PROFESSIONAL

COMPETENCY SELF-EVALUATIONS

FOUNDATIONS ( 1, 2 )
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

FEATURES
Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, in-depth learning by students.
Adopts a critical approach to the subject matter.
Establishes links between the secondary culture set out in the program and the secondary culture of the students.
Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.
Casts a critical look at his or her own origins, cultural practices and social role.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
understand the subject-specific and program specific knowledge to be taught, so as to be able to promote the creation of
meaningful links by the students;
exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;
exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the
students;

Establish links with the students' culture in the proposed learning activities.

How have I developed this competency during this course or professional seminar/field experience?

I had acquired this competency through my field experience. Every lesson I had designed was made in an

interdisciplinary manner, and they were always accompanied with real life examples that students can relate to.

Instead of going straight to the concepts, I always pose fun but essential questions for students to think about

before giving out the concepts. That way they can relate to the new scientific concepts to their previous

knowledge. Moreover, my academic background and my passion for the subject enable me to teach the class
beyond the basic content knowledge. When students raise interesting questions or comments, my knowledge in
the subject allows me to respond to the students quickly, and thus initiate a student centered interesting
discussion, which is very engaging and enjoyable to the students.

Coming from a different culture also helped me to analyze and teach the curriculum from a less culturally biased
perspective. Living in a world of foreign culture myself, I am very aware of the limitations of the curriculum
culturally, so I constantly check the cultural/linguistic assumption that underlies the curriculum. I try to
cultivate a comfortable environment for students from different cultural background by sharing many of my
own personal stories, putting many concepts in the context of different countries, and I never try to avoid
talking about my own culture, aiming to encourage my students to be culturally aware and authentic.

(Level: Thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

For my firstinternship, communicating clearly has been the biggest issue. While I was receiving grade four and

five for most of the evaluation, I was always receiving three for communicating clearly. The reason is because

the instruction was giving in my second language most. Ive been working on my English since then. During the

second internship, I did not receive a good mark for it during my first evaluation. I started to talk to my students

about their recommendations for me to improve my skill of communicating clearly, and I had benefited very
much from the conversation with them. For example, they suggested to me that talking with a slower speed
would help a lot. Subsequently, I had received very good evaluation from both of my CT and my supervisor.

I had also developed habits to reward students who caught the language errors in my oral or written language.
Im feeling much more confident in my communication skill in classroom, and I had made much progress in
improving this skill.

(Level : Thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

The skill of developing appropriate learning situation is especially crucial during my second internship, because

most of the students have different degree of learning difficulties and behavioral issues. I had adjusted the

lessons for their short attention span by segmenting the lessons frequently and give them break times. To adapt

to the students knowledge level and their learning styles, I always incorporate visual components to my science

lessons to help them grasp the concept. Moreover, I developed a variety of activities targetting their
competencies. For example, I had designed poster project to have them develop skills to search for information,
working with peers, and display their understanding in diverse forms.

I have also been trying different teaching styles and collecting students and my CTs feedback to better serve
the students need.

(Level : Thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT ( 3, 4 , 5 , 6 )
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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

I have been developing this competency during my internship, and I think I will n eed more time to develop this particular

competency. So far I have always had a "hook" that's appropriate to students' level in the beginning of each class to
engage them. They are usually very daily examples that students can easily relate to; it can be a discussion on a video, or
discussion on a set of questions. In my classes, I always highlight the key information and have check points multiple times
during the lessons to ensure students' understanding. I h ave been u sing various ways to facilitate students' understanding;
it includes anticipating the common misunderstanding and easily confused points beforehand, so I could highlight the
possible problems students might encounter d uring their learning processes. Moreover, I usually have a number of
opportunities in every lesson that I encourage them to ask questions, so I can clear their doubts at the moment, or I will

search for appropriate resources with them to solve it together (videos, websites, textbooks etc.). Usually during my
lessons, even when there is no question asked, I ask students to explain to me some of the concepts they have just
learned, to ensure their understanding.

I have also been trying to identify the type of learner each of my student is, and I am working on adapting my lessons for
them.
TEACHING
ACT ( 3, 4 , 5 , 6 )

(Level: Acceptable)


WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT ( 3, 4 , 5 , 6 )

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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

During my first internship, it was relatively difficult to gather information about individual students strengths and

weaknesses, because I had over 140 students in total. However, I had experienced much progress on this competency
during my second internship, where the class sizes were very small (less than ten students per class). I had opportunities
to tutor them individually, which enabled me to identified their progress effectively. I tried to p rovide a comfortable
environment and made modification for students during their tests, since most of them suffer from anxiety during exams.
For example, I placed students who p referred to be left alone during a test into separate rooms, or making visual
demonstrations for those students with reading difficulties.


Taking advantage of the small class size, instead of handing the test b ack to students, I discuss test results with students
individually to provide individualized feedback, which often includes encouragement and how they can further improve. I
also take feedback from students and other teachers about h ow to improve my test m aking skills. I also alternate the
methods of evaluation to relieve students stress, for example, I had them to make posters on science tops as one of the
evaluations since the students enjoyed drawings a lot.
(Level : Advanced)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT ( 3, 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
By the end of his or her initial training, the student teacher should be able to:
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.
How have I developed this competency during this course or professional seminar/field experience?

One of the teachers' most important job is to create an environment that promotes students' learning. In the very

beginning of the class, I did a self introduction to them and I had a small conversation with each student to discuss things
they were interested in. It helped building b onds between me and the students, and it had certainly made my classroom
management much easier, b ecause students had became more responsive to me with the connection we had built
previously. I had also made clear rules for them, and I had always implemented the consequences I had warned them
previously. I had also developed the appropriate tone and language to discipline students. When I p repare lessons, I
always create hypothetical scenarios for myself to solve, aiming that I could be fast in dealing with the situation if any of
the ones I anticipated happens, so it ceases to escalate. However, I avoid targeting certain students while giving the other

ones exceptions, because it is very important to b e fair to them. To ensure the smooth running of class, certain students
had b een removed from the class, and certain personal items had been confiscated as well (e.g. cellphones). So far I am
always able to solve the situations by myself without any external intervention. On the other hand, I had always avoided
personal attack, and I also gave students positive feedback if they were being cooperative to positively reinforce it.

(Level: Thorough)



WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social
maladjustments or handicaps.

FEATURES
Facilitates the educational and social integration of students with learning disabilities, social maladjustments or
handicaps.
Consults resource people and parents to obtain background information on students with difficulties (needs,
progress, etc.).
Proposes learning tasks, challenges and roles within the class that help students to progress.
Participates in developing and implementing individualized education plans.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
Cooperate in the development and implementation of individualized education plans designed for students
under his or her responsibility.

How have I developed this competency during this course or professional seminar/field experience?

During my first internship, there isn't any student with learning ability among the 142 students of mine;

however, there were two students that needed modified teaching style, and I had acquired a reasonably

amount of experience through adapting my lessons to their needs. Student A was the most disruptive student in

my class since the very beginning, and it seemed very difficult for him to focus on a task for a long time without

seeking teacher's or his peers' attention by making irrelevant comments. I approached him many times outside
of the class and developed a very good student-teacher relationship with him, and since then, he had never
failed a single exam, and I could tell that he has been trying very hard to stay on task in my class. Student B is an
extremely shy girl and she has been a very weak student academically. My cooperating teacher had mentioned
to me that it is difficult to have a conversation with her. I had discovered that she likes to draw and she likes
cat, so in her exams I drew her some drawings with encouragement. Since then, she has been trying to
communicate with me this way, and establish a great relationship with me through paper non-verbally. Not to
mention, she not only ceased to fail exams, also in one of the quizzes they had, she scored top ten in the class.

I had learned a great deal from my experience in dealing with these two students, who are showing signs of
social maladjustments and are used to be very weak students. However, I am aware that the situation is case by
case, and I will definitely need more practice and experience to master this skill.

(Level: Thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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

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.

How have I developed this competency during this course or professional seminar/field experience?

I would identify using ICT as one of my strengths. I incorporate technologies in my lessons on daily basis, and

Ive been using it effectively with clear goals all the time. Ive been preparing lessons on Prezi, smartboard, or

PowerPoint, along with some blackboard usages. Whenever I was introducing new concepts, I always have

visual components (pictures, videos, or demonstration) in my teaching to help students to understand the

concepts. I also have been very careful in choosing pictures or videos for their relevancy to the scientific topic
and their appropriateness to students.

As part of my teaching philosophy, I believe using technology is inevitable and would be very beneficial to
students understanding if used appropriatly. I understand that technology can be very easily misused, so I
always set a clear goal when choosing technological components to incorporate in my lesson.

(Level : Advanced)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?

I have been practicing collaborating with other teachers and parents during my first internship, and I h ave had great

experience in this process. It is crucial to work with other teachers in my school, especially those who teach the same
subject. I h ave been approaching other teachers by myself and discuss with them comfortably about the subject teaching,
so that we can sync our progress, and give out fair evaluations together. I had also produced exams with other teachers,
and I found the process very important for my growth as a teacher, since it is a great way to learn from others.

I had also actively participated the parent-teacher interview event, and for most of the interviews I led at least half of the
conversations along with my cooperating teacher. Many of those parents found my comments on their students very

refreshing and insightful, and one of them had asked their child to approach me for more career advice in the following
week due to my performance at the interview.

To support students' participation in school's activity, I had organized workshop series teaching students how to make
websites, which was never been offered by the school. The series was highly successful, since the p articipants of the
activity were able to produce website of their likings with decent qualities, by the end of the series.

Overall, I had d eveloped the competencies to collaborate with other teachers and parents for the p urpose of p romoting

students' learning and growth.

(Level: Thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

10

To cooperate with members of the teaching team in carrying out tasks involving the development and
evaluation of the competencies targeted in the programs of study, taking into account the students
concerned.

FEATURES
Recognizes instances where cooperation with other members of the teaching team is required in order to design
or adapt teaching/learning situations, to evaluate student learning or to promote the mastery of competencies
by the end of the cycle.
Develops and organizes a project appropriate to the objectives to be attained by the teaching team.
Cooperates in an active, ongoing manner with the teaching teams working with the same students.
Helps build consensus, when required, among members of the teaching team.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
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.

How have I developed this competency during this course or professional seminar/field experience?

During internships, we had opportunity to shadow our Cts to observe and learn from experienced teachers.

However, teachers each has a different teaching style, and student teachers can benefit a lot from observing

other teachers too. I was very fortunate to be invited by many other teachers to their classrooms to observe

and even teach. I had observed several teachers with different styles and received feedback from them after I

taught their classrooms.

Moreover, I had collaborated with other teachers to arrange several projects and labs in both internships.
During my first internship, I had organized a school scale workshop series on how to make a website. Other
teachers helped to advertise and organize it. There were also plenty of other times where I made tests with
other teachers, and organized labs for our students. During my second internship, I combined arts class with
science class to have students make an art project but on a science topic.

The shortcomings of cross-curricular collaboration is that often there was very few previous models to follow,
and much time need to be invested to build even a small unit. But overall, it was a great learning experience
working with other staff members.

(Level : Thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

11

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

To engage in professional development individually and with others.

FEATURES
Takes stock of his or her competencies and takes steps to develop them using available resources.
Discusses the relevance of his or her pedagogical choices with his or her colleagues.
Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.
Spearheads projects to solve teaching problems.
Involves peers in research related to the mastery of the competencies targeted in the programs of study and to
the educational objectives of the school.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?

I have been developing this competency using both my opportunity in theoretical courses and field experiences.

Reflection is an essential part of self-development for any field, and Ive been recording after lesson reflection

and weekly reflection during my internship, and use my theoretical pedagogical knowledge and the help of

others to resolve the difficulties in my teaching practices.


Besides learning from my professors, CT, supervisor, I also actively seeked improvements through observing
other teachers in the school. I developed habits of frequently asking for feedback from my CT, other teachers at
my school, and my students. Moreover, many of my peers in programsoften run into similar situations as I do,
as novice teachers; therefore, I also benefited much through my weekly meeting with them at McGill.

After identified my own strengths and weaknesses, I decided to improve my weakness classsroom
management, by conducting my capstone research on the topic. I used this project to solve my classroom
problem, and it has been working well.

(Level : thorough)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*

ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

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

Name _____________________________________________________ ID ________________________

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

12

To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.

FEATURES
Understands the values underlying his or her teaching.
Manages his or her class in a democratic way.
Provides students with appropriate attention and support.
Justifies his or her decisions concerning the learning and education of students to the parties concerned.
Respects the confidential nature of certain aspects of his or her work.
Avoids any form of discrimination toward students, parents or colleagues.
Situates the moral conflicts arising in class with reference to the major schools of thought.
Demonstrates sound judgment in using the legal and regulatory framework governing the teaching profession.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
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.
How have I developed this competency during this course or professional seminar/field experience?

As the main statement of my educational philosophy, I strive to build a democratic classroom. Coming from a culture with

oppressive educational system, the reason I decided to be a teacher is to stop perpetuating that kind of education, by
promoting a caring and challenge-welcomed classroom environment.

I have been trying to raise anti-racism awareness and promote minority students' confidence by showing them work done
by minority scientists for example, whenever appropriate. For example, I showed them a fun video of a Japanese
American scientist talking about the possibility of teleportation. By using this method, the p urpose of empowering the
minorities are incorporated in the lessons seamlessly.


I am also aware the importance of providing a fair learning environment, by avoiding commenting on certain students
negatively in front of the class, or showing special preference of any student over the others. Moreover, I also avoid
disclosing students information to their peers without their consent, such as their exam marks, progress in learning,
misbehavior, punishment, or communication with their parents.

I also encourage students to challenge me in content knowledge, and I had always been dealing with it gratefully when
students point out my mistakes in teaching. I avoid posing myself as the absolute authority or the sole knowledge holder,
by constantly acknowledging the fact that I do not know everything in science, b ut I welcome students' challenge and I
cherish the opportunity to learn along with them.
(Level :Advanced)

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED

THOROUGH

ACCEPTABLE

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

MINIMAL

Name _____________________________________________________ ID ________________________

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

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