TEACHER CANDIDATE: JING GONG________________________________________

SCHOOL: Agincourt Public School_____________________________________________ GRADE: __7/8______________

ASSOCIATE TEACHER: Morwenna Doig______________________________________
PED 3150 PROFESSOR: Patricia McKelvie________________________________________
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 the your formative assessment.

● Please submit your self-evaluation to your PED 3150 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 he/she is a ‘self-starter’ and acts on
suggestions and guidance from Associate Teacher.
● Demonstrates professionalism in interactions by maintaining a teacher-friend relationship with
students and staff
● demonstrates positive rapport with students by showing care and passion in their success and
including their interests with learning whenever possible
● professional relationships are respectful with members of the school community
● demonstrates an understanding of the associate teacher/teacher candidate mentoring
relationship by being respectful and engaging in questioning and learning
● Professional responsibility is met and fulfilled as per the associate teacher and university
practicum handbook
● meets required deadlines
● demonstrates initiative by acting on suggestions and guidance from the associate teacher
(both written and oral feedback)

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B. COMMUNICATION COMPETENCY
As a developing teacher, the Teacher Candidate:
Verbal Communication:
Speaks clearly and understandably. Uses correct oral
conventions.
Non-Verbal Communication:
Uses effective and appropriate non-verbal communication.
Reads nonverbal communication and responds appropriately.
Written Communication:
Uses correct written conventions. Writes clearly and
understandably.
Listening and Responding:
Uses appropriate wait time. Uses probing and prompting
techniques. Models effective listening skills.
C. KNOWLEDGE COMPETENCY
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.
COMMENTS
● When teaching and communicating, speech is clear and understandable while using correct
oral conventions
● understands and knows how to use effective non-verbal communication, like body language
and teaching strategies
● is able to read nonverbal communication and respond appropriately while teaching
● written communication is clear and understandable
● is able to communicate to students and able to understand material with the detailed oral and
written instructions provided both for themselves, staff and students
● is able to use listening and responding skills/strategies to prompt students during discussion
and conversations
● as well as listen effectively and respond to the situation as needed
COMMENTS
● is able to demonstrate fundamental subject knowledge for teaching the assigned grade level
● can provide clear instructions for students and provides clear examples
● demonstrates appropriate subject knowledge and related skills for students as needed
● is able to respond to questions during lessons and build in after class help during recess for
those who need it
● able to build on student responses and expand them for discussion and learning as well as
build interest in the subject for students to engage with/use for prompts
● demonstrates understanding of the context of learning
● demonstrates growth in understanding the Ontario curriculum expectations specific to grade
and subjects taught
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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)
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.
COMMENTS
● demonstrates professionalism as well as friendly, positive manner
● is able to promote class safety and wellness for students and staff
● able to have professional presence in the classroom that ensures students’ attention and
respect
● classroom management is consistent as are routines and expectations
● able to utilize skills like appropriate verbal and non-verbal classroom management techniques
(e.g. body language, circulate class during work period, eye-contact, uses pauses and
proximity)
● able to use strategies for managing student behaviour as needed (proactive and preventative
measures; context based knowledge to consider potential problem areas)
● able to demonstrate self-control (e.g. uses appropriate voice volume. Avoids power struggles,
belittling statements and sarcasm)
● understands and demonstrates the need for collaborative planning and additional resources
and manage students experiencing behaviour difficulties (e.g. working with associate teacher,
school staff, extra math help support teacher/room, special education teacher/room)
COMMENTS
● able to utilize a lesson template and include appropriate references to the Ontario curriculum
● provides lesson plans in sufficient detail and timing for each part of the lesson
● able to use appropriate resources and technologies to enhance the lessons
● incorporates a variety of appropriate instructional strategies into lesson plan (e.g. different
learning styles, collaboration, use of technologies, flexible options for summatives for students
to choose from)
● incorporates opportunities for consolidation and application
● plans to gather evidence of students learning and next steps (e.g. during conferences/check
ins with students to see where they are thus far)
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Development of Unit Plans (Practicum 2 Only)
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.
● demonstrates a continuity of plan and progression of learning
● demonstrates backwards design and differentiation
● lesson plans are clear and make connections/references to Ontario Curriculum where needed
accordingly with the grade area and subject
● times are detailed to fit every class and each lesson has specific details/materials and goals
listed for that day
● Is organized and ready for lessons by prepping before hand and able to use for instructions
after teaching/giving task
● able to use clear and effective instructional and questioning techniques that incorporate range
of thinking skills (e.g. even when students struggle to make connections to lessons but still
provides answer during discussions in order to ensure they feel validated and still willing to
participate)
● promotes student dialogue and purposeful relevant talk
● is able to use appropriate pacing and timing
● demonstrates effective transitions during the lesson are uses effectively (e.g.
checkpoints/questions/clarifications)
● employs instructional strategies to use for learners of all types to keep them engaged
● able to adjust to the circumstances during lessons and ensures consolidation of student
learning and closure of lesson
● able to assess student work fairly, accurately and in a timely manner
● encourages students to seek ways to improve responses when giving answers in class, and in
assignments/tests (e.g. providing feedback with specific details for next steps and mistakes)

GOALS FOR NEXT PRACTICUM:

1) Work on giving feedback to students for assignments with more straightforward points (less polite, more hard facts)

2) Classroom management, stand your ground and have students follow directions rather than have items be up for debate

3) Provide students who finish tasks/lessons faster than other students with multiple extra activities to keep them occupied when dealing
with students who may be struggling to keep them occupied and engaged

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TEACHER CANDIDATE: JING GONG_____________________________________________________________