Professional Competency Self Evaluation Sheets 0 1

PROFESSIONALCOMPETENCYSELFEVALUATIONS
FOUNDATIONS(1,2)
Toactasaprofessionalinheritor,criticandinterpreterofknowledgeorculturewhenteachingstudents.
FEATURES
Situatesthediscipline'sbasicbenchmarksandpointsofunderstanding(concepts,postulatesandmethods)inorderto
facilitatesignificant,indepthlearningbystudents.
Adoptsacriticalapproachtothesubjectmatter.
Establisheslinksbetweenthesecondaryculturesetoutintheprogramandthesecondarycultureofthestudents.
Transformstheclassroomintoaculturalbaseopentoarangeofdifferentviewpointswithinacommonspace.
Castsacriticallookathisorherownorigins,culturalpracticesandsocialrole.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
understandthesubjectspecificandprogramspecificknowledgetobetaught,soastobeabletopromotethecreationof
meaningfullinksbythestudents;
exhibitacriticalunderstandingofhisorherculturaldevelopmentandbeawareofitspotentialandlimitations;
exhibitacriticalunderstandingoftheknowledgetobetaught,soastopromotethecreationofmeaningfullinksbythe
students;
Establishlinkswiththestudents'cultureintheproposedlearningactivities.
HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?
-While
co-planing and co-teaching lessons with my CT, I was able to use the subject-specific content
knowledge
in the Quebec curriculum to set up proper benchmarks and realistic instructional goals for my
students.
-During
the course of this field experience, I have developed the ability to situate my students according
their background and prior knowledge; During the course of this field experience, I was able to plan
to
teaching
activities according to students' cultural and instructional needs. I have always took students'
learning
potential and limitation into account when planning lessons. For example: When doing a
describe
different types of food using 5 senses activity, I included images of Pakistani, Italian and Greek
food.
-While
planning
the
lessons
and
teaching
the
activities,
I
always
considered
the
culture
of
the
classroom
and my own culture. While modeling instructions for writing narratives, I always use myself and my
background stories to encourage students to put in a personal touch to their stories.
Attachadditionalsheetsifnecessary.
WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
December 8th 2016

EDEC 353
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234
KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.
FOUNDATIONS(1,2)
Tocommunicateclearlyinthelanguageofinstruction,bothorallyandinwriting,usingcorrectgrammar,in
variouscontextsrelatedtoteaching.
FEATURES
Usesappropriatelanguagewhenspeakingtostudents,parentsandpeers.
Observesrulesofgrammarandstylisticswhenwritingtextsintendedforstudents,parentsorpeers.
Isabletotakeupaposition,supporthisorherideasandarguehisorhersubjectmatterinaconsistent,
effective,constructiveandrespectfulwayduringdiscussions.
Communicatesideasconciselyusingprecisevocabularyandcorrectsyntax.
Correctsthemistakesstudentsmakewhenspeakingandwriting.
Constantlystrivestoimprovehisorherownoralandwrittenlanguageskills.
LEVELOFMASTERY
mastertherulesoforalandwrittenexpressionsoastobeunderstoodbymostofthelinguisticcommunity;
Expresshimselforherselfwiththeease,precision,efficiencyandaccuracyexpectedbysocietyofateaching
professional.
- I was able to express myself confidently in front of the classroom and during communications with
others
working in the school.
- I was able to identify and correct students' written and oral mistakes. When oral error occurs, I would
often
rephrase to confirm what the student has said. When written errors occur, the corrections will be
written
in red underneath the mistake, however, I would correct students' errors according to their writing
levels
to avoid too much red marks on the paper.
- When teaching and speaking with my students, I always tried to use developmental appropriate
language
and concise sentences to support students' cognitive and language development. If students
didn't
understand the instructions at the first time, I would rephrase and re-explain the main instructions.
-I
used a lot of repetition to stress on the importance of certain instructions to ensure students'
understanding of the task.
-I am aware of my weakness as a second language speaker and strive to improve on the odd
grammatical
errors that I tend while speaking by improvement by practicing at home.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
December 8th 2016

EDEC 353
TEACHINGACT(3,4,5,6)
Todevelopteaching/learningsituationsthatareappropriatetothestudentsconcernedandthesubjectcontent
withaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Basestheselectionandcontentofteachingsequencesondatadrawnfromrecentdidacticalandpedagogical
research.
Selectsandinterpretssubjectspecificknowledgeintermsoftheaims,competenciesandsubjectcontent
specifiedintheprogramofstudy.
Plansteachingandevaluationsequencestakingintoaccountthelogicofthecontenttothetaughtandthe
developmentoflearning.
Takesintoaccounttheprerequisites,conceptions,socialdifferences(i.e.gender,ethnicorigin,socioeconomic
andculturaldifferences),needsandspecialinterestsofthestudentswhendevelopingteaching/learning
situations.
Selectsdiverseinstructionalapproachesthataresuitedtothedevelopmentofthecompetenciestargetedinthe
programsofstudy.
Anticipatesobstaclestolearningposedbythecontenttobetaught.
Planslearningsituationsthatprovideopportunitiestoapplycompetenciesindifferentcontexts.
LEVELOFMASTERY
developappropriateandvariedteaching/learningsituationsinvolvingareasonablelevelofcomplexitythat
enablestudentstoprogressinthedevelopmentoftheircompetencies;
Buildtheseactivitiesintoalongtermplan.
- All
my lessons have clear objectives directly related to the competencies, I have always followed the guidelines in
progression
of learning to ensure that my objectives are realistic, achievable and developmentally appropriate.
-When
starting a unit, I always set up my goal according to the QEP, however, after a few first lessons, if I realize
adjustments
need to be made I would break down the lesson and use chunking to ensure students' understanding.
-My
lessons
would
target the same competency using different instructional approaches. For example, to use
mathematical
reasoning
was the math competency that my CT decided to target during the first term. My lessons
include
group work, Math activities, mini presentations and class discussions to ensure that all students are able to
reason
using mathematical language and logic.
-The
stories and warm up activities that I have used helped my students to establish link between what they learn in
school and everyday life. E.g. When doing the "word of the day": boast, I told my students how my mom used to
boast
about my swimming skills and that I could go to the Olympics in 2008.
-Students who struggled with mathematic concepts were given remediation at recess and
center time once a week.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260627199
Zhang Shu Ying
December 8th 2016
EDEC 353
Topilotteaching/learningsituationsthatareappropriatetothestudentsconcernedandtothesubject
contentwithaviewtodevelopingthecompetenciestargetedintheprogramsofstudy.
FEATURES
Createsconditionsinwhichstudentscanengageinmeaningfulproblemsituations,tasksorprojects,basedon
theircognitive,emotionalandsocialcharacteristics.
Providesstudentswiththeresourcestheyneedtotakepartinthelearningsituations.
Guidesstudentsinselecting,interpretingandunderstandingtheinformationprovidedinthevariousresources
andinunderstandingtheelementsofaproblemsituationortherequirementsofataskorproject.
Supportsstudentlearningbyaskingquestionsandprovidingfrequentandrelevantfeedbacktopromotethe
integrationandtransferoflearning.
Encouragesteamwork.
LEVELOFMASTERY
guidestudents,throughappropriateinterventions,incarryingoutlearningtasks;leadthestudentstowork
togetherincooperation;
Detectteaching/learningproblemsthatariseandusetheappropriateresourcestoremedythem.
- While planing and teaching my lessons, I always create appropriate learning situations based on
students'
prior and background understanding of the subject area and taking into account of their different
learning
needs. Before each lesson, I would start a warm up activity or discussion to pre-assess students'
understanding
of the relevant concepts.
- As an educator, I am constantly seeking new ways to engage students into meaningful discussions,
problem-solving
and collaborative work. I approach students by creating appropriate scaffolding/guiding
questions
and tools that would elicit students' thinking and deeper reflection. e.g. Create simple checklist,
graphic
organizers,
guiding questions,reference sheets.
- For students with learning difficulties, I have always provided them adaptations, differentiated materials
and
extra help(remediation at recess) to help them complete the tasks and feel successful.
-While working on a one to one basis, I always used detailed scaffolding skills, looping and meaningful
directing questions to them understand the concepts.
-My lessons include a various of group activities that encourage students to work collaboratively. For
example
my role card teams of team leader, note keeper and reporter ensures each student to have a
responsibility
and contribute to the overall team effort.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
May 17th 2016

EDEC 353
TOEVALUATESTUDENTPROGRESSINLEARNINGTHESUBJECTCONTENTANDMASTERINGTHERELATED
COMPETENCIES.
FEATURES
Gathersinformationasstudentsareengagedinalearningsituationinordertoidentifytheirstrengthsand
weaknessesandtoreviewandadapthisorherteachingaccordinglytohelpthemprogress.
Takesstockofthelearningacquiredbystudentsinordertoassesstheirmasteryoftherelatedcompetencies.
Designsorusestoolstoevaluatestudentprogressandmasteryofcompetencies.
Communicatesexpectedoutcomestostudentsandparentsandprovidesfeedbackonstudentprogressand
masteryofcompetenciesusingclear,simplelanguage.
Workswiththeteachingteamtodeterminethedesiredstagesandrateofprogressionwithinthecycle
concerned.
LEVELOFMASTERY
detectthestrengthsandweaknessesofthestudentsinalearningsituation;
identifysomeoftheadjustmentsrequiredinhisorherteachingonhisorherown;
incooperationwithcolleagues,designevaluationmaterials,interprettheworkofstudentsintermsoftheir
masteryofthecompetencies,anddeveloptoolsforcommunicatingwithparents;
Informthestudentsoftheresultsofadiagnosticevaluationprocessandinformparentsandmembersofthe
teachingteamofthecorrectiveinterventionstrategyelementsenvisaged.
- During
the last field experience, I created several assessment tools to evaluate students' progress.(e.g. Rubrics,
checklists,
notes to self. )
-Since
I had the opportunities to teach the same content to two classes, I would often adjust my lessons according to
how
the first group responded to the content, activities, management strategies and instructions.
-I have created several checklists, rubrics and post-it notes with my CT to keep track of students' progress and needs.
-Before
each writing assignment, students were always introduced to a checklist which they had to self evaluate after
completing
the texts. After grading the assignment, I would always have an individual interview with all students to tell
them
how did they get the marks and how I used the checklist to grade the assignments.
-I often use observation notes and short post-it in-class assignments to identify students' strengths and weaknesses.
- The post-its and observation notes that I took were shared with my CT, the French teacher, the resource teacher, as
a team we decide on the general goals adjustments we would make for this grade. I would also use these records to
identify
my students' weakness and make lesson accommodations as necessary.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
Name_____________________________________________________ID________________________
260627199
Zhang Shu Ying
Dec. 8th 2016

EDEC 353
Toplan,organizeandsuperviseaclassinsuchawayastopromotestudents'learningandsocial
development.
FEATURES
Developsandimplementsanefficientsystemforrunningregularclassroomactivities.
Communicatesclearrequirementsregardingappropriateschoolandsocialbehaviourandmakessurethat
studentsmeetthoserequirements.
Involvesstudentsonanindividualoragroupbasisinsettingstandardsforthesmoothrunningoftheclass.
Developsstrategiesforpreventinginappropriatebehaviouranddealingeffectivelywithitwhenitoccurs.
Maintainsaclassroomclimatethatisconducivetolearning.
LEVELOFMASTERY
introduceandmaintainroutinesthatensurethesmoothrunningofregularclassroomactivities;
identifyandcorrectorganizationalproblemsthathinderthesmoothrunningoftheclass;
anticipatesomeoftheorganizationalproblemsthathinderthesmoothrunningoftheclassandplanmeasuresto
preventthem;
Establishandapplymethodsthatcanbeusedtosolveproblemswithstudentswhoexhibitinappropriate
behaviours.
- Throughout the field experience, I have slowing picked up the efficient management strategies to handle
my
grade 6 classroom. Through my reflections of my failing management skills and strategies that my CT
uses,
I was able to improve my classroom management skills. For example, offer students choices
concerning
their behaviors, inform them about the possible consequences following undisciplined acts.
have learned to plan proper small group activities by using tools such as role cards to ensure in-depth
-I
group
activities.
- My time management skill was also improved at the end of my field experience. I was able to identify the
moment
where students had adequate discussions and introduce new tasks to keep the lesson engaging.
- I always tried to communicate clear expectations to my students to avoid further questions and
repeating
the
instruction.
I
also
used
strategies
such
as
"thumbs
up"
and
"ask
students
to
reexplain
the
instructions" to ensure the indications were clear.
- I have participating in maintaining the classroom routine by taking attendance, dismiss the students and
as an authoritative figure in the room.
act
-I have used whole class strike system(3 strikes= stay in at recess), special stickers for the best students
and
individual REWARD system for unambiguous positive & negative consequences.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
Dec. 8th 2016

EDEC 353
SOCIALANDEDUCATIONALCONTEXT(7,8,9,10)
Toadapthisorherteachingtotheneedsandcharacteristicsofstudentswithlearningdisabilities,social
maladjustmentsorhandicaps.
FEATURES
Facilitatestheeducationalandsocialintegrationofstudentswithlearningdisabilities,socialmaladjustmentsor
handicaps.
Consultsresourcepeopleandparentstoobtainbackgroundinformationonstudentswithdifficulties(needs,
progress,etc.).
Proposeslearningtasks,challengesandroleswithintheclassthathelpstudentstoprogress.
Participatesindevelopingandimplementingindividualizededucationplans.
LEVELOFMASTERY
Cooperateinthedevelopmentandimplementationofindividualizededucationplansdesignedforstudents
underhisorherresponsibility.
-During
the course of this field experience, I have attended several IEP meetings,contributed my opinion
based
on my observation on the students' behavioural and learning patterns. I shared my honest
opinions
with my colleagues and students' parents.
- I have also created an IEP for one of my student focusing mainly on his social patterns along with
improving
his difficulties in E.L.A (he has a language code of 34).
-When
planing and conducting lessons, I have always taken into consideration of my students with
codes
and IEPs. For these students, tasks were often differentiated to suit their needs. For example,
when
forming role-play groups(team leader, note keeper, presenter ), I never put autistic students as
presenters.
-Students
with
extreme
learning
difficulties
were
given
modified
tasks
and
often
works
with
the
school
tutor and the resource teacher for in-class assignments.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
Dec.8th 2016
EDEC 353
Tointegrateinformationandcommunicationstechnologies(ict)inthepreparationanddeliveryof
teaching/learningactivitiesandforinstructionalmanagementandprofessionaldevelopmentpurposes.
FEATURES
ExercisescriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources,and
regardingthesocialissuestheyraise.
Assessestheinstructionalpotentialofcomputerapplicationsandnetworkingtechnologyinrelationtothedevelopmentof
thecompetenciestargetedintheprogramsofstudy.
Communicatesusingvariousmultimediaresources.
UsesICTeffectivelytosearchfor,interpretandcommunicateinformationandtosolveproblems.
UsesICTeffectivelytobuildnetworksthatfacilitateinformationsharingandprofessionaldevelopmentwithrespecttohis
orherownfieldofteachingorteachingpractice.
HelpsstudentstofamiliarizethemselveswithICT,touseICTtocarryoutlearningactivities,toassesstheirownuseofICT,
andtoexercisecriticaljudgmentregardingtheinformationtheyfindontheInternet.
LEVELOFMASTERY
demonstratecriticaljudgmentregardingtherealbenefitsandlimitationsofICTasteachingandlearningresources;
demonstrateageneralunderstandingofthepossibilitiesofferedbyICT(andtheInternetinparticular)forteachingand
learning,andknowhowtointegrateICTinafunctionalmannerintoteaching/learningactivities,whenappropriate;
useICTeffectivelyindifferentaspectsofhisorherintellectualandprofessionallife:communication,research,information
processing,evaluation,interactionwithcolleaguesorexperts,etc.;
EffectivelytransmittheabilitytouseICTtohisorherstudentsinordertosupportthecollectiveconstructionoflearningina
wellstructured,criticalmanner.
- During the course of this field experience, I sufficiently used technology to facilitate students' learning, I
have
used new technologies as substitutes for conventional teaching tools an. E.g. smart-board
substitute
white and black board.
-Use
technology to anticipate students' participation. I have created several Smart board worksheets that
enable
students to learn while practicing their understanding of technology.
-Allowed
students to use technology to create texts.
-I
have created checklists and Rubrics using different computer software and project them on the smart
board
to help students understand the expectations for different assignments.
- Implement programs as Raz-Kids and Reflex Math as filler in lessons.
-Used
the
technology
to
encourage
student
participation.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
December 8th 2016

EDEC 353
Tocooperatewithschoolstaff,parents,partnersinthecommunityandstudentsinpursuingthe
educationalobjectivesoftheschool.
FEATURES
Collaborateswithothermembersoftheschoolstaffindefiningorientations,anddevelopingandimplementing
projectsrelatedtoeducationalservicesinareasfallingundertheresponsibilityoftheschool.
Informsparentsandencouragesthemtobecomeactivelyinvolved.
Coordinateshisorheractionswiththoseoftheschool'svariouspartners.
Supportsstudentsinvolvedintheadministrativestructuresoftheschoolorinschoolactivitiesorprojects.
LEVELOFMASTERY
situatehisorherroleinrelationtothatplayedbyotherinternalorexternalresourcepersons;
adjusthisorheractionstotheeducationalobjectivesoftheschoolandcontributetotheattainmentofthese
objectivesbybecomingpersonallyinvolvedinschoolprojects;
Startbuildingatrustingrelationshipwithparents.
- During the field experience, I was able to maintain a positive and friendly relationship with other
teachers,
the child care workers, care keepers, the secretary and everyone else in the school. I
constantly
initiate the conversation by asking advise on teaching and information about my students.
- I participated in several school projects such as the welcome BBQ, meet the teacher and the
parent-teacher
interview. During the welcome BBQ I have volunteered to serve the food and helped
many
parents to find their children. I also informed parents about their children's academic and social
behaviour
in school during the parent teacher interview.
- I have engaged in friendly conversations with students' parents when encountered them outside of the
school.
-I
contributed in the after school homework program.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
Dec. 8th 2016

EDEC 353
Tocooperatewithmembersoftheteachingteamincarryingouttasksinvolvingthedevelopmentand
evaluationofthecompetenciestargetedintheprogramsofstudy,takingintoaccountthestudents
concerned.
FEATURES
Recognizesinstanceswherecooperationwithothermembersoftheteachingteamisrequiredinordertodesign
oradaptteaching/learningsituations,toevaluatestudentlearningortopromotethemasteryofcompetencies
bytheendofthecycle.
Developsandorganizesaprojectappropriatetotheobjectivestobeattainedbytheteachingteam.
Cooperatesinanactive,ongoingmannerwiththeteachingteamsworkingwiththesamestudents.
Helpsbuildconsensus,whenrequired,amongmembersoftheteachingteam.
LEVELOFMASTERY
contributetotheworkoftheteachingteaminaneffectivemanner;
Provideconstructivecriticismandmakeinnovativesuggestionswithrespecttotheteam'swork.
- During this experience, I have recognized the importance of working in collaboration with the teaching
team.
My CT and other teachers in the school have offered great management and instructional ideas
I would never thought of. With the help of my CT, my initial idea of the lesson was made much better,
that
strategies were proven to be very successful during my teaching of the lesson.
the
- I had several meaningful discussions with my CT, the CCW and other teachers concerning my students'
learning
status; I was able develop an understand my students' backgrounds, learning needs and
personalities
in a short period of time through these conversations.
- I was able to work with the teaching team effectively through participating in the implementation of the
lesson
instructions and help monitoring the students' work.
- I helped in after school program and worked with the school tutor everyday.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
Dec. 8th 2016

EDEC 353
PROFESSIONALIDENTITY(11,12)
Toengageinprofessionaldevelopmentindividuallyandwithothers.
FEATURES
Takesstockofhisorhercompetenciesandtakesstepstodevelopthemusingavailableresources.
Discussestherelevanceofhisorherpedagogicalchoiceswithhisorhercolleagues.
Reflectsonhisorherpractice(reflectiveanalysis)andmakestheappropriateadjustments.
Spearheadsprojectstosolveteachingproblems.
Involvespeersinresearchrelatedtothemasteryofthecompetenciestargetedintheprogramsofstudyandto
theeducationalobjectivesoftheschool.
LEVELOFMASTERY
identify,understandanduseavailableresources(researchreportsandprofessionalliterature,pedagogical
networks,professionalassociations,databanks)relatedtoteaching;
identifyhisorherstrengthsandlimitations,alongwithhisorherpersonalobjectivesandthemeansofachieving
them;
engageinrigorousreflexiveanalysisonspecificaspectsofhisorherteaching;
Undertakeresearchprojectsrelatedtospecificaspectsofhisorherteaching.
- I am able to identify my own weakness and strength while examining my teaching performance, I reflect
on
my performance daily and constantly seek for advice from the teaching team(CT, other teachers and
peers).
- During the course of this field experience, I had frequent discussions with my CT and peers to share
ideas,
comments and different ways to improve students' learning experience.
- I have reflected on my performance by writing a journal reflection daily. As the internship progressed,
many
of my questions have been answered by the teachers and peers, thus my teaching acts, ways to
approach
students and classroom management have improved greatly.
- I always reflected on my lessons, if the content and activities were not delivered successfully I knew that
adjustments
need to be make. I would use more modeling to make the instructions cleared, use repetition
to highlight the important concepts; prepare more visuals or change up tasks when students have a hard
time following instructions.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
Dec. 8th 2016

EDEC 353
PROFESSIONALIDENTITY(11,12)
Todemonstrateethicalandresponsibleprofessionalbehaviourintheperformanceofhisorherduties.
FEATURES
Understandsthevaluesunderlyinghisorherteaching.
Manageshisorherclassinademocraticway.
Providesstudentswithappropriateattentionandsupport.
Justifieshisorherdecisionsconcerningthelearningandeducationofstudentstothepartiesconcerned.
Respectstheconfidentialnatureofcertainaspectsofhisorherwork.
Avoidsanyformofdiscriminationtowardstudents,parentsorcolleagues.
Situatesthemoralconflictsarisinginclasswithreferencetothemajorschoolsofthought.
Demonstratessoundjudgmentinusingthelegalandregulatoryframeworkgoverningtheteachingprofession.
LEVELOFMASTERY
demonstratesufficientresponsibilityindealingswithstudentsthatonecanrecommendwithnoreservations
thataclassbeentrustedtohisorhercare;
Answertoothersforhisorheractionsbyprovidingwellfoundedreasons.
- I was able to build a trusty relationship with my students through giving them the appropriate support
and
always manage the classroom in a way that students would feel secure and having choice.
- I never discriminate or isolate any of my students through neither words, actions nor facial and body
expressions.
- I am able to justify each one of my decisions through the ethical perspective.

- I have respected the confidentiality of my students' works and have not share this information with
anyone.
-I clearly understand the underlining values behind my teaching, which are respect, caring and
open-mindedness. My actions were always based on these principle and I am able to justify each of my
actions ethically while highlighting these values.
ADVANCED
THOROUGH
ACCEPTABLE
PARTIAL
MINIMAL
260627199
Zhang Shu Ying
Name_____________________________________________________ID________________________
Dec. 8th 2016

EDEC 353

Professional Competency Self Evaluation Sheets 0 1

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Professional Competency Self Evaluation Sheets 0 1

Enviado por

Direitos autorais:

Formatos disponíveis

PROFESSIONALCOMPETENCYSELFEVALUATIONS

background stories to encourage students to put in a personal touch to their stories.

December 8th 2016

understanding of the task.

December 8th 2016

directing questions to them understand the concepts.

May 17th 2016

Dec. 8th 2016

instructions" to ensure the indications were clear.

Dec. 8th 2016

tutor and the resource teacher for in-class assignments.

- Implement programs as Raz-Kids and Reflex Math as filler in lessons.

December 8th 2016

Dec. 8th 2016

Dec. 8th 2016

time following instructions.

Dec. 8th 2016

- I am able to justify each one of my decisions through the ethical perspective.

Dec. 8th 2016

Você também pode gostar