Professional competencies

1 Core Professional competencies for the teaching profession55 Professional competencies1. To act as a Professional inheritor, critic and inter-preter of knowledge or culture when To communicate clearly in the language ofinstruction, both orally and in writing, using cor-rect grammar, in various contexts related To adapt his or her teaching to the needs and char-acteristics of students with learning disabilities,social maladjustments or To integrate information and communications tech-nologies (ICT)

2 In the preparation and delivery ofteaching/learning activities and for instructionalmanagement and Professional development To cooperate with school staff, parents, partners inthe community and students in pursuing the edu-cational objectives of the 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 and educational context3. 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 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 To evaluate student progress in learning the subjectcontent and mastering the related To plan.

3 Organize and supervise a class in such a way asto promote students' learning and social act11. To engage in Professional development indi-vidually and with To demonstrate ethical and responsible pro-fessional behaviour in the performance of hisor her identitySummary table123To act as a Professional inheritor, critic and interpreter ofknowledge or culture when teaching No1By the end of his or her initial training, the studentteacher should be able to :4understand the subject-specific and program-specific knowledge to be taught, so as to beable to promote the creation of meaningfullinks by the students;4exhibit a critical understanding of his or hercultural development and be aware of itspotential and limitations;4exhibit a critical understanding of the knowl-edge to be taught, so as to promote the cre-ation of meaningful links by the students.

4 4 Establish links with the students' culture in theproposed learning OF MASTERY4 Situates the discipline's basic benchmarks andpoints of understanding (concepts, postulatesand methods) in order to facilitate significant, in-depth learning by a critical approach to the subject links between the secondary cultureset out in the program and the secondary cultureof the the classroom into a cultural baseopen to a range of different viewpoints within acommon a critical look at his or her own origins,cultural practices and social table125To communicate clearly in the language of instruction,both orally and in writing, using correct grammar.

5 In var-ious contexts related to No2 LEVEL OF MASTERY4 Uses appropriate language when speaking tostudents, parents and rules of grammar and stylisticswhen writing texts intended for students, par-ents or able to take up a position, support his orher ideas and argue his or her subject matterin a consistent, effective, constructive andrespectful way during ideas concisely using precisevocabulary and correct the mistakes students make whenspeaking and strives to improve his or her ownoral and written language the end of his or her initial training, the studentteacher should be able to :4master the rules of oral and written expression soas to be understood by most of the linguisticcommunity.

6 4 Express himself or herself with the ease, preci-sion, efficiency and accuracy expected by societyof a teaching table127To develop teaching/learning situations that are appropriate tothe students concerned and the subject content with a view todeveloping the competencies targeted in the programs No3By the end of his or her initial training, the studentteacher should be able to :4develop appropriate and varied teaching/learn-ing situations involving a reasonable level ofcomplexity that enable students to progress inthe development of their competencies .

7 4 Build these activities into a long-term OF MASTERY4 Bases the selection and content of teachingsequences on data drawn from recent didacticaland pedagogical and interprets subject-specific knowledgein terms of the aims, competencies and subjectcontent specified in the program of teaching and evaluation sequences takinginto account the logic of the content to the taughtand the development of into account the prerequisites, conceptions,social differences ( gender, ethnic origin, socio-economic and cultural differences)

8 , needs andspecial interests of the students when developingteaching/learning diverse instructional approaches that aresuited to the development of the competenciestargeted in the programs of obstacles to learning posed by thecontent to be learning situations that provide opportuni-ties to apply competencies in different table129To 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 No4By the end of his or her initial training, the studentteacher should be able to :4guide students, through appropriate interventions, incarrying out learning tasks;4lead the students to work together in cooperation.

9 4 Detect teaching/learning problems that arise and usethe appropriate resources to remedy OF MASTERY4 Creates conditions in which students canengage in meaningful problem situations, tasksor projects, based on their cognitive, emotionaland social students with the resources they needto take part in the learning 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 student learning by asking questionsand providing frequent and relevant feedback topromote the integration and transfer of table131To evaluate student progress in learning the subjectcontent and mastering the related No5By the end of his or her initial training, the studentteacher should be able to.

10 4detect the strengths and weaknesses of the stu-dents in a learning situation;4identify some of the adjustments required in his orher teaching on his or her own;4in cooperation with colleagues, design evaluationmaterials, interpret the work of students in termsof their mastery of the competencies , and developtools for communicating with parents;4 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 OF MASTERY4 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 stock of the learning acquired by students inorder to assess their mastery of the related