Professional competencies - McGill ?· Core professional competencies for the teaching profession 55…

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  • Core professional competencies for the teaching profession

    55

    Professional competencies

    1. To act as a professional inheritor, critic and inter-preter of knowledge or culture when teachingstudents.

    2. To communicate clearly in the language ofinstruction, both orally and in writing, using cor-rect grammar, in various contexts related toteaching.

    Foundations

    7. To adapt his or her teaching to the needs and char-acteristics of students with learning disabilities,social maladjustments or handicaps.

    8. To integrate information and communications tech-nologies (ICT) in the preparation and delivery ofteaching/learning activities and for instructionalmanagement and professional development pur-poses.

    9. To cooperate with school staff, parents, partners inthe community and students in pursuing the edu-cational objectives of the school.

    10. To cooperate with members of the teaching team incarrying out tasks involving the development andevaluation of the competencies targeted in the pro-grams of study, taking into account the studentsconcerned.

    Social and educational context

    3. To develop teaching/learning situations that are appro-priate to the students concerned and the subject contentwith a view to developing the competencies targeted inthe programs of study.

    4. To pilot teaching/learning situations that are appropriateto the students concerned and to the subject contentwith a view to developing the competencies targeted inthe programs of study.

    5. To evaluate student progress in learning the subjectcontent and mastering the related competencies.

    6. To plan, organize and supervise a class in such a way asto promote students' learning and social development.

    Teaching act

    11. To engage in professional development indi-vidually and with others.

    12. To demonstrate ethical and responsible pro-fessional behaviour in the performance of hisor her duties.

    Professional identity

  • Summary table

    123

    To act as a professional inheritor, critic and interpreter ofknowledge or culture when teaching students.

    COMPETENCY No 1

    By the end of his or her initial training, the studentteacher should be able to :

    understand the subject-specific and program-specific knowledge to be taught, so as to beable to promote the creation of meaningfullinks by the students;

    exhibit a critical understanding of his or hercultural development and be aware of itspotential and limitations;

    exhibit a critical understanding of the knowl-edge to be taught, so as to promote the cre-ation of meaningful links by the students;

    Establish links with the students' culture in theproposed learning activities.

    LEVEL OF MASTERY

    Situates the discipline's basic benchmarks andpoints of understanding (concepts, postulatesand methods) in order to facilitate significant, in-depth learning by students.

    Adopts a critical approach to the subject matter.

    Establishes links between the secondary cultureset out in the program and the secondary cultureof the students.

    Transforms the classroom into a cultural baseopen to a range of different viewpoints within acommon space.

    Casts a critical look at his or her own origins,cultural practices and social role.

    FEATURES

  • Summary table

    125

    To communicate clearly in the language of instruction,both orally and in writing, using correct grammar, in var-ious contexts related to teaching.

    COMPETENCY No 2

    LEVEL OF MASTERY

    Uses appropriate language when speaking tostudents, parents and peers.

    Observes rules of grammar and stylisticswhen writing texts intended for students, par-ents or peers.

    Is able to take up a position, support his orher ideas and argue his or her subject matterin a consistent, effective, constructive andrespectful way during discussions.

    Communicates ideas concisely using precisevocabulary and correct syntax.

    Corrects the mistakes students make whenspeaking and writing.

    Constantly strives to improve his or her ownoral and written language skills.

    FEATURES

    By the end of his or her initial training, the studentteacher should be able to :

    master the rules of oral and written expression soas to be understood by most of the linguisticcommunity;

    Express himself or herself with the ease, preci-sion, efficiency and accuracy expected by societyof a teaching professional.

  • Summary table

    127

    To develop teaching/learning situations that are appropriate tothe students concerned and the subject content with a view todeveloping the competencies targeted in the programs ofstudy.

    COMPETENCY No 3

    By the end of his or her initial training, the studentteacher should be able to :

    develop appropriate and varied teaching/learn-ing situations involving a reasonable level ofcomplexity that enable students to progress inthe development of their competencies;

    Build these activities into a long-term plan.

    LEVEL OF MASTERY

    Bases the selection and content of teachingsequences on data drawn from recent didacticaland pedagogical research.

    Selects and interprets subject-specific knowledgein terms of the aims, competencies and subjectcontent specified in the program of study.

    Plans teaching and evaluation sequences takinginto account the logic of the content to the taughtand the development of learning.

    Takes into account the prerequisites, conceptions,social differences (i.e. gender, ethnic origin, socio-economic and cultural differences), needs andspecial interests of the students when developingteaching/learning situations.

    Selects diverse instructional approaches that aresuited to the development of the competenciestargeted in the programs of study.

    Anticipates obstacles to learning posed by thecontent to be taught.

    Plans learning situations that provide opportuni-ties to apply competencies in different contexts.

    FEATURES

  • Summary table

    129

    To pilot teaching/learning situations that are appropriate tothe students concerned and to the subject content with a viewto developing the competencies targeted in the programs ofstudy.

    COMPETENCY No 4

    By the end of his or her initial training, the studentteacher should be able to :

    guide students, through appropriate interventions, incarrying out learning tasks;

    lead the students to work together in cooperation;

    Detect teaching/learning problems that arise and usethe appropriate resources to remedy them.

    LEVEL OF MASTERY

    Creates conditions in which students canengage in meaningful problem situations, tasksor projects, based on their cognitive, emotionaland social characteristics.

    Provides students with the resources they needto take part in the learning situations.

    Guides students in selecting, interpreting andunderstanding the information provided in thevarious resources and in understanding the ele-ments of a problem situation or the require-ments of a task or project.

    Supports student learning by asking questionsand providing frequent and relevant feedback topromote the integration and transfer of learning.

    Encourages teamwork.

    FEATURES

  • Summary table

    131

    To evaluate student progress in learning the subjectcontent and mastering the related competencies.

    COMPETENCY No 5

    By the end of his or her initial training, the studentteacher should be able to :

    detect the strengths and weaknesses of the stu-dents in a learning situation;

    identify some of the adjustments required in his orher teaching on his or her own;

    in cooperation with colleagues, design evaluationmaterials, interpret the work of students in termsof their mastery of the competencies, and developtools for communicating with parents;

    Inform the students of the results of a diagnosticevaluation process and inform parents and mem-bers of the teaching team of the corrective inter-vention strategy elements envisaged.

    LEVEL OF MASTERY

    Gathers information as students are engaged in alearning situation in order to identify their strengthsand weaknesses and to review and adapt his or herteaching accordingly to help them progress.

    Takes stock of the learning acquired by students inorder to assess their mastery of the related compe-tencies.

    Designs or uses tools to evaluate student progressand mastery of competencies.

    Communicates expected outcomes to students andparents and provides feedback on student progressand mastery of competencies using clear, simple lan-guage.

    Works with the teaching team to determine thedesired stages and rate of progression within the cycleconcerned.

    FEATURES

  • Summary table

    133

    To plan, organize and supervise a class in such a way as topromote students' learning and social development.

    COMPETENCY No 6

    By the end of his or her initial training, the studentteacher should be able to :

    introduce and maintain routines that ensure thesmooth running of regular classroom activities;

    identify and correct organizational problems thathinder the smooth running of the class;

    anticipate some of the organizational problemsthat hinder the smooth running of the class andplan measures to prevent them;

    Establish and apply methods that can be used tosolve problems with students who exhibit inap-propriate behaviours.

    LEVEL OF MASTERY

    Develops and implements an efficient system forrunning regular classroom activities.

    Communicates clear requirements regardingappropriate school and social behaviour andmakes sure that students meet those require-ments.

    Involves students on an individual or a groupbasis in setting standar

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