Self-Evaluation Grids Fe1

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?
I have been able to adopt a critical approach to the subject matter by showing my understanding of
subject knowledge through helping students with work and answering questions during class time while
students work on assignments, and being able to explain concepts to students in a way that they can
understand. I have also shown my understanding when helping students at the after-school homework
program. This required me to help students of different grades with homework from a number of different
subjects.
I have been able to cast a critical look at my own origins, cultural practices and social role by seeing the
differences between my host school and the elementary school that I attended. I asked many questions
in order to understand the culture and community of the school, and to understand how the many
programs and services of the school were both due to that culture and affected it. My elementary school
was quite different as it was not inner-city, and it was in England, so I learned a lot from this field
experience.
During this first field experience I did not have many opportunities to: facilitate significant, in-depth
learning by students; establish links between the secondary culture set out in the program and the
secondary culture of the students; or to transform the classroom into a cultural base open to a range of
different viewpoints within a common space.
Attach additional sheets if necessary.
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 _____________________________________________________
ID ________________________
Date: ______________________________ Course Name & Number (e.g. EDEC 253) _________________
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.
PS/FE level (circle one) 1
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.
I have been able to use appropriate language when speaking to students and peers each day at my host
school. When speaking to the other student teachers I was careful of what I said, used appropriate
language, and was professional in what I talked about. I spoke appropriately and clearly to students when
talking to them and explaining/helping them in class. I was able to communicate in a way that they could
understand me - both in class and with the after-school homework program. I also showed use of
appropriate language when speaking with teachers, as I was polite and respectful. I did not have the
opportunity to speak with parents during my field experience, however in the past I have been able to
develop this skill. I taught skiing, and spoke with many parents before and after lessons to update them
on their childs progress.
I am able to observe rules of grammar and stylistics when writing texts intended for students, parents or
peers, as can be seen through my writing done for seminar assignments and through my emails to my
supervising teacher and fellow student teachers. In terms of texts intended for students, another student
teacher and myself wrote morning/afternoon messages on the board for students, and these messages
observed rules of grammar.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
I have been able to take up a position, support my ideas and argue my subject matter in a consistent, effective,
constructive and respectful way during discussions mostly through classes that I have taken this semester. Many
of my classes engaged in discussions either in small groups or whole class, and I was able to share my opinion
in these discussions. During my field experience I had discussions with a few other student teachers where we
spoke about what we had observed, and I was able to actively and effectively participate in these discussions in
a clear and respectful way.
During my field experience I was able to communicate ideas concisely using precise vocabulary and correct
syntax while explaining concepts to students both in class and during the after-school homework program. I
chose language that they would understand in my explanations.
I was able to correct the mistakes students make when speaking and writing both in class and in the after-school
homework program. I had the chance to correct student work in a grade 3/4 English class and a grade 2
immersion class. In the grade 2 class I was able to help students when they were writing in their journals, and
when they were correcting math and grammar work. This was an immersion classroom so I was able to correct
spoken mistakes the students made when asking questions.
I constantly strive to improve my own oral and written language skills, typically through my written work for
classes, oral presentations, and class discussions. During my field experience I chose to spend my third week in
a French immersion classroom, which gave me the chance to work on my French language skills. I understand
and can speak French, however it has been a few years since I took classes, so this was a good opportunity for
me to work on my language skills.
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.
I was able to collaborate 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 through helping my cooperating teacher with various classroom activities and helping with the
after-school homework program. I collaborated with my cooperating teacher while helping to teach
activities, such as different arts and crafts. I collaborated with other teachers and school staff when I
stayed after school to help with the homework program. There was usually one or two members of staff
running this program, so I worked alongside them. Each adult helped a small group of students complete
their homework, and then set up board games or drawing for the students who were finished.
I was able to support students involved in the administrative structures of the school or in school activities
or projects as I had the opportunity to be involved in a few school events, such as when the cycle 2
classes where filmed singing Christmas songs for CTV, when a secondary school came to give a dance
performance, and through helping with the homework program. I was able to take part in the CTV
feature, and helped supervise the students during the dance performance. I assisted with the homework
program as I stayed after school and was an extra person to help the students with their homework.
During this first field experience I did not have the opportunity to inform parents and encourage them to
become actively involved or coordinate my actions with those of the schools various partners.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
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 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
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.
I took stock of my competencies and took steps to develop them using available resources by being
aware of the competencies before I began my field experience, and then reflecting on them throughout. I
reflected through writing in my journal, and by having discussions with the other student teachers about
what we observed, and about what ways we could develop the competencies. Through my reflections I
was able to realize what I needed to work on, for example I realized that I need to adjust the way I
interact with students to be more professional; my background is working at a summer camp, which is
very casual, and the interactions of camper to counselor are different than those of student to teacher.
I reflected on my practice (reflective analysis) and made the appropriate adjustments by journaling my
observations throughout the field experience, by reflecting on my background and personal identity, and
by considering how these factors will influence my professional teaching identity. I reflected individually
through my journal, but also reflected with others through discussions with the other student teachers at
my host school and with my classmates in my seminar. I was also able to speak with my cooperating
teacher about my thoughts, and ask any questions. Finally, I was able to talk with my supervisor at the
end of my field experience and share what I had seen.

ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________
During this field experience I discussed my pedagogical choices with my colleagues in that I spoke with my
peers (student teachers) about what I had observed in the classrooms, and whether I would have made similar or
different pedagogical choices to those of the cooperating teacher. For example, in dealing with student behaviour:
I spent my first two weeks with two other student teachers, so we would discuss how different teachers dealt with
various behaviours/practiced class management, and talked about what we would have done the same and what
we may have done differently. This was very useful as it gave new perspectives.
During this first year field experience I did not spearhead projects to solve teaching problems, or involve peers in
research related to the mastery of the competencies targeted in the programs of study and to the educational
objectives of the school.
PROFESSIONAL IDENTITY (11, 12)

To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
FEATURES
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
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.
During this field experience I have come to understand the values underlying my teaching as I have
reflected on my personal identity and background and considered how these two aspects will influence
my teaching style. For example, I have reflected on how my experience working at a summer camp will
have an effect on how I manage my class and deal with difficult situations.
I have provided students with appropriate attention and support as I have shown equal support for all
students while assisting them with work both in class and during the homework program.
I have been able to show that I respect the confidential nature of certain aspects of my work by using
pseudonyms while writing about my observations for various classes, and by not speaking of specific
people or events with others both inside and outside of the school environment.
I have avoided any form of discrimination toward students, parents or colleagues as I treated all students,
staff, and fellow student teachers equally throughout my field experience. I avoided discrimination
towards students by not favoring any over others, and by providing all with equal amounts of attention
and care while helping in class and after-school.
I situated moral conflicts arising in class with reference to the major schools of thought when dealing with
a situation with one student. I alerted the teachers about the situation and explained to the student why I
had done so, as it was regarding his/her safety.
During this first field experience I did not have the chance to manage my class in a democratic way,
justify my decisions concerning the learning and education of students to the parties
concerned,
Attach
additional sheetsor
if necessary.
demonstrate sound judgment in using the legal and regulatory framework governing the teaching
WHAT
IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*
profession.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name _____________________________________________________
ID ________________________

Self-Evaluation Grids Fe1

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Self-Evaluation Grids Fe1

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PROFESSIONAL COMPETENCY SELF EVALUATIONS

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF EVALUATIONS

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

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)

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

PS/FE level (circle one) 1

PROFESSIONAL COMPETENCY SELF EVALUATIONS

PROFESSIONAL IDENTITY (11, 12)

PS/FE level (circle one) 1

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