FE2 Professional Competencies Self-Evaluation

COMPETENCY 1 (Foundation)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?

  • Interacting with each student with self-awareness that I am a guest within a community with its unique values, attempting to familiarize myself with the school values
    • IE// Getting to know school culture by talking to students and asking about their school and how they like the environment
  • Try to address and gear students’ thinking towards finding a rationale for answer rather than answer itself.
    • IE// When student asks about the specific word limit acceptable for assignment, I guide said student through the rubric and have student independently figure out and understand why an opinion article with its structure and conventions usually comes to 6-800 words.
  • Attempt to connect classroom content and practices into real-world context.
    • IE// Explaining article structuring in terms of idea organization, connecting it to future uses such as CV/Resume drafting, rather than limiting it within classroom boundaries
    • Emphasize self-evaluative questions, have students realize there must be a purpose to every piece of writing (“Why should I care?”)
  • Integrating topics of student interest into writing subjects
    • IE// Have students freely write about foreign subjects through personal experiences and interests (Writing about children’s rights, I encourage students to write about their own working experiences within their articles to empower enthusiasm and personal relevance)

·


What is my current level of mastery?

LEVEL OF MASTERY: THOROUGH

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

PS/FE level (circle one)   1     2         4


COMPETENCY 2 (Foundation)To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts relating 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?

  • Creating simple, easy to read lesson plan PowerPoints for Entrepreneurship class
    • IE// Using diverse text modes (writing, videos, charts) to clearly articulate the lesson content
  • Explaining rationale for instructions rather than blind instruction.
    • IE// Explaining that for an opinion article, students must adopt the perspective of themselves when writing due to personal attribute of article
  • Providing diverse means of grasping information within lessons.
    • IE// For opinion article lesson, providing a PowerPoint, physical copies of handouts, as well as a YouTube video to ensure students fully take in the knowledge through any means possible
  • Grading students’ articles and leaving constructive feedback comments throughout the articles.
    • Students have a chance to read the feedback themselves first, think critically about improvement independently, then refer to either CT or me to logically break down their article.
    • Students have a visual rubric to refer to, as a result going through the article with students is a very step-by-step, logical process where clear articulation and communication is essential

·


What is my current level of mastery? 

LEVEL OF MASTERY: THOROUGH

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

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


COMPETENCY 4 (Teaching Act)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 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?

  • Assist students throughout CT’s lessons, acting as both a professional educator that can answer students’ questions and as a facilitator of education providing an inclusive learning environment
    • IE// During 3 work periods students received to complete their articles, I actively supervised the class, answering individual questions when asked and proof-reading students’ articles per request
    • IE// During the same work periods, when students were stuck I ask them original prompts related to the topic so students can think of other ways to tackle the assignment, as opposed to directly instructing them what to do
  • Incorporate short group activities within lesson plan devised alongisde CT
    • Encourage peer-to-peer discussion, encourage an inclusive, interacting classroom environment
  • Structuring a lesson plan with clearly outlined objectives and goals that expects an active level of participation from students that provides the necessary resources for students to achieve said objectives
    • IE// Opinion article lesson plan – providing PowerPoints, videos, handouts and also oral instruction to ensure students have the proper resources to engage in learning

·


What is my current level of mastery? 

LEVEL OF MASTERY: ACCEPTABLE

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

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


COMPETENCY 6 (Teaching Act)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?

  • Ensuring minor organizational “housekeeping” tasks are completed by myself, such as attendance, distributing handouts, ensuring students who have missed classes have received their missing handouts
  • Acting as housekeeper and supervisor for classrooms outside of my CT’s jurisdiction
    • IE// Supervised the International students’ teacher’s homeroom class during the mornings where she tells beforehand that she will be late (overseeing students, taking attendance, maintaining noise levels of class)
  • Paying close attention to transitions between class activities – making sure routines function smoothly and that students lose minimal attention in transitioning activities
  • Take notes throughout class of which students will work well and which will require different accommodations in activities
    • IE// In a classroom with many engaged students, I can confidently place student participation activities. However, in a class with 1 or 2 engaged students, I will change the activity to group discussion so students don’t necessarily have to present and be put on the spot.

·


What is my current level of mastery? 

LEVEL OF MASTERY: THOROUGH

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

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


COMPETENCY 9 (Social and Educational Context)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?

  • Engaged in extracurricular activities organized outside of school curriculum
    • IE// Participated in “Wednesday Bistro” – a social club organized by my Cooperating Teacher aimed to provide affordable food made by students to fellow students every Wednesdays
  • Participated in the invigilation of IB students’ end-of-the-year IB online examinations
  • Independently oversaw and assisted with another teacher’s Korean International students
    • Due to common mother tongue, was able to assist students in Korean and inform students’ progresses to teacher in a clearer way
    • Independently led and oversaw Korean students in separate classroom from other students
  • Offered translation services and personal help to other school teachers who were struggling to communicate with their Korean International students
  • Participated during after-school ESL classes
    • IE// International students struggling in regular English classes come after school to receive additional help in their English assignments and/or needs

·


What is my current level of mastery? 

LEVEL OF MASTERY: THOROUGH

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

PS/FE level (circle one)      2     3     4


COMPETENCY 10 (Social and Educational Context)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?

  • Engage in collaborative discussions with CT and fellow Student Teacher in creating Lesson Plans
    • IE// For Entrepreneurship class, the Business Growth lesson powerpoint was developed through all 3 people contributing their professional thoughts and differentiating strategies in creating a holistic lesson plan compatible with all different student groups.
  • Exchanging constructive feedback for professional development whenever available
    • IE// Both my fellow Student Teacher and I gave each other constructive feedback following our trial lessons prior to evaluation. Feedback was also given by the CT regarding our lesson plans and actual handouts.
  • In making executive decisions regarding students, always letting the CT and fellow student teacher know of the decision
    • IE// For grading students’ articles, whenever I experienced difficulties settling on a single grade for a student, I would consult my fellow Student Teacher and CT and ask if this certain mark was appropriate.

·


What is my current level of mastery? 

LEVEL OF MASTERY: ACCEPTABLE

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

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


COMPETENCY 11 (Professional Identity)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?

  • At the end of every class lead by my C.T., I sought out constructive comments from the teacher in hopes of furthering professional development
    • IE// Asking teacher what types of strategies/approaches could be taken in handling students of different learning capabilities/paces
  • Engaged in learning different available learning mechanisms/resources within class
    • IE// Spending spare periods attempting to master Smartboard technology, understanding how to effectively integrate it within classroom context
  • Sought out help from diverse sources of different departments
    • IE// Asking teachers of diverse subject areas (English/Sciences/Phys Ed./Arts) for general tips and pointers in classroom management + general points of emphasis in the teaching profession
  • Engaged in critical self-reflection based upon classroom engagement and observations
    • IE// Use of personal journal to document observations then re-examine observations under critical-eye, attempting to understand rationale for teachers’ actions within classrooms
  • Engaged in programs outside of CT’s schedule to familiarize myself with engaging in diverse areas as a professional
    • Raising the professional standard expected by myself as a future educator

·


What is my current level of mastery? 

LEVEL OF MASTERY: ACCEPTABLE

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

PS/FE level (circle one)      2     3     4


COMPETENCY 12 (Professional Identity)To demonstrate ethical and responsible professional behavior in the performance of his/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?

  • Maintain professional detachment and distance from students while equally connecting with each in a genuine manner
    • IE// Changing subject of discussion in a natural manner when students ask for personal accounts of social networking 
  • Clearly express professional stance regarding discrimination/acts of bullying
    • IE// Let students know from introduction that discriminatory acts are unacceptable in my personal professional capabilities
  • Provide equal attention to all students
    • IE// Consistently walking around classroom ensuring some level of engagement with all students – when one student desires all the help, let him/her know I will be back shortly after assisting other students who have received less help
  • Learn to respectfully refuse irrelevant/absurd requests made by students
    • IE// Student X requested that I photocopy her assignment for personal usage – after checking with C.T., informed student that I am unable to perform his request in a respectful manner

·


What is my current level of mastery? 

LEVEL OF MASTERY: ACCEPTABLE

*Reference: features of the competency and the professional competency rubric.

Name: Simon Son

ID: 260573194

Date: May 17th 2016

Course Name & Number: EDEC-254

PS/FE level (circle one)      2     3     4

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