File Competencies Self-Evaluation

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?
During
my second field experience, I often helped my cooperating teacher plan lessons and activities.
Throughout
the planning, I would often take worksheets the students would be using the following day at
home
with
me
to read through them carefully and ensure I would be ready to answer any possible
question
students
might ask. I was always ready to challenge students' thinking as I ensured I
understood
well
the
content matter. Additionally, when I planned my lesson with my cooperating teacher, I
made
sure to review the content, which prepared me to answer all kinds of questions and lead a
meaningful
lesson.
In
relation to the culture aspect of this competency, during my stage, I taught a lesson on Passover. In
our
Ethics and Religious Culture class, students came to recognize that every individual is different and
that
different people celebrate different holidays. This lesson aimed to have students recognize that our
society is diverse and of their role to accept and respect the diversity that exist in our surrounding.
Students
also came to recognize that although we are all different, we are also similar, where even
though
some holidays are different, they all have similar values, as for bringing the family together.
I look forward to my third stage where I will continue to develop this competency by planning lessons and
units
that will promote meaningful learning and by continuing to promote respect for all religions and
cultures
that exist in our society.
Attachadditionalsheetsifnecessary.
Level of Mastery: THOROUGH
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260637327
Shirley Serah Moryoussef
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
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.
Throughout
my second field experience, I recognized the teacher's important role to ensure she or he
uses
clear and proper oral and written communication. When I worked in small groups and in front of the
whole
class, I made sure to speak clearly and gave clear instructions. I also made sure that my writing
did
not
contain any spelling mistakes. Even when I communicated with my supervisor through email, I
ensured
to use proper grammar and sentence structure. In addition, I made sure to always proof read my
assignments
for my second professional seminar course to ensure they did not contain any mistakes.
However,
as
English
is my second language, I continue to work on my oral and writing skills as I
recognize
the importance of mastering the language of instruction both in oral and in written.
Furthermore,
I
made
sure
to
always
have
proper
body
language
as
I
believe
that
a
teacher's
body
language
is also important. For instance, I made sure to never evaluate student's answers not orally and
not through facial expression as evaluating students' responses can lead them to not want to participate
next
time if they are told that they are wrong. I always kept a smile on my face and praised students for
their
efforts.
Moreover,
when students made mistakes in oral or in written, I corrected them. Yet, I did so in a
professional
manner and made sure to never embarrass a student. Students felt safe to speak in the
classroom and students often repeated words after me to learn how to pronounce them properly.
Level
of Mastery: THOROUGH
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
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.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260637327
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
During
my second field experience, I recognized students' individual needs and preferred learning styles.
As
such,
when I planned my lessons, I made sure to plan modifications. For instance, for the Passover
art
activity, I made different Seder plate sizes so students who struggle with cutting would be able to have
an
easier time cutting bigger circles. I also planned a crossword activity for students who finished their
work
earlier. With regards to the lesson I conducted on plants, I made sure to present a video about plant
growth
to reach out to those who learn better through visual and auditory aids. I also had students
interact
with real plants as many of the students in my classroom learned better when they engaged with
material
first-hand. I also made sure my lessons aligned with the requirements of the Quebec Education
Program
(QEP).
Moreover,
even
when
I
worked
with
students
in
small
groups,
I
made
sure
to
use
strategies
that
worked
best with each individual student. For instance, I was working with two students on a math problem. With
one
student, she understood best with blocks, whereas another student learned best when I drew tens
and
ones and when he himself drew the representation of numbers. As well, I also made sure to question
students
in order to assess understanding.
During my stage, I learned of the importance to tailor lessons to fit individual needs. Students are all
different and learn differently. However, I recognize that in each and every classroom I will enter students
be different from my previous group of students. Thus, I will constantly modify lessons to ensure they
will
reach
out to all my students.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
Throughout
my field experience, I learned of my cooperating teacher's rules, procedures, and classroom
management
strategies and reinforced them when it was needed. For instance, when students were too
loud
and
the
teacher
was busy talking to a student, I had students put their hands on their head which is
a strategy my cooperating teacher often used. This method worked and students remained quiet.
Additionally,
when I would lead a lesson, if students were disrupting or talking, I would stop talking until I
everyone's attention. When students called out answers, I ignored their behavior and called on
had
students
who had raised their hand while praising them for their appropriate behavior. All these strategies
worked
well with this group of students and I will try to use them during my third stage. Yet, I am aware
that
not
all strategies work with all groups of students and will aim to find the best strategies for my
specific
group of students.
Overall, I helped my cooperating teacher manage the classroom as much as possible. If students got up
without
permission when my cooperating teacher was teaching, I would go over to them and quietly
asked them to go back to their seat, reminding them of the classroom rules and procedures. I would often
remind
students that rules aim to create a safe and positive classroom atmosphere where everyone can
learn.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
Throughout
my field experience, I learned of my cooperating teacher's rules, procedures, and classroom
management
strategies and reinforced them when it was needed. For instance, when students were too
loud
and
the
teacher
was busy talking to a student, I had students put their hands on their head which is
a strategy my cooperating teacher often used. This method worked and students remained quiet.
Additionally,
when I would lead a lesson, if students were disrupting or talking, I would stop talking until I
had
everyone's attention. When students called out answers, I ignored their behavior and called on
students
who had raised their hand while praising them for their appropriate behavior. All these strategies
worked
well with this group of students and I will try to use them during my third stage. Yet, I am aware
that
not all strategies work with all groups of students and will aim to find the best strategies for my
specific
group of students.
Overall, I helped my cooperating teacher manage the classroom as much as possible. If students got up
without
permission when my cooperating teacher was teaching, I would go over to them and quietly
asked
them to go back to their seat, reminding them of the classroom rules and procedures. I would often
remind
students that rules aim to create a safe and positive classroom atmosphere where everyone can
learn.
Level
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
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.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
Throughout
my second field experience, I had the opportunity to collaborate with educators and many
other
staff members. Through interactions, I learned of the importance of communicating and
collaborating
with members of the school. By collaborating with various teachers, as for the gym, science,
and
music
teacher,
I had the opportunity to learn of different approaches and methods of teaching.
Additionally,
I collaborated with school volunteers when they would visit in the classroom. Overall, I
collaborated
with school members as much as possible and helped them operate everyday routines.
However,
what
really stood out to me was to observe teachers work hand-in-hand to help students
develop
to their best of their abilities. A memory that will remain with me was that one afternoon, a
student
was having a bad day and started screaming in the hallway. Although we were able to hear that
the
student was being taken care of by another educator, my cooperating teacher got up right away to
assist the other teacher. Together, they handled the situation and were able to calm the student. While I
observed,
I valued my cooperating teacher's action and realized how collaboration and team effort is
important.
Moreover,
I often joined my cooperating teacher as she worked with other teachers, and recognized how
their
collaboration enhanced their teaching. My cooperating teacher often met with the other grade one
teacher
to discuss certain teaching methods, which aimed to improve their lessons.
Yet, since this stage was relatively short, I did not have the opportunity to communicate with parents.
Nonetheless, I was able to see how important parent-teacher collaboration and communication is, and
how
it contributes to students' education. My cooperating teacher valued parent-teacher communication
and
used the agenda to communicate with parents regularly.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
During
my field experience, I collaborated with my cooperating teacher and recognized how team work
between
teachers can enhance lessons and the general development of everyday activities. Together, we
planned
lessons and brainstormed on creative ideas to develop exciting and meaningful lessons.
With
regards
to my collaboration with teachers as I worked with the same group of students, from my
very
first
day,
my cooperating teacher and her co-teacher had me work with two students who struggled
with
math. Every morning, we would work together to set goals for these students and planned activities
would allow them to reach their goals. Over the three weeks, I worked with the two students on
that
number
identification and representation. During my first week, we worked on numbers from one to ten
and
eventually,
by the end of the third week, these two students were able to identify and represent
numbers up to twenty. It had become clear to me that through collaboration we were able to see
improvements in students' work.
Moreover,
I worked as a team member by helping around the classroom as much as possible. For
instance,
one afternoon, my cooperating teacher led a spelling test. For some reason, students were
being
difficult and my cooperating teacher had a hard time. When most students finished their spelling
test,
a student needed more help and my cooperating teacher was helping him. Meanwhile, other
students
were running around and started to be loud. At that moment, I decided to take action before
students would get out of control. I gathered all the students on the carpet and read to them a book. My
cooperating
teacher came to thank me at the end of the reading of the story for doing that. At that
moment, I recognized that collaboration between teachers also means being able to step in when the
other
one is occupied with something else.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253
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.
a student teacher, I put a lot of effort in learning about all of the professional competencies to ensure I
As
master
all of them throughout my teaching career. To make sure I developed and improved in the
professional
competencies, I reflected on my action plan of my first stage before my second stage and
aimed
to
reach
the goals I had set for myself.
Additionally,
everyday after stage, I sat down and reflected in my journal on things that took place in the
classroom
that day. These daily reflections had me notice my strengths and weaknesses and helped me
identify
which areas needed more development.
Furthermore,
working on my second stage self-evaluation grid and on my action plan, I further reflected
on
the professional competencies that I worked to develop during this field experience. The most
important
thing I have learned is that learning to become a great teacher is an ongoing process. As I
checked off "my current level of mastery" I realized that although I feel that I have developed in all of the
competencies,
I still have room to grow and further develop. I believe that an effective teacher is one who
constantly self-evaluates and continues to look for ways to improve his or her teaching practices. To
improve
my teaching, I will continue to use resources made available to educators and constantly look for
updated
research that relates to education.
Level
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
mAY 20TH, 2016

edec 253
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
During
this field experience, I recognized that my cooperating teacher treated every student the same
never made a difference between any two students. Yet, she provided every student with the
and
and support he or she needed. In return, I made sure to treat every student the same and never
attention
made
a
difference
between students. As I was consistent with the way I treated everyone equally and did
not
let any student get away with misbehavior, I was able to manage the classroom efficiently. My
cooperating teacher recognized my ability to manage the classroom and felt safe leaving the classroom
for
a few minutes when I was left alone with students. In fact, she would often have me take the students
to gym class, music class, and to lunch, as she knew that I was capable to lead them and ensure they
remained quiet in the hallway. My cooperating teacher often told me that she was impressed with my
ability to manage the classroom.
Moreover, when I worked with students in small groups and later communicated with my cooperating
teacher about how the lesson went, I always had justifications for why I did certain things and explained
the educational purposes behind it. For instance, when I worked with a student one-on-one on a math
concept, I was given a small whiteboard to visually represent tens and ones. However, the student was
not understanding even though I tried to explain it a few times. At that point, I used blocks and the
student understood. At the end of the lesson, I explained to my cooperating teacher why I used the
blocks instead of the whiteboard and she was happy to see that I found ways to teach students
according to their needs. It was evident that teachers must be able to justify their actions and their
educational reasoning behind it to ensure their decision aligns with students' particular needs.
Level of Mastery: ADVANCED
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260637327
Name_____________________________________________________ID________________________
May 20th, 2016

EDEC 253

File Competencies Self-Evaluation

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

Level of Mastery: THOROUGH

May 20th, 2016

May 20th, 2016

May 20th, 2016

May 20th, 2016

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improvements in students' work.

Level of Mastery: THOROUGH

May 20th, 2016

mAY 20TH, 2016

ability to manage the classroom.

May 20th, 2016

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