ps4 Grids

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 have an advanced mastery of the curriculum with regards to English Language Arts and

Mathematics. I displayed this by leading lessons and mini-lessons in both subject areas. In

this regard, I was able to decode the curriculum for students idependently. However, while I

feel
quite comfortable in the other subject areas, this field experience did not allow me the

opportunity to display my full proficiency in Science, ERC, or Social Sciences. I was given

the opportunity to be critical of the subject matter. For instance, I noted that when students

were learning math, they were only learning the traditional heuristics and not developing a

deeper understanding of number sense. I took the initiative to help students discover other

ways

of thinking about numbers.

I transformed the classroom into an open forum where ideas may be voiced freely. I did this
on
the occasion of whole class discussions in which I facilitated an open discourse amongst

students
and allowed them to disagree with each other.

Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Harley Nadler 260496600

Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

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.
At
all times, I spoke in English without the use of slang, incorrect grammar and always

maintained

a professional tone. I was able to exercise this proficiency in front of students,
peers
and, to a limited extent, in front of parents.
I maintained optimal grammar and spelling when writing on the board in front of students as

well as when I gave oral and written feedback on their work. As well, I drafted notes

intended
for parents with proper grammar and syntax.

I communicated concisely.

I corrected all written errors presented in work submitted by students.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

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.

Lessons would have benefited from links to recent research in education. However, the teaching style of
the
lessons always followed a constructivist approach.
Lessons

were planned in a logical order and in such a way that each lesson built upon the knowledge of
the previous.

Lessons
were consistintly developed with the differentiated needs of the students in mind. Indeed, lesson
plans
would feature specific adaptations for specific students to ensure the recieved the highest quality

instruction.

All
ELA and Math competencies were targeted over the course of the stage.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

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 provided

many opportunities where student would engage in problem solving including a scavenger hunt
which
was task-based rather than object based. In other words, students would have to find atems that
would

help them to solve three problems if they were alone in the wild. Students' work was recorded in a
public record such that it would serve as a resource for students to refer back to in future lessons.Inquiry

was central to all class discourse. I took the opportunity to probe students' thinking with questions and

facilitated students' inquiry with regards to each other's ideas.With the exception of writeen assessments,

students

in my class often worked in teams of two or more. Indeed, even individual tasks, such as writing
a short story, were were opportunities for team work as I had students provide peer-feedback to improve
each
other's work.





Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
Each
topic in our math clas included a written assessment. I took the time to review each handout and
highlight
students who had difficulty witht the task so that I could follow up with them later.
Due
to the time contrainsts of the stage and the curriculum demands, I did not have the opportunity to
plan a summative assessment for my students in ELA.
All
formative assessments were designed as original works by me; assessments took the
form of handouts, presentations, or oral inquiries made to specific students by the teacher.
Students were reinforced verbally as to the expectations of the work; work would be sent back for

completion
if it did not meet the class' standards. I designed a rubric, with student input, to serve as an
evaluation
tool for students' short stories.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
I implemented a system for gaining students' attention; I would raise my hand and wait for all students to
be
silent and give me eye contact. I would wait a as long as necessary to gain the attention of the whole
class.

I realized that a more visual cue was needed to be obvious to students who were engrossed in
their task. As such, before raising my hand, I would also switch all the lights off as part of my signal.

The class was organized into centres so that students would stay on-task and focus depending on their
localization
within the space.

Classroom management proved to be more challenging in this Experience compared to previous ones. I

attempted
a number of classroom management systems with limited sucess regarding a particular group.
I acknowledge that I must be consistent and firm with my expectations in order to get the best

performance

from my students.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.

I liasoned
with resource teachers throuought my Experience. I ensured that, when students were
working

outside my class, the resource teacher was aware of what the full group was doing so that their
work would compliment the class work. I ensured that I was kept abreast of the students' progress. I did

not have a chance to write IEPs for students. I assisted with IEP implementation by differnetiating my
instruction
during lessons (based on recomendations in the IEP).



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

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.

When using iPads as part of a lesson, I evaluated whether certian elements of the task would be
enchanced
or hindred by the use of technology. Initially, I was inclinded to put all worksheets and handout
onto

the iPad to be completed digitally. However, I realized that some handouts are better to be fillied out
by

hand. For example, giving students a physical paper and clipboard for our survey unit made them feel
like
authentic enumerators!

Several programs and apps were evaluated for use in the clasroom; many were implemented to

enchance the level of instruction in my lessons.

I imediately adopted the school's use of GSuite into my lessons.
I was able to do all my research for my lesson plans online.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
I worked with a member of the faculty to implement a Model United Nations programme in the Senior
school.
I wrote notes on ocassion to parents. I would have like more opportunities to engage with parties
outside

of the school to develop this competency.




Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
I designed a lesson which targeted a number of the English Language Arts competencies and looked to
the
Progressions of Learning to situate myself with regards to student objectives.
I maintained a constant line of communication with my cooperating teacher, the class' home room

teachers, and resource teachers. I conferenced regularly with my CT and referred behavioral issues to

the behaviour specialist when appropriate.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

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.

When journaling my daily activities, I kept the professional competency grids on hand to reference for my
professional
development.
I discussed pedagogical choices with my CT on a regular basis. For example, I discussed the number of

transitions in my lesson plan to ensure that it was low enough for our group of students.

I made it a point to conference with my CT every few days and ask for feedback so that I could make

adjustments to my practice within the class and broader learning community.

I attended PLC meetings with the teaching staff of Cycle III in which we discussed ways to improve our
practice.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405

PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
The
classroom was managed in a democratic way. In particular, all students were given the
opportunity
to speak and they were given the opportunity to orient and respond to each
other's ideas.
While
working in the full class and in small groups, I was able to identify students who
required additional attention or support in order to achieve the instructional goals of the
lesson.
For instance, when a student was struggling with a math question I would launch

inquiries to scaffold the student to generate an answer.
I consistently respected the confidentiality which comes with the profession of teaching. At
no time did I discuss students or the school by name outside of conversations with my CT.

At no time did I discriminate towards anyone in the learning community.
I demonstrated sound judgment in using the legal framework governing the teaching

profession; at no time did I perform any ethical or legal violations.



Name_____________________________________________________ID________________________
April, 27, 2017 EDEC 405


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PROFESSIONALCOMPETENCYSELFEVALUATIONS

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

Harley Nadler 260496600

April, 27, 2017 EDEC 405

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