Foundations (1, 2)

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/fi eld
experience?
I believe that I have achieved a thorough understanding of this competency throughout

my third field experience. This was not my first time in the school as I also did my first
field experience here. I was rather familiar with the school culture and remember the
atmosphere of the student body. I was very aware of how the students behaved during
certain situations and was able to adjust my teaching accordingly. In one specific instance,
while teaching the students about Ayn Rands Anthem we were discussing the foreword
about the idea of collectivism, communism and the individual. I could immediately tell that
the students were very intrigued with the various political systems connected in the world
as well. At this point, I decided a break in the novel to learn about Rands philosophy and
how various countries in the world implement systems like communism and capitalism. I
used real world examples that they were familiar with to incorporate what we learned to
what they know of the world.
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

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
*Use the features of the competency (listed above) and the professional competency rubric.
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.
experience?
I believe that Ive developed this competency at an advanced level. For all my classes I
conducted myself with ease both orally and written. I always spoke with proper vocabulary
and grammar with students, staff and parents. I communicated with others in a respectful
manner and made sure all my students did so to the best of their abilities. Even in the
hallways I encouraged students to speak appropriately and with less crass than usual.
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
TEACHING ACT (3, 4, 5, 6)
To develop teaching/learning situations that are appropriate to the students concerned and
the subject content with a view to developing the competencies targeted in the programs of
study.
FEATURES
Bases the selection and content of teaching sequences on data drawn from recent
didactical and pedagogical research.
Selects and interprets subject-specific knowledge in terms of the aims, competencies and
subject content specified in the program of study.
Plans teaching and evaluation sequences taking into account the logic of the content to the
taught and the development of learning.
Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic
origin, socioeconomic and cultural differences), needs and special interests of the students
when developing teaching/learning situations.
Selects diverse instructional approaches that are suited to the development of the
competencies targeted in the programs of study.
Anticipates obstacles to learning posed by the content to be taught.
Plans learning situations that provide opportunities to apply competencies in different
contexts.
LEVEL OF MASTERY
develop appropriate and varied teaching/learning situations involving a reasonable level of
complexity that enable students to progress in the development of their competencies;
Build these activities into a long-term plan.
experience?
I believe my mastery of this competency is thorough. Throughout this field experience, I

always tried to include a variety of lessons that included lectures, discussions, videos, and
creative activities. For my advanced English classes, I was aware of their ability to
understand more complex endeavours so we often went into debates and long class
discussions. Whereas for my remedial class, I was very aware of their tendency to get offtask in discussions so I incorporated more hands-on activities instead. I always considered
my students learning styles and necessities when planning lessons and piloted learning
situations that emphasized student centred learning.
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL

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.
experience?
I believe that I have developed this competency thoroughly throughout this field
experience. I always tried to diversify my lessons to accommodate different needs. I
always ensured that my students understood what they had to do and made sure they
were given proper guidelines for a task. I also made sure they had enough resources to
interpret information. I always try to incorporate discussions which helps them retain,
process and relate important information while making relevant links. Group learning and
cooperative learning were thoroughly useful during this field experience and helped
students develop better connections between material and helped me understand their
level of understanding. I would like to further create more structure activities based on
group work in the future.
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING

THE RELATED COMPETENCIES.
FEATURES
Gathers information as students are engaged in a learning situation in order to identify
their strengths and weaknesses and to review and adapt his or her teaching accordingly to
help them progress.
Takes stock of the learning acquired by students in order to assess their mastery of the
related competencies.
Designs or uses tools to evaluate student progress and mastery of competencies.
Communicates expected outcomes to students and parents and provides feedback on
student progress and mastery of competencies using clear, simple language.
Works with the teaching team to determine the desired stages and rate of progression
within the cycle concerned.
LEVEL OF MASTERY
detect the strengths and weaknesses of the students in a learning situation;
identify some of the adjustments required in his or her teaching on his or her own;
in cooperation with colleagues, design evaluation materials, interpret the work of students
in terms of their mastery of the competencies, and develop tools for communicating with
parents;
Inform the students of the results of a diagnostic evaluation process and inform parents
and members of the teaching team of the corrective intervention strategy elements
envisaged.
Whenever I felt a student was struggling I would consult the student and ask if anything
was have
out ofI the
ordinary.this
If there
was anything
further
I wouldorcommunicate
my CT,
How
developed
competency
during
this course
professional with
seminar/fi
eld
the
resource
room
or
the
counsellors.
In
tandem
with
my
CTs,
we
would
develop
experience?
evaluations and projects that suited the classes and students individually. I would also
email parents of students who consistently did not hand in homework to let them know of
progress and how students are evaluated. I believed I have developed an advanced level
of mastery for this competency.
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL

To plan, organize and supervise a class in such a way as to promote students' learning
and social development.
FEATURES
Develops and implements an efficient system for running regular classroom activities.
Communicates clear requirements regarding appropriate school and social behaviour and
makes sure that students meet those requirements.
Involves students on an individual or a group basis in setting standards for the smooth
running of the class.
Develops strategies for preventing inappropriate behaviour and dealing effectively with it
when it occurs.
Maintains a classroom climate that is conducive to learning.
LEVEL OF MASTERY
introduce and maintain routines that ensure the smooth running of regular classroom
activities;
identify and correct organizational problems that hinder the smooth running of the class;
anticipate some of the organizational problems that hinder the smooth running of the class
Throughout
experience
I have
tried to create routine behaviours and aspects of
and this
plan field
measures
to prevent
them;
my classroom
so and
my apply
students
knowthat
to expect.
All my
classes
have assigned
seating
Establish
methods
can be used
to solve
problems
with students
whoand
exhibit
understand
if
there
is
too
much
talking
they
get
one
warning
before
they
are
moved.
All
inappropriate behaviours.
my English classes begin with 15 minutes of silent reading in the beginning and the
students
familiar and
this technique
allows or
them
to calm down
and get
How
have are
I developed
thisenjoy
competency
duringwhich
this course
professional
seminar/fi
eld
into the mentality of learning. In my remedial class I started implementing lunch time
experience?
detentions which worked according to how much time they wasted. If a particular student
wasted 15 minutes they would have to enjoy a 15 minute lunch detention which
compounded every time they did not show
up. I often gave them one warning as well. I
Name _____________________________________________________
ID ________________________
believe Ive developed this competency thoroughly.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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
I believe
I have
a thorough
level
of mastery
of this
competency.
I attended
By the end
of his
or her initial
training,
the student
teacher
should be
able to : meetings at the
beginning
of the practicum
to familiarize
myself with theofdifferent
students
and codes
Cooperate
in the development
and implementation
individualized
education
plans that
arise in the
school.
The
IEPs
at
my
host
school
were
in
the
form
of
online
forms
in
which
designed for students under his or her responsibility.
teachers added comments and removed comments based on development of the student.
When it came time to completing the IEPs, I was able to contribute thoroughly and add
helpful
comments
to both
CTs classes.
I was this
ablecourse
to helpor
create
realistic seminar/fi
goals and eld
How
have
I developed
thismy
competency
during
professional
gave unique comments to students that had IEPs.
experience?
Name _____________________________________________________
ID ________________________

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL

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;
Name _____________________________________________________
ID ________________________
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.
experience?
As a big proponent of ICT and a very deep understanding of its limitations and uses, I
believe that I have advanced mastery of this competency. I often used ICT to complement
my lectures with presentations and pictures. For example, in one of my advanced English
classes, we were learning about how the Iliad and the Odyssey related to history and
Greek culture, through the use of ICT I was able to demonstrate and show them different
videos pertaining to Greek politics and war-life. The students often were encouraged to
use computers for research as well. My classes also utilized the platform Edmodo that
works very similarly to McGills MyCourses, allowing students to access handouts and
assignments online. I used this platform to remind my students of homework and to share
useful links for information.
ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
To cooperate with school staff , parents, partners in the community and students in
pursuing the educational objectives of the school.
FEATURES
Collaborates with other members of the school staff in defining orientations, and
developing and implementing projects related to educational services in areas falling under
the responsibility of the school.
Informs parents and encourages them to become actively involved.
Coordinates his or her actions with those of the school's various partners.
Supports students involved in the administrative structures of the school or in school
activities or projects.
LEVEL OF MASTERY
situate his or her role in relation to that played by other internal or external resource
persons;
adjust his or her actions to the educational objectives of the school and contribute to the
attainment of these objectives by becoming personally involved in school projects;
Name _____________________________________________________
ID ________________________
Start building a trusting relationship with parents.
experience?
Throughout my field experience, I have developed a thorough level of mastery in this

competency. Despite the work-to-rule strike plans this year, I was able to involve myself in
the schools Hope Basket project. With the help of students and other staff members, I
organized the collection of food and donations. The students and I created posters, cans
for change, organized a fundraiser selling cotton candy for Hope Baskets. I also set up a
table at the entrance of the school for collection with students and staff during ParentTeacher interviews. The school let them know before the interviews and many parents
came with food and donations. Not only did I get a chance to communicate with parents
during Parent-Teacher interviews but I also started developing a trusting relationship with
parents when I sent emails home to certain parents regarding undone homework and the
like. Most parents were very thankful for the reminder and it demonstrated an immediate
effect.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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
Name _____________________________________________________
ID ________________________
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.
experience?
I believe I have an advanced mastery level of this competency. As a teacher in training I

was very conscious of how experienced teachers could help me and I often spoke to them
and worked with them to improve on my own lessons or to share ideas. Whenever I have
communicated and cooperated with staff I have always been respectful. I was able to
attend several department meetings and other general staff meetings as well and
developed a very good understanding of the workings of staff and administration. At the
beginning of my field experience I did some team-teaching with my cooperative teachers
to develop thorough lesson plans. I worked collaboratively with them at the start to come
up with innovative lessons that accommodated our students.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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
Name _____________________________________________________
ID ________________________
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.
experience?
During this field experience, professional development was undoubtedly an important

factor to consider. Although I am arguably not considered a professional yet, I tried to
engage in activities and habits that would further my development towards becoming a
professional. The most obvious way in which I developed this competency during my first
field experience was to ask questions and accept any kind of advice any teachers had to
offer. I believe that listening and absorbing information from people that undoubtedly have
more experience than ones self is the first step to professional development. Also,
whenever given any resource, be it student activity hand-outs, poems, stories, rubrics or
outlines, I collected anything a teacher would offer me. By doing this, I am able to build a
resource vault and library that may become useful later on into my professional life. I
believe that I am thoroughly aware of my own limitations and work tirelessly to improve
myself. Through McGill seminars and courses I also learned about different teaching
strategies that helped me throughout my practicum.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
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.
Name _____________________________________________________
ID ________________________
Situates the moral conflicts arising in class with reference to the major schools of thought.
Demonstrates sound judgment in using the legal and regulatory framework governing the
teaching profession.
LEVEL OF MASTERY
demonstrate sufficient responsibility in dealings with students that one can recommend
with no reservations that a class be entrusted to his or her care;
Answer to others for his or her actions by providing well-founded reasons.
experience?
I believe I have an advanced mastery level of this competency because I always acted
respectfully and in an ethical manner towards students and staff. I also encouraged my
students to behave respectfully and be mindful of others. In one instance, a particular
student of mine had accidentally pushed another one who started to angrily spew
expletives. I managed to calm him down and defuse the situation properly without any
harmful repercussions to either student. This was also expressed in my ethics class, where
we would debate controversial issues. It was often my job and duty to ensure that the
students felt they were free to express their opinion, defuse any aggressive situations that
could arise, and remind students that my classroom was a safe place to share our
thoughts in a respectful manner.

ADVANCED
MINIMAL
THOROUGH
ACCEPTABLE
PARTIAL
Name _____________________________________________________
ID ________________________

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PROFESSIONAL COMPETENCY SELF-EVALUATIONS

I believe that I have achieved a thorough understanding of this competency throughout

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

I believe my mastery of this competency is thorough. Throughout this field experience, I

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

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)*

TEACHING ACT (3, 4, 5, 6)

TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

TEACHING ACT (3, 4, 5, 6)

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Start building a trusting relationship with parents.

Throughout my field experience, I have developed a thorough level of mastery in this

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

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

contribute to the work of the teaching team in an effective manner;

I believe I have an advanced mastery level of this competency. As a teacher in training I

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

PROFESSIONAL IDENTITY (11, 12)

To engage in professional development individually and with others.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

During this field experience, professional development was undoubtedly an important

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

PROFESSIONAL IDENTITY (11, 12)

To demonstrate ethical and responsible professional behaviour in the performance of his

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

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