Fe3 Self-Evals Complete

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?
I was able to better teach my students, as I took the time to get to know them on and individual and
collective
basis, and learned about their history: academic, social, and family. Knowing my students well
enabled
me to better meet their needs, and understand where they were coming from as learners.
I educated myself about the different religions practiced by my students, so I could better understand
their
lives outside of school, and so that would be aware of any religious practices that may have and
effect
on their education/ day-to-day learning.
I took the time to learn about my students' academic histories, through reading their school files, talking
to
their previous teachers, or researching other schools/ countries they had come from. This again
enabled me to have a better understanding of them, therefore allowing me to help them learn better.
Before teaching a new concept/ skill, I always refreshed my memory, or took the time to ensure my
understanding, before attempting to teach this knowledge to my students. With a more complete
understanding
from my part, I was better enabled to help my students understand and make connections
their every day lives. I also took the time to share resources with my students, such as videos or
to
websites
I found helpful in understanding a concept. I also educated myself on new topics, for example if
a student posed a question I couldn't answer, I would look into it, and then share my
new knowledge.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
I consistently used appropriate, professional, and respectful language when addressing any member of
the
school staff. I was sure to keep topic of conversations appropriate and respectful. I avoided
discussions
of others, such as other teachers, student teachers, students, or parents, unless the
discussion
was of a professional nature and was conducted using respectful language.
I spoke professionally, and with appropriate language, when speaking with my students. This was not just
in
the language I used, but in the topics I chose to engage in conversation about. I adjusted my language/
way
of addressing students depending on the situation: depending of age of the students, on context, on
group
size, and on objective (example: teaching a concept vs. engaging in conversation to get to know a
student).
When discussing concerns or comments about students, I did so in a respectful manner, and with only
the
appropriate people, such as my cooperating teacher, other student teachers who worked with the
student,
childcare workers, resource teachers.
I consistently used precise and correct grammar in all of my communications, be it verbal or written.
When writing lesson plans I took care to use correct grammar and appropriate vocabulary.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

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
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
I have
developed learning situations for a variety of subject matters, including: ELA, Art, ERC,
Technology,
and Math. I have developed learning situations for a variety of grade levels, including: grade
6,
grade 5, streamlined grade 1. I have been able to adapt lesson developed for one grade/group to be
used
in with a different grade/group: in doing so I adapted the content to be level-appropriate, adapted
way I delivered the information based on the group, and considered the needs of the individual
the
students.
When developing a lesson, I always considered the needs of my individual students, and well as the
needs and characteristics of the group as a whole. I used my knowledge of my students to help me plan
lessons that would grab their attention and engage them in the learning situation. I adapted my lesson to
meet the needs of students, or planned for modification if necessary. I considered
the needs of students
with IEPs, and also tried to develop lessons that would meet different learning styles.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260528814
Belinda Gregory
December 7th, 2015
I often tried to incorporate a variety of learning approaches when developing my

lesson plans, including: small group work, class discussions, hands-on activities,
exploration of a concept/ understanding, technology to accompany the learning
situation, meaningful assignments serving a purpose.

When writing my lesson plans, I imagined how the lesson would play out in my
head; this allowed me to add in considerations for behaviour/ classroom
management, as I was able to anticipate where problems might arise. I was also able
to plan ways to avoid those problems arising in the first place, such as planning
small group work, a hands-on activity, and education game, or quick movements
between tasks.

I often differentiated the level of work given my students, particularly in math, so
that they were practicing a concept at a level at which they could experience success
while still being challenged. I then increased the challenge as students became more
confident.

I always planned for extra/ more challenging work for those students who
understood a concept and needed a further push. I also adapted work and planned
how I would support those students needing extra help/ not yet able to complete a
given task independently.

I always included an backup plan in my lesson plans, as a different direction to go
to should the original lesson not be successful.

I considered QEP competencies in my lesson plans, and had clear learning objectives
for all learning situations I implemented.

My lesson plans are clear and easy-to-follow. I wrote them in detail, so that another
teacher would be able to pick it up and successfully implement my lesson.

I conducted a case study in which I developed tools and lessons to help move my
student toward a long-term goal.
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
I implemented
lesson which I had developed, lessons developed my by cooperating teacher, lessons
from
a structured program (Success For All), and lessons improvised at that time. In all of the lessons I
implemented
I considered the learning objectives I was aiming for, and taught towards those.
I implemented
learning situations in which students could cooperate with their peers in small groups,
discuss
as a whole class, practice skills independently and in parters, or explore for themselves to
develop
their own understanding.
In
my teaching, I tried to have many resources available to students: be it manipulatives, charts, mind
maps, strategies, technology (iPads), videos, examples. I aimed to have plenty of resources available in
the hope that my students would find something that helped them in their learning.
I tried to plan learning situations and projects that I hoped would be meaningful to students. For example,
in
ELA, instead of having students simply write a short story, each student wrote a story which I made into
a whole class book, for which I designed a cover and blurb, and is now in the classroom. This made the
task of writing meaningful and more exciting, and produced a final product the students
can share.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

Whenever I am teaching, I aim to guide students towards developing an

understanding for themselves. I was constantly aware of the way I responded to
student questions, or presented information, to be sure I was not simply telling
answers, or giving all the required information lecture style; rather I chose to
implement learning situations in which students were actively engaged, and were
constructing their own learning and understanding I was there to help them
accomplish this, and guide them in the right direction.

In my teaching, I also focused on teaching students strategies; this encourages
independence, and enables students to construct their own learning, as they can be
reminded to use their learned strategies to answer their own questions, or the
questions of a peer.

When giving feedback, I was sure to be specific and constructive, so that the student
would be able to do something with my feedback to further their learning.

If a lesson was not going well/ the students were not responding well to how I was
teaching, I noted this and changed gears to try something else, be it my backup
lesson, a different learning format, or taking the time to re-explain and re-explore a
previously learned concept.

I detected any behaviour problems arising and tried to deal with them early and
calmly before they disrupted the lesson.
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
During
this field experience I worked on a case study with one student, in which I determined an area to
work
on,
proposed learning goals, developed strategies and tasks to assist this student progress towards
those
goals, tracked his development, and assessed his progression and the conclusion of the case
study.
I utilized observation logs to gather information on my students' learning. I did this for my whole class,
where
I logged my observations on success/difficulties of all of my students during a learning situation. I
also
did
this for individual students, if I was focusing on the development of a specific competency and
wanted
to track their progression.
I developed a variety of tools to evaluate student progress, including: observation logs, student checklists,
student self-assessments, rubrics. I taught a number of art units in which I developed the evaluation
materials (rubrics), and interpreted student work to determine their mastery of my target goals.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
EDEC 355
December 7th, 2015
In cooperation with my cooperating teacher, I evaluated students in their

performance on math tests, as I participated in the grading of tests. We then
communicated these grades to parents, allowing for feedback from home, or for
ourselves to give feedback to parents and students.

I practice ongoing formative assessment during my instruction, by actively
observing my students, and watching for evidence of understanding of given
concepts or skills. For example, when teaching math, I had students show their work
and talk through their thinking (either to the class, or through Explain Everything),
which allowed me to detect strengths/ weaknesses/ misunderstandings/ needs for
greater challenge.

Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
I implemented my own classroom management system and specific strategies to ensure the efficient
running
of regular classroom activities. I was responsible for leading the students through their daily
routines
from the start, so they recognized me as an authority figure early on. I established my personal
attention-getting
strategies, which helped to distinguish me as an authority figure, and helped the
students
respond quickly when I wanted their attention. I helped set up classroom expectations: this was
a collective effort between my CT, the students, and myself. I then helped ensure those expectations
were
met.
I practiced preventative measures to avoid inappropriate behaviors, yet if they arose I dealt with them
quickly.
My approach is to not single out or call attention to one student, but rather to calmly and quietly
remedy the problem. I gave explanations for why behaviors were inappropriate, gave natural
consequences, and provided students with ways to change their behaviour or how they could behave
differently
in the future. I established a classroom environment that was positive and respectful, and my
students
were aware I had high expectations for it to remain that way.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
During
this field experience I participated in the development of IEPs for the students I was teaching. I
cooperated
with my cooperating teacher, the class childcare worker, and the resource teacher to
develop
IEPs.
I then
implemented these IEPs during my instruction, and considered the needs of my students during
my
planning.
I learned about the various needs of my students in a variety of ways: talking with previous teachers;
reading
student files; meeting with parents; speaking with childcare workers; developing and updating
IEPs; speaking with and learning from resource teachers.
I planned and implemented differentiated instruction throughout my instruction - this was something I
planned
for when developing my lessons, and carried out when teaching.
I worked on a case study with one student, in which I determined an area to work on, proposed learning
goals,
developed strategies and tasks to assist this student progress towards those goals, tracked his
development,
and assessed his progression and the conclusion of the case study.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
EDEC 355
December 7th, 2015
I worked with a number of students with learning disabilities, social

maladjustments, or handicaps within the groups of students I taught. I got to know
these students to help me learn how best to meet their needs and teach in a way that
would help them achieve success.

I differentiated my instruction to meet the needs of students with learning
disabilities, or who needed extra guidance, and also differentiated my instruction to
meet the needs of students who were succeeding and needed further challenges. For
example, I planned extension activities or extra/more challenging work for the
students who could be pushed further.

I worked to create a classroom environment where all students are accepted, and
where everybody understands that not everybody is at the same place or level of
understanding, however we are all working towards doing our personal best. I
emphasized that we all have different strengths and weaknesses, and we would
learn best in an environment of support and trust, where students feel comfortable
to ask questions or ask for help.
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
I developed and co-taught a Digital Citizenship unit with one of my fellow student teachers. This
presented
the benefits, limitations, dangers, and overall reality of using technology.
I taught in a classroom following an iPad program, where all students had access to an iPad. This has
shown
me how beneficial this technology can be as an educational tool, however has also shown me
where
limitations exist and problems can arise within the classroom. I have begun to develop my own
view
on using such technology in the classroom, and have started develop ideas on how to implement it
and
regulate its use. I've also gained a repertoire and understanding of many wonderful apps that can be
used
in the classroom.
I have made use of technology in all of my teaching situations, be it using the Smartboard, using
interactive games, showing videos, or showing Prezis I've created.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

I used Class Dojo as a tool in my classroom, and used Schoology as a way to

communicate with my students and share information. I used Class Kick as a way to
give out work to students, and monitor their learning. I also used apps such as
Explain Everything and Book Creator to enhance my students educational
experiences.

I have helped my students learn how to use their iPads and various apps. I have
introduced my students to a few apps, and taught them how to use them for
educational purposes, such as ChatterKid, PicCollage, Daily Monster, and Audio
Recorder.

I have developed my e-Portfolio online using Weebly, as a way to share my
professional development.

I have used Kahoot as a way to create quizzes and carry out formative assessments
in a fun and engaging way.

I have monitored student use of iPads and technology to ensure it remains
appropriate and follows the signed Acceptable Use Policy.
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
I collaborated with a student teacher to develop and implement a unit on Digital Citizenship for the entire
of Cycle 3. I collaborated with my CT on a daily and weekly basis to lesson plan and implement teaching.
I collaborated with the childcare worker in my class to help ensure the needs of all students were met, to
provide
extra help to those needed, and to develop special projects needed for any students. I also
collaborated
with the childcare worker throughout my case study, as she helped implement the checklists
I created, and worked closely with my student on a daily basis.
I met with parents during meetings after school, during meet the teacher night, and during
Parent-Teacher
interviews.
I
attended
brief
meetings
with
parents
looking
to
organize
fund-raisers,
as
the
teachers were unable to due to Work to Rule.
I have communicated with parents via notes home or emails to ensure we are on the same page, and to
address
any concerns, questions, or comments.
I attended all staff meetings and PED days, and also attended the QPAT conference.
Opportunities
for
special
projects
or
extracurriculars
were
not
possible,
however
I
attended
and
supervised the school's "Welcome Back" day, Terry Fox Run, and Remembrance
Day Ceremony.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
I was able to cooperate in an active, ongoing manner with the teaching team working with the same
students
during my interactions with the other cycle three teachers. I attended meetings alongside my
cooperating
teacher and was present for many discussions and planning sessions.
I cooperated with resource teachers to determine which students needed extra help, to communicate
what
we had been working on so that the resource teacher could continue providing extra support, and to
listen
and incorporate their suggestions into my future instruction.
I collaborated with a fellow student teacher to develop and implement a three day workshop on Digital
Citizenship,
which we taught to the entire Cycle 3. This was appropriate to the objectives of the teaching
team, as it was a required unit for the students to complete before participating in the iPad program.
I worked within the teaching team made up of my cooperating teacher, a childcare worker, and myself;
worked together throughout the entire field experience, to teach our grade 6 class as well as our
we
streamlined
grade one English Language Arts class. This shows my ability to actively cooperate in an
ongoing
manner with a teaching team.
I was able to share my thoughts and opinions in small scale meetings and conversations related to
teaching, enabling me to experience being a constructive member of a teaching team.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
EDEC 355
Dec. 7th, 2015
I collaborated with a colleague to implement an art lesson with my grade six

students. My colleague developed the lesson plan, and we then introduced the art
lesson together. I then followed up and finished the lesson, which she had planned.

I collaborated with my cooperating teaching on an ongoing basis when planning for
instruction, evaluating student progress, and adapting our teaching to meet the
needs of students.

I collaborated with my cooperating teacher in implementing a BreakoutEDU
challenge, on two occasions. We worked together to plan and set up this learning
activity, and then carried out the activity together.

I attended a meeting, along with the teaching team, to learn about the use of an FM
system to assist students with hearing loss. We then cooperated to figure out how to
share one FM system between the teaching team, how to be consistent in our use of
the system, and in agreeing to adapt our teaching by using this system to meet the
need of our student.

I was involved in the development of IEPs for our students. I worked with my
cooperating teacher, the class childcare worker, and the resource teacher to
develop appropriate IEPs for all students requiring one.
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
I have actively worked on developing the twelve professional competencies throughout this field
experience.
I have used them as a base for my professional goals, to aim towards mastering the features
of
each competency. I have discussed my development of the competencies with my cooperating teacher
supervisor. I have reflected on my development throughout the field experience, and self-evaluated
and
these grids.
in
I have discussed my pedagogical choices regularly with my cooperating teacher, fellow student teachers,
and
my supervisor.
For
all
of
my
teaching,
I
set
myself
personal
goals.
After
my
teaching,
I
was
able
to
reflect
on
these
goals
by myself, and receive feedback from my CT. I consistently implemented any feedback received from my
CT, in order to continue progressing. I have been actively reflecting on my development as an educator
individually,
by keeping a journal and thinking through each day. I have also been conversing with my
fellow
student teachers, to hear another perspective and receive more input.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

I attended the QPAT conference, in which I attended workshops and engaged in

professional development.

I developed an Action Plan outlining my goals and plans for my continued growth as
an educator.

I have been able to cooperate and collaborate with other student teachers, sharing
ideas, lesson plans, and classroom management tips.

I have kept files and organized materials and resources used throughout the field
experience, so that I can come back and continue adding to my collection of
educational resources.

I kept a journal in which I reflected on specific teaching moments throughout the
experience, and also kept a record of oral feedback from my CT and supervisor.
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
I understand the values underlying my teaching, in that I understand what I believe is important when
teaching
and have developed my personal teaching identity. I believe that I have found my "identity" and
who I want to be as a teacher, and have been able to practice incorporating the values of that identity
into
my everyday teaching. For examples, one of the values I have is getting to know my students well.
On
this field experience I was able to get to know my students extremely well, both individually and
collectively,
and was able to use this to my advantage in creating a pleasant and respectful learning
environment. Another value I hold is maintaining a positive, calm, and caring attitude. Throughout this
teaching experience I aimed to remain positive, calm, and caring, whenever possible. I saw that it is
positive to teach in this way, however I also learned how at times it is necessary to move away from that,
such as when discipline or authority is required.
I have shown that I am able to manage my class in a democratic way, as I listen to all voices in my
classroom equally, and work on creating a respectful environment.
I have been able to justify my pedagogical decisions to numerous parties: to myself, during my lesson
planning; to my cooperating teacher, during the development of my lessons and post-implementation of
lessons; to my supervisor, during post-observation conferences; to parents; and to students.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260528814
Belinda Gregory
Name_____________________________________________________ID________________________
December 7th, 2015

I have been able to show that I respect the confidential nature of certain aspects of my
work by using pseudonyms while writing about my observations, when completing my
case study, or when writing about students/ student interactions. I have student names
from any samples of student work I have used in my portfolio. I have respected the
privacy of my cooperating teacher and childcare worker by using pseudonyms.

I have avoided any form of discrimination toward students, parents or colleagues as I
treated all students, staff, and fellow student teachers equally throughout my field
experience. I avoided discrimination towards students by not favoring any over others,
and by providing all with equal amounts of attention and care while helping them learn,
and during interactions in which I attempted to get to know my students.
I can provide justifications for all of my teaching decisions, and can explain why I
believe they were made in the best interest of my students.

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

December 7th, 2015

December 7th, 2015

I often tried to incorporate a variety of learning approaches when developing my

December 7th, 2015

Whenever I am teaching, I aim to guide students towards developing an

In cooperation with my cooperating teacher, I evaluated students in their

December 7th, 2015

IEPs; speaking with and learning from resource teachers.

I worked with a number of students with learning disabilities, social

interactive games, showing videos, or showing Prezis I've created.

December 7th, 2015

I used Class Dojo as a tool in my classroom, and used Schoology as a way to

I created, and worked closely with my student on a daily basis.

teachers were unable to due to Work to Rule.

December 7th, 2015

teaching, enabling me to experience being a constructive member of a teaching team.

I collaborated with a colleague to implement an art lesson with my grade six

December 7th, 2015

I attended the QPAT conference, in which I attended workshops and engaged in

such as when discipline or authority is required.

classroom equally, and work on creating a respectful environment.

December 7th, 2015

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