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?

In order to establish an classroom environment in which students are maximizing their learning, it

is imperative that I, as a teacher, consider the cultures of the students I am teaching and build my

curriculum around such a culture and the subject-specific material that needs to be covered in the
classroom.

During my field experience, I have made the effort to teach what needs to be taught from the


QEP while ensuring students are creating meaningful links between class material and their own lives.
example, in order to begin the unit on S.E. Hinton's novel "The Outsiders", the class completed an
For
activity
in groups of three on identifying the characteristics of the following: a "gang", a "clique", and
"individuality".
Considering that the book addresses complicated social issues between two large gangs,
allowing
students to identify what these three key terms means to them provides them with a stronger
understanding
of these similar themes found in the novel. Students were able to draw from their own

experiences or what they've seen in other books and movies and discuss with their peers , and later the

class, in the process. While students discussed what these words meant to them with their group, they

were asked to write down any ideas they had on a poster that was given to each group. This activity
allowed students to use language and talk to communicate and learn, and the written element ensured

students ideas were coming to life through writing before I opened the discussion to the class. An activity

this nature allows students to make links between their own knowledge and the content being
of
discussed
in class. Reflection on one's own experiences and being able to make these meaningful links

is a crucial part of learning, and the above example is one way I have developed this competency.
Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
December 7th, 2015 EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Communication is key when establishing effective teaching methods. In order to become a respected

member
of the teaching community, it is imperative that I, as a teacher, am capable of effectively

communicating to my students, their parents, and my colleagues. In order to ensure student growth, they
rely

largely on my being able to communicate what I expect from them. This sort of communication exists

all aspects of teaching: delivering a lesson, correcting students, engaging in parent-teacher interviews,
in

among others. During my field experience, I definitely feel I have developed this competency in several

ways.
By speaking loudly and clearly, projecting my voice, and communicating effectively in the English
language,
students can clearly understand the content of the lesson I am teaching. Moreover, I make it a

point
to provide students with sufficient feedback when correcting their work. I will circle spelling and
grammar
mistakes and provide suggestions for improvement in the margins so students understand
exactly what is necessary for improvement. Moreover, communicating with parents is crucial in order for

both parents and students to understand how the student has progressed thus far and what steps need
be taken in order to ensure progression in the future. In order for the parent teacher interview to be
to


successful, it is imperative that the teacher clearly communicate to the parents what is expected of their

child in order to ensure their success. Ultimately, I feel I have made good developments in this


competency throughout my field experience.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
Todevelopteaching/learningsituationsthatareappropriatetothestudentsconcernedandthesubjectcontent
withaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.

FEATURES
Basestheselectionandcontentofteachingsequencesondatadrawnfromrecentdidacticalandpedagogical
research.
Selectsandinterpretssubjectspecificknowledgeintermsoftheaims,competenciesandsubjectcontent
specifiedintheprogramofstudy.
Plansteachingandevaluationsequencestakingintoaccountthelogicofthecontenttothetaughtandthe
developmentoflearning.
Takesintoaccounttheprerequisites,conceptions,socialdifferences([Link],ethnicorigin,socioeconomic
andculturaldifferences),needsandspecialinterestsofthestudentswhendevelopingteaching/learning
situations.
Selectsdiverseinstructionalapproachesthataresuitedtothedevelopmentofthecompetenciestargetedinthe
programsofstudy.
Anticipatesobstaclestolearningposedbythecontenttobetaught.
Planslearningsituationsthatprovideopportunitiestoapplycompetenciesindifferentcontexts.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Planning a lesson/learning situation that ensures students are developing the competencies targeted in

the programs of study is an essential factor in student learning. Planning is crucial in order to ensure that

students are spending each moment of the class effectively and productively. My class periods during my
third

field experience were 50 minutes long, so good planning was imperative in order to ensure my


students were maximizing their learning during class time. In order to plan effective lessons during my

field

experience, I organized a unit plan first, then focused on each lesson in particular in order to ensure
a long-term goal was established. Once a goal for the unit is established, each lesson is built surrounding
a specific goal based on those outlined in the QEP. As I planned my lessons, I would refer to the QEP

and outlined all the competencies being addressed before executing the lesson, I anticipated and planned

activities in case the plan for that period was completed early, alternately, I planned for what would occur
if we had not completed what was planned for the day during that class period. Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
December 7th, 2015 EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

In addition to planning an effective lesson, executing such a lesson is really when the students are

actually
learning. During my third field experience, an important part of the process is ensuring all

students are actively engaged in the lesson - something that can't be planned for. I began to learn and
understand

the balance between lecturing and explaining the class material and allowing students to


complete tasks individually and/or in groups. I noticed early on in my field experience that students would

begin to check out mentally after approximately 10 minutes of me presenting a PowerPoint or any other

information.
Therefore, in order to keep students engaged in the lesson in a meaningful and productive
way,
I would lecture or introduce the lesson briefly before allowing them to engage in group work, then I

would
alternate to an individual writing exercise or activity in order to keep them continuously engaged in
the
lesson. Ultimately, I found that having a multitude of activities planned for one class was a meaningful

way to keep students on the ball and learning throughout the class. Naturally, teaching problems and

obstacles would come up: misbehaviour, lack of motivation, etc. In order to address these problems and

ensure a continuous smooth-running of the lesson, I would calmly look at the student who was disrupting
TEACHINGACT(3,4,5,6)
until they stopped, they speak to them personally when the class was engaged in group work or an
individual
writing activity.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Evaluating student work and informing them of their progress is necessary for them to progress; learning from their

weaknesses and understanding their strengths. During my third field experience, students self and peer evaluating

a key element in them completing quality work. My grade eight students completed a writing activity in class.
was
Upon
the first completion of the assignment, students' work was not at the appropriate level, and they had not yet

mastered the competencies required. In order for the students to be successful in this assignment and understand

how they can improve, I took back their work and put comments and suggestions on how they could improve their

work
before allowing them to re-submit it. In addition to my comments, I provided them with a rubric they should

follow in order to succeed. This rubric outlined the level of mastery that should be achieved when completing this


activity. Naturally, the added feedback I included on their work, alongside the rubric, drastically improved their work.
Ultimately,
it is imperative that a teacher understand how each student can improve and take the necessary
measures if they have not progressed as planned. In that case, a meeting with my Cooperating Teacher and the

student took place, where the expectations for the course were discussed with the student. In severe cases, a
phone call to a parent was made. In most cases, strategies were implemented when needed and were effective in


students' mastering the competencies.
Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
December 7th, 2015 EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

TEACHINGACT(3,4,5,6)
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Ensuring the smooth running of the classroom is essential in order for students to feel safe and learn in

an environment that promotes learning and discourages poor behaviour. During my field experience,

what I learned to be most effective in terms of correcting misbehaviour was not engaging in a battle with
the

student(s) in question. Allowing them to see a visible reaction only shows said student that they have

achieved their goal: disruption. In order to prevent further disruption, I would react very calmly and

address

the problem without anger. Generally speaking, only one or two students would be disrupting the
smooth
running of the class. In such cases, I would first address it out loud to the class, then I would
speak
with them individually. More often than not, this method is effective in assuring they do their work

and
do not disrupt others. Moreover, in my class, a clear routine was established which also ensured
minimal
organizational issues during the period. Students knew that when they came into class, they
began a mini-journal entry in their class notebooks for 5-7 minutes before I begin the lesson. Ultimately,

not allowing anger or frustration to cloud your response to student misbehaviour and establishing clear

routines in the classroom has allowed me to promote students' learning and social development.



Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

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

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Often times, teachers are placed in teaching situations where they are not equipped with adequate

resources
when teaching students with disabilities, social maladjustments, or handicaps. Even when

resources are available, the teacher is still responsible for responding to their needs as students. During
my
field experience, two of my students were diagnosed with autism. In order to ensure they were

effectively integrated within the classroom, myself and my CT worked closely with the IEP team to

establish

what their needs were and how we could achieve them. One my students required a computer
in
order to produce his work, as he could not focus while writing. Therefore, we had stationed him at the
back of the class with his computer, sitting in a group with students he is comfortable with and who also

work
hard, so it prevents distraction from the people around him and he can accomplish all his writing
activities

using his computer. This student also had behavioural issues. Prior to developing his IEP and

making the necessary changes in the classroom, he would often speak out loud without permission or

call out to his other classmates from across the room. Placing him at the back with students who helped

him stay focused tremendously improved his classroom behaviour and focus. Every day, my CT and I


would meet with his resource teacher and discuss his behaviour and how we can ensure his steady
progression in the classroom.





Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

At this point in education, Information and Communication Technologies (ICT) has become a significant part of the

curriculum. Students are more in tune with technology and can often be found with a phone or tablet in hand. Using more


traditional methods when teaching does not always warrant the most ideal response from students. However, using it as a
resource
in the classroom can be challenging, and it has it's pros and cons. Identifying these benefits and consequences
as a teaching professional is key when implementing it into the planning and executing of a lesson. During my field

experience, I was given limited access to technology; my Smart Board was not functioning as an interactive tool and the
school had no access to portable computers and limited access to computer labs. Ultimately, I had to get creative
high

when
implementing ICT. During one class period, I advised students to bring their cellphones, as they would be using
them
in order to answer to a poll projected from my laptop onto the projector. They had to state whether they agree or
disagree with the following statement: "Books are dead." and vote "agree" or "disagree" using their phones. Students were
immediately engaged in the activity because they got to use their phones in class for the first time. Although it was a brief


activity, it allowed them to consider these technologies they consider as simply fun and distracting as an actual
educational
tool. Ultimately, it is important to understand when using ICT is appropriate and beneficial. Allowing them to
do research on their phones when they are meant to reflect on it individually would be a poor use of ICT in the classroom.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Building a positive community within a school is an important part of both teaching and learning for

teachers
and students. During my field experience, I was able to contribute to building this community

and fulfilling the objectives of the school despite the teachers working to rule. I was given the opportunity
contact parents and encourage them to e-mail me if ever they needed more from the teacher at school
to
order to fully help their child at home, ultimately encouraging them to become more actively involved in
in

their child's education. In the process, a positive, trusting relationship was built between myself and these

parents,
who felt comfortable expressing their concerns with me during parent-teacher interviews later on
the term. Moreover, I helped organize a project done for the school's open house. My drama class was
in
to
memorize and act out monologues that they prepared mostly in the classroom. They practiced their
monologues
during class time and at lunch while my CT and I planned for which props, costumes, and

lighting we would use on the night of open house. On the night of the performance, I ensured all the

students were ready in their costumes and the stage was set up for the performance. It was incredible to

see all the students come together for this performance that my CT and I organized.







Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Teamwork is important when aiming to achieve the educational objectives of the school. Third field

experience
is very much based on working with another member of the teaching team in order to design
adapt learning situations based on the needs of students. During my field experience, I was given
and

several opportunities to collaborate with the people around me and work towards reaching these

objectives. While working with my CT, I helped to put together the progress reports and report cards of all
students. The work she marked was compiled with the work I marked and we reflected on whether or
our

not
we were on the same page with the way each student was progressing thus far in the semester.
When putting together the progress reports, we discussed which students were progressing at the

required
level and which needed additional support. Moreover, at the end of each week, we would meet
and

collaboratively plan the lessons for the following week and establish what would be the best course
of action when proceeding with the unit. During these meetings, my CT took my input and suggestions

seriously and together we were able to effectively plan and organize meaningful lessons for our students.










Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

During my third field experience, I was lucky to have been invited to attend the QPAT Convention! I learned a

lot in the sessions I attended and got to interact with so many teachers. I got to work in groups and complete

activities with other teachers, and the smaller audiences of these sessions made me feel more engaged in the

overall learning experience. One of the sessions I attended was titled "Creative Ways to Check for

Understanding",
led by Susan Oliver. Although there were a few interesting sessions I was looking to attend
during
the 10:30-11:45a.m. time slot, I chose this one because I felt my ability to check for understanding in

creative
ways was limited. Although the sessions on using rap music in the classroom and using iPads for
classroom projects sounded interesting, I felt as though being able to check for understanding without

necessarily evaluating the students in a more formal sense was a skill I could put to use in any classroom
situation. Oliver provided us with numerous strategies on how teachers can assess student understanding


without evaluating them for a grade. Her thoughts on assessment versus evaluation truly inspired me to
consider
in what ways I can ensure student growth in my class while diminishing the classroom culture

surrounding
the importance of grades. Ultimately, I genuinely enjoyed this session because it provided me with
a long list of strategies I can use with my students. The speaker organized creative activities that allowed us to
work with other teachers and come up with amazing ways to assess student understanding without evaluating

them. Working in groups with other teachers prompted us to discuss more strategies we use to check for

student understanding in the classroom, and I learned so much more this way!
Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015 EDEC 351

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

[Link].
PROFESSIONALCOMPETENCYSELFEVALUATIONS

PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

Being

a fair, responsible, and ethical teacher captures the essence of the profession. In order to do our
job
effectively as teachers, we must be fair and supportive with all of our students. During my third field

experience, I feel as though I have demonstrated ethical and responsible behaviour in the performance

of my duties as a teacher. Every student was an equal in my eyes; I had no previous history with them as
a new teacher. However, even if I knew them previously, it will not have affected my teaching in any way.

My
personal policy with my students is that "everyday is a new day". In order for students to learn best, it
is important that they are in a fair and safe environment where a teacher does not hold grudges and treat
them unfairly. Every decision I made in the classroom, whether it be disciplinary or academic, was made
based on well-supported reasoning, and all decisions were made in a clear and focused state of mind,

not out of frustration or anger. Ultimately, consistency is key when teaching. Students feel more
comfortable in the classroom when they know what to expect from their teacher and feel as though they
are being treated fairly and with respect.








Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

Name_____________________________________________________ID________________________
Kelly Bennett 260583891

December 7th, 2015

Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
EDEC 351

[Link].