PC Self Evaluation Year 3

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?

While scaffolding the students as needed with their in-class work, I always kept in mind that the students

are not all the same - they come from different backgrounds and have had a plethora of different experiences that
have influenced their ways of thinking. Therefore, I did not scaffold one student the same as I would another. I
was also aware of the fact that my own background and experiences have influenced how I think about things.
Hence, when clarifying something for a student I always made sure to provide a number of explanations in order
to help their understanding of the concept at hand, because what may seem clear to me might not be clear to the
student.
In the lesson that I taught about bullying, it was up to the students to determine their views of what is

acceptable
and what is not, based on their own cultural upbringing. The great majority of the students had similar

views on this subject, which may have something to do with the fact that they all had similar upbringings. The

same goes for any in-class discussions or assignments the students always bring their individuality into the

work that they do, and it is up to me as a teacher to accept and validate all of their views and to make sure that
others are respectful towards them as well. Of course, my own cultural development can have some limitations so
I am always willing to learn something new from a student.

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: Sophie Bowie ID: 260583035

th
Date: December 7 , 2015 Course Name & Number: EDEE 353 & EDEE 355 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
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.

When communicating with the students and staff of the school, I always spoke in a professional and
appropriate manner and of course used proper grammar, vocabulary, stylistics, and syntax. There is, however,
always room for improvement. Therefore when I was not sure how to address a certain issue with the students, I
made sure to ask my CT for help.
I also made sure to correct the students written and spoken language when they made mistakes even if

they were not being formally graded on it. So, for example, if a student was telling me about what they did on the
weekend and they happened to make a vocabulary error, I quickly corrected them and let them continue with their

story. Furthermore, I frequently spoke to the students about how reading has improved both my written and
spoken language, and suggested that they find books they enjoyed and that they read them as much as possible.
Lastly, when having a group discussion during the lesson that I had planned, I reminded them to always be
respectful towards what others say, and to support any statements they said with an explanation in other words,
what informed their thinking?


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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.

Throughout the duration of this stage, I have had the opportunity to create a number of lesson plans, in

which I contemplated the competencies that were to be covered whether it be in mathematics, language arts, or
ethics and religious culture. I also had to make plans for what I would do if things did not go as I expected them
to, such as if the students are simply not paying attention or are disruptive. For these instances, I planned to do a
60-second relaxation activity or have five minutes of free time before getting back to work. Knowing certain
students IEPs, I tried to incorporate them into my lessons as much as possible, such as when I provided I certain
student with a reading strip to help her read better. Furthermore, I planned units that incorporated a number of
lessons, thus I had to think about how each individual lesson would affect a long-term plan.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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
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.

During the course of this field experience, I feel as though I have greatly improved upon this competency.
Throughout my first and second field experiences, I was merely an observer or helped carry out small tasks.
However, my third field experience has allowed me to take control of the classroom and form learning
opportunities for students. I performed a great number of lessons with them, and helped my CT with numerous
other ones providing resources when needed.
Developing and executing these lessons has also allowed me to guide the students through different

learning situations and support them by asking them questions about their individual work. I would often

circulate around the classroom to scaffold the students as needed answering their questions and providing
feedback on their work.

In addition, I encouraged teamwork as much as possible. I explained to the students that we can always
learn something from others, and that nobody (even the teacher) ever stops learning. I thus reminded them to
always be respectful towards others, and that even though they might not agree with what someone else is saying,
they need not disrespect

the
idea.
In) fact, I often found that students were talking while doing math work not
TEACHING
A
CT
(
3,
4
,
5
,
6
because they were off task, but because they were truly helping one another to understand each concept and

problem, which made me very proud.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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
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.

Throughout the duration of this stage, I always provided rubrics ahead of time to the students, so that they
could see exactly what they were being evaluated on. As they worked, I made sure to utilize formative evaluation
in order to determine their strengths and weaknesses so I could guide them in the right direction. I usually had
informal conversations with the students about the work that they were doing, but I also sometimes used post-it
notes to keep track of students who were not paying attention or were off task.

Once it came time for students to hand in their final work, I carefully graded it using the rubric that I had

shown them earlier and went over any marks that I was unsure of with my CT. However, work such as math did
not require a rubric, and the evaluation was merely based on a right answer/wrong answer basis. If students did
poorly, I offered to go over their work with them during recess which a great number of students took me up on.
Thus, in their next evaluation on the same subject, they ended up doing much better than the first time around.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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
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.

I believe that I have greatly improved upon this competency during this stage. By observing the routines

and strategies used by my CT, I began to imitate her I would address the students as boys and girls, explain to
them what behaviour I expect from them at the beginning of a specific activity (particularly group activities), and
quietly correct students improper behaviour so as not to embarrass them. I also used strategies such as counting
down from five and offering students a choice of consequences for their actions.

For me, good classroom management begins at the start of class. I had a routine with my students, which

involved
them putting their school bags and lunchboxes in their cubbies as soon as they came in from outside. By

the
time
the
homeroom bell rang, the students were to be at their desks reading silently for the following ten

minutes. We would then begin out first task for the day, whether it be a spelling test, correcting homework, or

writing in their journals.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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.


At the beginning of this stage, I was able to look over my students IEPs and see what adaptations or
modifications were to be made. However I noticed that a lot of the time, these were not taken into account
because of a lack of time or resources.

When planning my lessons, I always made sure to use any help I could get if there was a resource teacher

available to us at that time. Students would often go down to the resource room while writing a story or working

in their math books. By going down to the resource room, students were able to get individual help and work in a

quiet environment. My CT and I encourage all students to take a turn to go down to the resource room and many
of them did, because they wanted to work in a quieter environment and not be distracted. I noticed that this
somewhat removed the negative stigma of going down to the resource room that had developed in grade 6.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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
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.

Throughout my field experiences, I have become familiar with a number of useful technological devices
and I try to take full advantage of them as much as possible. The SMART Board is a great teaching tool to use
when showing powerpoint presentations or when writing freehand for things such as a mathematical equation. It
also quite helpful if you want to show a video or look something up on the Internet. iPads and Chromebooks
(mini laptops) are a fantastic way for students to be able too look up information about a topic that they are
writing about, in addition to offering a much easier way to write assignments, as opposed to writing them

freehand. Furthermore, students can use these devices to email their teacher any questions that they may have, or

to turn in their work online.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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
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.

The key to a student's success is to have good communication with their parents or guardians.

Communication with parents helps them to understand how their child is doing in school, and lets them know if
they need to make any changes at home to help their child should it be necessary. I also want parents to know that
if they are not seeing any work being brought home or have any other issues, to contact me immediately so that
we can resolve the issue.

After sitting in on parent-teacher interviews during my third stage, I have seen the importance of good

communication with both parents and students. I found that the interviews in which the students joined their
parents were far more informative than those in which parents came alone. I therefore plan on having my future
students join in whenever there is an interview with their parents, seeing as they are the most important

person when it comes to their education and their academic future. There therefore has to be full openness and

honesty between teacher, parent, and student in order to ensure students reach their greatest potential.

I also often cooperated with my CT when it came to team teaching, as well as other staff members when it
came to coordinating units. For example, I worked with the grade 6 French teacher on a superhero unit along with
my CT. This unit went back and forth between French and English classes, which formed a cohesive educational
experience for the students.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


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.
10
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
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.

Working with my CT throughout this field experience has been absolutely wonderful. We would work
together to calm the students down, talk to them about what they would be doing that day, perform lessons,
circulate around the class when the students were working, and grade their work.

I would also frequently ask my CT for advice on my teaching in the classroom. Before a lesson, I would

ask
her
if she had any specific suggestions for me before I began. Afterwards, I would ask her how she thought it

went, and she would truthfully tell me if something did not work or if I should try something different in the

future. This was very important to me because sometimes things do not necessarily go as planned, so having a
back-up plan and knowing what to do if things go awry.

My CT showed me a chart that displayed all of the mathematical concepts that had to be covered that
year, and how the program that is currently in place covers all of them. In fact, each concept has a number code
that corresponds with activities, quizzes, tests, and situationals in the book. In order to make sure that all of the
students competencies were met, I made sure to use this resource when creating homework packages and
planning tests. Language Arts was a slightly different matter, because there is no official curriculum for it. There
are, however, still competencies that correspond to it, so I made sure to address them in the lessons that I planned

for my students.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
PROFESSIONAL I DENTITY ( 11, 1 2)


th

11

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
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.

Although it can sometimes be difficult to take criticism, it is a necessary aspect of growth as a teaching
professional. I know that I am not perfect, and was therefore open to feedback throughout my field experience. I
sometimes asked for help on how I can do something better, such as getting the students to quiet down and listen
attentively when they came in from recess. My CT gave me a few of her strategies, but said that the key was the
mutual respect between her and her students that had been developed over the course of their year together. She
then said that the best way for me to get them to settle down would be to tell them that we could either do the

work now, or have them stay in and do it during recess. I tried this strategy with the students, and found that it

worked quite well.

At the end of my stage, my supervisor told me that the main thing I had to work on was to keep an eye on
the students at all times, because although they might be participating in the lesson at hand, they may be also be
acting inappropriately. For example, when I was engaged with the students in a class discussion, one of the boys
kept leaning back in his chair. I failed to recognize that this could result in dangerous consequences, and therefore
did not ask him to sit properly. I now realize that I need to pay more attention to what the students are doing at all
times. Thus even if I am helping an individual students, I must still be aware of what each and every student in
class is doing.
the


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
PROFESSIONAL I DENTITY ( 11, 1 2)


th


To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
12
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.

As a teaching professional, or even a student teacher, it is important to always demonstrate ethical and

responsible behaviour at all times. I believe that I have always acted responsibly, treated the students equally, and
put their safety and education above all else. Even when writing in my journal, I never used the names of students
in order to maintain full confidentiality. I also always made sure to explain to the students the reason behind why
certain rules are in place or why we are doing a specific activity, in order to justify the decisions that I make and
encourage them to do the same.
If a student was having a bad day or was having an argument with a friend, I helped them worked through

it
and
look
at the positive aspects as opposed to the negative ones. For example, two students were arguing about

something
that
had happened last year, and one of the girls was calling the other one a liar. My CT and I

explained to them that people can remember the same thing in different ways, and seeing as it was something of

little importance that happened so long ago, that they should just move on. A few minutes later, the girls were

getting along just fine.


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL


th


PC Self Evaluation Year 3

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PROFESSIONAL

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

they need not disrespect

problem, which made me very proud.

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL I DENTITY ( 11, 1 2)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

To engage in professional development individually and with others.

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

PROFESSIONAL I DENTITY ( 11, 1 2)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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