Professional Competencies Form Fe3

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?
Creating
links between my students lives and the subject matter is what I first consider whenever I design a new lesson
plan.
I
believe
that the best way to engage students is by relating their learning to the world around them. This was easily
done
when I chose to create a unit of Eric Walters' novel "Between Heaven and Earth". As this novel deals with a young
man
crossing Mt. Kilimanjaro, and as I had just completed a walking pilgrimage across Spain called "El Camino De
Santiago
De Compostela", I designed a preliminary lesson that entailed having my students try on my hiking gear, create
packing
lists, and explore the region of Tanzania on an interactive National Geographic map. All these components
helped
bring the novel to life for the students, and related the main character's journey to real life journeys. The 3
subject-specific
competencies outlined in the QEP are comprised of writing, reading, and talking components. Throughout
FE2
I
marked
myself
as "Thorough" in this competency because I wanted to cultivate a deeper understanding of the
subject-specific knowledge to be taught, in order to seamlessly bridge the students culture with the competencies. I
therefore designed the unit around the creation of unique travel blogs. Each student chose a specific continent they
wanted
to explore, and I provided them with a famous hike somewhere in that region that they had to research. Finally,
they
had to create a travel blog about their experience completing that hike. We had a guest speaker from the School
Board come in to do a workshop on ethical image sourcing (as digital citizenship was another component of the blogging
process), and the students had a great time inventing their journeys, and coupling them with real life facts and images.
The
unit finally culminated with each student "pitching" their blog to the class. This was to prepare the students for an
entrepreneur
project they would soon be engaging with. We went over the key elements of an effective pitch, and I even
had
the students choose a random object out of a bag, and pitch it to the class, in order to prepare them for their formal
pitch presentations. Preparing an effective pitch is a great skill to hone in preparation for the workforce. As we explored
different
regions, cultures, and customs, the students became more aware of the different populations that inhabit various
landmasses, and the common thread that ties each of us together: our humanity.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
Name_____________________________________________________ID________________________
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.
Proper
grammar and use of vocabulary is paramount for an aspiring English teacher to perfect. I know
the
value of the English language, and always make an effort to use it correctly. During my field
experience
I always used appropriate and respectful language when speaking with students and staff. I
also
communicated my ideas clearly and observed grammar and stylistic rules, especially when sending
e-mails.
I believe that if you want your students to abide by certain rules, you need to first actively model
those
same rules. Most importantly, I always corrected my own mistakes (in front of the students) to
model
self-improvement. I believe this is a very important learning opportunity for both teachers and
students;
when you demonstrate your own flaws to your students, this relaxes them. Likewise, admitting
your
mistakes also encourages students to learn from their own mistakes. I made sure to echo this as the
students
engaged with my lesson plan pertaining to literary devices in Walt Disney films; when students
came up with different literary devices then I had, I always reinforced the behaviour by agreeing with their
choice, and demonstrating that perhaps I hadn't made the best choice of literary device to begin with. The
students
responded very positively to this teaching technique.
I used to speak rather quickly when I taught, which is why I marked myself as "Thorough" for this
competency
after FE2. However, during FE3, I made an effort to slow my speech, in order to ensure
maximum
comprehension. I also increased my wait-time when I asked a question to the class. I gave
students
time
to
think
and
reflect,
and
did
not
simply
choose
the
first
student
who
raised
his/her
hand.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
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.
I designed a variety of lessons and unit plans that not only fulfilled the subject-specific and cross-curricular competencies found in the QEP, but also related to my students on a personal and social level. Designing
lessons with the QEP in mind is necessary, but we must never forget that our primary roles as educators is to nurture our students with understanding and sensitivity. I began the term by introducing my students to
and plot elements in Gary Soto's short story "7th Grade". I did so by playing movie clips of various films, and as a class, we decided which type of conflict the film demonstrates (i.e. Man vs. Man, Man vs. Self,
theme
etc.),
and what the major themes of the clip were. As the video clips were so much fun to watch, the students didn't even feel like they were doing any work, as coming up with a valuable theme became second nature.
This lesson plan was then used to scaffold each of my following lesson plans for the term, as students must have a basic understanding of theme, conflict, and plot elements before delving into a text.
designed a unit on travel blogging, supported by Eric Walters' novel "Between Heaven and Earth". I engaged my students by introducing them to different real-life hiking trips around the world, in order to spark
I then
interest
in the subject matter. They learnt about what a multi-day hike consisted of, basic geographical knowledge of where the novel took place, and how to create an effective travel blog. This unit plan took
approximately four weeks to complete. I also presented various "literary devices" to the students, and throughout our reading, we were careful to mark every literary device we found. I created a shared Google
Document
that all the students used to keep track of the devices they found while reading, which we could later look back on for reference. Throughout the travel blog creation, I also put an emphasis on "Digital
Citizenship",
as we are teaching in a new world of technology, and it is our role as educators to prepare our students to use this technology in a responsible and ethical way. Students also received a presentation from
a member of the School Board as to how to source ethically cited images, which was another requirement for their blogs. Finally, the unit culminated with the students "pitching" their travel blogs to the class. A pitch is
a concise,
memorable, and simple sales pitch to incite interest in your product. Developing an effective pitch is a big element in entrepreneurship, and this is a skill that I wanted them to start developing. They were
given
practice objects to pitches a group to the class before embarking on creating their travel blog pitches.
Once the pitches were completed, we worked on literary responses for "Between Heaven and Earth". A response to literature helps the students make connectiosn between their lives or the world around them, and
the text being studied. It also relates back to my lesson on "theme" and helps them start applying previously learned content to new content. I used a variety of media platforms, such as padlet.com and Youtube, in
order to allow my students to brainstorm various connections for their literary responses.
With my literacy class, however, we began reading Brian Selznick's novel 'Hugo Cabret". I noticed that these students had a lot of difficulty reading and writing, and so, I decided to focus on their strengths: drawing. I,
therefore, made the final project a storyboard design. "Hugo Cabret" is a graphic novel, and lent itself perfectly to this medium. The students created protagonists, anatgonists, a plot diagram, and a unique theme.
They then created their storyboards using Storyboardthat.com.

Finally, with my Enriched and Defi groups, we ended the term by studying William Shakespeare's "A Midsummer Night's Dream". To bring the play to life for the students, I collected a number of period costumes from
the Drama Department, and the students got to dress up as their characters and act out the play. Every student participated. This was coupled with weekly reading quizzes, creating diary entries, and writing 'missing'
scripts for the play. The final assignment consisted of casting their own version of the script.
I made sure to incorporate write, read, and talk marks for each unit, as well scaffold the learning process and connect previously learnt material to new material, in order
to keep building understanding.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
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 used
a plethora of different cooperative learning situations to implement the unit plans discussed in competency 3. I do believe that group work
can
be beneficial, but it must be overseen in an effective manner. My classroom was arranged in "cooperative learning pods". Students were
placed
with peers that they weren't necessarily friends with, but worked well with. Firstly, I believe groups work best in class, and not when the
has to go home. I implemented group work for very short periods of time, and made their task explicit, in order to maximize learning time,
work
and
minimize wasted time. For instance, when students were brainstorming themes for their lesson regarding Gary Soto's short story "7th
Grade",
I provided each group with a "mini white-board". One person was assigned the role of "scribe", another would be the "speaker", and the
two were "idea generators". This worked well, especially because I gave them a strict 1-2 minute time frame. For later activities, such as
other
jotting
down a time when they felt that they wanted to give up, I reduced the time frame to 45 seconds. My supervisor said this worked extremely
because it virtually eliminated wasted time. Furthermore, my class used "Google Classroom" as a platform for communication. This worked
well
extremely
well because students could communicate with myself and each online, creating a digital learning community.
Whenever
a student didn't understand the learning task, or felt as though they had nothing to say, I would prompt them with a question related to
the topic, and brainstormed with them until they came up with an answer to the problem. I never gave them the answer, but helped them
understand the process required to formulate a proper answer. I supported student learning by asking questions and providing frequent and
positive
feedback. I believe that every student is inherently intelligent and capable. Teachers must challenge each student in a way that supports
his/her intelligence, and helps the student ultimately succeed. I believe that my positive reinforcement, warmth, and enthusiasm for the subject
matter
helped each of my students feel safe and capable of achieving success. When a students work did not merit positive feedback, however,
I provided constructive criticism and worked with them to explain how they could improve. I spent days correcting my students literary responses
and travel blogs, but I focused on different aspects during each of these corrections. For the travel blogs I was mostly evaluating ideas,
organization, and writing mechanics. For the literary response, however, I evaluated connections and theme. This made my marking process
more worthwhile, as I focused on only those elements that I wanted my students to master. Providing valuable feedback helps the students
understand
how they should change their process for the next time they complete a similar assignment.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
I started each learning situation by assessing my students' prior knowledge concerning the subject of study. This was very easy to do using padlet.com. Students
Firstly,
logged
on and anonymously posted on the "padlet wall" concerning the prompt in question. For instance, one of my prompts was "Have you ever written a response to
literature, and if so, what do you remember about it?" This anonymous platform allows me to assess prior knowledge without embarrassing any of the students.
After
assessing prior knowledge, I designed learning situations that would test my students writing, reading, and talking abilities. I have always been one to want to collect
as many marks as possible, however, what FE3 has taught me is that formative assessment is just as necessary as formal evaluations. My CT also stipulated that "as
as you provide a mark, the learning stops". Therefore, there were certain 'assignments' that I administered simply to see a progression of learning. For example,
soon
students
engaged in 'writing journals' every week. I wouldn't formally provide a mark for these journals, but I would give each a level, as well as appropriate feedback.
writing platform was used to assess progress, and not simply writing mechanics and ideas. It helped the students see a progression in their own learning.
This
Before
any kind of assignment, I would firstly provide my students with a rubric. A rubric serves no purpose if it is never presented to the students. They
toadministering
need
understand my expectations before embarking on a project, or the premise isn't conducive to learning. Also, if there are any questions regarding the rubric, I give
them
time to echo them in front of the class, so that we can discuss them together and ensure that everyone has a good grasp of what is being asked of them.
After the completion of a project or assignment, and before marks were returned, I would have the students engage in self-reflections. Reflection is the best way to grow
as
a
learner
and
as
a
person.
For
literary
response
writing,
I
administered
a
checklist
as
well
as
the
rubric,
and
asked
each
student
to
complete
the
checklist,
and
then
circle the mark they believe they deserve on the rubric. As we are are harshest critics, I expected the students to grade themselves harder than I would have. They were
mostly
consistent with my marking, expect for a few who were much harder or much easier on themselves. This allowed me to gage where their strengths and
weaknesses lay, and helped me better understand how I could better support them. I also met privately with any students who had marked themselves in a manner that
inconsistent with my marking, so as to explain my marking process, and why they received the mark they did. Together, we built strategies to help them improve on
was
future assignments, usually in the form of "writing checklists". All parents had access to their children's marks through "Google Classroom", and communicated with me if
ever they had a concern, which was rare.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
Effective
classroom management skills are essential to continuously improve upon. I had marked myself as "advanced" in the category during FE2, but after re-evaluating myself after FE3, I
believe I have "thorough" proficiency in this competency, simply because I believe there is always room for improvement. I began each class with a daily plan that I posted on the SmartBoard
for all of my students to see. This helped anchor the students in the daily activities, and it also got my students focused and ready to work. My students also knew that as soon as the bell
they were expected to be in their seats, either reading a book or writing in their writing journals. This "bell work" is a classroom management term coined by Dr. Fred Jones, and serves
rang,
the purpose of anchoring the day's activities, while allowing them to forget about what is happening in the hall, or at home, and helps them focus on English class. Contrary to what most
believe
students actually do like rules, as long as those rules are implemented properly. The students also enjoy being part of the rule-making process, and so I find it necessary to discuss
my suggested rules at the beginning of class, and have the students tell me what they like/dislike. This helps them engage in a healthy and respectful classroom discussion.
I continuously
modeled appropriate behavior for my students, as demonstrated in the previous competencies. I believe that students need a positive model to inspire them both academically
socially. As we acted out "A Midsummer Night's Dream", the students each played a role. However, I also made sure to play a role so as to model what Shakespearean language sounds
and
like
when read, correctly, aloud. Once my students heard the way I read, where I took pauses, and the emphasis I placed on certain words, they began to mimic my reading, which produced
an excellent recital. I also always made sure to communicate clearly with my students so as to ensure that they met necessary academic and behavioral standards. Rubrics and evaluation
criteria were clearly explained prior to the students engagement with the task. Basically, I designed each of my lesson plans with one goal in mind: to maintain an engaging classroom
environment that fueled the learning process and kept each student in a learning-ready mindset. This took hours of planning, research, and brainstorming to achieve, but it was well worth it.
On the final quiz I distributed to two of my classes, the last question requested feedback from my students on my lessons. It gave me a good idea of where my lessons had succeeded, and
what I needed to change for my next field experience. The most helpful feedback I received was actually from a particular student that thought that I should be a bit "tougher" with students
who acted out. This made me smile, but it is also something that I will improve upon during my next field experience by asserting my behavioral expectations ahead of time. Lastly, I
developed strategies for preventing inappropriate behavior by showing the students respect, which I wanted in return. In one of my classes I had a student who was very disruptive as he
always wanted to speak. I remedied this by making him the official note-taker of the class, and had him type notes into my PowerPoint during class discussions. This kept him focused,
occupied, and made him feel needed and important. In my other class, I had a student who was extremely reluctant to engage with any task. Therefore, I also made him the official note-taker
of that class. This also kept him focused, occupied, and made him feel needed and important. I believe that this also aided his social development
There were particular students who acted out in class. In order to effectively remedy this behaviour, I put into place a number of measures. Firstly, I made a point of greeting these students,
as well as every student, at the door, to create the supportive classroom environment that William Glasser describes. Secondly, I settled the students by starting every class with bell work, in
the form of writing to music. This technique, described by Dr. Fred Jones, helps the students focus on English class, while allowing them to exercise their creativity. Thirdly, I moved the
disruptive students' positions in the classroom, so that they did not have direct access to other disruptive students, and were not facing the window, to minimize exterior distractions. Fourthly,
I implemented body language in an effective fashion, by placing my hand on their desks when he strayed from his work, or silently looking directly at them when they spoke out of turn. This
method, described by Jones, is one of the most effective disciplining tools that I have encountered.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
I had
several students with dyslexia in one of my classes, as well as a student with autism, and another with ADHD. I worked diligently to try to
adapt
each of my lessons to meet each of their needs, however, I am giving myself a mark of "thorough" for this competency because I still feel
I could develop this skill further, especially by attending more professional development conferences or workshops for adapting the
like
curriculum
for special needs students.
In
order to adapt my lessons for these students I began by collecting all necessary background information concerning each of their cases.
was easy to collect since each of these students were coming in from elementary school, so the resource team had already put together a
This
document
concerning the information they had received from their previous schools. I then attended a conference with an autism specialist, to
understand
the needs of an autistic student. I had already done a substantial amount of research regarding ADHD and dyslexic students for
another
class at McGill, and so referred back to this research before I began planning my lessons. Once my background information was
collected,
and preliminary research was completed, I began designing my lessons with each of those students in mind.
The
autism specialist urged me to make a checklist for the autistic student and place it on his desk before each class. This worked well for him.
I also did not force him to read aloud, yet let him volunteer when he felt ready (which he did later on in the term). Furthermore, I broke down
instruction
for him in a concrete, easy to follow fashion, as the autism specialist helped me understand that this boy took everything literally,
and
so
instruction
would
have
to
be
clear
and
concise.
Peer-reviewed educational research papers suggested that dyslexic students respond well to the colour blue. Apparently it is a calming colour
helps them focus on the text. I, therefore, designed a blue "reading window" for this student. A "reading window" is a cue card with a slit in
that
it.
It allows the student to follow along witha text, but eliminate all other words on the page, so that he/she can focus on one line at a time. This
seemed to help him follow along with the class reading. I also used the "read & write" app to help these students write their thoughts, as writing
be a very challenging task for dyslexic students.
can
I have done a lot of research concerning ADHD, and even designed a mock workshop outline to inform other educators about living with
ADHD. Primarily, the goal should be to turn 'Attention Deficit" into "Attention Different". Students with ADHD just have different attention spans,
need "brain breaks". I implemented these by allowing my students to get up, move around, and use the bean bags at the back of the class
and
to
change their sitting positions. I also kept my "lecturing" to a minimum, and made the goal of the class for them to create something instead.
I then cooperated with my cooperating teacher and resource teachers to adjust the curriculum for these students, and to help design IEPs
where
necessary.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
Technology
has infused itself into almost every facet of our lives; we use it in the workforce, and we take it with us when we go home. However, these technologies also have the potential to
transform teaching and learning (Parkay, Stanford, Vaillancourt, Stephens & Harris, 2012, p. 264). My host school supports a 1:1 laptop program where each student brings their personal device to
school
everyday. Every classroom has its own network on Google Classroom where resources, assignments, and even exams, are shared. As Parkay et al. state, Schools are discovering the
of technology to enhance the teaching-learning process (p. 267). This is evident in my own classrooms, where I can administer and grade reading quizzes in a matter of minutes.
power
My students have completed travel blogs, where they have researched a specific famous hike, created blog entries, and posted them online with appropriate pictures. Although this project was
extremely informative, and very engaging for the students, before anything was completed on the public online platform, I had to explain the Acceptable Use Policy. This policy demonstrates online
etiquette.
Simple aspects of posting, such as never using your last name, birthday, or a picture of your home, are all points I have covered with my students. I even spent time going over how one
should
reply to anothers blog, that is, with courtesy and awareness of the public nature of their responses. The main objective is not for the students to be scared of using technology, but to give
them
the tools to use it in a positive, growth-inducing manner.
This influx of technology in the classroom has also helped me delve deeper into my own teaching resources, and offer the students a plethora of options to explore. The internet has been termed
worlds largest library (Parkay et al., p. 274), and is one of my principle resources when approaching a topic I have never come across. We read the novel Hugo Cabret, by Brian Selznick, with
the
my one of my classes. We focused on visual elements of this text, as it is a graphic novel, and the students created online storyboards and silent films once the reading was completed. However, as
my students had never seen a silent movie, I gathered a collection of silent films (ranging from 1902 until the present day) that showcased many film and plot elements. The students were completely
absorbed by the lessons. This is an element of my teaching process that would not be possible without the use of technology. The final project is also only possible because we possess iPads in the
classroom for student use. When all the pieces of technology are harnessed in a manner that students can comprehend, the teaching options are boundless. I even find that the students teach me
how to use various media. The learning process therefore comes full circle, with the educator and students learning from one another.
Although the use of technology to foster and develop skills of critical thinking is an area of great potential in education (Parkay et al., p. 275), I also believe that there is a fine line between teaching
the subject, and teaching the tech. I strongly believe that in the twenty-first century we owe it our students to infuse our lessons with technology, yet as educators we must remind ourselves that
technology is a tool, and not the goal of the class itself. For instance, some of my students prefer to hand work in as a hardcopy. Instead of punishing them by making them complete everything
online, I gladly allow the accommodation. However, other students- particularly students with learning disabilities- can use Googles Speech to Text app in order to do just that- convert their speech
into text. This is often an element that is included in their IEPs, but can be a beneficial exercise for many to engage in. Once we have established this subtle balance, the teaching possibilities are
truly endless.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
Throughout
my professional field experience, I attended the "Meet The Teacher" event in September, as
well
as the final "Parent/Teacher" conferences on December 1st. At the "Meet The Teacher" event, my
responsibility
was to introduce myself to my students' parents, and let them know that I would be the
student
teacher taking over their children's classes. Since I had spent more time with the students than
cooperating teacher had in the last 3 months, I was responsible for providing most of the information
my
parents during the "Parent/Teacher" conferences. This was a responsibility that I gladly took on. To
to
prepare
for the conferences, I reviewed the list of parents who were attending, and re-examined their
children's
marks, assignments, tests, and general dispositions in the classroom. I made a note of each of
these,
and brought them into each interview session. The conferences went very well, and I tried my
utmost
to
communicate
the
positive
advances
of
each
child,
as
well
as
any
areas
of
improvement
(if
there
were any). My cooperating teacher guided me well. She explained that it is best to allow the parent to ask
us the questions, before overloading them with information, that way we are focusing on their concerns. I
maintained
a professional and warm disposition throughout. I also attended weekly "Improv Club"
rehearsals,
and encouraged the students for their upcoming performance (which I also attended).
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
Working
in close proximity with my cooperating teacher, a fellow student teacher, two other teachers, as
well
as
a
resource teacher, granted me a lot of insight throughout my field experience. Not only did I have a
collaborative
team with which to brainstorm lesson ideas, but I also had the opportunity to engage in
self-reflection
with them, and discuss how to better support our students. Whenever I felt as though a lesson
not been received with enthusiasm, I went back to my collaborative team and asked for their input. We
had
also
had the opportunity to discuss how to better support students who struggled, especially ones working
with
disabilities.
When
the
behaviour
of
a
particular
student
was
becoming
difficult
to
handle,
another
teacher
and
I
worked
together to present the information we had to the student in question, as well as the Vice-Principal. Working
together allowed us to monitor this student in two different learning environments, and helped us find
resources
for this student that we could put into place together, to maintain consistency. In addition to
working
closely with fellow teachers at my school, I also worked with members of the teaching community at
McGill
in order to share resources and design projects that focused on academic and social support for
particular
students. Through designing a project that focused on Dr. Fred Jones' theory of classroom
management,
to sharing stories and providing support with my "success for all" project group, I learnt that it
serves
teachers well to engage in discussions with peers.
I am also very willing to share my lessons and resources, and did just that. Some members of the teaching
team asked if they could use my "travel blog" lessons, and I very happily granted them full access to my
unit.
It brings me great joy to see my teaching affecting even those students who have never set foot in my
classroom.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
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.
Reflection
is an important part of the teaching process. Without reflection, our lessons become stagnant and we loose
audience. Throughout my field experience I used resources from my "Classroom Practices" and "Third
our
Professional
Seminar" courses to improve upon my lessons, classroom discipline, and evaluation methods. It is thanks
to
Dr.
Fred
Jones'
theory on classroom management, for example, that I began to better control my classroom through
body
language,
and
not with my words. In addition to this, I also used "The English teacher's Survival Guide" by Mary
Lou
Brandvik
and
Katherine
McKnight, for inspiration while planning my lessons. I also found that "Pinterest" and
"Teachers
Pay Teachers" offer banks of available information concerning lesson ideas. However, most of my
inspiration
came from within. I monitored and reflected upon each of my lessons and how they impacted the students,
and
how I could improve in the future. This was a key element in my development as a high school teacher; reflection
should always take place after you try something new, or you will never really understand how your students learn
best. I used my daily reflections as development opportunities and sought feedback from both my cooperating teacher
and
students regularly. In fact, the best feedback I received was from my students. After assigning a final quiz on "A
Midsummer
Night's Dream" on Google Classroom, I made the final question a feedback question. I asked my students
to
tell me which unit activity they enjoyed most, and how I could improve as an educator. There responses were
intelligent, heartfelt, and inspiring. I also worked very closely with a fellow student teacher, with whom I shared an
office, and we became excellent teaching partners. Whenever I felt that the students were having trouble grasping the
material,
I would ask my CT, this student teacher, and other educators that I also shared an office with, what they
thought.
Overall, I meditated quite a bit on my teaching style, philosophy, and classroom management throughout
these last three months, and have come to understand myself much better as an educatorAttachadditionalsheetsifnecessary.
and as a person.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
I believe that one of the most important values to bring to a classroom setting as an educator is that of care. When you show your students that
care for not only their academic growth, but also for their wellbeing, you build respectful relationships. Glassers characteristics of quality
you
teaching
serve as a great resource for this topic. He tells teachers to provide a warm, supportive, classroom climate (189). This is so essential
for all teachers to adopt. When students get to know you on a personal level, when they see that you care for them and that their success is
paramount
to you, you will earn their trust and respect. Once you have earned this respect, teaching suddenly becomes easier, as the students
actually
want to do well in your class. My first lesson this term was for my students to create an "All About Me. This was a chance for them to
create a poem describing themselves, their hobbies, and their goals, as well as a platform to showcase pictures and various other artefacts they
admire.
I prefaced the lesson by creating my own All About Me and telling my students that I love to kayak, drink smoothies, and travel
abroad. I showed them pictures of my family and friends, and I believe this helped me reach my students on a personal level. I do seriously feel
that they wanted to do well in my class because they had respect for me. I have also instilled basic class rules for my students to follow, and I
stand by these rules every day. I want my students to realize that I have values and that respect is essential in any healthy classroom
By telling them what I stand for, the students tend to rise to my expectations. At one point, there was a conflict that arose between
aenvironment.
student and an autistic peer. While the autistic student was reading aloud, his peer was making fun of him. I do not tolerate this kind of
behaviour in my class, as I have stipulated that my classroom is a "safe space" for all. I, therefore, took the student aside, and spoke with him
concerning his behaviour. I explained why his behaviour was inappropriate, and how he could correct it. He agreed to apologize to the student
whom he had bullied, and sincerely promised to never do it again. After this, I paid close attention to this situation, and made sure negative
tension did not develop between the students involved. I am also very conscious of the confidential nature of my work, and do not discuss
elements regarding my students, their parents, or their school, unless it is with other teaching professionals in a professional development
setting. Lastly, I make it my mission to support my students in every way possible. I noticed early on that many students had difficulty making
friends. As a result, these students were often on their own during lunchtime. I then decided to leave my classroom open during lunch, and play
a movie. This attracted so many students that I hardly had enough seats for everyone. Even students from other classes were coming to watch
the movie at lunch. This also gave me a chance to meet privately with certain students who were struggling, or who wanted to discuss personal
issues. I began to notice that this "movie club" gave students a break from their busy day, and allowed them to relax, and even make new
friends.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

They then created their storyboards using Storyboardthat.com.

ever they had a concern, which was rare.

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