this skill by differentiating my instruction. I included a variety of strategies to help
students learn. I had a mixture of individual work, group work, lecture and class discussions. This

allowed for students that would have different learning styles to all benefit in some way. In addition, I

would make sure to give help to students with difficulty during individual work.

Acceptable



Name _____________________________________________________ ID ________________________



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
• 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.
use of ICT technology during my field experience was limited This partially had to do with the approach that grade tens
The
to be in school one on two days which gave them less time to do a very dense course. Therefore a lot of my teaching was
had
lecture
based and I would have to speed through material. A lot of the use of technology was the use of a learning

management system called Managebac. This system was used to notify students of their homework and to share documents
students. I also developed the ability to use a smart board. To present my slides I used google slides. All the students in
with

the
class had chromebooks. I used these chromebooks to enable them to do group work . I would have them upload my
assignment on to a google doc and then I would have them work on it. This would allow them to work together but in a

socially
distanced manner. One app I considered using was mentimeter. It’s an app that allows me to make words clouds.

This was something that I considered using during a brainstorming session however I realized with some of my classes being
less
than 10 students the word cloud would be very thin. In addition, any individual work that students did I gave them the
option of doing it on their Chromebook which many students find more efficient. In the future I could see myself using a few

more educational options. One that I would see myself using would be peer deck since it makes slides that are more

interactive. I would also use add ons that could make more visual representations such as concept maps.

Acceptable


Name _____________________________________________________ ID ________________________



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
• 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.

There was not a lot of opportunities to get involved in the school community with the situation with

Covid. However, I tried to do small things to stay involved. During the lunch periods students would be

sent outside during lunch time so they are not spending more time in close proximity then they had to.
One
of the things that I made sure that that during lunch breaks I would go outside for a walk and when I

see
my students, I would say hi and strike up a conversation with them if they were interested.

Acceptable




Name _____________________________________________________ ID ________________________



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
• 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.
lot of the cooperation that takes place involved my CT. When I was below 50% load, I would help her
A
when students engaged in individual activities. If there were more than one student with a question, I
out

would
help go help out with the student she is not able to attend to. In terms of planning my lessons I
would
also ask my CT what areas that I should focus on and we would discuss what pace the course

should
proceed at. This would ensure that all our classes were on the same page. In addition, I would
give
her ideas in terms of assignment and unit ideas. We would have a conversation about different
options
to put in place regarding lesson and unit planning. Another area was my participation in the staff

meeting. In this situation I was part of the discussions of what should be done in terms of practice

exams. At this point the teachers did not know if there would be final exams or not. As a result,

discussions went on about how what should be done with the practice exams. Here I got to observe how

the
teaching staff was able to solve different problems. I would also work with the integration aids in my
class.
They would discuss which students would need to be given support.

Acceptable



Name _____________________________________________________ ID ________________________



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
• 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.

When I first began teaching the classes and my CT observed me, she would give me feedback after
every
class. She would give me feedback on how I covered the material and on what skills I would need

improve on the next time I did a lesson. I would use this feedback each time I did a lesson. When I
to
started
teaching at the 75% load and my CT would leave the class and I had to manage the class on my

own
I would then go then talk to my CT about how the class went. During these conversations I would
get
advice on how to better manage those classes. I would then implement her advice and for the most
part I would have a ton of success. I also did sent weekly reflections with my supervisor. I would send

him a reflection each week about some of the challenges that I faced and how I interpreted those

situations. He would then give me his feedback regarding those situations. I also discussed
pedagogical choices with my colleagues. I talked to one of my fellow student teachers about how she

approached
making exams. I also talked to some of my fellow student teachers about how they
responded
to student misbehaviors in their classes and when students would act inappropriate.

I would also have conversations with other student teachers regarding the issues that they face in their
classrooms. We would talk about classroom management as well as the kinds of activities and

assessments that we would do in our classrooms.

Thorough


Name _____________________________________________________ ID ________________________



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
• 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.

In terms of developing this competency once I started taking over the classroom and my CT would leave
alone with the class, I would have to make decisions about how to run the class. After teaching I
me

would have a discussion with me about what happened and how I would run the classroom. I also
discussed
how I would deal with issues that would arise. The values that I have in terms of teaching is

that
my students would treat each other with respect. I made sure to treat my students with kindness and
respect.
I also demanded that my students would treat their fellow students with respect. This was done
by affirming classroom rules whenever it was deemed necessary. Whenever a student a student would

need help then I would do everything I could to help them.

One area where I have been reflecting is on what sort of teacher I wanted to be. It came when I was

teaching the grade 8 students. I noticed that with the grade 8s I was more laid back and was better at
using
humor with my students whereas with my grade 10 class I had become very down to bussiness.

This
is something that was important to reflect on because I feel that I want to be a teacher that is better
able to use humor in the classroom and whose class students enjoy attending.

Acceptable



Name _____________________________________________________ ID ________________________



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PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

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