PROFESSIONAL 

COMPETENCY SELF‐EVALUATIONS 
 
FOUNDATIONS (1, 2) 
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.  
FEATURES  
• Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to 
facilitate significant, in‐depth learning by students.  
• Adopts a critical approach to the subject matter.  
• Establishes links between the secondary culture set out in the program and the secondary culture of the students.  
• Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.  
• Casts a critical look at his or her own origins, cultural practices and social role.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to: 
• understand the subject‐specific and program specific knowledge to be taught, so as to be able to promote the creation of 
meaningful links by the students;  
• exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;  
• exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the 
students;  
• Establish links with the students' culture in the proposed learning activities.   

How have I developed this competency during this course or professional seminar/field experience?  
   I believe I have developed this competency fairly well throughout FE3. Throughout my time reading
 the
  novel “Night” by Elie Wiesel, I worked to develop all four of the competencies to some extent with a
 
  
focus on comprehension. Notably, students had to complete comprehension activities to show their
understanding
    of the text and our discussions in class. These activities were designed to get students
 
thinking
   about significant moments in the text, their emotional reactions to the text, and character
transformation.
   
 
  I also tried to push students to connect to the ideas presented in the text through journal prompts  
and
 
class discussions. Journal prompts such as “what makes up your identity?”, which was preceded by  
a discussion of what identity is and what kinds of things make up identity, were designed to get students   
 
connecting to the ‘big idea’ of identity in the book. At first, I had trouble coming up with the kinds of  
 
questions that prompted student participation and engagement in discussions, but I believe my ability to  
   
lead discussions has become relatively strong. I encouraged students to share their thoughts, make  
 
connections, and explore their feelings throughout the unit.  
  As for my cultural development, part of my philosophy of education has always been honesty. As   
such,
  despite my thorough research in preparation for the unit on top of the class I took on teaching the  
Holocaust,
  I made sure to inform students that I am not all-knowing. They were encouraged to question     
what I was saying if it didn’t make sense as I have blind spots and cannot see every perspective or know 
 
all the facts. [THOROUGH]  
 Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
Jaeden Wilson 260869451
 
08/12/20
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
FOUNDATIONS (1, 2) 
To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in 
various contexts related to teaching.  
FEATURES  
• Uses appropriate language when speaking to students, parents and peers.  
• Observes rules of grammar and stylistics when writing texts intended for students, parents or peers.  
• Is able to take up a position, support his or her ideas and argue his or her subject matter in a consistent, 
effective, constructive and respectful way during discussions.  
• Communicates ideas concisely using precise vocabulary and correct syntax.  
• Corrects the mistakes students make when speaking and writing.  
• Constantly strives to improve his or her own oral and written language skills.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• master the rules of oral and written expression so as to be understood by most of the linguistic community;  
• Express himself or herself with the ease, precision, efficiency and accuracy expected by society of a teaching 
professional.   

How have I developed this competency during this course or professional seminar/field experience?  
   I had a little trouble with this at the beginning of my field experience. My issues stemmed mostly
 from
  anxiety. It was nerve-wracking to be standing in front of a class as the ‘teacher’ - the person who is
 
expected
   to really know and understand everything. As a result, whenever I gave explanations for an
activity
    or project, I would rush through the explanation. Part of me just wanted them all to get to work so
 
that
   not all of the attention would be on me. Eventually, with practice and help from my CT, I was able to
relax
   and focus on taking my time and ensuring student understanding. I still have some things to work
 
out
  in this area. For example, last week I presented a final project to the students and my CT informed  
me that the order I presented them in made it difficult to understand at first. So, I clearly still need some  
   
practice in that area. Overall, however, I feel that I made a great deal of progress in that area.
   
As for the actual language I use, I have always felt that I’d rather use a bigger word and explain it  
 
than stick to small ones. Part of what students are supposed to be learning is new vocabulary and  
 concise speech. That being said, I also did not speak to them as though I was writing a paper for McGill.  I
 
 
think I found a good balance between pushing their language skills and remaining understandable.  
 
   
[THOROUGH]
   
 
   
 
   Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
TEACHING ACT (3, 4, 5, 6) 
To develop teaching/learning situations that are appropriate to the students concerned and the subject content 
with a view to developing the competencies targeted in the programs of study.  

FEATURES  
• Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical 
research.  
• Selects and interprets subject‐specific knowledge in terms of the aims, competencies and subject content 
specified in the program of study.  
• Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the 
development of learning.  
• Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic 
and cultural differences), needs and special interests of the students when developing teaching/learning 
situations.  
• Selects diverse instructional approaches that are suited to the development of the competencies targeted in the 
programs of study.  
• Anticipates obstacles to learning posed by the content to be taught.  
• Plans learning situations that provide opportunities to apply competencies in different contexts.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that 
enable students to progress in the development of their competencies;  
• Build these activities into a long‐term plan.   

How have I developed this competency during this course or professional seminar/field experience?  
   I was very happy with the activities and assessments I came up with throughout the unit. As
 mentioned
  earlier, students were given comprehension activities periodically as they read “Night”. I had
 
    goals with these. The first was to get students thinking about and discussing the ideas in the book.
two
We
    read the novel as a class and spent a decent amount of time discussing literary techniques, ideas,
 
and
    themes as a class. These activities gave them a chance to explore the facets of those ideas which
interested
   them the most. The second was, naturally, to assess their comprehension of the novel. I felt
 
that
  creative activities that included drawing as well as writing. Overall, I think they responded better to  
those activities than they would have a test.  
  These activities help build up to their response essay by encouraging students to think about  
 
 
themes and provide evidence from the text to back up their ideas. They also helped build up to their unit  
project by pushing students to reflect on the unit topic and discuss their ideas about it.  
      Attach additional sheets if necessary. 
[THOROUGH]
WHAT IS MY CURRENT LEVEL OF MASTERY?  (CHOOSE ONE)* 

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
TEACHING ACT (3, 4, 5, 6) 
To pilot teaching/learning situations that are appropriate to the students concerned and to the subject 
content with a view to developing the competencies targeted in the programs of study.  
FEATURES  
• Creates conditions in which students can engage in meaningful problem situations, tasks or projects, based on 
their cognitive, emotional and social characteristics.  
• Provides students with the resources they need to take part in the learning situations.  
• Guides students in selecting, interpreting and understanding the information provided in the various resources 
and in understanding the elements of a problem situation or the requirements of a task or project.  
• Supports student learning by asking questions and providing frequent and relevant feedback to promote the 
integration and transfer of learning.  
• Encourages teamwork.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• guide students, through appropriate interventions, in carrying out learning tasks;  lead the students to work 
together in cooperation;  
• Detect teaching/learning problems that arise and use the appropriate resources to remedy them.   

How have I developed this competency during this course or professional seminar/field experience?  
   I believe that this was one of my strongest competencies. I always made sure to make myself
  
available while students worked. I made sure to examine their progress, answer questions, and guide
 
students
   through their work whenever necessary. I found I was often able to reframe instructions or ideas
for
    students so that they could better understand.
 
   In class discussions, I eventually developed a fairly solid ability to gauge student comprehension
and
    encourage engagement through observation, asking questions, and prompting discussion.
 
  I also worked hard to adapt my teaching to ensure student understanding. For example, near the  
beginning of the unit, some students expressed that they were having trouble following the plot of the  
 
novel. As such, I developed a ‘Timeline’ activity where we discussed the most important events from that  
   
day’s reading, picked out the four or five most significant, and then put them on a document available to  
 
everyone online. According to the students, it really helped them better understand the basic plot.  
   
 
 
[ADVANCED]  
 
TEACHING ACT (3, 4, 5, 6)   
 
     
    Attach additional sheets if necessary.
 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
TEACHING ACT (3, 4, 5, 6)  
TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING THE RELATED 
COMPETENCIES.  
FEATURES  
• Gathers information as students are engaged in a learning situation in order to identify their strengths and 
weaknesses and to review and adapt his or her teaching accordingly to help them progress.  
• Takes stock of the learning acquired by students in order to assess their mastery of the related competencies.  
• Designs or uses tools to evaluate student progress and mastery of competencies.  
• Communicates expected outcomes to students and parents and provides feedback on student progress and 
mastery of competencies using clear, simple language.  
• Works with the teaching team to determine the desired stages and rate of progression within the cycle 
concerned.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• detect the strengths and weaknesses of the students in a learning situation;  
• identify some of the adjustments required in his or her teaching on his or her own;  
• in cooperation with colleagues, design evaluation materials, interpret the work of students in terms of their 
mastery of the competencies, and develop tools for communicating with parents;  
• Inform the students of the results of a diagnostic evaluation process and inform parents and members of the 
teaching team of the corrective intervention strategy elements envisaged.   

How have I developed this competency during this course or professional seminar/field experience?  
   In class, I believe I was able to develop a very good sense of who was understanding and who was
    Unfortunately, I had much more ease getting students who simply didn’t understand out of confusion
not.
 
than
   those who didn’t understand out of a lack of engagements. The former simply required me to
reframe
   the idea or instructions. The latter required something more. Depending on the student, I was
 
able
   to get those unengaged back on track by helping them get started on the task or closely monitoring
their
    progress on top of providing further explanations. Some, however, simply didn’t engage. I have
 
slowly
  been identifying ways to encourage engagement in my planning and management of the  
classroom, but for now I still have quite a bit of work to do.  
 
Through assessments, I am relatively easily able to see who is struggling with a concept. With the  
   
help of my CT, I was usually able to correct any issues with my explanation if that was the problem. I  
 
would often take the next class to re-explain a concept or have students who understood summarize the  
   
idea. I also, spent a lot of time working on and adapting the assessments themselves to ensure that they  
 
pushed students without being too stressful or difficult.  
      Attach additional sheets if necessary. 
[ACCEPTABLE]
WHAT IS MY CURRENT LEVEL OF MASTERY?  (CHOOSE ONE)* 

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
TEACHING ACT (3, 4, 5, 6)  
To plan, organize and supervise a class in such a way as to promote students' learning and social 
development.  
FEATURES  
• Develops and implements an efficient system for running regular classroom activities.  
• Communicates clear requirements regarding appropriate school and social behaviour and makes sure that 
students meet those requirements.  
• Involves students on an individual or a group basis in setting standards for the smooth running of the class.  
• Develops strategies for preventing inappropriate behaviour and dealing effectively with it when it occurs.  
• Maintains a classroom climate that is conducive to learning.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to:  
• introduce and maintain routines that ensure the smooth running of regular classroom activities;  
• identify and correct organizational problems that hinder the smooth running of the class;  
• anticipate some of the organizational problems that hinder the smooth running of the class and plan measures to 
prevent them;  
• Establish and apply methods that can be used to solve problems with students who exhibit inappropriate 
behaviours.   

How have I developed this competency during this course or professional seminar/field experience?  
   This is the competency that I feel I spent the most time working on throughout the field experience.
 In  terms of the routine of the class, I largely stuck with the one my CT had already established. It was
 
effective
   and I enjoyed it, so it worked out well. Managing the classroom, on the other hand, was
something
    I had to figure out on my own. Though my CT already had a relationship and an established
 
classroom
   climate, there was no guarantee that I could do the same.
    It took some time, but I was progressively able to develop an assertive tone when necessary –
 
which
  was one of my biggest issues throughout the experience. That paired with planning my lessons to  
avoid lulls in activity, having frank discussions with students more prone to misbehavior, building a  
 
relationship with the students, and learning to relax and be myself led to fairly positive results. I think it’s  
   
difficult to really execute all of my ideas about classroom management as the classroom isn’t really mine  
 
and, though I was present, I didn’t establish the atmosphere at the beginning of the year. Overall,  
 however, I am very pleased with how I was able to build respect and maintain control of the classroom. I  
 
  far from perfect, but I am happy with how far I’ve come. I think that that created a positive classroom  
am
 
environment
  conducive to discussion and learning.  
[THOROUGH]
   
      Attach additional sheets if necessary.

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10) 
To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social 
maladjustments or handicaps.  
FEATURES  
• Facilitates the educational and social integration of students with learning disabilities, social maladjustments or 
handicaps.  
• Consults resource people and parents to obtain background information on students with difficulties (needs, 
progress, etc.).  
• Proposes learning tasks, challenges and roles within the class that help students to progress.  
• Participates in developing and implementing individualized education plans.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• Cooperate in the development and implementation of individualized education plans designed for students 
under his or her responsibility.   
 

How have I developed this competency during this course or professional seminar/field experience?  
   This competency was particularly difficult to fulfill this year as the school’s usual tactics of keeping
 students
  in for one-on-one work during recess or part of lunch and letting students work on assessments
 
and
    activities with aids in the resource room were impossible due to Covid. As such, I did my best to
accommodate
   student needs and plan my lessons in ways that scaffolded those in need. For example,
 
one
   of my classes had several students with difficulty reading. As such, I designed the unit so that we
would
   be reading the book out loud as a class. Students were encouraged to participate, but none were
 
ever
  forced. That way those students who would have struggled with reading alone were able to hear the 
book as they followed along. I did my best to fulfill needs in that way throughout the unit, but I was  
 
restricted by the circumstances of this school year.  
   
Hopefully, however, I’ll be able to fully accommodate students with IEPs in my next field  
 
experience. I would have liked to have been able to give more one-on-one help and attention to students  
  need on top of the inclusive planning I did my best to perform. Though I did my best to encourage  
in  
 
students to email me any time they were having difficulties, few did.  
 
   
[ACCEPTABLE]
   
   
   
   
 
   
   Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10) 
To integrate information and communications technologies (ict) in the preparation and delivery of 
teaching/learning activities and for instructional management and professional development purposes.  
FEATURES  
• Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and 
regarding the social issues they raise.  
• Assesses the instructional potential of computer applications and networking technology in relation to the development of 
the competencies targeted in the programs of study.  
• Communicates using various multimedia resources.  
• Uses ICT effectively to search for, interpret and communicate information and to solve problems.  
• Uses ICT effectively to build networks that facilitate information sharing and professional development with respect to his 
or her own field of teaching or teaching practice.  
• Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to assess their own use of ICT, 
and to exercise critical judgment regarding the information they find on the Internet.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources;  
• demonstrate a general understanding of the possibilities offered by ICT (and the Internet in particular) for teaching and 
learning, and know how to integrate ICT in a functional manner into teaching/learning activities, when appropriate;  
• use ICT effectively in different aspects of his or her intellectual and professional life: communication, research, information 
processing, evaluation, interaction with colleagues or experts, etc.;  
• Effectively transmit the ability to use ICT to his or her students in order to support the collective construction of learning in a 
well‐structured, critical manner.   

How have I developed this competency during this course or professional seminar/field experience?  
   I was able to integrate tech into my teaching throughout the unit. The class was already using
 Google
  Classroom so I made sure to make all class material available through there. Classroom provided
 
a    good place to host all of the necessary materials, instructions, assignments, and grades for students
and
    myself. I was even able to assign a short pre-assessment through google forms on the platform.
 
   In the physical classroom I was able to show videos, play music, and show slide shows when
necessary.
    I used the Smartboard to display images and instructions when I felt it would benefit the class.
 
Students
  also used tech to complete classwork. They performed tasked such as looking up the word of  
the
 
day, making a collage, filling in exit cards, and performing research with their devices. They were also 
given the opportunity to work on their typing skills on a website linked to their Google Classroom if they   
 
finished work ahead of time or had some free time near the end of class. Their unit project also involves  
 
filming or recording themselves. I feel that I was able to incorporate tech into the class well, but, given  
 more time, I would have enjoyed the opportunity to assign more projects using some of the tech I’ve been 
 
exploring in classes at McGill. [THOROUGH]       Attach additional sheets if necessary. 
WHAT IS MY CURRENT LEVEL OF MASTERY?  (CHOOSE ONE)* 

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10) 
To cooperate with school staff, parents, partners in the community and students in pursuing the 
educational objectives of the school.  
FEATURES  
• Collaborates with other members of the school staff in defining orientations, and developing and implementing 
projects related to educational services in areas falling under the responsibility of the school.  
• Informs parents and encourages them to become actively involved.  
• Coordinates his or her actions with those of the school's various partners.  
• Supports students involved in the administrative structures of the school or in school activities or projects.  
LEVEL OF MASTERY 
 By the end of his or her initial training, the student teacher should be able to :  
• situate his or her role in relation to that played by other internal or external resource persons;  
• adjust his or her actions to the educational objectives of the school and contribute to the attainment of these 
objectives by becoming personally involved in school projects;  
• Start building a trusting relationship with parents.   

How have I developed this competency during this course or professional seminar/field experience?  
   Throughout my field experience I collaborated heavily with my CT is developing my unit, lessons,
 and
  assessments. We spent a lot of time developing ideas and adapting my instructional methods to
 
  
ensure that they fit in with the school’s practices and culture. I also welcomed ideas and material from
other
    teachers who were, fortunately, more than happy to offer ideas and advice in the staff room.
 
   In terms of school life, though a lot was delayed or cancelled due to Covid, I was able to sit in on
several
   meetings and discussions about student life and school issues. In the future I would like to get
 
more
  actively involved, but I ensured that I was at least introduced to how these types of things work in a 
school.
   
I was able to participate in parent/teacher interviews during the field experience. I felt that this was   
 
a very positive experience. I was able to discuss ideas for progress with parents and most seemed highly 
 
cooperative. We were able to get on the same page and, whether the interview was about academics,  
 behavior, or both, we were usually able to come up with potential solutions.  
 
   
 
 
[ACCEPTABLE]  
   
 
   
   
 
   
      Attach additional sheets if necessary. 
 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10) 
To cooperate with members of the teaching team in carrying out tasks involving the development and 
evaluation of the competencies targeted in the programs of study, taking into account the students 
concerned.  
FEATURES  
• Recognizes instances where cooperation with other members of the teaching team is required in order to design 
or adapt teaching/learning situations, to evaluate student learning or to promote the mastery of competencies 
by the end of the cycle.  
• Develops and organizes a project appropriate to the objectives to be attained by the teaching team.  
• Cooperates in an active, ongoing manner with the teaching teams working with the same students.  
• Helps build consensus, when required, among members of the teaching team.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• contribute to the work of the teaching team in an effective manner;  
• Provide constructive criticism and make innovative suggestions with respect to the team's work.   

How have I developed this competency during this course or professional seminar/field experience?  
   I believe that, though it took some time to come out of my shell, I was able to have very productive
  
conversations with my CT as well as other teachers at the school. I was able to provide my thoughts and
 
ideas
   not just for my class but for my fellow student teacher and in the matter of classroom management.
For
    example, a particular class had significant behavior issues and resulted in many discussions and
 
meetings
   between the classes teachers. I feel that I was able to contribute to discussion and provide
helpful
    ideas and suggestions. Though in official meetings I felt my lack of experience silenced me, I was
 
more
  open in more casual discussions between teachers. So though in my next experience I hope to feel 
more comfortable actively contributing all the time, I feel I did very well in this experience.  
   
   
[THOROUGH]  
   
   
 
   
 
   
   
 
   
   
 
   
 
      Attach additional sheets if necessary.

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
PROFESSIONAL IDENTITY (11, 12) 
To engage in professional development individually and with others.  
FEATURES  
• Takes stock of his or her competencies and takes steps to develop them using available resources.  
• Discusses the relevance of his or her pedagogical choices with his or her colleagues.  
• Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.  
• Spearheads projects to solve teaching problems.  
• Involves peers in research related to the mastery of the competencies targeted in the programs of study and to 
the educational objectives of the school.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• identify, understand and use available resources (research reports and professional literature, pedagogical 
networks, professional associations, data banks) related to teaching;  
• identify his or her strengths and limitations, along with his or her personal objectives and the means of achieving 
them;  
• engage in rigorous reflexive analysis on specific aspects of his or her teaching;  
• Undertake research projects related to specific aspects of his or her teaching.   

How have I developed this competency during this course or professional seminar/field experience?  
   I feel that I spent the entire field experience reflecting, taking feedback, and adapting my methods
 and
  ideas. After every class I wrote a reflection detailing what went wrong and how I felt I could improve.
 
    CT also always asked me how class went upon returning, which gave me the opportunity to reflect
My
and
    discuss what was going on in class and what needed to be fixed. It was very rare for me to leave
 
class
   and not take several opportunities to think back on what I could have done to help the classroom
run
    more smoothly, feel more engaging, or help the students more.
 
  I was offered several opportunities to reflect on the school culture, supervision, my interactions with 
other
 
staff members, and educational theory and philosophy through staff room discussions and  
interactions with other teachers. It felt like every day I had something new to consider and adapt to.  
   
 
 
[ADVANCED]  
   
 
   
 
   
   
 
   
      Attach additional sheets if necessary. 

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR. 
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS 
 
PROFESSIONAL IDENTITY (11, 12) 
To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.  
FEATURES  
• Understands the values underlying his or her teaching.  
• Manages his or her class in a democratic way.  
• Provides students with appropriate attention and support.  
• Justifies his or her decisions concerning the learning and education of students to the parties concerned.  
• Respects the confidential nature of certain aspects of his or her work.  
• Avoids any form of discrimination toward students, parents or colleagues.  
• Situates the moral conflicts arising in class with reference to the major schools of thought.  
• Demonstrates sound judgment in using the legal and regulatory framework governing the teaching profession.  
LEVEL OF MASTERY  
By the end of his or her initial training, the student teacher should be able to :  
• demonstrate sufficient responsibility in dealings with students that one can recommend with no reservations 
that a class be entrusted to his or her care;  
• Answer to others for his or her actions by providing well‐founded reasons.  

How have I developed this competency during this course or professional seminar/field experience?  
   I believe I always acted responsibly, respectfully, and ethically at school. I did my best to ensure
 that
 
students felt they had a voice and strived to show them the same respect I expected of them. I
 
 always
  made sure that they knew I was there to help should they need it, and I always respected their
 confidentiality.
 
 
   In the classroom and beyond, I always strived to exercise sound moral judgement, reflected on my
 biases
  and blind spots, and exercised strong reasoning.
 
 [ADVANCED]  
 
   
   
 
   
   
 
    
 
 
 
 
 
 
 
     Attach additional sheets if necessary.

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

ADVANCED                THOROUGH                 ACCEPTABLE                       PARTIAL                             MINIMAL 

*Use the features of the competency (listed above) and the professional competency rubric. 
 
Name _____________________________________________________     ID ________________________   
 
Date: ______________________________   Course Name & Number (e.g. EDEC 253) _________________      PS/FE level (circle one)   1     2     3     4 
 
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO.  YOU WILL ADD TO THEM EACH YEAR.