2015-Professional Competencies-Edin 602-December 2015 3

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?
During this first stage I was assigned to teach secondary I and secondary II science and technology. While preparing lesson plans
I followed the POL to cover the material that was required for the curriucum. In order to make the material meaningful and relevant to
students I included videos and stories as I taught so that students could relate. Incoroporating these elements into the lesson encouraged
discussion in the classroom as students were exposed to visual representations of scientific concepts and were able relate to stories that
were recounted.
While teaching the unit on the diversity of life I borrowed examples that I had experienced through my own travels to illustrate
different concepts that were being covered. Sharing these stories helps to make the concepts real as students can ask me questions based on
my own experiences. As I tell these stories I also encourage students to share their own experiences so that they may bring their own
knowledge into the classroom. These exchanges are very enriching and help students to understand that knowledge is not only something
we attain through the classroom but that experiences outside the school are just as important to our overall education.
Preparing material for students that is current: Finding a habitable planet- was a project that I assigned to my secondary II
classes which took into consideration factors that are necessary for survival on different planets. This project is in line with current
research from NASA as work is being done to find signs of life as well as the possibilities of the human species one day surviving on
another earth like planet.I also try to incorporate interesting ways to conduct formative assessment for students- examples include Solar
System Jeapordy as part of a review before the final test and a Kahoot Cell structure quiz to end a days lesson and review material. The
students loved the change of pace and were excited to answer questions.
My life experiences through education, work and life in general have shaped who I am and how I view situations. I am also aware that I am
a person who is constantly learning and tries to incorporate different views into my assessment of situations. I will maintain an open mind
in my classroom and always understand that each student is an individual with their own story and background. Through the courses that I
have had opportunity to take in this program I have come to realize that each person brings into the classroom their own experiences and
knowledge. I will respect the different cultures within my classroom and ensure there is a mutual respect among the students. I also
understand that I am in the process of continued learning and will be open to all opportunities that will allow me to expand my knowledge
base academically and culturally within the university setting as well as with my students in the classroom. I have also learned that there
are difficulties experienced by students who come into content classrooms and have difficulty with the language of instruction. It is my
responsibility to be aware and to accommodate these students so that they too may succeed

Name ______________________________Persefoni Apostolakos_______________________ ID ______119170056__________________

Date: ________________5/Dec/2015______________ Course Name & Number (e.g. EDEC 253) _____EDIN 602____________ 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

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.
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.

Through the use of a power point presentation as well as class discussion, students are learning about the
properties of matter and making the connection to their own world.

In labs where the vocabulary is unknown I take the time to go through the words with the class and review the
defintion and explain what the word is referring to. During this internship students added new scientific words to

their vocabulary that were part of the following categories: physical structures, a biological processes,

organization of matter. Students are given the opportunity to learn the words during oral reviews in class and are
enouraged to spell and use these words accurately in their written assignments and evaluations.

I present my lessons to students orally and with the visual aid of a power point presentation which includes
descriptive text as well as images. Students will all have access to any notes given in class on the class websit. I
took care to ensure that all notes were written with proper vocabulary and grammar.





ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
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.
I take care to include current events and topics in my lessons and to reflect the population of my classroom in the ressources
that I choose.
,
I recently taught a Unit on the Living World which included the topics of Habitat, Ecological Niche, Ecosystem and
Adaptations. I decided to assigne to students a project on Endangered Speicies after being inspired by an article that was

found in our local Gazette that discussed the Endangered Species of Canada. In introduced the project using the article to
raise awareness that is not only a problem in rainforets or with the Great Panda (an animal which is most often associated
with endagered species).

I had the opportunity to teach an all girl secondary II science section. I realized early on that the material that I was
covering for the POL always centered around male scientists and that the young women in the class could benefit from the
introduction of great female scientists, past and current. I would begin classes with an image of female scientists and have a
dicussion with the students or I would choose videos with female researchers to enhance the topic that was being covered.



1
2


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
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.
How have I developed this competency during this course or professional seminar/field experience
During our unit on the Solar System the secondary II students were placed in groups and assigned 3 different
projects related to the solar system. Prior to starting the projects my CT and I discussed the combinations of students that
would work best together. It was an introduction for me on how many factors need to be considered when creating
groups for projects. I had to take into consideration modified students who would benefit b y being paired with more
independent students. While considering this factor I also h ad to ensure that these independent students would gain
from this situation as well.
I recall once incident where a student who usually prefers to work on his own complained about b eing placed
with a student who works at a slower pace. This is an example of a situation where both students can benefit from this
pairing. The student who preferes to work alone was given an opportunity to work on patience as well as guide his fellow

student in the process thereby sharing his knowledge with someone else. Though group work can be difficult in terms of
organization and ensuring that students are on task I believe it is b enefiical and is representative of what students will
encounter throughout their lives. Though group work can be beneficial it also poses challenges with respect to the load
that everyone is willing to take on. I spoke with the all the members of the each group to ensure that there was a
consitent effort being m ade by everyone. In the cases that this were not so, assessment was made o n an individual basis.



TEACHING ACT ( 3, 4 , 5 , 6 )

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
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
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.

At the beginning of my units I prepare a pre-assessment to establish the level of knowledge and understanding that students
have for a particular subject.At the end of my lessons I follow-up with an exit ticket to assess how the learning has evolved
and how I should begin my next lesson. This has usually led to a review discussion at the beginning of every lesson to go
over material that has been presented and to establish the link to the current lesson.
I have designed several quizzes and tests to assess student learning. I ensure that my assessments have a variety of question
styles ( multiple choice, short answer, matching) in order to provide fair assessments for all students. Once assessments are
corrected I would return them to students and we would review all questions. During this time they would be given the
opportunity to correct their errors and ask any questions that they may have found difficult or confusing during the test.

I have also participated in the collaborative design of tests with other colleagues who were teaching at the same level.


THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
KEEP


ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
TEACHING ACT ( 3, 4 , 5 , 6 )
MINIMAL
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 and plan measures to
prevent them;
Establish and apply methods that can be used to solve problems with students who exhibit inappropriate
behaviours.

I began each lesson with a slide of the day s lesson plan. I realized that doing this allowed students to know where we were headed and
to anticipate how the class would be divided into sections with repecct to the time period.

After a couple of weeks of teachig I established a small set of rules for classroom conduct. Students were told that no one is allowed to
interefere with the education of another person in the classroom. The rule is simple yet it encompasses a range of classroom behaviours.
Students are required to listen when another person in the class is expressing an opinion or answering a questions. Talking over the
teacher or other studetns in the classroom is not accepted.Students were encouraged to express their thoughts. There were times the
class would not cooperate. Students would be warned that the lesson would continue into their own recess time since they insisted on

using class time as their own for social purposes.

Other strategies used were to move students from their current seating to other parts of the room. This practice was effective and helped
some students begin to concentrate more and show improvement in their work.

I also implemented a new seating plan to help with classroom management. Again this involved knowing the students well and trying to
students that would work well together.
Though I have made quite a bit of progress in the area of classroom management I feel that this is an area that I could continue to
improve in.
During labs I circulate around the room to ensure that students are working well and offer assistance whenever it is needed.




ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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.


I had several students with IEPs in my classes during both internships and became familiar with the
accomodations that they required for note taking, group work social requirements and assessments.

I also prepared modified versions of exit cards and tests for students who had these reqirements. In addition on

the occasions where my CT and I worked together in the classroom I was able to sit with students who had
accomodations and read through exams or works sheets with them.

I also made myself available during lunch hours to help students with review or to allow students who required
more time for tests to complete their tests.

During both internships I had the opportunity be present during the IEP training. For Internship 1 I was able to
assist in the evaluation and updating of the IEPS for six of my students along with several of their teachers from
other subject areas.





ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL

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
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.

Throughout my internships I have used Power Point presentations as well as the medium of smart boards as the
main tools for lessons and note taking sessions. In addition I have enhanced lessons through the use of videos and
science shows as wellvarious review games that have been prepared using different programs available online :

Kahoot, Socrative and Jeopardy.

Students have been assigned projects such as the creation of a brochure for a project on Endangered Species. This
project required students to use a program called Publisher and to choose a template to work with. Computer lab
time was provided to all groups to allow them to learn how to use the program during a period of time where I
could guide them and answer questions. I have also shown students how to search for credible websites that were
related to their topic




ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
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;
Start building a trusting relationship with parents.

The science fair took place over a few days at our school. I was involved in assisting with visits from
elementary school children who were presenting at the fair.
Though the project did not work out due to funding, I approached individuals at the school to participate
in the creation of a school garden that would benefit students as well as the community.
I met with several parents of students during parent teacher interviews and communicated achievements
of students as well as areas of concern. I discovered how important relationships with parents are and
how great an impact open communicatons with parents can have on a students success.
Though my contact with parents was limited to the parent teacher interviews my CT and I discussed the
progress of our students regularly. Based on our discussions my CT would communicate with parents any
concerns or progress that we had observed.




ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
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
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.

Prior to every lab I meet with the lab technicians to discuss the specific requirements for each lab and to become familiar
with the material and procedures involved in order to explain the lab to the students. While explaining the labs I also ask the

technicians if any more information is required than what was presented. During the lab we circulate as a team to help all
students with questions or any challenges they may be facing.

I have also collaborated on notes as well as assessments for students. During my second stage a foldable notes notebook
format had been adopted for the Secondary III curriculum. All teachers of Secondary III science students had to contribute
their set of slides as well as notes for the unit for which they were responsible. During my internship I covered the unit on
Sexual Reproduction and prepared the power point, notes and ressources for all of the teachers who would be using the
material.





ADVANCED
THOROUGH
ACCEPTABLE
PROFESSIONAL I DENTITY ( 11, 1 2)
11
PARTIAL
MINIMAL
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
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.

Throughout the course of my internships I have kept a reflective journal to record the events of my teaching. The
journal has allowed me to go back and revisit moments of success, frustration and even failure. During my second
stage I had the opprotunity to share these reflections with my supervisor who gave insight and advice as to how to

improve situations that I described or to encourage me to continue with successes. Reviewing these reflections

with other colleauges during coverstations (PLC groups) has helped to shed light on the fact that we are all
experiencing similar siturations at any given moment. What I have learned through these converstations with my
colleagues and mentors is that every day of teaching is an opportunity to come into the classroom and try to
improve on the last day.

I am able to recognize my strentghs and focus on areas that I need to improve. I have also read and continue to
read articles on education that help to keep me current and aware of the modern day classroom. As an educator I
plan to maintain the practice of keeping a reflective journal and discussing issues and topics of interest with a
community of peers.





ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
PROFESSIONAL I DENTITY ( 11, 1 2)
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
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.

I take my responsibility as a teacher very serioulsy knowing that I am not only in the classroom to teach a subject

but I am there to help the whole person grow. I have taught my students that I show them respect in the way I
speak to them and teach them. I speak to the class as a whole regarding respect and how their actions have impact
on individuals and on the class as a whole. My philosophy is to ensure that students realize that I care for them as
individuals who will become contributing members of society and that they realize this responsibility through
their actions in the micro-society of our classroom.

I communicated extensively with my CTs regarding issues of classroom behaviour and how to manage different

levels of situations. I accepted their suggestions but also provided my own strategies to improve classroom

management. I made decisions with my CT in terms of how to deal with any situations that arose during my
internship.





ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL




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PROFESSIONAL

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

from this situation as well.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL A ND E DUCATIONAL CONTEXT ( 7, 8 , 9 , 1 0)

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

To engage in professional development individually and with others.

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

PROFESSIONAL I DENTITY ( 11, 1 2)

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

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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