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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/field experience?

 During my fourth field experience, I was able to strengthen my development in this competency by demonstrating a
proficient and appropriate knowledge of various subjects. Throughout the course of this stage, I taught English
Language Arts (i.e. Unit on Medieval Times), Mathematics and Ethics and Religious Culture at a Grade 4 level. I was,
therefore, required to gain intensive knowledge and ideas on the content pertaining to each subject. In order to do so, I
spent a significant amount of time familiarizing myself with the competencies for each subject matter.

 I was able to further develop in this competency through promoting the creation of meaningful links and in-depth
learning by the students in the implementation of my lesson plans. I used the knowledge that I have in English,
Mathematics and ERC to create a lesson which would be relevant and of interest to the students. As a result, this
enhanced student engagement in the learning process.

 Moreover, I developed this professional competency was by casting a critical look at my own origins, cultural practices
and social role. I believe that one must identify and understand their unique identity before they can understand
someone else’s. The two Grade 4 classes had a culturally diverse population; this allowed me to gain experience in
working with students of different cultures, socio-economic background and race, and as a result, gain additional
knowledge and respect for the diverse students.

 In the creation of my lessons, I was aware of my cultural development and its potential and limitations. I always
ensured to include and establish links of the various cultures within my learning activities.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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/field experience?

 During this field experience, I continued to strengthen my development in this competency through interacting with the
school staff and the students. When interacting with my cooperating teacher and the school staff, I used an appropriate,
respectful and professional language. I ensured that I communicated in both a clear and effective manner to be
understood by the academic professionals.

 When communicating verbally with the students, I used an age-appropriate language to ensure that I am understood by
the children. Depending on a student’s age and ability, I would alter the way in which I communicated in order to adapt
to their needs.

 I corrected mistakes students made when speaking and writing (any misspelled words, missing punctuation marks, and
incorrect grammar). After the students completed a writing assignment, I always encouraged them to revise their
writing. This would allow the students to ensure that they have used correct spelling and proper punctuation.

 Whenever I introduced a new topic, assignment and/or project to the students, I ensured that my instructions were clear
so that the students understood exactly what was expected from them.

 Lastly, when emailing my McGill field supervisor and my cooperating teacher, I ensured that my written language was
clear and strictly professional.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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/field experience?

 Throughout my field experience, I ensure that all my lessons targeted the appropriate competencies depending on the
programs of study. Within each lesson plan, I included a section which listed the competencies which would be
targeted within the lesson. I also referred to the progressions of learning charts so that I set clear and appropriate goals
for my students.
 I sequenced my lessons in order to incorporate, reflect back on or build on information and skills that they
have previously learnt before moving on to a new topic. For examples, in Mathematics, I introduced long division
without remainders to the students before presenting them with equations with remainders. Once the students
understood how to properly do long division (with and without remainders), the students moved on to a more complex
task which was solving word problems which involved long division.
 As I created my lessons, I always took into consideration student’ different needs and limitations, therefore, I
differentiated my activities to accommodate and meet the needs of all my students (struggling and advanced students).

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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/field experience?

 Throughout my fourth field experience, I developed this competency by carrying out the lessons of which I created
and guided the students throughout each learning task.

 I provided my students with the appropriate support, resources and materials in order to succeed academically. I
always made sure that I entered the class each and every day with the required materials needed to teach my lessons.
Because I incorporated some technology in some of my lessons, I always prepared myself in case I encountered
technical difficulties last minute. Back-up plans were always available, if needed.

 During this field experience, I learnt how to be flexible and adapt/adjust to situations when they do not go as planned.
For students who finished their work fast, extension activities were always available to them. For students who did not
grasp a concept as easily, I would provide them with alternative and more in-depth explanations, as well as additional
time to complete their work.

 Furthermore, I always encouraged class discussions and teamwork, when appropriate, so that the students could be
TEACHING
exposed ACT
to and(3, 4, their
share 5, 6)different ideas, perspectives and ideas. During this time, I circulated the classroom and
monitored the students’ interactions to ensure that students were always on task.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


*Use the features of the competency (listed above) and the professional competency rubric.
Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

TEACHING ACT (3, 4, 5, 6)


To
TOevaluate
EVALUATEstudent progress
STUDENT in learning
PROGRESS the subject
IN LEARNING THEcontent andCONTENT
SUBJECT masteringAND
the MASTERING
related competencies.
THE RELATED

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 envisaged.

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

 Throughout my field experience, I gained additional knowledge on the importance of assessments and how they play a
major role in the learning process. At the beginning of my field experience, I used several diagnostic assessments in
order to evaluate students’ prior knowledge and to identify their strengths and weaknesses. I did this as I needed to get
to know the students better in order to adapt my teaching accordingly to help them progress.

 Formative assessments (quizzes, discussions, observations, journal writing, and classwork/homework) were used
continuously to assess the students’ progress and improvement on various subjects, topics and concepts.

 Summative assessments (exams, essays, projects and oral presentations) were also useful as they allowed me to
measure my students’ level of comprehension and/or success at the end of an instructional unit or lesson.

 Every Wednesday, assessments, along with feedback, were returned to the students and sent home to be signed by
parents/guardians. The parents were always informed and aware of how well or poorly their child was performing
academically. The parents were also able to see the feedback of which I would provide, therefore, being able to help
their child improve in specific areas.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

TEACHING ACT (3, 4, 5, 6)


To
Toplan,
plan,organize
organizeand
andsupervise
superviseaaclass
classininsuch
suchaaway
wayasastotopromote
promotestudents'
students'learning
learningand
andsocial
social
development.
FEATURES
 Develops and implements an efficient system for running regular classroom activities.
 Communicates clear requirements regarding appropriate school and social behaviour and makes sure that
students meet those requirements.
 Involves students on an individual or a group basis in setting standards for the smooth running of the class.
 Develops strategies for preventing inappropriate behaviour and dealing effectively with it when it occurs.
 Maintains a classroom climate that is conducive to learning.
LEVEL OF MASTERY
 By the end of his or her initial training, the student teacher should be able to:
 introduce and maintain routines that ensure the smooth running of regular classroom activities;
 identify and correct organizational problems that hinder the smooth running of the class;
 anticipate some of the organizational problems that hinder the smooth running of the class and plan measures to
prevent them;
 Establish and apply methods that can be used to solve problems with students who exhibit inappropriate
behaviours.

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

 Throughout this field experience, this was a competency that I was able to excel in since I was entrusted with 100% of
the workload of a teacher. I maintained classroom routines established by the teacher and I developed efficient
classroom procedures appropriate to the students of which I was teaching. This ensured the smooth running of
classroom activities.

 I learned many ways to deal with students who exhibit inappropriate behaviors. If I was ever uncertain of how to
respond and/or approach a student’s behavior, I never hesitated to ask my cooperating teacher for guidance or
recommendations. He always provided me with such great behavioral/management strategies.

 To ensure that I would have good classroom management, I always greeted the students with a “good morning” when
entering the classroom, each and every day. At the beginning of the day, I explained to the students the plan for the
day. This allowed students to know what to expect for the day and to know which books and materials they needed out
on their desk. This enabled students to transition smoothly between the different activities.

 Furthermore, my CT allowed me to arrange/rearrange the students’ assigned seating. Thus, I had to carefully select
seats for each student in order to create a productive environment for everyone.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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


To
Toadapt
adapthis
hisororher
herteaching
teachingtotothe
theneeds
needsand
andcharacteristics
characteristicsofofstudents
studentswith
withlearning
learningdisabilities,
disabilities,social
social
maladjustments or handicaps.
FEATURES
 Facilitates the educational and social integration of students with learning disabilities, social maladjustments or
handicaps.
 Consults resource people and parents to obtain background information on students with difficulties (needs,
progress, etc.).
 Proposes learning tasks, challenges and roles within the class that help students to progress.
 Participates in developing and implementing individualized education plans.
LEVEL OF MASTERY
 By the end of his or her initial training, the student teacher should be able to :
 Cooperate in the development and implementation of individualized education plans designed for students under
his or her responsibility.

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

 As an educator, it is my goal is to prepare lessons that are suitable for each and every one of my students. To ensure I
planned my lessons according to my students’ needs and abilities, on the first field experience, I asked my cooperating
teacher to provide me with more information about each student (advanced and struggling students).

 Throughout my fourth field experience, I developed this competency as I had 6 students, in my classes, who were on
an individualized education plan. Fortunately, I had the opportunity to take part in staff meetings with school
professionals regarding students’ IEP’s. After meeting with these adults, my CT, his partner and I worked together to
discuss any adjustments we needed to make to our teaching styles in order to better the learning experience for these
children. Together, we decided on different the strategies and resources we would need and use in order to help our
students achieve their objectives.

 I made sure that each and every one of my lessons included a differentiation section that listed the modifications and
accommodations so that every student was able to reach the lesson’s objective and reach success. Some of the
accommodations included: changes in the environment, extended work time, assistive technology, simplified and
repeated instruction, and highlighting important words or phrases on an assignment or test. The modifications in place
were reduced/altered assignments, alternate test and assessment format, modified expectations and more assignments
that target area(s) of strength.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

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

Attach additional sheets if necessary.


PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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;
 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/field experience?

 Throughout my final field experience, technology was highly integrated into the classroom and used every day. I used
Google Drive to share documents and collaborate with other teachers, and Google Classroom to share and assign
homework to the students. I also used two Google Classroom add-ons (Goobrics & Doctopus) which are both digital
assessment tools. These extensions, used simultaneously, allowed me to design my own online rubrics and fill out the
rubric for each student, and once the assignment is graded, the rubric scores and comments are sent to the students via
email.
 Every day, I used the SmartBoard to display an online timer for silent reading and to correct math from their Numbers
workbook. Furthermore, on Pearson ERPI, there are many interactive activities designed for each theme in the
Numbers workbook. Additionally, before introducing the students to a new mathematic concept, I would show them a
video on YouTube which would allow the students to gain a basic understanding of the different concepts.
 I also created online jeopardy games, using www.playfactile.com, to enhance my lessons and further engage my
students. I often created a jeopardy game at the end of a unit as a way to assess the students’ comprehension/
knowledge in a fun manner.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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;
 Start building a trusting relationship with parents.

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

 During my fourth field experience, I attended all the after-school staff meetings and school
conferences/workshops. My CT was also part of the Staff Council Committee, therefore, I attended and
participated in all the Staff Council meetings during our lunch-time.

 The school staff participated in a “Deep Learning” workshop whereby activities were done to learn ways to
implement the 6 C’s into the classroom. I was placed in a group with four teachers and I had the chance to share
my opinion and ideas on the 6 C’s of Education.

 Moreover, I had the opportunity to attend a Parent-Teacher meeting for a particular student before school hours.
This meeting was established to discuss their child’s poor behavior in the classroom and to discuss ways to
maximize the educational benefits of the child. Before beginning the meeting, I took the opportunity to introduce
myself to parents and give them an overview of what I would be doing with the students during my time as their
child’s teacher. I also told the parents that they could contact if ever they had any questions or concerns.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

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
 By the end of his or her initial training, the student teacher should be able to :
 contribute to the work of the teaching team in an effective manner;
 Provide constructive criticism and make innovative suggestions with respect to the team's work.

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

This final field experience really taught me the importance of cooperating with other members of the teaching team.

 I had the opportunity to work with various Cycle 2 members of the teaching team. First and foremost, I worked closely
with my cooperating teacher to ensure that all my lessons and activities would be suitable and meet the needs of each
child in our class. He always provided me with constructive criticism and make innovative suggestions on adjustments
I could make to improve the overall effectiveness of my lesson. He also provided me with feedback on the parts of my
lesson he really liked. Concurrently, my CT would ask for my opinion on lesson/activity ideas, seating arrangements
and strategies to implement in the classroom.

 Secondly, I worked with the other Cycle 2 English teachers in order to coordinate what our students were learning and
to ensure that we were moving at similar rates. At times, we would organize and provide the other teachers with the
weekly homework, while other weeks, they would organize and provide us with the work to be assigned. Additionally,
I contributed to the work of the teaching team in an effective manner by giving suggestions for lessons and activities
based on things I have learned from my previous field experiences.

 Lastly, my CT and I collaborated closely with our French partner. We would decide together when both English and
French tests and/or projects would be assigned and due to ensure that there is no overlapping or conflict with the
schedules.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)


To engage in professional development individually and with others.

 Takes stock of his or her competencies and takes steps to develop them using available resources.
 Discusses the relevance of his or her pedagogical choices with his or her colleagues.
 Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments.
 Spearheads projects to solve teaching problems.
 Involves peers in research related to the mastery of the competencies targeted in the programs of study and to
the educational objectives of the school.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
 identify, understand and use available resources (research reports and professional literature, pedagogical
networks, professional associations, data banks) related to teaching;
 identify his or her strengths and limitations, along with his or her personal objectives and the means of achieving
them;
 engage in rigorous reflexive analysis on specific aspects of his or her teaching;
 Undertake research projects related to specific aspects of his or her teaching.

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

 Throughout my fourth field experience, I kept an organized binder of all of my lesson plans, grades and worksheets.
Within this binder, I also kept a journal where I reflected on my teaching. This allowed me to reflect on my teaching
and on my lessons in a deeper manner. These reflections enabled me to adjust some of my lessons and recognize what
worked and what did not work. It allowed me to recognize my own limitations, strengths, and weaknesses. Through
such reflections, I was able to recognize where I required more research to be done and more assistance and feedback,
but also recognize the areas in which I excel.
 I also consulted my cooperating teacher and McGill supervisor for feedback or help when finalizing my lessons. They
would constantly provide me with great feedback and suggest adjustments, if needed.
 When planning lessons for my classroom, I was able to discuss and get advice/feedback with my cooperating
teacher and other staff members of the teaching team.
 In order to improve and strengthen my teaching practices, I would often read articles and resources online on
effective classroom management techniques, different methods of differentiation and ways to effectively
integrate them within the classroom.
 Lastly, at the end of each week, I would write a weekly reflection to my supervisor. Once submitted, she
would always respond with such encouraging words, feedback and a detailed description of the progress I am
making.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PROFESSIONAL COMPETENCY SELF‐EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)


To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.

 Understands the values underlying his or her teaching.


 Manages his or her class in a democratic way.
 Provides students with appropriate attention and support.
 Justifies his or her decisions concerning the learning and education of students to the parties concerned.
 Respects the confidential nature of certain aspects of his or her work.
 Avoids any form of discrimination toward students, parents or colleagues.
 Situates the moral conflicts arising in class with reference to the major schools of thought.
 Demonstrates sound judgment in using the legal and regulatory framework governing the teaching profession.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
 demonstrate sufficient responsibility in dealings with students that one can recommend with no reservations
that a class be entrusted to his or her care;
 Answer to others for his or her actions by providing well‐founded reasons.

How have I developed this competency during this course or professional seminar/field experience?
 I developed this competency during my fourth field experience by demonstrating ethical and responsible professional
behavior in the performance of my duties at my host school. Over the past 8 weeks, I ensured that I behaved ethically
and responsibly at all times. This proper behavior was demonstrated through my actions, my words, and my attitude.
 From the very first day of my stage, I ensured that my students felt that the classroom was a welcoming environment
where they felt accepted, respected and acknowledged regardless of their abilities, disabilities, socio-economic
background, culture, ethnicity or race.
 Throughout my field experience, I treated all the students fairly, without any discrimination, as I provided equal
attention and support to each student. Although some students were more open to me than others, I did not favor any
students. In fact, I challenged myself to communicate with the children who were not as open with me by always
reminding them that I was there if they ever needed my assistance. I found this approach to be successful as many of
the quiet and shyer students slowly began asking me for help. Although I provided equal attention and support to the
students, I made allowances for those with learning difficulties and special needs. I believe that it is ethically and
morally appropriate to provide these children with more attention and assistance if /when needed.
 I also developed this competency by respecting the confidential nature of certain aspects of my work. I demonstrated
this by ensuring that I only engaged in professional and/or appropriate interactions with both the school staff and the
students. For example, many students throughout my field experience asked me personal questions. I professionally
told them that I could not provide them with this information, as it was personal, and then refocused the students on
their class work.

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

ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL


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

Name Felicia Trunzo ID 260679626

Date: April 2018 Course Name & Number (e.g. EDEC 253) EDEC 405 PS/FE level (circle one) 1 2 3 4

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