My twelve competencies
Competency 1
culture and knowledge
To develop and master the act of being a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students.
For instance, I have incorporated the idea of floats in an arts and crafts LES for a grade 6 intensive group on the history of Thanksgiving.
I also designed an intercultural exchange project as part of the Culture and ESL pedagogy course which focuses on native cultures around Canada and around the world.
I also leverage the importance of cultural days throughout the year, such as Saint Patrick's Day, to have students take part in immersive activities in which they have to watch a short video then take part in a whole group-individual Kahoot created for the purpose.
Competency 2
language
To develop and master the act of communicating clearly in the language of instruction, both orally and in writing by using correct grammar, in various contexts related to teaching.
I have leveraged my experience in tutoring and I am now the English tutor for two groups of cycle 2 secondary students at La Seigneurie high school.
I also served as a teacher's assistant for the writing center at Université Laval, helping my peers write better essays.
Lastly, I have received stellar feedback regarding the quality of my English from various cooperating teachers through my practicums.
Competency 3
Development of teaching/learning situations
To develop 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.
This is an example of an animal post card LES with a focus on form on the notion of comparatives.
I have also taken part in planning of learning and evaluation situations such as this Infomercial LES, which was developed with ESL Pedagogy III peers.
I developed an Extreme sports webquest for my sports-concentration secondary III groups, used as a work plan activity when school went entirely online for a month, last year.
I received excellent comments: "His well structured files [...] permit him to anticipate possible areas of difficulty. His material is [...] adapted to the various student levels. He offers differentiation activities according to the various student levels" (Hnatiuk, 2021).
Competency 4
Piloting of teaching /learning situations
To masterfully 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.
By modifying and reinvesting previously created material, I piloted an LES on inventions in 6th grade English intensive. Students discovered prominent inventions, but also designed, built, and presented their own!
​
I also demonstrated piloting of an LES in uncertain times, such as starting and finishing an entire Zombie LES for a replacement contract when school went entirely online (here is a group's final task that counted for C2).
​
I received praise for my ability to ensure that "[...] all aspects of my teaching are exemplary, from the preparation of the task to the follow-up" (Hnatiuk, 2021).
Competency 5
Evaluation of learning
To evaluate student progress in learning the subject content and mastering the related competencies. I had several opportunities to create tests and evaluations for all 3 competencies.
At the elementary level, I have created a test on personal identification.
At the secondary level, I have developed an adjectives and adverbs test.
I am also able to efficiently summarize evaluations in order to communicate the strengths and weaknesses of students to their parents.
my practicum IV cooperating teacher said that: "he quickly caught on to the correction code and used it appropriately. He provides informal feedback to the students. He prepared rubrics to evaluate all three of the competencies. He prepared practice tests and weekly revision tests. He also verifies their understanding through various activities" (Hnatiuk, 2021).
Competency 6
Classroom management
To plan, organize and supervise a class in such a way as to promote students’ learning and social development. I am able to use appropriate strategies to facilitate classroom management.
In elementary school, I favour the Push-Pin system to help my students regulate their behaviour.
In high school, I try to negotiate diplomatically with confrontational students to help them see how their behaviour can be better.
I have also shown a grip on my authority as a teacher for not hesitating to remove uncooperating students from the classroom when the need became justified.
In support of these claims, cooperating teachers have said that, "the students are well-disciplined in his presence. He has built a strong relationship of trust with the students (Hnatiuk, 2021). Also, " [he] has found the right balance when it comes to discipline and class management" (Rodrigue, 2021).
Competency 7
adapting teaching
To adapt my teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps.
I have two groups of Cheminement Pédagogique Particulier (CPP) students. This is an ongoing opportunity for me to explore a different type of teaching that is humbling and gratifying. This is a typical routine segment.
I received praise for my ability to adapt my teaching to students with different needs: "he has read the various plans d’interventions, remembers and applies all the small details. His Notebook slides for the students are TSA friendly" (Hnatiuk, 2021).
I have also received stellar comments on my ability to communicate concepts and notions to students like few before me as an ESL teacher for CPP groups. N. Quintin (2022), specialized educator for CPP groups said that she has rarely seen an ESL teacher be able to convey grammatical notions to the CPP 01 group like I do.
Competency 8
ICT integration
To integrate of information and communication technologies (ICT) in the preparation and delivery of teaching/learning activities.
I am able to use several technological tools simultaneously and seamlessly.
My practicum IV's cooperating teacher said that: "he uses various forms of technology: IWB [interactive white board], Notebook monster games, Kahoot games, virtual tour activities, Vocab A-Z site and Boom cards sites. He also had the students do an invention project in Google Slides. Here is (example 2), and here is (example 3). He taught the students some basics on how to use the Chromebooks" (Hnatiuk, 2021).
I also had students work in in pairs to create a Halloween story in Google Jamboard, a tool in which they can draw and write together in real time, and on different screens, as part of Halloween centers which see table groups take part in different activities that last a whole period, with teams rotating through activities everyday.
Competency 9
Cooperation with different partners
To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school.
During my practicums and contracts, I have been involved with different partners to get students to perform at their best. I have received praise, with my practicum III cooperating teacher saying that :"[He] gets easily involved in the school. Student teacher is involved in all my teacher-related duties" (Rodrigue, 2021).
​
My practicum IV teacher said that: "He actively participates in all teacher related activities, [and] he is always available to meet with other teachers to discuss students and other school related subjects. He goes above and beyond what is required of him (Hnatiuk, 2021).
I also demonstrate ongoing cooperation with the level TES , and members of the direction for projects including weekly tutoring of two groups. My comments and feedback help the direction make decisions regarding the course of action for at risk students. I also communicate on a daily basis with key members of the school such as the secretary of the level and teachers who share common issues.
Competency 10
Cooperation with the teaching team
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.
I had and currently have the opportunity to cooperate with others in the planning of learning and evaluation situations. This is an example of my planning of the first two weeks of practicum III with my cooperating teacher.
I have also gone above and beyond what is asked of me by making myself available in person but also at odd times via videoconferencing.
Finally, when I have free periods at school, I offer my services to help other ESL teachers with carrying out their own learning and evaluation situations. For instance a secondary 4 EESL teacher asked me to help him co-teach a period-long murder mystery activity.
​
Competency 11
Professional development
To engage in professional development individually and with others.
In terms of opportunities offered by the university, I have attended The Ongoing Professional Development Day. Among the workshops, one that stood out was Surviving your first contract by B. Lavigne and F. Trudel.
I also attended a workshop offered by the CSSDPS called "Je remplace avec classe", which aimed at preparing substitute teachers to be as effective as possible at every level and cycle (here are my notes).
Finally, I have received praise, with my practicum III cooperating teacher saying that: "[he] has always demonstrated great openness to integrate suggestions. He accepts both positive and negative comments. He has a positive attitude and it was greatly appreciated (Rodrigue, 2021). This is also echoed by my practicum IV CT: "He is very open to modifying his teaching according to feedback and his own observations" (Hnatiuk, 2021).
Competency 12
Ethical behaviour
To demonstrate ethical and responsible behavior in the performance of his or her duties.
​
As part of of my university course, Formation éthique et enseignement (EDC- 1901), I had to interview a practicing teacher and ask questions about her experience and take on ethical behaviour. This document includes an interview with this teacher practicing in the Québec school system.
I received stellar comments from teachers including my practicum IV CT who said that: "He is very professional and I consider him a colleague rather than just a student teacher. He is responsible, punctual, respectful, and always available. He has excellent judgement and is very mature" (Hnatiuk, 2021). Moreover, I have received praise for taking initiative to engage with students by "playing [soccer] with them outside during recess, and engaging with them during lunchtime" (Aziri, 2019). Finally, my practicum I teacher also described me as being "very professional" (Crépin, 2019).
