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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?

In teaching different lessons, I was able to transfer concepts and ideas from one lesson to
another regardless of the subject. For example, in language arts, I used math vocabulary
to recall terms that the students learned and reinforce language. As well, in subject areas
such as math, it was important to establish connections and links between one lesson and
the next as a way on building on previous knowledge. In the weather unit, I aimed at
continuously building on each prior lesson and incorporating new elements. We explored
weather vocabulary and created a small dictionary with weather words for the students to
refer to either at home or in class. Furthermore, during the third field experience, I
constantly scaffolded and probed the students knowledge. Whenever a student asked a
question, I redirected it to the entire class and inquired if any of them knew the answer
and could share. This forced the students to problem solve, dig deeper and discover
instead of immediately providing them with answers. Also, I encouraged the students to
partake in classroom discussions as often as possible. I value the students sharing their
opinion, viewpoints or reactions to a story, video clip etc. In devising lesson plans, I tried
to peak the students curiosity by incorporating their interests whenever appropriate. This
brought excitement to the classroom and above all the students wanted to listen, learn
and explore. Overall, the students were happy to know that I listened to their interests and
involved them in my lesson.
Name: Claudia Loffredo
Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS


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
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/fi eld
experience?

Throughout this field placement, I worked on rephrasing the questions I posed to the
students so that they better understood the instructions or what was expected of them for
a particular activity. To do this, I formulated my questions a head of time and included
them in my lesson. Sometimes, I wrote them on chart paper as a reminder that I needed
to ask certain questions. No matter the subject, I ensured that the questions and the
language I used was appropriate for the students learning level. Keeping the range of
learners in mind, I communicated effectively to ensure that the students comprehended
the message that I wanted to convey. In writing journals or responses, I helped the
students by providing them with different tools to observe certain writing conventions. For
example, on several occasions, we brainstormed on Chart paper prior to beginning the
independent writing. The students were also provided with prompts and images to
manipulate and use in their writing.
As there was a student with autism in the classroom, it was very important to take note of
the goals that we established on his IEP. We strived to help in communicate and whenever
I spoke to this child, I helped in phrase or pronounce his questions or comments correctly.
This was beneficial to the student in improving his speech and developing strategies to
engage
inLoffredo
diverse conversations.
Also, due to the fact that there was a selective mute in
Name:
Claudia
ID : 260531497
Date:
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Number (e.g. EDEC
253) EDEE 353
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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
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

TEACHING ACT (3, 4, 5, 6)

To develop teaching/learning situations that are appropriate to the students concerned and
the subject content with a view to developing the competencies targeted in the programs of
study.

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

During this stage, I devoted time in devising lessons with measurable goals and a step-by
step plan that would allow the students to attain the objectives. These lessons took into
account QEP as well as the Progression of Learning. Also, I set aside a back-up plan in
my bank of tricks, which included either brain breaks
Prior to teaching, I organized the materials I used to differentiate the learning. For
example, in filling in the numbers on a calendar, some students received a number line
while others were provided with a supplementary reading of the assignment.
In addition, I created a weather unit and explored things including seasons, weather
Name: Claudia Loffredo
: 260531497
conditions, meteorologists etc ID
with
the students. We started off by PS/FE
discussing
leaves and
Date: March 28 , 2016
Course Name & Number (e.g. EDEC 253) EDEE 353
level (circle one) 1
2
3
4 fall, continued by reading books about clouds and even spoke about wild weather. In
discovering this unit in a particular order, the students were therefore prepared for the
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
evaluations. We also related weather forecasts to the predictions that we make in our
everyday lives. For example, the students made guesses and a food forecast based on
th

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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.

TEACHING ACT (3, 4, 5, 6)


To pilot teaching/learning situations that are appropriate to the students concerned and
to the subject content with a view to developing the competencies targeted in the
programs of study.

FEATURES
Creates conditions in which students can engage in meaningful problem situations, tasks or
projects, based on their cognitive, emotional and social characteristics.
Provides students with the resources they need to take part in the learning situations.
Guides students in selecting, interpreting and understanding the information provided in
the various resources and in understanding the elements of a problem situation or the
requirements of a task or project.
Supports student learning by asking questions and providing frequent and relevant
feedback to promote the integration and transfer of learning.
Encourages teamwork.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
guide students, through appropriate interventions, in carrying out learning tasks; lead the
students to work together in cooperation;
Detect teaching/learning problems that arise and use the appropriate resources to remedy
them.
How have I developed this competency during this course or professional seminar/fi eld
experience?

Throughout the course of the this stage, I continuously praised the students for making
good choices as well as for applying themselves and making efforts to improve. In praising
them, I ensured to give them a reason to justify the appraisal as a way of indicating to
them and the other students, ways to stay on track and be Shine students. Moreover, I
tracked positive behaviours in the classroom through a reward chart. This motivated all of
the students to constantly strive to do better. Whenever students were kind to one
another or did something for a peer, they also received a check mark. This encouraged
teamwork and overall kindness or respect. The students often participated in group
learning situations. I set up math centers for them to work in and had the students
recreate a story we read in class in teams. Each pair of students had to consult other
teams to situate themselves in producing their image of a event in the story. In order the
Name: Claudia Loffredo
ID : 260531497
students communicated and took
ownership of their work. In general,
when I noticed that
Date: March 28 , 2016
Course Name & Number (e.g. EDEC 253) EDEE 353
PS/FE level (circle one) 1
2
3
4multiple students expressed a concern when doing a task, I often said, Freeze and
reiterated the instructions to the entire class. This was an indication that my message was
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
not clear enough for them to succeed. Furthermore, in doing application problems with the
students, we looked at how to find important information. Providing students with the time
to develop these strategies was crucial as we practiced listening and using their magic
th

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

TEACHING ACT (3, 4, 5, 6)

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.

TEACHING ACT (3, 4, 5, 6)

TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING


THE RELATED COMPETENCIES.
FEATURES
Gathers information as students are engaged in a learning situation in order to identify
their strengths and weaknesses and to review and adapt his or her teaching accordingly to
help them progress.
Takes stock of the learning acquired by students in order to assess their mastery of the
related competencies.
Designs or uses tools to evaluate student progress and mastery of competencies.
Communicates expected outcomes to students and parents and provides feedback on
student progress and mastery of competencies using clear, simple language.
Works with the teaching team to determine the desired stages and rate of progression
within the cycle concerned.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
detect the strengths and weaknesses of the students in a learning situation;
identify some of the adjustments required in his or her teaching on his or her own;
in cooperation with colleagues, design evaluation materials, interpret the work of students
in terms of their mastery of the competencies, and develop tools for communicating with
parents;
Inform the students of the results of a diagnostic evaluation process and inform parents
and members of the teaching team of the corrective intervention strategy elements
For the evaluation
envisaged. component of every lesson, I discussed with my CT prior to determining

a marking system or way to assess the students. The graphic organizers that
accompanied
some lessons,
such as those,
which
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experience?
At the end of each day, I reflected upon my teaching practices in discussing with my CT.
We looked at what I did well as well as what I could work on. We also set precise goals in
terms of establishing specific strategies to implement in my daily instruction. As well, I
wrote a journal after teaching and
reflected on what went well and what needed some
Name: Claudia Loffredo
ID : 260531497
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make
Date:
March 28
2016
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different groups (two grade one classes and one grade two class). I adapted the lesson to
be cross-curricular and adjusted the difficulty level by adding or subtracting certain
th

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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.

TEACHING ACT (3, 4, 5, 6)


To plan, organize and supervise a class in such a way as to promote students' learning
and social development.

FEATURES
Develops and implements an efficient system for running regular classroom activities.
Communicates clear requirements regarding appropriate school and social behaviour and
makes sure that students meet those requirements.
Involves students on an individual or a group basis in setting standards for the smooth
running of the class.
Develops strategies for preventing inappropriate behaviour and dealing effectively with it
when it occurs.
Maintains a classroom climate that is conducive to learning.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
introduce and maintain routines that ensure the smooth running of regular classroom
activities;
identify and correct organizational problems that hinder the smooth running of the class;
During this field placement, I helped reinforce the routines by running the daily activities
anticipate some of the organizational problems that hinder the smooth running of the class
including
morning activity, D.E.A.R time, read aloud of the weekly poem and stack and
and
planthat
measures
to prevent
them; I wrote down important reminders such as if a
pack. To ensure
the day
ran smoothly,
Establish
and
methods
can be
used to solveor
problems
with
students
exhibit
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books. Furthermore,
devising different lesson plans, I anticipated some issues whether

behavioural or technology related that might arise. In dealing with this, I created a back-up

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eldIn
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that
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to competency
whenever I felt
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the lesson.
experience?
some cases, I asked that the students get up and off their chairs to do a brain break. These

were very effective in terms of getting the students to stretch, move around and refocus.
Also, in getting to know the students and adapting to their learning needs, I used various
Name:
Claudia Loffredo
ID : 260531497
strategies
to aid them in remaining
on-task. For instance, certain students held fidget
Date: March 28 , 2016
Course Name & Number (e.g. EDEC 253) EDEE 353
PS/FE level (circle one) 1
2
3
concentrations
as
non-distracting
ways
to cope with their jitters. Other students sat on
4
special stools during story time or the couches in the reading center. When this was not
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
sufficient and students needed alternate support regarding behaviour management,
intervention strategies were introduced. For example, as a class we began a Better
Choices journal to help students work on one negative or undesirable behavior at a time.
th

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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.

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


To adapt his or her teaching to the needs and characteristics of students with learning
disabilities, social maladjustments or handicaps.

FEATURES
Facilitates the educational and social integration of students with learning disabilities,
social maladjustments or handicaps.
Consults resource people and parents to obtain background information on students with
difficulties (needs, progress, etc.).
Proposes learning tasks, challenges and roles within the class that help students to
progress.
Participates in developing and implementing individualized education plans.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
At the beginning
of each
day,
I greeted theand
students
outside ofof
the
classroom and
aided the
Cooperate
in the
development
implementation
individualized
education
plans
students in preparing for the day and getting accustomed to the routine. Throughout the field
designed for students under his or her responsibility.
experience, in preparing lesson plans, I implemented different instructional strategies to meet the
needs of all students. To illustrate this, students with attention difficulties, were permitted to use
fidget toys while the learning took place. Also, we did many brain breaks as a way to get the
How have
I developed
this competency
this to
course
orout
professional
seminar/fi
eld
students
to refocus
their attention
and take a during
small break
get up,
of their seats.
While
experience?
teaching,
I ensured that the educational resource teacher was aware of the lesson objectives that I
established. This guaranteed that we worked as a team so that ultimately all students were
successful.
I initiated various learning situations outside of the classroom context with certain students
experiencing difficulty. For instance, I had lunch with a student and played math games with her
on
several
The aim of this
to primarily help her better her number sense by using
Name:
Claudiaoccasions.
Loffredo
ID :was
260531497
Date: March
28th, 2016
Name & Number
(e.g. mathematical
EDEC 253) EDEE 353
PS/FE level
(circle
one) 1
2
different
math
tools. To do this, we Course
communicated
using
language
and
explored
4
different ways to represent numbers. As this student in particular does not play these math games
at
home
adults,
was very beneficial
this
have
supplementary support in her
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During a school-based Ped. Day, I analysed the strengths and weaknesses of different students

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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.

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


To integrate information and communications technologies (ict) in the preparation and
delivery of teaching/learning activities and for instructional management and
professional development purposes.
FEATURES

Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and
learning resources, and regarding the social issues they raise.
Assesses the instructional potential of computer applications and networking technology in relation
to the development of the competencies targeted in the programs of study.
Communicates using various multimedia resources.
Uses ICT effectively to search for, interpret and communicate information and to solve problems.
Uses ICT effectively to build networks that facilitate information sharing and professional
development with respect to his or her own field of teaching or teaching practice.
Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to
assess their own use of ICT, and to exercise critical judgment regarding the information they find on
the Internet.

LEVEL OF MASTERY

By the end of his or her initial training, the student teacher should be able to :
demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and
learning resources;
demonstrate a general understanding of the possibilities offered by ICT (and the Internet in
particular) for teaching and learning, and know how to integrate ICT in a functional manner into
teaching/learning activities, when appropriate;
Name: Claudia Loffredo
Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

use ICT effectively in different aspects of his or her intellectual and professional life: communication,
research, information processing, evaluation, interaction with colleagues or experts, etc.;
Effectively transmit the ability to use ICT to his or her students in order to support the collective
construction of learning in a well-structured, critical manner.

How have I developed this competency during this course or professional seminar/fi eld
experience?

During the field experience, I used multimedia resources whenever appropriate to engage
the students, introduce a topic or even to extend the learning. Utilizing video clips to show
the students weather reports or or book readings were effective in stirring conversation
and encouraging participation.
For several math lessons, I invited different students to the Smart board to demonstrate
their knowledge and practice doing things like filling in ten-frames or making patterns. The
students were very excited to be able to use the Smart board and as a result remained
interested for the duration of the lesson. Also, for various using the doc-cam on the Smart
board was useful for activities such as reviewing and reading poems a loud or going over
graphic organizers.
Having the materials (i.e: the computer, slides, projector, sound) prepared prior to
commencing the lessons was necessary in order to avoid wasting time fixing technological
problems.
Reviewing
videos
times
and establishing
questions ahead of time
WHAT
IS MY
CURRENTthe
LEVEL
OFmultiple
MASTERY?
(CHOOSE
ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

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;
Name: Claudia Loffredo
Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

Start building a trusting relationship with parents.

How have I developed this competency during this course or professional seminar/fi eld
experience?

During the past months, I have been working closely with my CT or my coach to develop
lessons, activities and tools for the students to meet the learning objectives with ease. I
also collaborated with the members of the Theme Launch committee, which organized
an assembly to kick off the school year. We launched the school theme, Reach your
Summit! in having students from all grades discuss how they would achieve greatness.
I took part in Governing Board meetings, where important administrative decisions were
looked over, discussed and finalized. As well, I attended the schools Corn Roast, which
also announced the beginning of the year. I sat in on MESA meetings at the school board
as well as professional development day, which took place at the school. Here, I learned
about the importance of refining instruction to meet learning goals and implementing
open-ended tasks in the classroom.
Lastly, every day, after school, I accompanied the grade one students that took the bus to
their bus lines as well as those who got picked up to their guardian. This was a great
opportunity to greet the parents and exchange brief comments about the day or
housekeeping items. As well, I was in charge of verifying the agendas as the students
arrived in the morning. I signed and responded to any notes from parents. As a result, the
parents
comfortable
in having
me attend(CHOOSE
the parent-teacher
interviews as we had kept
WHAT
IS felt
MY CURRENT
LEVEL
OF MASTERY?
ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

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

To cooperate with members of the teaching team in carrying out tasks involving the
development and evaluation of the competencies targeted in the programs of study,
taking into account the students concerned.

FEATURES
Recognizes instances where cooperation with other members of the teaching team is
required in order to design or adapt teaching/learning situations, to evaluate student
learning or to promote the mastery of competencies by the end of the cycle.
Develops and organizes a project appropriate to the objectives to be attained by the
teaching team.
Cooperates in an active, ongoing manner with the teaching teams working with the same
students.
Helps build consensus, when required, among members of the teaching team.
LEVEL OF MASTERY
Name: Claudia Loffredo
Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS


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/fi eld
experience?

During the course of this field experience, I worked with various members of the school
staff. Several integration aids worked alongside the students and addressed their different
needs. As these resource or technicians trickled in and out of the classroom, I spoke with
them and asked that they work with specific students or simply circulate. It was important
to consider how they could help in the classroom as I was designing my lesson. This was
more efficient in terms of taking full advantage of the supplementary aid. Having the
integration aids read the lesson plan or notes prior to commencing was beneficial for the
students in receiving extra support.
Additionally, in planning and organizing lessons and units, I attended a cycle meeting once
a week on Friday mornings. During these sessions, we discussed upcoming shared projects
or activities. We spoke of various instructional strategies as well as approaches that were
worth trying in the classroom. We made suggestions concerning behaviour management
and brainstormed or researched tools to teach English language arts or mathematics.
Lastly, my cooperating teacher and I initiated Book Buddies, which took place every
Friday afternoon. The grade three and four students came to partner up with the grade
one students and read their favourite books. Both classes truly enjoyed this experience
and regarded it as a privilege. In working with other teachers, it was possible to create
learning
situations
likeLEVEL
this one.
WHAT
IS MY
CURRENT
OF MASTERY? (CHOOSE ONE)*
ADVANCED
MINIMAL

THOROUGH

ACCEPTABLE

PARTIAL

*Use the features of the competency (listed above) and the professional competency rubric.

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: Claudia Loffredo
Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS


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/fi eld
experience?

Throughout this field experience, I kept a logbook as well as a journal where I documented any notes that I felt
were important for me in my professional development. Some of these notes elaborated on classroom
management tips or even assessment criteria for instance. In my journal, I reflected on all of the lessons that I
taught. In other words, at the end of each day, I recorded things that went well or worked in the lessons and how I
could change certain aspects. In addition, when the learning objectives were not fully achieved, whenever
possible, I redid the same lesson with the students. Once I took a step back from the lesson, I was able to analyze
how I could improve. Whether this involved altering my instructions or providing the students with
supplementary samples, there were continuously things to reflect upon. In some cases, I concluded that the
students were simply not prepared to begin learning the material. Therefore, I had to take a step back and
efficiently restructure the lesson so that the material was engaging, motivating and at the students learning level.
In one particular instance, in reflecting upon teaching a chapter in mathematics, I concluded that I would redo the
lesson with different numbers and using other manipulatives. Subsequently, this yielded positive results as the
students explored solving similar problems with various strategies. Lastly, in revising my classroom management
tools, I researched alternative methods to aid in coping with difficult and disruptive behaviours. My CT and I
discovered many ways and tried them out with a student. We documented this process and communicated wit the
parents continuously for extended home support.
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.

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.
Name: Claudia Loffredo
Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF-EVALUATIONS

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/fi eld
experience?

During the course of this field experience, numerous conflicts among the children arose. As a group, we discussed
several ways to problem solve and reviewed the situations in which it is necessary to implicate an adult. This was
the most common issue that the students struggled with daily. We also discussed why we should be attentive to
one another and in turn demonstrate respect towards our classmates. We spoke about feeling safe, comfortable
and happy in our classroom. I used different strategies to acquire their attention and sustain in various educational
contexts. In this regard, the students experienced the most difficulty during teacher directed instruction. I used a
reward system to motivate the students and constantly encouraged them to participate in the lesson whether by
vocalizing their opinion or aiding in the instruction. All the students were eager to be called upon and have a turn
at the Smart board.
Throughout this field experience, I constantly reflected upon my instructional practices. I adjusted my lessons on
the spot as well as after the teaching in reaction to the students readiness to learn the material. I taught several
lessons more than once and worked on things including timing, pacing, tying lessons together and transitioning. I
learned a lot in teaching a weather unit as well as a math unit. I devised creative centers for the students to explore
and discover. I approached my teaching in a manner that involved the students and focused on them searching for
answers instead of simply telling them. Overall, the students learned more and the instruction was significant and
relevant to their everyday life.
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.

Name: Claudia Loffredo


Date: March 28th, 2016

ID : 260531497
Course Name & Number (e.g. EDEC 253) EDEE 353

4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

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