TEACHER CANDIDATE PRACTICUM SELF-EVALUATION

TEACHER CANDIDATE: Emma Scott

SCHOOL: St. Patrick Catholic Elementary School GRADE: 5/6
ASSOCIATE TEACHER: Lynne Bellinger
PED 3150 PROFESSOR: Margaret Dempsey
Please Note:

 Reflective inquiry into your own thinking and practices will lead to the construction and reconstruction of professional knowledge and
practice as you negotiate your journey of becoming a teacher. This self-evaluation of your practicum experience will help you set
goals for next year and your next practicum experience.

 Your comments should reflect your areas of strength, areas for further development, and suggestions to improve practice. This is a
component of your formative assessment.

 Please submit your self-evaluation to your PED 3151 professor after your practicum.

A. PROFESSIONAL COMMITMENT COMPETENCY COMMENTS

As a developing teacher, the Teacher Candidate:
Professional Interactions:
Demonstrates professionalism in interactions. Demonstrates a
positive rapport with students.
Professional Relationships:
Interacts respectfully with members of school community.
Demonstrates an understanding of the Associate Teacher/
Teacher Candidate mentoring relationship.
Professional Responsibility:
Fulfills responsibilities identified by the Associate Teacher and
the University Practicum Handbook. Meets required deadlines.
Initiative:
Demonstrates that they are a ‘self-starter’ and acts on
suggestions and guidance from Associate Teacher.
Professional Interactions:
Throughout the duration of my practicum, I maintained a professional attitude and rapport with both
staff and students at the school. One of the goals of my practicum placement was to leave a good
impression at the school in hopes that I will not only gain good references but also be welcomed back
in the future when I become an OCT certified teacher.
Professional Relationships:
During my practicum I demonstrated respectful interactions with all members of the school
community. I also understood and demonstrated a professional relationship with my Associate Teacher
as my mentor and teacher.
Professional Responsibility:
I always made sure follow and meet the deadlines and expectations of both my Associate Teacher and
the University Practicum Handbook. These responsibilities and deadlines of various sorts will be

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A. PROFESSIONAL COMMITMENT COMPETENCY COMMENTS
As a developing teacher, the Teacher Candidate:
aspects that carry forward from my practicum placements and into my career as an educator. As such I
will always be sure to continue to fulfill these responsibilities and deadlines in a timely manner.

Initiative:
During my practicum placement I would often seek out opportunities to plan, teach, or help my
Associate Teacher in any way. I often extended the same curtesy to other teachers and administration
in an effort to be helpful in any way that I could. I believe that demonstrating such initiative shows that
I am a team player who will do my part and assist anyone when needed. I would accept and ask for
feedback from my Associate Teacher to ensure that I was not stepping on her toes or straying from
what she would prefer we do in her classroom. Going forward, this is something that I will continue to
do.

I would consider this is an area of strength for me as I always aim to be respectful, lead with kindness,
and leave a good impression wherever I am or go. Going forward, I will continue to demonstrate these
competencies as they are very important to me and to my future development as an educator.
B. COMMUNICATION COMPETENCY COMMENTS
As a developing teacher, the Teacher Candidate:
Verbal Communication: Verbal Communication:
Speaks clearly and understandably. Uses correct oral Throughout the duration of my practicum placement, I made sure that I was always speaking clearly
conventions. and in a way which my students would understand. I would clarify that they understood what I had
Non-Verbal Communication: said and would be sure to use words and phrases that they would be able to understand.
Uses effective and appropriate non-verbal communication.
Reads nonverbal communication and responds appropriately. Non-Verbal Communication:
Written Communication: During my placement I continued to develop my skills of reading nonverbal communication. As
Uses correct written conventions. Writes clearly and students were wearing masks again this year it could be difficult at times, but I believe I was able to
understandably. effectively read their nonverbal communication and respond nonverbally as well. This is a skill that I
Listening and Responding: will continue to develop and improve throughout my career.
Uses appropriate wait time. Uses probing and prompting
techniques. Models effective listening skills. Written Communication:
During my placement I was afforded the opportunity to mark a large variety of students work. This
gave me the opportunity to develop and enhance my written communication skills. I always made
sure that what I was writing was clear and concise. I would also make sure that I was using language
and words that they would understand so that my comments and feedback would be helpful and
beneficial as opposed to confusing and unclear.

Listening and Responding:

When listening to and responding to students I would be sure to wait an appropriate amount of time

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 to make sure that they have communicated their response or thought fully before responding. I would
also be sure to ask following up or prompting questions in an effort to get them to elaborate on their
thoughts and to think a little bit more. Going forward I will continue to demonstrate and improve this
competency.

C. KNOWLEDGE COMPETENCY COMMENTS

As a developing teacher, the Teacher Candidate:
Subject Knowledge:
Demonstrates fundamental knowledge of subject matter for
teaching the assigned grade level. Provides clear explanations
and demonstrates appropriate subject knowledge and related
skills.
Developmental Nature of Learners:
Responds to questions regarding lesson content in a
knowledgeable and appropriate manner. Builds upon student
responses to expand and extend the discussion and learning.
Curriculum:
Demonstrates an understanding of the context in which the
learning takes place. Demonstrates growth in understanding the
Ontario curriculum expectations specific to grade and subjects
taught.
Subject Knowledge:
Throughout my placement my Associate Teacher and I always discussed various curriculum
expectations for various subjects. This, along with my own independent work and planning, helped me
gain a better understanding of the subject matter for grades 5 and 6. In my lesson plans, unit plan, and
planning of activities and tasks I was able to provide clear explanations and demonstrate appropriate
subject knowledge and related skills. Going forward I would like to continue to learn and improve on
my knowledge of subject matter at various grade levels as I am still not familiar with all areas of the
curriculum for all primary/junior grade levels.
Developmental Nature of Learners:
When responding to students, whether it be about lesson content or general questions, I would always
be sure to respond in a knowledgeable and appropriate manner. When responding I would also build
upon their responses either with a question or statement to extend the discussion and learning. This is
a strategy and competency that I plan to continue to use going forward as it helps extend students
learning in a positive way.

Curriculum:
In preparation for my placement, I took the time to review the grade 5 and 6 curriculum documents. I
was also fortunate enough to gain a better understanding of the curriculum and how to teach split
grades in speaking with my Associate Teacher. Teaching split grades was something that was not
previously discussed in my courses over the past year and a half, so I was nervous and unsure how to
implement the curriculum to two grades at the same time. With the help and guidance of my Associate
Teacher I feel as though I have gained a better understanding of teaching split grades. I was provided
with the opportunity to implement, plan, and teach various subjects which helped me gain and
demonstrate an understanding of the curriculum. Going forward I would like to further develop my
knowledge and understanding of the elementary curriculum.

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D. CLASSROOM MANAGEMENT COMPETENCY
As a developing teacher, the Teacher Candidate:
Positive Learning Environment:
Demonstrates a friendly, positive, and professional manner.
Promotes class safety and wellness.
Demonstrates a professional presence in the classroom that
helps to ensure students’ attention and respect.
Managing Classroom Environment:
Demonstrates consistency in maintaining classroom routines and
expectations.
Utilizes appropriate verbal and non-verbal classroom
management techniques (e.g., circulates throughout the class,
makes eye-contact, uses pauses and proximity).
Managing Behaviours:
Uses strategies for managing student behaviours in an
appropriate manner. Takes proactive and preventive measures
as needed (e.g., considers potential problem areas).
Demonstrates self-control (e.g., avoids power struggles, belittling
statements and sarcasm; uses appropriate voice volume).
Collaborative Problem-Solving and Planning:
Demonstrates an understanding of the need for collaborative
planning and additional resources to assist and manage students
experiencing behavioural difficulties. (e.g. working with the
Associate Teacher, school staff)
COMMENTS
Positive Learning Environment:
During my practicum I always maintained and demonstrated a friendly, positive, and professional
attitude and manner. I would continuously promote class safety and wellness, especially with safety in
regard to Covid procedures and protocols. I always did my best to ensure that I maintained a
professional presence in the classroom to ensure I received and earned the respect and attention of the
students.
Managing Classroom Environment:
I always made sure that I was aware of the classroom routines, expectations, and schedule in order to
maintain consistency in the classroom, as well as be able to properly support my Associate Teacher.
Without knowing the classroom routines, expectations, and schedule I would have struggled to keep up
with my Associate Teacher and support her and the students properly, as such it was very important to
me that I knew and demonstrated these routines and expectations.
Managing Behaviours:
After observing my Associate Teacher and how she managed student behaviours I was able to identify
and demonstrate a number of methods that she used in combination with some classroom
management techniques learned throughout my courses this semester. Classroom management is a
skill/competency that I will continue to work on and develop in the future as an OCT certified educator.
During my practicum I also demonstrated self-control while upholding the professionalism that is
required of educators.
Collaborative Problem-Solving and Planning:
Throughout the duration of my placement, I demonstrated an understanding of collaborative planning
and additional resources to assist and manage students who were experiencing behavioural difficulties.
My Associate Teacher and I would collaborate often on lesson plans and activities during my placement
which highlighted the importance of collaboration. I would often help students who were experiences
behavioural difficulties under the guidance of my Associate Teacher in order to help them succeed.
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E. PLANNING AND IMPLEMENTATION COMPETENCY
As a developing teacher, the Teacher Candidate:
Development of Lesson Plans
Utilises a lesson plan template including appropriate reference
to Ontario curriculum.
Provides in lesson plan sufficient detail and timing for each part
of the lesson. Uses appropriate resources to enhance lesson.
Incorporates a variety of appropriate instructional strategies
into lesson plan.
Incorporates techniques for student engagement into plan.
Incorporates opportunities for consolidation and application.
Plans to gather evidence of student learning and next steps.
Incorporates strategies to address student needs.
Development of Unit Plans
Demonstrates a continuity of plan and progression of learning.
Demonstrates backwards design and differentiation.
Implementation of Lesson Plan:
Ensures all materials are organized and ready for use prior to
instruction.
Uses clear and effective instructional and questioning
techniques that incorporate a range of thinking skills. Promotes
relevant purposeful talk and student dialogue.
Demonstrates appropriate pacing and timing. Makes effective
transitions prior to and throughout the lesson.
Employs instructional strategies that engage all learners.
Adjusts lessons to circumstances. Ensures consolidation of
student learning and closure of lesson.
Assessment - Student Learning:
Assesses student work fairly, accurately and in a timely manner.
Encourages students to seek ways to improve responses when
giving answers in class, and/or in assignments/tests.
COMMENTS
When developing my lesson plans, I would be sure that I was using an appropriate template and
included all the necessary components (i.e., reference to the Ontario Curriculum, materials, timing,
lesson breakdown, etc.). I would provide lots of detail in my plans as well as timing for each part to
ensure that they are timed and planned properly. I would also include visuals to aid in students
learning such as videos, read aloud, or images. When implementing my lessons, I would make sure that
I asked students questions to ensure that they are paying attention and understanding what I am
teaching them. I would ask them prompting questions to get them thinking about the topic(s) we were
discussing to help keep them engaged in the lesson. When giving students activities/tasks or
worksheets during the lesson I would make sure I explained them well and ask if anyone had
questions. While they were working on the task, I would circulate around the room to observe them
while they work while also being available to answer any questions they may have. By doing this I was
able to see evidence of student learning and plan future lessons accordingly.
For my unit plan, I followed the guidance and direction of my Associate Teacher. She prefers that all
lessons are very structured and requested I follow a similar format. I adopted her approach with my
novel study unit to follow a similar structure to the novel study the class had completed a few weeks
prior. We would begin each lesson by discussing the vocabulary words from that day’s chapter and
reviewed the comprehension questions the students would be answering. From there we would read
the chapter aloud as a class followed by the class completing their compression questions
independently. Going forward I think I could differentiate the lessons within my unit plan a bit better as
I was limited in what I could do with covid restrictions. I also think that I would change up the format
and delivery of the unit if I had the chance to do it again. However, that is definitely an area that I hope
to work on and implement more differentiation in the future.
Prior to implementing a lesson plan, I would make sure that I had everything I needed organized and
ready, so I was not scrambling at the last minute. I would also make sure my slideshows were ready,
and that the worksheets and activities were prepped and printed. When implementing, I would make
sure that I was pacing myself well and not rushing through the material or discussion(s) and I would
make sure to let students know of upcoming transitions by giving them a warning a couple of minutes
before. My Associate Teacher also instilled in me a competency of adjustment - adjust to the
circumstance, adjust to the mood of the class - all in the hopes of avoiding a disastrous lesson or
activity. From the beginning of my placement, we have been adjusting and altering our lessons for a
variety of circumstances.
During my placement this year I was given lots of opportunities to assess students works. Prior to
marking on my own, I would discuss the assessment expectations with my Associate Teacher to ensure
that I was marking the students work correctly. I marked most, if not all, of the students work in math,
language, and science. When assessing their work, I made sure to provide lots of feedback and helpful
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E. PLANNING AND IMPLEMENTATION COMPETENCY COMMENTS
As a developing teacher, the Teacher Candidate:
comments. As a result of doing so much marking over the course of December and January I was able
to help my Associate Teacher with report card marks and comments. My Associate Teacher wanted
everything the students completed and handed in to be graded and in doing so I saw how much time
marking can take up. Going forward I would like to add a bit more assessment for and as learning to
my teaching where not everything is given a level grade. I think providing students with comment-
based feedback is very important and helps them address their areas for growth and improvement
rather than see their grade and disregard the comments.

GOALS FOR CONTINUED DEVELOPMENT AS A TEACHER:

1) Continue to develop my assessment skills and practices.

2) Continue to develop and enhance my classroom management skills and techniques.

3) Seek out more opportunities to be a part of the school community and participate in planning of school events.

TEACHER CANDIDATE: Emma Scott