Professional Competency Self Evaluation Sheets

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/fi eld
experience?
As a student teacher, I had to work extensively with the progression of learning to

establish appropriate learning situations and content. During lessons, I would create
situations that would allow students to reflect and deduce mathematical logic. Students
would have an opportunity to express themselves using mathematical language, solve
problem solving type questions. Students normally go out for lunch to a local mall close
by. I used the culture of the students when describing a math problem in graphing.
Ex. ok guys, suppose you tell me, miss lets meet at Timmies, but there is a Tim Hortons
restaurant on 2 streets close by, how are you going to tell me where to meet?
Miss just name them by different numbers, like DB1 and DB2
The students understood what I meant and were able to effectively answer my question.
Explaining this graphing concept mathematically would have seem so much more
complicated
thats firstly,
I would
not get the(CHOOSE
participation
of the students and secondly,
WHAT
IS MY CURRENT
LEVEL
OF MASTERY?
ONE)*
students would not have comprehended the logic.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
Here the mathematical
way:
MINIMAL
Suppose the destination is at the end of two parallel lines, how would you differentiate
*Use
features
of the
competency (listed
above)
and at
the the
professional
thethetwo
lines
considering
they
meet
samecompetency
point?rubric.
Name _Elyssa-Maria Nassif_______________________________________________
ID __260520405______________________
Date: __dec. 2 2016________________________ Course Name & Number (e.g. EDEC 253) _EDEC 351_____________
1
2
3
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PS/FE level (circle one)
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.
experience?
During my stage 3, Ive constantly kept in contact with parents by email and participated
in two parent teacher nights. In all occasions, Ive had to use proper language and think
extensively on how I would communicate what I wanted to say. It is important to triple
check what you tell parents as to not create harmful situations. Harmful situations include
a bad environment for the student at home or at school, false information, or
misinterpretations.
My communications with parents include positive and negative comments. Negative
comments such as students being late to class. Normally students who are late get a
detention, but because I dont want to punish my students, I write down the time that they
WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
enter my class to keep note. Eventually when it adds up to an extensive amount, I email
the parents. Student
X has missed 3 hours ACCEPTABLE
of my class in total. Here are
the following
ADVANCED
THOROUGH
PARTIAL
days
that
she
arrived
late.
Because
this
is
time
that
she
has
missed
in
Math
class, I would
MINIMAL
appreciate
that
she give(listed
backabove)
thisand
time
in math.competency
She canrubric.
do this on peddays, or
*Use
the features of
the competency
the professional
remediation hours. This avoid punishing the student but make them responsible for their
ID __260520405______________________
actions. It also demonstrate to the parent that I think my teaching area is important and
Date:
__dec.
2 2016________________________
Course Name & Number (e.g. EDEC 253) _EDEC 351_____________
what
their
child is up to.
1
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.
experience?
During my stage, I have throughout thought out my lesson plans. I have incorporated guiding questions to make sure I
create certain learning environments. I have created answers and other guiding questions based on different responses
that I may potentially get from students. By creating guiding questions in advance, I anticipate results, and how the
reflection might go. This way I also make sure that Im going in an appropriate sequence while taking into account
WHAT
MY CURRENT
LEVEL
OF MASTERY?
ONE)*
differentIScultures
and needs. In
my enriched
classes, I have(CHOOSE
not had to deal
with special needs students, but I have had
two spectrums of students. I had the very intellectually inclined students and the less, those who happen to be there not
because of grade but because
of political issues. As a teacher,
it is difficult to deal with two spectrums
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL because you
need to learn how to manipulate your time and you pace. You need to allow opportunities for those students who are
MINIMAL
quick to think but other opportunities for those students who are having trouble to not get discouraged.
*Use the features of the competency (listed above) and the professional competency rubric.
Ive allowed for a lot of discussion and group work in my secondary 5 enriched class. I was capable of using this learning
ID __260520405______________________
style because of the nature of the students. It worked well to incorporate all students and cultures and allow all students
to have
the
opportunity to express themselves.
Those
who were
lead
the discussion and
those
were
Date:
__dec.
2 2016________________________
Course Name
& Number
(e.g.quick
EDECnormally
253) _EDEC
351_____________
PS/FE
levelwho
(circle
one)
from the repeated conversation and their age appropriate lingo used by their peers. Not only did this
1slow
2
3benefitted
4
include all type of students, this enforced the evaluation of the mathematical competencies which are expressing in
KEEP
THESE FORMS
IN YOURand
PROFESSIONAL
PORTFOLIO.
YOU WILL ADD TO THEM EACH YEAR.
mathematical
language
solving situational
problems.

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.
experience?
I created a math lesson on polygons that first provided students with dry background knowledge so that they can connect based on their cognitive
characteristics. With this lesson, I then provided an opportunity for students to connect emotionally, socially and also gave them an opportunity to
interpret results. Students had to go outside on the pavement and outline their shadow with chalk with the help of a friend. Essentially providing
students with resources they need for the learning situation and encouraging teamwork. They needed to take their body shadow and spilt it up into
shapes using an example provided by the teacher. Essentially, guiding students in interpreting a task and understanding the elements of the problem.
Students had to calculate the area and perimeter of their body parts. They physically had to be taking part in the learning situation and had to work
together to understand the task at hand.
As I went around the class during their activity, I provided students with encouragement and praise to validate their work. What a beautiful rectangular
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
head there mike!, Nice cylindrical
legs Mary!. Essentially using mathematically
language and praise to promote feedback.
MINIMAL
As I the
wentfeatures
around the
I provided students
questions
such
as, are the areas
of both your
legs the same? How different are they? Do you think
*Use
of class,
the competency
(listed with
above)
and the
professional
competency
rubric.
thats normal? Is students Xs torso bigger than Students Ys, why do you think so? What proof do you have (area)? I asked questions that could
promote
the transfer of
knowledge and elicited thinking.
Name
_Elyssa-Maria
Nassif_______________________________________________
ID __260520405______________________
1
2
3
4

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.
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

experience?
During specific learning situations, Ive had the opportunity to practice how to orally
assess students understanding. By continuously asking them questions and expecting
responses, I can determine if they have understood the basic of the topic.
I have also created assignments and quizzes so that I can evaluate formally their
understanding. Quiz marks are normally week. By correcting their quizzes in class,
students tend to absorb the correction and do better next time. This way I can insure that
Im corresponding my assessment with the curriculum competencies.
Through summative assessments, I can see if students have understood what Ive taught
in class. I make all my assessments valid and reliable according to subject competencies.
Do make sure I do so, I view past exams and pas tests so that Im always on task. I make
sure to use them
as a(3,
guide.
TEACHING
ACT
4, 5, 6)
To plan, organize and supervise a class in such a way as to promote students' learning
and social development.
FEATURES
Develops and implements an efficient system for running regular classroom activities.
Communicates clear requirements regarding appropriate school and social behaviour and
makes sure that students meet those requirements.
Involves students on an individual or a group basis in setting standards for the smooth
running of the class.
Develops strategies for preventing inappropriate behaviour and dealing effectively with it
when it occurs.
Maintains a classroom climate that is conducive to learning.
LEVEL OF MASTERY
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.
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

experience?
The previous teacher did not start her class with an introduction. I felt odd when she
would begin the class without saying good morning and how are you to her students.
When I took over, I immediately began this and students were really receptive. It is
important to set standards and show an example of proper conduct. It also lets you know
whos doing fine and who may need that extra love today. It also allows you to set the
tone and climate of the class, and introduce what youll be doing in the lesson. It also
shows to the students that you care about them.
Before commencing my lesson, I always open my class up with discussion. This allows me
to assess my students behavior and get a sense of how theyre feeling. It also allows me
to set the expectations for the class. Today we will be working on correcting your quiz. I
expect everyone to be writing and to be connecting the answers with the definitions
beside them. I expect you to be writing notes and participate by asking questions.
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
Cooperate in the development and implementation of individualized education plans
designed for students under his or her responsibility.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

experience?
As a resource teacher, I worked with students with IEP. I often needed to contact their file
so that I get a good basis of who they are. This gives me a better idea of how to
implement strategies in the class and how to accommodate my material to the particular
student.
In my secondary regular class, I have a particular student with bad behavior, not coded.
Ive gone to consult multiple times with the guidance counselor and school principal for
suggested remedies to her disruptions. I participated in a general meeting which included
this students mom, principal, guidance counselor and other teachers. We implemented a
new strategy with the student that gives her more responsibility towards her academics
and her actions. We have yet to see progress, but hopefully for the new year this student
will decide to comport herself in a more respectable manner.

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
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

By the end of his or her initial training, the student teacher should be able to :
demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and
learning resources;
demonstrate a general understanding of the possibilities offered by ICT (and the Internet in
particular) for teaching and learning, and know how to integrate ICT in a functional manner into
teaching/learning activities, when appropriate;
use ICT effectively in different aspects of his or her intellectual and professional life: communication,
research, information processing, evaluation, interaction with colleagues or experts, etc.;
Effectively transmit the ability to use ICT to his or her students in order to support the collective
construction of learning in a well-structured, critical manner.
experience?
I used ICT throughout my entire stage. I used the smart board and the features it includes
such as math tools and videos. I was able to pull up my notes and have the class follow as
I used features to directly highlight key points.
Throughout my stage, I implemented a google classroom, where all students where
connected. This allowed students to always have the opportunity to contact me for any
reason. I post homework, assignments, answer questions, and provide work from every
class. This allows students to always be involved and continuously be involved if they
missed a day. Students resulted in discussion by answering each others questions and
thus promotes interaction and acts as a learning resource.
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
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

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.
experience?
At the beginning of the year, there were multiple meetings regarding school rules. All were
informed to read the agenda and to enforce the same rules to be consistent.
I have been assistant coach for girls soccer all semester, during which I get a chance to
interact with students outside of the school setting and with parents. Ive had the
opportunity to have nice discussions with staff and other administrators in organizing the
soccer schedule.
During the semester, Ive had the opportunity to communicate with parents through email
to keep them informed on their childs progress.
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.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4
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.
experience?
Ive taken part in multiple IEP meetings as a student resource teacher. Ive had the
opportunity to discuss strategies and create and develop individualized plans. Ive had the
opportunity to team with the nurse, the guidance counselor, the psychologist and other
experiences professionals to create an optimal plan for students.
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.
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4
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.
experience?
After every lesson, I engage in self-reflection. This allows me to think on what I did right,
what I could do better next time and what I can change in my lesson. This way I am better
prepared for future encounters if there were any problems and to better prepare the
lesson for next time. I also get a chance to determine if I explain and expressed something
correctly by reflecting on how my practice was implemented in the class and with
students feedback. With their expressions, their questions and their discussion, I can
reflect on my practice.
I like to reflect in writing. This gives me the chance to go back to my thoughts if ever I
need too. It also gives me a way to talk to myself which I think is important in this
practice. There is no hand book to being a teacher so if you can talk to yourself to make
yourself feel better about situations then what better way to engage in reflection!
PROFESSIONAL IDENTITY (11, 12)
To demonstrate ethical and responsible professional behaviour in the performance of his

or her duties.
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

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.
experience?
Ive had the opportunity to do a lot of corrections. During which, I must exercise
professional judgement on weights of questions and execute equal grading. I must avoid
discrimination or biases. Throughout my lesson, I teach with a lot of questions. I must
make sure to not always pic the same students to give a democratic and fair opportunity
to all students to respond. When students respond, I often restate what they mean so that
it can be said to the whole class using appropriate language. I try to model acceptable and
professional behavior and give support to my students when they respond, even when
they are wrong.
Ive encountered multiple times issue with students were I needed to confront them. I
believe I did this in a professional manner because I took them out of class and provided
guiding questions to allow them to reflect on their behavior. I have them the power of their
actions and made them choose their consequences. It was a very positive effect and I
believe by giving them the power of choice, it avoided all sense of immoral, biases and
discriminatory actions and as well as showing respect for their persona.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
ID __260520405______________________
1
2
3
4

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

understand the subject-specific and program specific knowledge to be taught, so as to be able to

As a student teacher, I had to work extensively with the progression of learning to

PS/FE level (circle one)