Learning Opportunity 3 Professional Competency Self-Evaluation Sheets

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 adopted a critical approach when teaching my first English class. I believe I was successful in interpreting
knowledge as I focused on elements that would not only be interesting to students, but further prepare them
for their upcoming response and final examination. I made my lecture concise and straightforward to further
avoid confusion. I advocated the importance on my lesson by communicating that it was in fact a scaffolding
lesson that built off of known concepts and one new concept that would prepare the students for their final
exam. Moreover, I also related the concept of literary elements to texts the students were more familiar with. I
employed the use of Twilight and themes of romantic vampire love that seems to have swept through young
generations. The students enjoyed this very much.
I further had the opportunity to teach a grade 6 ESL group poetry. In doing so I had to take into consideration
their background culture and interpret the knowledge I was relaying to them accordingly.
Throughout my stage, I made an effort to be more critical of myself and my personal biases. During discussions
with students I made my opinion known, but would do so in such a way that other students would not be
discouraged to express their own opinions. I invited constructive and productive disagreement.
I was able to improve on this competency from my first stage because I was presented with more teaching
opportunities.
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) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PS/FE level (circle one) 1
FOUNDATIONS (1, 2)
To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in
various contexts related to teaching.
FEATURES
Uses appropriate language when speaking to students, parents and peers.
Observes rules of grammar and stylistics when writing texts intended for students, parents or peers.
Is able to take up a position, support his or her ideas and argue his or her subject matter in a consistent,
effective, constructive and respectful way during discussions.
Communicates ideas concisely using precise vocabulary and correct syntax.
Corrects the mistakes students make when speaking and writing.
Constantly strives to improve his or her own oral and written language skills.
LEVEL OF MASTERY
master the rules of oral and written expression so as to be understood by most of the linguistic community;
Express himself or herself with the ease, precision, efficiency and accuracy expected by society of a teaching
professional.
I used appropriate language when speaking to students and peers during small group discussion and class
teaching. I paid close attention to spelling and grammar when creating my LES. I further ensured that my
instruction on the worksheet was clear and to the point. I corrected the mistakes of students in speaking and
writing when correcting worksheets and ESL poetry assignments as well as the G.11 handout that I created for
my LES. During discussions I was able to communicate my ideas in a constructive and concise way. Students
responded very well to this.
I was informed by my supervisor that I use the word like too often. I am currently making an effort to improve
upon this.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
Attach additional sheets if necessary.
TEACHING ACT (3, 4, 5, 6)

To pilot teaching/learning situations that are appropriate to the students concerned and to the subject
content with a view to developing the competencies targeted in the programs of study.
FEATURES
Creates conditions in which students can engage in meaningful problem situations, tasks or projects, based on
their cognitive, emotional and social characteristics.
Provides students with the resources they need to take part in the learning situations.
Guides students in selecting, interpreting and understanding the information provided in the various resources
and in understanding the elements of a problem situation or the requirements of a task or project.
Supports student learning by asking questions and providing frequent and relevant feedback to promote the
integration and transfer of learning.
Encourages teamwork.
LEVEL OF MASTERY
guide students, through appropriate interventions, in carrying out learning tasks; lead the students to work
together in cooperation;
Detect teaching/learning problems that arise and use the appropriate resources to remedy them.
Throughout the teaching of my LES, students were encouraged to engage in meaningful problem situations and
tasks. They were asked to identify, define, and analyse the use of literary elements in Hitch Hikers Guide to the
Galaxy. I provided students with a worksheet that was intended to review literary elements as well as introduce
one new element. During work sheet time, I guided students in selecting, interpreting, and understanding
literary elements evident in the novel.
Throughout the lesson, I continually asked questions that facilitated discussion. When asked a direct question
on regards to metaphors, I provided relevant feedback ultimately promoting the transfer of ideas and
understanding.
When working in small groups, I encouraged teamwork within the group rather than having students rely on me
for answers. I did so my prompting students with questions rather than simply give them the information. By
doing so students
TEACHING
ACTrelied
(3,on
4,themselves
5, 6) and their peers to determine the correct answer.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
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 behavior 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 behavior and dealing effectively with it when it occurs.
Maintains a classroom climate that is conducive to learning.
LEVEL OF MASTERY
introduce and maintain routines that ensure the smooth running of regular classroom activities;
identify and correct organizational problems that hinder the smooth running of the class;
anticipate some of the organizational problems that hinder the smooth running of the class and plan measures to
prevent them;
Establish and apply methods that can be used to solve problems with students who exhibit inappropriate
behaviours.
How have I developed this competency during this course or professional sem inar/field experience?
During the course of my stage, I made an effort to continually enforce class rules. My goal was to enforce these
rules in a way that would not characterize me as an enforcer of rules. For instance, when coming across a group
that was off task, rather than telling them to do their work or be quiet, I sat down with them and asked them
questions pertaining to the text at hand. I found this method to be the most successful.
I found small group chattering to be the most problematic behaviour that hindered the smoothness of my
lecture. During the teaching of my LES, I employed my CTs wait for silence tactic. Rather than shouting over
the students, I would silently wait and look at the few students who were speaking. As a result, other students
did my work for me as they shhhhed the other students. By doing so, I was successful at attaining and
maintaining a classroom environment that was conducive to learning.
I was not presented with an opportunity to solve problems pertaining to inappropriate behaviour. I look forward
to learning more classroom management skills in the future.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
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.
Throughout my stage I continuously communicated with my CT in regards to my lesson plan. I further supported
school activities as I evolved myself in extra- curricular activities. I helped coach the males rugby team as well as
the girls tag football team.
I further arranged a meeting with the school guidance councillor to gain a deeper understanding of the culture
of the school and lives of the students in my classroom. I further made an effort to introduce myself to the
Principal, EMSB VIP, and drama teacher and informed them that I was available for any projects that they may
have.
Although this competency still remains at acceptable, I have made many improvements since my first stage.
During my second stage I made a larger effort to communicate with staff other than my CT. However, although I
made a large effort to implement myself in extra-curricular activities and coordinate with school partners, I
believe that I can improve on this competency in regards to becoming more involved with school partners and
parents. I hope to be presented with an opportunity such as a parent teacher meeting in my third stage.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
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.
10
FEATURES
Recognizes instances where cooperation with other members of the teaching team is required in order to design
or adapt teaching/learning situations, to evaluate student learning or to promote the mastery of competencies
by the end of the cycle.
Develops and organizes a project appropriate to the objectives to be attained by the teaching team.
Cooperates in an active, ongoing manner with the teaching teams working with the same students.
Helps build consensus, when required, among members of the teaching team.
LEVEL OF MASTERY
contribute to the work of the teaching team in an effective manner;
Provide constructive criticism and make innovative suggestions with respect to the team's work.
Throughout my stage I continually had conversations with my fellow student teacher and CT. From the very
beginning of stage, our goal was to create an LES that would seamlessly integrate within current classroom
practice and coverage.
Because my partner and I were co-teaching one lesson, it was imperative for us to have two separate lessons
that built off of one another. We thus spent time on developing and organizing appropriate lessons that would
meet this objective. My partners lesson focussed on themes while my lesson employed these themes in
relation to literary elements. In doing so, his lesson ran smoothly into mine. Because of this, the students
remained on task.
If and when a disagreement arose, my partner, CT and I would continuously introduce new ideas until a
consensus was achieved. As a result, meetings between my partner, CT and I went very smoothly and were
always productive.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
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.
11
LEVEL OF MASTERY
identify, understand and use available resources (research reports and professional literature, pedagogical
networks, professional associations, data banks) related to teaching;
identify his or her strengths and limitations, along with his or her personal objectives and the means of achieving
them;
engage in rigorous reflexive analysis on specific aspects of his or her teaching;
Undertake research projects related to specific aspects of his or her teaching.
Through stage I continuously kept my professional competencies in mind. Each week in my journal I would
recognise the instances in which I fulfilled my competencies. I also outlined the ways in which I would improve
competencies. Through personal reflection I was able to put a plan in place to improve myself.
I further discussed my teaching philosophy and pedagogical approaches with my CT and partner. Both offered
great advice that I took into consideration. I further discussed the ways to incorporate and improve subject
specific competencies within my LES. The two competences I focused on was speech and production.
I also participated in reading and discussing pedagogical articles from my seminar class with my partner and CT.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
PS/FE level (circle one) 1 2 3 4

PROFESSIONAL IDENTITY (11, 12)

To demonstrate ethical and responsible professional behaviour in the performance of his or he r 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.
12
LEVEL OF MASTERY
demonstrate sufficient responsibility in dealings with students that one can recommend with no reservations
that a class be entrusted to his or her care;
Answer to others for his or her actions by providing well-founded reasons.
Each day I arrived on time and dressed professionally. I further conducted myself in a professional manner with
students, staff, and McGill personal. During my lesson I conducted discussion in a way that promoted a
democratic classroom. I encouraged student to be open and respectful of others. I further encouraged students
who were very quiet to share ideas in a respectful unthreatening manner.
I engaged in confidentiality when the CT informed me of some problem students to be mindful of during
teaching and group activities.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________

Learning Opportunity 3 Professional Competency Self-Evaluation Sheets

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PS/FE level (circle one) 1

Attach additional sheets if necessary.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)

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

PS/FE level (circle one) 1 2 3 4

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)

Understands the values underlying his or her teaching.

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

PS/FE level (circle one) 1

Attach additional sheets if necessary.

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