Learning Opportunity 3 - PC Self Eval Grids

PROFESSIONALCOMPETENCYSELFEVALUATIONS
FOUNDATIONS(1,2)
Toactasaprofessionalinheritor,criticandinterpreterofknowledgeorculturewhenteachingstudents.
FEATURES
Situatesthediscipline'sbasicbenchmarksandpointsofunderstanding(concepts,postulatesandmethods)inorderto
facilitatesignificant,indepthlearningbystudents.
Adoptsacriticalapproachtothesubjectmatter.
Establisheslinksbetweenthesecondaryculturesetoutintheprogramandthesecondarycultureofthestudents.
Transformstheclassroomintoaculturalbaseopentoarangeofdifferentviewpointswithinacommonspace.
Castsacriticallookathisorherownorigins,culturalpracticesandsocialrole.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
understandthesubjectspecificandprogramspecificknowledgetobetaught,soastobeabletopromotethecreationof
meaningfullinksbythestudents;
exhibitacriticalunderstandingofhisorherculturaldevelopmentandbeawareofitspotentialandlimitations;
exhibitacriticalunderstandingoftheknowledgetobetaught,soastopromotethecreationofmeaningfullinksbythe
students;
Establishlinkswiththestudents'cultureintheproposedlearningactivities.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
As a student teacher, I feel that I have maintained and excelled in this competency.
I am respectful towards my peers, students and cooperating teachers. I remain unbiased and make sure to educate myself if
ever
I find I am uncomfortable or unaware of a situation; for example, cultural difference, physiological difference, psychological
difference.
I use proper, subject appropriate language when teaching and talking with the students (for example, I use proper math, English
science language). As a result, I am setting a proper example for my students and my explanations are clear.
and
I am constantly reflecting on myself as a teacher. I ask myself what I can improve, what went well and what did not go well, what
the interests of my audience.
are
I have been privy to various different learning styles and teaching methods. I found that in order to "facilitate" effective learning,
the
students must master one subject or area before moving on to another. I have learned how important structure and routine is, in
relation to teaching and learning. A structure allows clearer instructions as well as avoids confusion amongst the students. I also
found that relating academic knowledge to real life situations encourages the students to take control of their own learning. I
observed
a grade 6 teacher who always tries to make a connection to a real life scenario and after doing so myself, when helping
the
students with in class work, I found that the information is better retained.
As an emerging teacher, I have been able to reflect on my own ideas and opinions about the field of education. I know now that
order to be a great teacher, I must be up to every challenge, I must be flexible and cater to all individuals and learning styles and I
in
must
recognize my own biases in order to overcome them. By doing so, I can become the teacher that students look up to and
admire.
CURRENT LEVEL OF MASTERY: Advanced

PS/FE Level: 3
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
Throughout my second stage, I learned a lot about the importance of clear communication; one mis-step and a
lesson
can become confusing and difficult to follow for the students. I learned that planning is extremely important as well
as
always having a plan B. More so, I found that I should never be afraid to take a step back and start over. Not only will
the
students understand, but they will appreciate the clearer instructions.
When talking to the students, I make sure to use proper age and subject appropriate language. If a student is using
incorrect
language, I don't blatantly correct the student, but I might rephrase the sentence using the proper vocabulary.
I feel that I have to work on my order of instruction. I believe that this will come from experience where I will try
different
methods of explaining a task and then I can come to a conclusion based on what works best and what is the
most comfortable for me.
When correcting and reviewing the work of students, I correct grammar and spelling in a clear manner so that the
students can see the correct way of spelling a word. In grade 4, I noticed that my CT was not as strict with punctuation.
When
correcting, punctuation involved looking out for capitals and periods in appropriate places. I, on the other hand
believe
it is very important to correct spelling mistakes, especially if they sight words or spelling words that should be
known by students. I noticed that many of my students do not even spell dates correctly when they are on the board. As a
result
I have begun to enforce the fact that students will be penalized for mis-spelling words that are easily available to
them.
PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
TEACHINGACT(3,4,5,6)
Todevelopteaching/learningsituationsthatareappropriatetothestudentsconcernedandthesubjectcontent
withaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Basestheselectionandcontentofteachingsequencesondatadrawnfromrecentdidacticalandpedagogical
research.
Selectsandinterpretssubjectspecificknowledgeintermsoftheaims,competenciesandsubjectcontent
specifiedintheprogramofstudy.
Plansteachingandevaluationsequencestakingintoaccountthelogicofthecontenttothetaughtandthe
developmentoflearning.
Takesintoaccounttheprerequisites,conceptions,socialdifferences(i.e.gender,ethnicorigin,socioeconomic
andculturaldifferences),needsandspecialinterestsofthestudentswhendevelopingteaching/learning
situations.
Selectsdiverseinstructionalapproachesthataresuitedtothedevelopmentofthecompetenciestargetedinthe
programsofstudy.
Anticipatesobstaclestolearningposedbythecontenttobetaught.
Planslearningsituationsthatprovideopportunitiestoapplycompetenciesindifferentcontexts.
LEVELOFMASTERY
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
As a student teacher completing my third field experience, I was given a lot of freedom by my CT to plan and execute lessons.
Throughout
this stage I have learned how to plan and execute fun and educational lessons. I have also learned how to adapt quickly
be flexible if I see one a part of my lesson is unnecessary or must be explained more.
and
When teaching I use a variety of different methods. I use the smart board for a visual reference and I have a lot of class discussions
my students. I find that the students love participating when the environment is comfortable: I always explain that it is okay to make
with
mistakes
and even if the answer is wrong it helps us through the learning process. I use manipulative's with students who enjoy a more
tactile
approach.
I have learned how to develop and follow IEP's as well as how to grade fairly depending on the effort of the student. A student who
is
capable of more is not graded in the same way as a student who has tried very hard to accomplish a task.
Finally, I have made it a habit of asking students why they think they are learning what is taught in school. I find it to be very
effective because students can connect their education to their everyday lives. This makes learning meaningful to my students and as a
result they seemed to show more effort when completing a task.

PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260583746
Bianca Ferrara
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
When creating my lessons, I am sure to be mindful of the abilities of my students. Before planning, I make sure to
consider
what the students have already learned and what they enjoy doing. With this information I was able to build lessons
that
the
students
found interesting and fun.
I
was
working
individually with students who has a difficult time with multiplication and division. To help them I brought in
a variety of games, flashcards, I Pad applications and stencils that really helped them to understand the concepts. I also
provided
students with answer keys once they finished their worksheets. I found providing students the answer key effective
because
they were able to notice where they went wrong and made more of an effort to correct themselves.
As an individual I love having discussions. I believe that discussing certain topics is a great way to learn. When giving a
lesson I found myself asking many questions; having the students give their opinions and relate to different life situations and
school
situations. Bringing in a piece of the students everyday life allows them to relate to the subject matter on a personal
level
and become more interested.
Finally, I encourage team work. I love having the students think, pair share, or work in teams to complete a task. I love that
at the end of different tasks students were eager to help their peers and work together. I use teamwork for math, peer editing
think, pair, share, where the students can share ideas before completing and working on an assignment. Students learn
and
from
their peers.
CURRENT
LEVEL OF MASTERY: Advanced
PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
Stage 3 has given me the opportunity to plan for assessment as well as assess students formatively and summatively. I have
developed
rubrics based on various tasks and I have used these rubrics to assess my students. In order to design and build rubrics I
would
sit
with
other grade 4 teachers to brainstorm what should be evaluated and how. We then sit together to type up a final rubric
that
all of us will use to evaluate the students.
It is important to know your students in order to create an effective rubric. As a teacher, if I would notice that my class had a
very
difficult time with spelling I would not consider spelling in my rubric; I would look as story structure, clarity and creativity.
Although
a rubric cannot be tailored for every student individually, it is important that a teacher know every individual student in
order
to provide a fair assessment.
A student that is usually weak should not be evaluated the same way that a strong student will be evaluated. A teacher should
expect
more from a student who is advanced, than a student who tries extremely hard, but has difficulty completing certain tasks.
I also learned that rubrics should be created along side a task. A creative writing story should go with a creative writing rubric.
The rubric should clearly convey what the teacher is looking for. As a result, the teacher will have an easier time correcting, and
when
presented with the rubric, the students will know what is expected of them.
CURRENT LEVEL OF MASTERY: Thorough
PS/FE
Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Name_____________________________________________________ID________________________
Bianca Ferrara
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
This stage was great because I started and adapted at the same time as the students. After the first few days of this stage, I
became
familiar with the classroom routine and was able to implement it with the students. I knew what they needed to be doing in the
morning,
when homework was distributed and collected, when breaks were and who took the bus, who walked, who was picked up and
who
went to daycare. I knew which classes were stronger and which classes needed more structure and attention. As a result I was
to create activities that were appropriate and easily adapted for all the students.
able
By week 2 I felt comfortable enforcing the routine and making sure that students remained on task. I was not shy to intervene when
I saw
that a student was repeatedly out of line and interrupting. I was able to to enforce my own rules and expectations; the students
me as a teacher and not a student.
saw
When it came to planning my lessons, I made sure to include smooth transitions and engaging activities in an organized manner so
that students were able to follow more easily. As a result there would be less time in between tasks for the students to get distracted.
In terms of intervention I like asking: what are you doing, what should you be doing and can you do it? I find that this is effective in
the students realize what they are supposed to be doing on their own. The same goes for when students come to "tattle" on their
that
friends;
I always ask the students what they think could be a good solution and then to go relay that information to their friend. I find this
to be effective; if it does not work, I intervene with both students. More so, I am sure to communicate with the parents if negative
behaviors
continue to occur
PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
Although I did not have any experience with students who have special needs, I did learn a lot about
differentiation.
I learned how to create IEP's and modify lesson plans with the resource teacher. I have also
communicated
with the speech pathologist of the school to discuss different ways to deal with one of our
students
who has a stutter.
This stage I worked towards accommodating students with ADHD. Some of these accommodations
include:
soundproof headphones to allow students to focus, yoga balls (for students who move a lot
while
seated), additional time to complete work, and fidget toys like sticky tack. More so, these students
enjoyed
helping around the class, so I would designate jobs like bringing books back to my class or
handing
out
materials
to
allow
students
to
move
and
remain
actively
involved.
I continue to learn about including students with special needs and I am always open to learning
new strategies and techniques for the classroom.
CURRENT LEVEL OF MASTERY: Acceptable
PS/FE
Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
Throughout this stage I really got the opportunity to work with and use technology. I was also given the opportunity to teach about
technology,
more specifically, using a smart board. The students love the smart board; it gives them a great visual while learning a new
topic
and
an
interactive alternative to using the black board for examples of new material.
At the beginning of my stage, I spoke to the man in charge of technology at the school and I asked him if he could give me a little
crash
course on how to use the smart board. He was happy to help me and provided a lot of insight that I used throughout the year. I
used
things
like smart notebook and smart exchange to create and find programs. I used interactive math activities that went with my
lessons
and engaged my students.
With the students, I worked on a book report. I decided to teach the students how to make a brochure on Microsoft Word. It was
more
difficult than I thought. I pre-loaded a template on the students' USB devices and then I started to explain how to use Word. It was
a challenge for me because I hadn't considered all of the elements that went into writing like how to save and create a text box. I had to
teach how to delete a work and create a capital and period and other forms of punctuation. As I experimented with other classes I finally
the hang of it and was able to give a clear lesson on the use of technology. I am still learning.
got
CURRENT LEVEL OF MASTERY: Thorough
PS/FE
Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
I have had the opportunity to cooperate students, teachers, staff and parents. I have had the privilege of working
an excellent CT who was open to answering any questions or concerns that I had. My CT included me with every
with
aspect
of her day, explaining her routines, methods of teaching and offering me all her resources.
With
the students I worked on finding their individual strengths and weaknesses and made sure to consider those
when
planning
for instruction. Unfortunately, due to work to rule, there were no ECA's taking place in school. I would
sometimes
work with students during recess if they had questions, concerns or difficulty with a concept.
I have worked closely with other grade 4 teachers and resource teachers to plan lessons, create IEP's and rubrics
evaluation. By working with other grade 4 teachers, we made sure to teacher various units at similar times in order
for
to
compare strategies and create answer keys as a team. More so, it was a great opportunity to share resources and
suggestions
for lessons.
This stage allowed me to work with parents as well. I planned for curriculum night at the beginning of the year and
kept
in contact with parents on a regular basis. I made sure to send positive notes as well as negative notes home with
students. I made sure that parents were made aware of what was happening in class. If a student was having
my
difficulty
with a subject my CT and I would contact the parents to work on strategies right away. Finally, I was able to
plan for parent teacher night, my CT explained what had to be done and left me to personalize messages and create
comments of what we wanted to communicate to the parents. I loved that the parents also saw me as their child's
teacher.
They were also more comfortable contacting me and writing a note if they had questions or concerns.
PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
Throughout this stage I have attended all meetings where the grade 4 teachers sat together to discuss what would be
happening
in the following weeks. The teachers and I planned lessons and organized workbooks, stencils and upcoming
exams
and answer keys. As a result I felt integrated and on board with what would be going on throughout the weeks ahead.
When planning for my small and large group lessons, my CT was very open to giving me feedback and planning with
me.
We communicated very well and blended nicely as individuals; we both had the same goals. When I was unsure of a
lesson
or questioned what might have gone wrong I had no hesitations talking to my CT about it and she was open and
honest
in giving me positive feedback and suggestions.
On
PED days, Miss Lynn and I would take care of cleaning the class and continuing to prepare new and upcoming
units. I learned how to prepare report cards as well as plan for curriculum night and parent night. I was also included in
preparing
for the LES exam and other ELA units, where I contributed by creating checklists, rubrics and stencils that other
teachers
could use in their lesson. I created math resources and stations that were used and updates periodically throughout
my
stage.
My activities and lessons were age appropriate to the students. I made sure that I reviewed what the students would be
learning in order to better understand what must be taught and what is appropriate. More so, starting in September was
extremely
beneficial because I was able to get to know my students and determine what their strengths and interests were
before
executing a lesson. I used different strategies in the classroom like daily five stations, the smart board, manipulative's
and classroom discussion to engage and meet the needs of my students.
CURRENT
PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
I have learned that being professional creates a barrier between the teacher and students that enables respect, which
extremely important. I have built meaningful relationships, even friendships with the staff and I feel like this acceptance
is
feeling of a community really benefit me throughout my experience.

and
The teachers I have worked with showed me many resources and books that they use to develop their lessons, as
well
as acquire useful tips for the classroom. Throughout the day, my cooperating teacher would always justify her
pedagogical
choices when making them. I now see that every aspect of the classroom must be consider: dynamic,
seating
arrangements,
learning style and more. I felt extremely comfortable approaching different members of that staff
with
questions. My CT always reminded me that I could take and use anything I wanted from the classroom.
I
was
included
in
meetings
where
the
teachers
would
sit
together
and
talk
about
different
methods
of
evaluations
and lessons. The staff was close knit and worked together on everything pertaining to their given grade.
Over the three weeks, I have reflected on the various teaching methods that I have seen and I realized that the most
effective
teachers are constantly reflecting on how their lessons go to record what worked and what didn't work. Reflection
is
extremely
important. I continue reflecting on my practice and I have begun to see how I would like to be as a teacher.
I have not yet had the opportunity to spearhead a project to solve problems or involved peers in research, but I do
look forward to these experiences in the future.
CURRENT
PS/FE
Level:
3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
As an individual, I have always been respectful and open-minded towards others. I believe this will be one of my best qualities as a
teacher.
I treat all the students as equals and I am fair. After working with younger children for 4 years, I realize the importance that all
deserve the same attention and respect. I also realize that all children/students are unique and different, therefore students will be
children
treated
equally, but different, based on their individual needs and temperaments.
I have not yet worked with the parents, but I give the teachers the same kind of respect as I would to the parents as well. This
I understand that some situations are confidential and are not to be discuss with certain individuals or outside the school
concerned,
setting.
In the classroom, I am very democratic. I do not tolerate bullying or discrimination and in my own classroom I would make sure that the
students value respect just as much as I do. I love the idea of the kindness chain and I do believe that it promotes incentive. I would also
like to implement multicultural beliefs in order to raise awareness to all cultures and create a sense of community within my class.
Stage 3 made me realize the importance of differentiation. Every student learns differently and at a different pace and as a teacher it is
my job to plan for this by making sure that students have something to work on after completing a task. I also found that students should be
evaluated based on their abilities. A weaker student might be graded differently than a strong student (ex. a weak student who tries
exceptionally hard and a strong student who may not put in the same effort).
I am always reflecting on my actions; I feel that there is always room for improvement and my reflecting I can determine what works
best for me and what makes me feel comfortable.

Finally, I believe it is so important to build a relationship with your students. A teacher must respect her students and in return expect
respect from them. I have also learned to be flexible with my lessons and adapt with my students. It okay to stray away from the plan if
something is not working.
PS/FE Level: 3
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260583746
Bianca Ferrara
Name_____________________________________________________ID________________________

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PROFESSIONALCOMPETENCYSELFEVALUATIONS

CURRENT LEVEL OF MASTERY: Advanced

most comfortable for me.

CURRENT LEVEL OF MASTERY: Advanced

result they seemed to show more effort when completing a task.

CURRENT LEVEL OF MASTERY: Advanced

CURRENT LEVEL OF MASTERY: Thorough

CURRENT LEVEL OF MASTERY: Advanced

new strategies and techniques for the classroom.

CURRENT LEVEL OF MASTERY: Acceptable

CURRENT LEVEL OF MASTERY: Thorough

CURRENT LEVEL OF MASTERY: Advanced

and classroom discussion to engage and meet the needs of my students.

feeling of a community really benefit me throughout my experience.

look forward to these experiences in the future.

best for me and what makes me feel comfortable.

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