INDICATORS OF PROFESSIONAL COMPETENCE RELATED TO PDP G0ALS
A. The Student Teacher As A Growing Professional
· What are some of the student’s strengths?
Some time ago, well before entering the SFU PDP program, I sat down in a coffee shop, sipped a cooling latte and thought about who I am, what attributes I embody when all the “details” are stripped away. At that time, I decided that four irreducible components form that core: I care about people, seeing people through the lens of compassion; I am an asker of questions which I use to drive my own learning and to engage critically with myself, other people, ideas, and institutions; I am a maker of things; and, I strive to attain a level of competence in whatever activities I choose to engage. It is with this core definition that I have come to my PDP experience. It is with these key attributes that I approach teaching and my students. My ideas about myself and my world deeply affect how I approach others. Because I see myself as able to attain a level of competence, I take it for granted that others also hold that potential. Because I am capable of great compassion, I expect that others either default to or can learn compassion. I make a huge variety of things so I understand that the creative process is intrinsic to humanity, a tool for any of us to engage with our world and each other. Asking questions comes naturally to me which means I am able to help my students formulate meaningful questions even when it is me whom they wish to question.
· What growth has occurred in this area?
I’m learning how to transform my ideals and ethics into actual classroom practices both in terms of classroom management and curriculum development. My Faculty Member, Faculty Associates, Faculty Coordinator, and School Associate model classroom practices worthy of emulation. When I entered PDP, I didn’t know what to expect because I have never participated in a school environment that reflects so closely my own ideas about education. I previously experienced myself as contrary to academic institutions. I felt much more adversarial and ended up carrying enough pain around education that I thought I would never willingly place myself in such a vulnerable place again. I took education courses at two different universities before coming to SFU and found that I lost respect for my professors, my fellow students, as well as the larger institution that allowed such a mockery of education to transpire under their domain. While I believe in the value of educational institutions, I have become critical. I find that my experience through the PDP and at my school placements have renewed my faith. I can more clearly elucidate challenges facing educators, learners, and administrators and more easily envision some alternative approaches to help meet those challenges.
· What further growth is necessary?
Clearly, I need to integrate more fully into educational communities. I have an old habit of holding myself separate from my peers and distrusting those who have authority over me. From my experiences at SFU and at my school practicum, I am learning to hold off judgement and to look for what is working while trying very hard to see clearly that which isn’t working.
· What examples support these judgments?
I find the Profiles of Teaching Competency to be very useful to me. I have rated myself three times and asked that my SA also rate my level of proficiency in each of the twenty categories. I am including that document at the end as my main source. I have also created a website documenting my relationships to my role as educator, my community of learners and colleagues, as well as my students. Eventually, the website will address a broad range of topics regarding the complex relationship between education and oppression. www.educationandoppression.blogspot.com. I am also including a questionnaire my SA completed specifically in regards to Indicators of Professional Competence. It will follow each section from the Profiles.
Profiles of Teaching Competency
Teacher as Person
Their Behaviour is thoughtful.
January 16th 2008
3 I rate myself a 3 here because I have strong “thoughtful” characteristics. I already have a habit in place; however, I could improve significantly by taking the time to consider alternatives more thoroughly.
February 25th, 2008
3.5 As I become more grounded in theory, I find I am considering more alternatives. I now have a selection of tools I didn't have before.
April 1st, 2008
4 To my general habits and theory I’ve learned in PDP, I add two and a half weeks of teaching two grade 11 and two grade 12 English classes. I can see that I am “in touch” with what goes on in my classroom. I’ve been observed by a number of experienced teachers and
SA’s Rating April 3, 2008
5 No Comments
Their behaviour is self-initiating.
January 16th 2008
3 Basically, I know myself enough to know that I begin tentatively. I feel shy and awkward and a little needy at first. These feelings subside as I grow more comfortable. As I grow as a person, I'm also noticing that the length of time I spend in that tentative state lessens. I also know that I can “fake” confidence when necessary.
February 25th, 2008
3.5 I find that I am convincing myself more easily to just forge ahead and wait until afterwards to process whether or not I did meet expectations rather than worry about not meeting expectations before I even try.
SA’s Rating April 3, 2008
5 No Comments
These teachers have a clear idea of what they believe
and those beliefs guide their classroom practices.
January 16th 2008
4.5 I have strong well-though out beliefs about the world in general. I think a lot about how I affect the world and how it affects both myself and others within it. Education is something that has saved my life and strongly influenced pretty much everything about me so I've thought about it a ton.
February 25th, 2008
4.5 I'm seeing how much my ideas about the world and education are still in process. I don't want to give myself a five because I don't think I know everything and I don't want to—I want the doors of inquiry to remain open.
SA’s Rating April 3, 2008
5 No Comments
They are “problem solvers.”
January 16th 2008
4 Essential part of who I am.
February 25th, 2008
4 Again, this category repeats one of my central conceptions of myself. I have defined myself as essentially competent for years. A huge part of competence is the ability to stick with a problematic situation until some form of resolution comes. A willingness to engage and patience through the process go a long way.
SA’s Rating April 3, 2008
4 There where some instances when Brenda’s management skills where not as effective as they could have been. She did learn quickly to adopt new strategies that enabled her to manage the class much more effectively.
They can put new ideas into practice.
January 16th 2008
3 I want this to be even truer about me.
February 25th, 2008
3 I wish this category was a 'perfect' five; but honestly, I can let my fear of acceptance push me into a more conservative mode in which I fall back on a more traditional or conservative mode. I've seen this in myself at St. George's.
SA’s Rating April 3, 2008
5 Her group assessment approach was very imaginative.
You can rely on them.
January 16th 2008
4.5 I try very hard to do everything I say I will.
February 25th, 2008
4.5 If at all possible, I will always choose to follow through with my commitments. I may find my own way through the morass of conflicting obligations and priorities but I will show up and do what I say.
SA’s Rating April 3, 2008
5 No Comments
They have a positive outlook.
January 16th 2008
2 As some one who has struggled with anxiety and depression, I can't honestly say I always have a positive outlook.
February 25th, 2008
2 I will probably always struggle with this one a little. I think of it as a canoe on the river. When I first step in, my initial excitement and enthusiasm can tilt a little and my fear of tipping over can cause me to tense up and literally lose my balance. Eventually though, the boat will settle and my natural understand will float down the river (with a few moments of screaming if the boat lists too much to one side) but I will make it back to shore having enjoyed and learned from the ride.
SA’s Rating April 3, 2008
4 She was almost always smiling and laughing; students responded very positively!
They are “reflective practitioners.”
January 16th 2008
3 I am an observer. I notice things going on around me. I notice when people don't feel well or when they are bubbling with something to say.
February 25th, 2008
3.5 As I become more grounded in theory and see how others are managing I have more reflective tools and therefore an increased capacity for verbalizing what I see going on around me.
SA’s Rating April 3, 2008
5 No Comments
INDICATORS OF PROFESSIONAL COMPETENCE
A. The Student Teacher as a Growing Professional
1. Is the Student Teacher’s behaviour thoughtful, reflective and rational?
Yes
2. Is the Student Teacher self-initiating and responsible?
Yes
3. Does the Student Teacher have a positive outlook?
Yes. She has been very responsive to constructive criticism.
4. Is the Student Teacher non-defensive, non-judgmental and open to possibilities and alternatives?
Yes. She has changed behaviour as a result of observations.
5. Does the Student Teacher’s behaviour seem to be genuine?
Absolutely
6. Does the Student Teacher have a clear, coherent and well-thought out philosophy?
Yes
7. Does the Student Teacher care for and include all learners?
She is learning to address as many different learning styles as possible.
8. Does the Student Teacher put students at the center of decision making?
Yes. She has used student evaluation very effectively.
9. Does the Student Teacher uphold the ideals of inquiry?
Yes. She is constantly questioning the students.
10. Does the Student Teacher practice and promote collaboration?
Yes. She had the class working on group projects.
11. Is the Student Teacher able to establish and maintain ethical and professional working relationships with all members of the educational and wider community?
She appears to have a good working relationship with colleagues.
12. Is the Student Teacher committed to life-long learning?
She appears to be very inquisitive and encourages this in the students.
· Action Plan
I intend to join ASCD as well as the B.C. Co-operative Learning Association in order to foster my continuing development as a professional. I also intend to continue to develop my website into a resource for students and teachers. I will also look for ways to build stronger connections between my peers, administrators, parents, and the larger web that makes up the complex world of education.
