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    SKMBT 65416112911290

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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 disciplines 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 betwreen the secondary culture set out In the program and the secondary culture ofthe students, + Transforms the classroom into a cultural base open toa range of different viewpoints within a commot space, Casts 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 tobe taught, s0 as to be able to promote the creation of ‘meaningful links by the students; ‘exhibita critical understanding of his or her cultural development and be aware ofits potential and limitations; + exhibit a crtical understanding ofthe knowledge to be taught, so as to promote the creation of meaningful inks by the students; © _Establsh links withthe students! culture in the proposed learning tvs. How have | developed this competency during this course or professional seminar/field experience? ‘Thoroughly understanding competencies oulined for each grade level that | teach is pivotal in recognizing subject-specific Jmaterials and knowledge to be taught to my students. Nevertheless, the thrust of my mandate as a teacher is fo nave students recogrize that the purpose of an English class - or any ather class fr that matter - is nat simply to meet subject-spectic competencies, but rather develop important work ethics, erica thinking fagutes, and objective perspectives that students can cerry with them throughout ther lives. For example, learning literary devices is not simply about recognizing them within a novel, but being abl to adopt this etical lens towards the world nature, people, and art thus encompass an opulence of implication; structuring an essay into five paragraphs is not about being able to write an essay, but rather culating an abilty to structure one's thought processes, organize nem, and communicate them effectively and persuasively, whether that be in a conversation, an e-mail, an-argumert. or a curtiedium vitae. My objective as an educator has been to engage youths in cutvating these aforementioned facets and fostar thelr roles as global Jctizens. Indeed, taking afew minutos a wook to loave the curriculum and have an honest discussion to remind students of the importance of work ethic, critical thinking, and objectivity, motivates my students to succeed inthe classroom, Since | am very Jpassionate about developing these skis within my students, they buy into it. Teaching is all about selling your objectives, arg whether lor not student enjoys a specife subject, it you are able to reveal its importance outside ofthe classroom, students will flow, [Endowed withthe potential to empathize, theorize, and actualize, | wish for my students to leave my classroom with a serise of Jempowerment and incentive to become caring, compassionate, and successful citizens. Moreover, I make ia point to cherish the diversities of students’ cultural backgrounds, values, and boliofs, and make sure to model tnase values for my students, Differences amongst students - as well as between myself and students - are embraced as indicators of the myriad perspactives that comprise our word, Differences in culture, values, and beliefs thus become catalysts to furtier delve into a spectic topic, see the other side of an argument, ull on a mistake, and foster an accoptance towards other, tis important for me as a teacher to cultivate positive rapport with my students, To this ragard, interactions outside of the, classroom are of utmost importance and serve well in developing a successtulleaming erwironment in my classroom. Being down to ea and having students ft he hey are beng stenadto are neoctofetures tat every eduatr Shad learn tc cherish WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* ADVANCED CQ) THOROUGH @)_—ACCEPTABLEO) PARTIAL Q) anima Q “Use te fetes oth compte ited hae) ard theresa cone le Date: _Novenes 20,2016 Course name & Number (2g EEC 253) De sje lvel{ceeeone) 123. 4 OOO -EEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO, YOU WILL ADD TO THEM EACH YEAR, eases etna hehe FOUNDATIONS (1, 2) To communicate clearly in the language of instruction, both orally an: various contexts related to teaching [Features Uses appropriate language when speaking to students, parents and peers. + Observes rules of grammer and stylistcs when writing texts intended for students, parehiS/BF Beers. ‘+ Is able to take up a postion, 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 kil 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 writing, using correct grammar, in How have | developed this competency during this course or professional seminar/field experience? ‘As an English teacher and aspiring wordsrith, | pride myself in modeling appropriate and efficient uses of language; boing able to communicate effectively, persuasively, and politely, is an underiining mandate in my classroom. Indeed, the jwhole point of my unit on essay writing, is to cultivate these aforementioned skils. In an ever competitive world driven by lcommunication technologies, the ability to express oneselt In writing is pivotal. Further, the skills one fosters in essay writing |tansters to oral communication. In addition, in an attempt to develop students’ writing skis, | also teach a unit on transition words. Usually coupled with la unit on essay writing, learning transition words is a great way to get students to understand the importance of smooth lransitions between sentences/ideas. In each class | teach, we are reading a novel. | place a big importance on students reading out loud and encourage lother students to respectiuly correct each other on pronunciations and tone. Not only has this proven to be incredibly |successtul, but it also cultivates a strong collaborative community n the classroom. | can tel that relationships amongst [students are strengthened through this. I have even witnessed enmities mended through this process. ‘There are only so many corrections a teacher can made on written assignments. With over 120 students, itis not feasible to spend 30 minutes writing feedback for each student, To this regard, have an open door policy with my students, Jand encourage them to see me outside of class hours - whether at lunch, recess, or after school - to go over any questions jor concerns they may have. Though I do stress the importance of accountability, | always remind students that my number Jone priority is their success, Much of my lessons progress through class discussions, and so long as students feel sale to participate, there is a great lweaith of learning to be drawn from these discussions. Indeed, with the subjectivity of language highlighted in my classroom, [students are driven to offer their cifferent perspectives, Attech ional bets if nce WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* povancen © TwoRoucH @ —_accePraste Paria. Q minima “isethe eres cmpeten fed oe edhe peste empeteny nc ate: Mover 29,2018 Course Name & Number fg EDEC 259) SC PvFetevelferdieone) 1-2 374 0080 EP THESE FORMS IN YOUR PROFESSIONAL FORTFOUO. YOU WILL ADD TO THEM EACH YEAR. Gaara feet 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. [renrunes ‘Bases the selection and content of teaching sequences on data drawn from recent ddactcal and pedagogical research + Selects and interprets subject-specific knowledge in terms ofthe aims, competenciésand subject eBhrent ‘specified in the program of study. + Plans teaching and evaluation sequences taking into account the logic ofthe content tothe taught andthe development of learning. '* Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, sotioeconomic and cuitural diferences), needs and special Interests ofthe students when developing teaching/learing 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 conten to be taught 4 Plans learning situations that provide opportunities to apply competencies in different contexts LEVEL OF MASTERY By the end of his or her intial traning, the student teacher should be able t ‘+ dovolop appropriate and varied teaching/learing situations involving a reasonable level of complexity that enable students to progress in the development oftheir competencies; + Build these activites into a long-term pian, How have | developed this competency during this course or professional seminar/field experience? itis important 10 remind students of the objectives they need to achieve in the classroom, In adlion othe important ie skis hat stadents ould cultivate ina classroom, they must also maet the province's subjec-spociie competencies. Tough there are many who oppase the aporoach| "teaching to tha test" | nave vitnossed incredible success in doing so Indeed, "eaching tothe test” naed not gnora oer important objectives side ofthe competencies, nor does it automaticaly bestow a dul classteom enuronment. For example, students should be eonstantiy reminded hal learning Iterary dovcos-in addition to developing orca hinking is important as they vill be esked to dent these in he final eam, Learaing ierary devices can be explored through poetry, news artes, ristorcal speeches, cinematic tachnigues, and more. Infact, visual representations of itary devioos-ofen called cromatctechniquos - are a great way to help students WdenilyMerary devices and thei impact toa sary vverbeless, wih a classtoom of 2+ studens, there wil alvays be some that have difioully grasping ean concepts, ‘Somotmos teaching takes @ certain amount of ial and error. Especaly as new teachers, it often ficult to gauge the level st whieh a group ‘students functions a. To ths end, quizzes are a great way fo gauge students’ understandings of specs subject matter. | mantain that il move [tran 60% ofthe ciass grasps a topic, an educator should continua with a unit. Though iis often encouraged to caer to every Individual students firough diferervated instruction» and 1 do recognize the value ofthis ts also nereeblyenallengeng and time consuming, indeed with many years > experiance in coaching, | have modiiog, adacted, and changed practices in eer to cater o everyone. Nevertheless, tha focus ofan educator [cul be placed towards the top performing group. Educators shoud not be said wien a lesson does not go as planned, ot students are leaving the class confused. Teachers ae students too, 1nd so long as we can remain objective and open fo change, adaptations to lessons an teaching methods aro INVA odstonel het If neces. WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE}* aovancen Q) THOROUGH @~—_accePTABLEO paamiat Q) Mina. “Use te feotres the comperency sted above) andthe professional competency rare Tae w. ate Couse Name & Number fg €06C 259) secs Paewlackonl ace KEEP THESE FORM IN YOUR PROFESSIONAL PORTFOLIO, YOU WILL ADD TO TEM EACH YEAR, Canc au een eae 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. [Fearunes + Creates condton in whic students can engage in meaningful problem situations, task o projets, based on ther cognitive, emotlonal and soil characters, * Provides students with the resources they need to take part in the learning situations. + Guides stents in selecting, interpreting and understanding the information provided in the vaous resources adn understanding the elements of problem station or the requirements ofa takorprlee + Supports student learing by asking questions and providing frequent nd elevatfeedbact promote the integration an ransfer of leoning Encourages teamwork EVEL OF MASTERY By the end of his orber inital training, the student teacher should be ale + guide students, through appropriate Interventions, in caring out learning ass, leds rk togethrin 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? My lessons are often founded on open dialogue and discussion; | rarely stand in front of the class and lecture, but rather engage students in a conversation about a topic. Certainly, some note taking is involved, but {he thrust of a learning opportunity in my classroom is built around discussion and dialogue. Employing bonus points for identifying literary devices while reading a novel out loud is a great way to get students involved in the process. The art of teaching is to blend leaming into play. | have held many review sessions in class through james of Jeopardy, debates, and workshops. First, | introduce a topic: transition words. As a class we discuss them and leam to understand them together. Next, we do examples as a class (on the smart-board) , or in small oups ( through worksheets). Furthermore, we apply transition words as a class by workshopping samples of tudents' writings on the smart-board, We dissect and rearrange the sample of writing in such a way that ransition words are included and the sentences and ideas flow smoothly. Sometimes, certain methods may Jprove to be more successful than others. I have had groups experience a jot of success through individual work, land others through a more collaborative approach like class workshops. Ifa student is still confused or having iiculties grasping a concept, they are encouraged to see me one-on-one at recess, at lunch, or before and aftor| [school. Though they are accountable to take the initiative to do so, | always maintain that my number one priority \S a teacher is their success. My enriched group is equipped with i-pads, and | try and utilize those as often as possible. Research 'signments, blog creations, and online polls are a great way to get students involved with their devices. Suttice it fo say that using these technologies is very much embraced by adolescents in today's medernuaveHldice ncaa. WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* avaceo © THoroucn © —_accePrasie parTiat Q mina Q “escalating dehiscent Tone TEES ate: Mover 2 2096 Course Name number (ag, EEC 252) £25 Pyrelovel (cece one] 2 3/4 Or XEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL RDD TO THEM EACH EAR, Gieasoenaciauem tna huts TEACHING ACT (3, 4, 5, 6) TO EVALUATE STUDENT PROGRESS IN LEARNING THE SUBJECT CONTENT AND MASTERING THE RELATED COMPETENCIES, [Fearunes + Gathesinformation students are engaged in leasing situation in oder oan the strengths and weaknesses and 1 review and adapt his her caching scerdngly wo bel ther fa + Tokesstockof the learning acquired by students order tases her master of theelated competences «Designs orusestoolsto evaluate student progress and master of competences + Communicates expected outcomes to students and parents and provides feedback an student progress and mastery of competencies using les, simple language '* Works with the teaching team to determine the desired stages and rate of progression within the cycle. concerned. (EVEL OF MASTERY By the endo his or erin waning the student eacher shouldbe ale to «detect the strengths and weaknesses of the students ina learning uation; + entity some ofthe austments required in zor her teaching on or her own; + cooperation wih calleagun, sips ection peerage wor sudenain brs a tet 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 seocin team of the corrective invent sara eeaged How have | developed this competency during this course or professional seminar/field experience? Every week | assign a formative assessment, weekly quizzes are an effective way 10 assess whather or not a students grasping @ lconcept. It student shows significant challenges in a specific area, | vl allow that student a second opportunity to be assesced, Indeed, [ris nas, more often than not, proved to be successful. Sometimes, its the sense of familly unearthed through revising a quiz that, Joestons a sense of confidence within a student. Nonetheless, this is not always the case, I nave a handiul of students that struggle in my |class. Thankduly, they are al on IEPs and are discussed during resource meetings, These are important to attend in oder to get a battar |.nderstanding ofthe students’ background, senate, and weaknesses, Sofore contacting parents, Ile to have a meeting withthe student. [Having a pevate and honest conversation with a student in whicn | make sure to communicate care, ae well as my desir fer hem to lsucczed can help a student experience success in my ciass. Indeed, sometimes i's as easy as cultivating a posive rapport with a studont, | believe its within our nature as humans to want to perform and impress people we respect and ike, At any rate, Ihave been in contact wih Jsome parents throughout my field experience. | have inated the implementation of racers’ with some students, These correspondence lbapers which need to be signed by the students’ parents and the schoo's guidance councilor monitors a students! progress in fe Jassroom, Given my experience as an integration aide and competitive swim coach, Iam able to tell a student’ etruggles are due to a lack of lotion, or a sincere inti or cificully at understanding topic. Thus far, the issue has been a lack ot effort, and poltely adaressing such an| |ssue has proven to be suocesstul So ong as a studont feels heard, rospected, and undorstands thal you ere on thelr sie, they wil being Jutting in more effort. For some, this can jake time, for others, comes more quickly, ‘Aten ode ona sets necessary, WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* ADVANCED C) THOROUGH @ _accePrasle CQ) parmiat ainuwat © “ied ee oe cnocens ne bv epee npn ne ate ovemes 20208 Course Name & Number jeg 6960253) Sst Pselevel{crcle one) 4-2 3 00goO KEEP THESE FOR IN YOUR PROFESSIONAL PORTFOUO, YOU WILL ADD TO THEM EACH EAR, TEACHING ACT (3, 4, 5, 6) aan dane armen cen [Features * bevetps nd iplementsan fen sstem fr runing rau csroom aches. + conmunates clear equlement retarding appropiate scala soil behaviour and ake sth students mee hore regiments + nobis students on anindal or a grup basin setting standart forthe moony lores. + oevlps strategies for reverting naprevtebeavour ad desegeffecivet unten becu, +” Manat stoi tra thats conc larg CEVEL OF MASTERY bythe endef is rer alin th student teacher shoul beable «inredice and mata roves hat ensue te soath runing of eldest; '* identify and correct organizational problems that hinder the smooth running of the class; + antcpate some ofthe organizational problems that inde he smooth runing of tgs and pahmesureso pemarieth + sablsh and poy methods tat can be used soe problems wih ters who eb appropiate behoviours How have | developed this competency during this course or professional seminar/field experience? Establishing myself as an authority figure was the focal point of the former part of my third stage. "Don't [smile until Christmas’, | was jokingly told by my cooperating teacher. And though taking this advice literally jwould have been a bit ridiculous, | did recognize its value. The first two weeks are crucial in establishing yourself as an educator. For me, that was stressing respect, laccountabilty, and honesty. Failure to do so in any circumstance would result in a lunch detention. Yes, | know, many people will have reservations on such an authoritative approach. Nevertheless, there is an art in loeing authoritative all the while letting students know that you care. Almost three months into my third stage, | |don't necessarily give out a lunch detention every time a misbehavior occurs, but rather take the time to |recognize a misbehavior, address the class as a whole about said misbehavior, and take the time to politely, lyet stemly, explain why such a behavior is inappropriate. Being able to modulate your tone of voice as an leducator has proven to be very important for me. Its incredibly the response | get from students when | modulate my tone of voice into a more serious/stemn register. In any event, if a misbehavior occurs often with a Istudent after | have taken the time to address it, then | will resort back to giving a lunch detention. Being [consistent with my expectations is important to maintain my authority in the classroom. |lam strict with regards to my classroom rules, but given my goofy, down to earth nature, and caring Jnature, students do respect and understand the consequences of misbehaviors. ‘Aitch edtiona shee feces WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* aovanceo CQ) THoRoUcH @~ —_accePrasteO paria. O mina O “ete eof cng aed creed he ee cnet peacoat Conenoma Amines HEC EMH | 23 6606 EE THESE FORMS IN YOUR PHOFESSIONAL PORTFOLIO, YOU WiLL ADD TO THEM EACK YEAR. 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 Gificulties (needs, progress, etc). * Proposes learning tasks, challenges and roles within the class that help students to progress. Participates in developing and implementing individualized education plans. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to * Cooperate in the development and implementation of individualized education plans designed for students under his or her responsibilty. How have | developed this competency during this course or professional seminar/field experience? Throughout the course of my third stage | have participated in resource meetings with teachers and arent alike, as well as an IEP meeting and subsequent progress report meetings. There is no question that students with additional and special needs deserve the same quality of ;ducation as any other student. Thus the purpose of the aforementioned meetings that I have attended {throughout the course of my third stage is to develop strategies that will benefit students’ success in the lassroom. Resource teachers at the school have my personal e-mail, and have contacted me on multiple \ccounts to get information and updates regarding specific students. Whether the allotment of more time luring a quiz, a preferred seating arrangement, or modified assessments, the strategies implemented in ny classroom in tandem with resource teachers and integration aides have shown signs of success. As a former integration aide, | have a particular affinity for students with special needs. As some Istudents often experience social difficulties, anxieties, and low self-esteem in addition to their learning {dficutties, the development of a positive rapport between student and teacher is of utmost importance in building self confidence within the student. Indeed, I've often sat down in the cafeteria to have lunch with some of these students, and make sure they are aware that I care about their suocess. Despite my general knowledge of every students’ special needs, | would love to be able to modify and ladapt certain lessons more thoroughly to individualized needs. This, however, has shown to be very time onsuming. Nevertheless, once | begin my career as a teacher, | do foresee being able to do so. ‘Aton odetona sheet f necessary, WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* ADVANCED C) THOROUGH Q ACCEPTABLE Pa.) minima © “use jesse cpt ted tove) on te poesia cangeteny ne FS rrr ate: Newer 298, 2016 Course Name & Number eg. EDEC 253) SEEDS Pteoceon a ye KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOUO. YOU WILL ADD TO THEM EACH YEAR. 0080 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. ‘+ Exercises ertial 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 elation to the development of the competencies targeted inthe programs of study. * Communicates using various multimedia resources. ‘+ Uses ICT effectively to search for, interpret and communicate information and to solve problesi ‘+ Uses ICT effectively o build networks that facilitate information sharing and professional dévelopment with tespect to his or her own field of teaching or teaching practice. ‘+ Helps students to familarize themselves with ICT, to use ICT to carry out learning activities, to assess their an use of CT, and to exercise critical judgment regarding the information they find onthe Internet. LEVEL OF MASTERY By the end of his or her inital training, the student teacher should be able to: + demonstrate critical judgment regarding the real benefit and limitations of ICT as teaching and leerning resources; + demonstrate a general understanding ofthe possiblities 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 activites, When appeépriate; ‘+ USeICT effectively in clferent 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 suport the collective construction of learning in 2 wellstructured, critical manner. How have | developed this competency during this course or professional seminar/field experience? ‘Although my classroom is not equipped with a smart board, | made sure fo acquire a flat screen television screen from the |schoo! in order to plug my laptop into. | have used such technologies to show lesson-related Youtube videos, Power Point presentations, review lessons disguised as Jeopardy, and online polls. Indeed, the Jeopardy review week was a hit! Nevertheless, the television soreen | use is significantly smaller than a smart board. Students are thus allowed to move closer to the screen when its being utlized. This iterally brings students closer together and in effect, cultivates a more intimate community of learning. In adcition to Jeopardy, whenever | introduce new topic, | always present 2 or 3 Youtube videos of other people explaining lhe concept. These videos are often animated, and keep things more stimulating than a formal lecture on the black board, Moreover, | maintain that having a concept or topic explained through different perspectives can allow students fo more fully \grasp these ideas. Further, there are always parallels and similarities to be drawn between my own explanation of a tople, and Ihe ones presented on Youtube. Laslly, the grade 9 enriched group | teach are all equipped with I-Pads, As a result, | always try to utlize these in class; students may use their devices as dictionaries, and research tools. | have also used 'Socrative’ to generate online polls in which students participate and compete amongst each other with thelr Pads as results are chown real-time on the television screen! Attn odonal snes inecess. WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE]™ ADVANCED ©) ‘THOROUGH Ce ACCEPTABLE C) PARTIAL CQ) MINIMAL CO) “Use the fetes ofthe conseteny ised above ard ofesioal ameter: Tae v= bite:_Nvente 20n 2015 Course Name & Nombar eg BEC 253) £20381 Ps/releve(crcleone) 123 00GO EEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WL ADO TO THEM EACH YEAR. Edasricn acd uran aaa 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 responsibilty of the schol. © 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 | developed this competency during this course or professional seminer/field experience? My first week at my host high school consisted of walking the hallways and introducing myself to the lteachers. Indeed, on my first day, | instantly connected with a junior English teacher. We shared our interests land passions, and as our conversation deepened, this teacher realized that the projects | was involved with loutside of my academic career ran parallel to subject matters she was teaching. | noticed her classroom was heavily decorated with Native American artifacts and remembered that | had an old traditional Inuit coat at |nome. | decided to donate the coat to her classroom, and as a result, was interviewed by some of her grade 7 [students. | continue to stay in contact with this teacher, and am foreseeing speaking to her classes about my lexperiences in documentary films, notably, one about an Inuk boy from northern Quebec. She has also helped Ime immensely in promoting my DJ Workshops that I conduct on Wednesdays from 4-5pm at the school. The high school is also host to a large number of international students. As the vast majority of these Istudents speak English as a second or third language, they struggle to communicate with their teachers and lother students of the school. As a result, they are not entirely integrated within the school community. | picked lup on this early on and decided to cultivate some relationships with these students to make them feel welcome. I've also developed a good relationship with the school's guidance counselor. As | witness some of my |students experience emotional issues, | consult the guidance counselor for some tips and advice on how to help these students. Furthermore, during the 'meet the teacher’ evening at the beginning of the year, | made [sure that parents had my e-mail should they need to contact me for anything. Indeed, | have been in contact |with many parents throughout the school year and discuss strategies that their children can implement in order lto see more success in the class. ‘Ato ode sete iscesey WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* Aovancen © THOROUGH C) ACCEPTABLE) parmiat. minimat Q “et eft cmon ed ne ao cng awe: Never, 2016 Course ame Humber fg. EDEC 253) #080 1 Poffelevel(erde one) 1-2 3 folelulo} KEEP THES€FORUSIN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR iden airs ita ees 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 theit@aching team is requiredlin/6rder to design or adapt teaching/learning situations, to evaluate student learnifig 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 warking 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 mannery * Provide constructive criticism and make innovative suggestions with respect to the team's work How have | developed this competency during this course or professional seminar/field experience? My cooperating teacher and | often get into passionate discussions triggered by disagreements regarding certain literary devices, for example. Moreover, we often resort to seeking the opinions of other [English teachers in the school and compare and contrast our answers. Although we often disagree, we Ihave no issues admitting when we are wrong, or if we need to rethink our perspective. Ihave often sought out advice and resources from other English teachers in the school. They have lalways been more than happy to share their opinions and resources. A strong spirit of collaboration lamongst teachers is palpable at the high school. Indeed, communicating with other teachers is often a |good way to gain insights on specific students. It's always interesting to hear about a student who does lpoorly in English, but excels in sciences, for example. In order to secure students’ success, | have recently been interested in the midterm and final exam, [As these are culminations of learned class material, | want to make sure that what | am teaching is lappropriate and falls into the requirements for the final exam. | have amassed quite the collection of final lexams from my own cooperating teacher, in addition to other teachers. | am also always interested in jother teachers’ lessons. Indeed, I have sat in in other classrooms in the interest of acquiring more ideas land techniques to teaching | continue to stay in contact with resource staff, integration aides, administration, the school guidance lcounselor, and parents to stay updated on specific students' developments. ‘toch oder sets if necessary, WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)" ADVANCED C) THOROUGH @J ACCEPTABLE) parria. Q) minima © “tne tres ob competency ted bore end the profesional compen nie Tae a TEES ate: Novo 2, 216 ‘Coute Namo &umber eg. EDEC2s3) SHS __yrelevel(creleone] 1 2 3 iO ‘EEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADO TO THEM EACH EAA, PROFESSIONAL COMPETENCY SELF-EVALUATIONS 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 om his or her practice (reflective analysis) and makes the apprépriate 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 intial training, the student teacher should be able ta : © 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 Gr Bérsonal@bjéctives and the meansiof 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 | developed this competency during this course or professional seminar/field experience? My cooperating teacher and |, despite some stark differences in character, engage in very personal, reflexive, and critical discussions every day. Endowed with over 80 years of teaching and coaching lexperience, my cooperating teacher brings some valuable insights to the table. As an artist and perfectionist, | recognize that no profession can lead to an attainable state of perfection or mastery. Indeed, teaching is a constant learning experience where we need to adapt and lmodify our skills, techniques, and perspectives. Though our values may remain, our approaches as |teachers will often change depending on our groups. Jam constantly intrigued by other teachers’ approaches to instruction. | seek out lesson plans online land compare and contrast them to mine. | make adjustments and adapt said lesson plans to fit a specific lgroup. In addition, | have initiated a Facebook group for colleagues and | to share ideas and teaching related lanecdotes. Further, | always share new and novel lesson ideas with friends and family and encourage lteedback. In any event, | need to start attending more professional development seminars offered by the |school-board. Since these are optional, and since | think that my individual professional development Isuffices, | do not always attend these seminars. However, after participating in one this year which was lvery valuable, | am motivate to do so in the future. ‘Atoch atonal shes WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)* ADVANCED CQ) THOROUGH ©) ACCEPTABLE ——SPanTIAL Minimat Q “tse te erste const sober) ote profesor competent ae Tae Tae ate:_Nevenber 26,2016 Course Nome number (eg

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