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

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<ul><li><p>Core professional competencies for the teaching profession</p><p>55</p><p>Professional competencies</p><p>1. To act as a professional inheritor, critic and inter-preter of knowledge or culture when teachingstudents.</p><p>2. To communicate clearly in the language ofinstruction, both orally and in writing, using cor-rect grammar, in various contexts related toteaching.</p><p>Foundations</p><p>7. To adapt his or her teaching to the needs and char-acteristics of students with learning disabilities,social maladjustments or handicaps.</p><p>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.</p><p>9. To cooperate with school staff, parents, partners inthe community and students in pursuing the edu-cational objectives of the school.</p><p>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.</p><p>Social and educational context</p><p>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.</p><p>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.</p><p>5. To evaluate student progress in learning the subjectcontent and mastering the related competencies.</p><p>6. To plan, organize and supervise a class in such a way asto promote students' learning and social development.</p><p>Teaching act</p><p>11. To engage in professional development indi-vidually and with others.</p><p>12. To demonstrate ethical and responsible pro-fessional behaviour in the performance of hisor her duties.</p><p>Professional identity</p></li><li><p>Summary table</p><p>123</p><p>To act as a professional inheritor, critic and interpreter ofknowledge or culture when teaching students.</p><p>COMPETENCY No 1</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> understand the subject-specific and program-specific knowledge to be taught, so as to beable to promote the creation of meaningfullinks by the students;</p><p> exhibit a critical understanding of his or hercultural development and be aware of itspotential and limitations;</p><p> exhibit a critical understanding of the knowl-edge to be taught, so as to promote the cre-ation of meaningful links by the students;</p><p> Establish links with the students' culture in theproposed learning activities.</p><p>LEVEL OF MASTERY</p><p> Situates the discipline's basic benchmarks andpoints of understanding (concepts, postulatesand methods) in order to facilitate significant, in-depth learning by students.</p><p> Adopts a critical approach to the subject matter.</p><p> Establishes links between the secondary cultureset out in the program and the secondary cultureof the students.</p><p> Transforms the classroom into a cultural baseopen to a range of different viewpoints within acommon space.</p><p> Casts a critical look at his or her own origins,cultural practices and social role.</p><p>FEATURES</p></li><li><p>Summary table</p><p>125</p><p>To communicate clearly in the language of instruction,both orally and in writing, using correct grammar, in var-ious contexts related to teaching.</p><p>COMPETENCY No 2</p><p>LEVEL OF MASTERY</p><p> Uses appropriate language when speaking tostudents, parents and peers.</p><p> Observes rules of grammar and stylisticswhen writing texts intended for students, par-ents or peers.</p><p> 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.</p><p> Communicates ideas concisely using precisevocabulary and correct syntax.</p><p> Corrects the mistakes students make whenspeaking and writing.</p><p> Constantly strives to improve his or her ownoral and written language skills.</p><p>FEATURES</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> master the rules of oral and written expression soas to be understood by most of the linguisticcommunity;</p><p> Express himself or herself with the ease, preci-sion, efficiency and accuracy expected by societyof a teaching professional.</p></li><li><p>Summary table</p><p>127</p><p>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.</p><p>COMPETENCY No 3</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> develop appropriate and varied teaching/learn-ing situations involving a reasonable level ofcomplexity that enable students to progress inthe development of their competencies;</p><p> Build these activities into a long-term plan.</p><p>LEVEL OF MASTERY</p><p> Bases the selection and content of teachingsequences on data drawn from recent didacticaland pedagogical research.</p><p> Selects and interprets subject-specific knowledgein terms of the aims, competencies and subjectcontent specified in the program of study.</p><p> Plans teaching and evaluation sequences takinginto account the logic of the content to the taughtand the development of learning.</p><p> 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.</p><p> Selects diverse instructional approaches that aresuited to the development of the competenciestargeted in the programs of study.</p><p> Anticipates obstacles to learning posed by thecontent to be taught.</p><p> Plans learning situations that provide opportuni-ties to apply competencies in different contexts.</p><p>FEATURES</p></li><li><p>Summary table</p><p>129</p><p>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.</p><p>COMPETENCY No 4</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> guide students, through appropriate interventions, incarrying out learning tasks;</p><p> lead the students to work together in cooperation;</p><p> Detect teaching/learning problems that arise and usethe appropriate resources to remedy them.</p><p>LEVEL OF MASTERY</p><p> Creates conditions in which students canengage in meaningful problem situations, tasksor projects, based on their cognitive, emotionaland social characteristics.</p><p> Provides students with the resources they needto take part in the learning situations.</p><p> 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.</p><p> Supports student learning by asking questionsand providing frequent and relevant feedback topromote the integration and transfer of learning.</p><p> Encourages teamwork.</p><p>FEATURES</p></li><li><p>Summary table</p><p>131</p><p>To evaluate student progress in learning the subjectcontent and mastering the related competencies.</p><p>COMPETENCY No 5</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> detect the strengths and weaknesses of the stu-dents in a learning situation;</p><p> identify some of the adjustments required in his orher teaching on his or her own;</p><p> in cooperation with colleagues, design evaluationmaterials, interpret the work of students in termsof their mastery of the competencies, and developtools for communicating with parents;</p><p> 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.</p><p>LEVEL OF MASTERY</p><p> 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.</p><p> Takes stock of the learning acquired by students inorder to assess their mastery of the related compe-tencies.</p><p> Designs or uses tools to evaluate student progressand mastery of competencies.</p><p> Communicates expected outcomes to students andparents and provides feedback on student progressand mastery of competencies using clear, simple lan-guage.</p><p> Works with the teaching team to determine thedesired stages and rate of progression within the cycleconcerned.</p><p>FEATURES</p></li><li><p>Summary table</p><p>133</p><p>To plan, organize and supervise a class in such a way as topromote students' learning and social development.</p><p>COMPETENCY No 6</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> introduce and maintain routines that ensure thesmooth running of regular classroom activities;</p><p> identify and correct organizational problems thathinder the smooth running of the class;</p><p> anticipate some of the organizational problemsthat hinder the smooth running of the class andplan measures to prevent them;</p><p> Establish and apply methods that can be used tosolve problems with students who exhibit inap-propriate behaviours.</p><p>LEVEL OF MASTERY</p><p> Develops and implements an efficient system forrunning regular classroom activities.</p><p> Communicates clear requirements regardingappropriate school and social behaviour andmakes sure that students meet those require-ments.</p><p> Involves students on an individual or a groupbasis in setting standards for the smooth runningof the class.</p><p> Develops strategies for preventing inappropriatebehaviour and dealing effectively with it when itoccurs.</p><p> Maintains a classroom climate that is conduciveto learning.</p><p>FEATURES</p></li><li><p>Summary table</p><p>135</p><p>To adapt his or her teaching to the needs and characteristicsof students with learning disabilities, social maladjustments orhandicaps.</p><p>COMPETENCY No 7</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> Cooperate in the development and implementationof individualized education plans designed for stu-dents under his or her responsibility.</p><p>LEVEL OF MASTERY</p><p> Facilitates the educational and social integrationof students with learning disabilities, social mal-adjustments or handicaps.</p><p> Consults resource people and parents to obtainbackground information on students with difficul-ties (needs, progress, etc.).</p><p> Proposes learning tasks, challenges and roleswithin the class that help students to progress.</p><p> Participates in developing and implementing indi-vidualized education plans.</p><p>FEATURES</p></li><li><p>Summary table</p><p>137</p><p>To integrate information and communications technologies(ICT) in the preparation and delivery of teaching/learningactivities and for instructional management and profession-al development purposes.</p><p>COMPETENCY No 8</p><p>By the end of his or her initial training, the stu-dent teacher should be able to :</p><p> demonstrate critical judgment regarding thereal benefits and limitations of ICT as teachingand learning resources;</p><p> demonstrate a general understanding of the possi-bilities offered by ICT (and the Internet in particular)for teaching and learning, and know how to inte-grate ICT in a functional manner into teaching/learn-ing activities, when appropriate;</p><p> use ICT effectively in different aspects of his or herintellectual and professional life: communication,research, information processing, evaluation, inter-action with colleagues or experts, etc.;</p><p> Effectively transmit the ability to use ICT to his or herstudents in order to support the collective construc-tion of learning in a well-structured, critical manner.</p><p>LEVEL OF MASTERY</p><p> Exercises critical judgment regarding the realbenefits and limitations of ICT as teaching andlearning resources, and regarding the socialissues they raise.</p><p> Assesses the instructional potential of computerapplications and networking technology in rela-tion to the development of the competencies tar-geted in the programs of study.</p><p> Communicates using various multimedia resources.</p><p> Uses ICT effectively to search for, interpret andcommunicate information and to solve problems.</p><p> Uses ICT effectively to build networks that facili-tate information sharing and professional devel-opment with respect to his or her own field ofteaching or teaching practice.</p><p> Helps students to familiarize themselves with ICT,to use ICT to carry out learning activities, toassess their own use of ICT, and to exercise criti-cal judgment regarding the information they findon the Internet.</p><p>FEATURES</p></li><li><p>Summary table</p><p>139</p><p>To cooperate with school staff, parents, partners in the com-munity and students in pursuing the educational objectives ofthe school.</p><p>COMPETENCY No 9</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> situate his or her role in relation to that played byother internal or external resource persons;</p><p> adjust his or her actions to the educational objec-tives of the school and contribute to the attainmentof these objectives by becoming personallyinvolved in school projects;</p><p> Start building a trusting relationship with parents.</p><p>LEVEL OF MASTERY</p><p> Collaborates with other members of the schoolstaff in defining orientations, and developing andimplementing projects related to educationalservices in areas falling under the responsibilityof the school.</p><p> Informs parents and encourages them tobecome actively involved.</p><p> Coordinates his or her actions with those of theschool's various partners.</p><p> Supports students involved in the administrativestructures of the school or in school activities orprojects.</p><p>FEATURES</p></li><li><p>Summary table</p><p>141</p><p>To cooperate with members of the teaching team in carry-ing out tasks involving the development and evaluation ofthe competencies targeted in the programs of study, takinginto account the students concerned.</p><p>COMPETENCY No 10</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> contribute to the work of the teaching team in aneffective manner;</p><p> Provide constructive criticism and make innovativesuggestions with respect to the team's work.</p><p>LEVEL OF MASTERY</p><p> Recognizes instances where cooperation withother members of the teaching team is requiredin order to design or adapt teaching/learning sit-uations, to evaluate student learning or to pro-mote the mastery of competencies by the end ofthe cycle.</p><p> Develops and organizes a project appropriate tothe objectives to be attained by the teachingteam.</p><p> Cooperates in an active, ongoing manner withthe teaching teams working with the same stu-dents.</p><p> Helps build consensus, when required, amongmembers of the teaching team.</p><p>FEATURES</p></li><li><p>Summary table</p><p>143</p><p>To engage in professional development individually andwith others.</p><p>COMPETENCY No 11</p><p>By the end of his or her initial training, the studentteacher should be able to :</p><p> identify, understand and use available resources(research reports and professional literature,pedagogical networks, professional associations,data banks) related to teaching;</p><p> identify his or her strengths and limitations,along with his or her personal objectives and themeans of achieving them;</p><p> engage in rigorous reflexive analysis on specificaspects of his or her teaching;</p><p> Undertake research projects related to specificaspects of his or her tea...</p></li></ul>