A Guide to Quebec’s Professional Competencies for Teachers
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Professional Competencies at a Glance
Fundamental Competencies
2 - Language mastery
Specialized competencies central to working with and for students
3 - Planning
4 - Implementing
5 - Evaluating
6 - Managing
7 - Differentiating
8 - Supporting students love of learning
Competencies underlying collaborative professionalism
9 - Active member of the school team
10 - Cooperating with families and other stakeholders
Competency related to professionalism
Cross curricular Competencies
12 - Technology
13 - Ethics
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Focus on FE3
“Demonstrates application of PCs in solo teaching and learning activities and situations, and through some different forms of outside-the-classroom engagement.” (McGill rubric)
What are the professional competencies for teachers?
By the end of FE3, you should be able to:
This document breaks it down per competency and shows you what this could look like.
The Ministry of Education of Quebec (MEQ)’s 13 competencies for teacher training and ongoing professional development. Your assessments & evaluations are based on these competencies.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
The Professional Competencies
At a glance
Making connections between classroom learning & the world around our students
Mastering language usage according to audience
Planning that takes into account student needs, program objectives, and subject-specific content (note, adjustments have been made since Covid)
Ensuring student engagement with the planned material and activities. Continuous monitoring and flexibility.
Using a variety of tools and methods to measure student learning and competency development. Also used to make adjustments to teaching.
(see Policy on the Evaluation of Learning,
Optimizing time, space, resources, and relationships for learning
Using different strategies to ensure participation & success for all
Making learning meaningful - sparking curiosity
Working with colleagues on what is best for students
Working with families and community members on what is best for students
Commitment to ongoing learning
In relation to teaching, learning, and communication (see Digital Competency Framework)
Ethical behaviours that highlight relationship and responsibility
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
A note on Competency 15
While the MEQ was putting together their competencies document, the Provincial Roundtable for the Success of Indigenous Students proposed Competency 15. It was not included in the MEQ document but it is available nonetheless and is a useful resource for teaching in Quebec, particularity within a context of reconciliation and inclusion.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 1:
Act as a cultural facilitator when carrying out duties.
Level of competency acquisition by end of Teacher Ed- Mostly mastered.
FE3 evaluation criteria: Integrates rich and meaningful cultural references into teaching and learning situations.. (from McGill rubric)
What can this look like?
Making connections between the content and the world around them.
Bringing cultural relevance (students cultures or other) to the topics they are learning.
Often tied into the essential questions (the WHY are we learning this)
Languages/Social Studies - instead of focusing on jack o'lanterns around Halloween time, it could be an opportunity to learn about squash, one of the three sisters in Kanienkehaka agricultural traditions. It could also be an opportunity to inquire about learners traditions & find commonalities - when do you eat squash or pumpkin based foods? Why do you think it happens at this time of year?
Math/Social Studies - a lesson about reading maps could be an opportunity to learn more about the region(s) in which your students live, today or historically… or over multiple time periods.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 2:
Master the language of instruction
Level of competency acquisition by end of Teacher Ed - Mostly mastered.
FE3 evaluation criteria: Communicates appropriately in the language of instruction, both orally and in writing. (from McGill rubric)
What can this look like?
Oral and written communication is clear, concise, and suited to the audience (Kindergarten or Secondary 5, students or parents, etc…)
Presentations are well organized and reflect language rules (grammer, spelling…)
Students are taught multiple strategies to improve their own language skills, including valuing their mother tongue when learning a new language.
Presentations and written documents - proofreading your learning materials at all times to ensure that you are modeling mastery. Asking a colleague to read it over is best as we often fill in mistakes in our heads without realizing it! You can also read it outloud on your own. You’ll be surprised with what you catch.
Use translation tools as necessary.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 3:
Plan teaching and learning situations.
Level of competency acquisition by end of Teacher Ed- Mostly mastered.
FE3 evaluation criteria: Designs and plans teaching and learning activities and situations that are appropriate for the students, the learning content and the education objectives. (from McGill rubric)
What can this look like?
Ensuring that your plans meet the needs of your learners and the program requirements (with research-based strategies is always best)
Each plan fits into the big picture of what / when students are learning
Integrating other competencies at the planning stage is key (differentiation, evaluation, culture, etc…).
Planning templates - These are helpful to keep track of the different elements as you plan. These ones are based on the McGill expectations.
Mapping your plans out visually can also be helpful.
Incorporate flexibility. Being able to make changes based on what your students need in the moment is important, too.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 4:
Implement teaching and learning situations
Level of competency acquisition by end of Teacher Ed - Mostly mastered.
FE3 evaluation criteria: Implements and supervises teaching and learning situations appropriate to the students and the educational aims. (from McGill rubric)
What can this look like?
Activating prior knowledge at the start of a lesson
Ensuring your students know why / what they are learning and how it fits into the bigger picture
Monitoring that your planned lesson meet the needs of your learners and the program requirements with feedback strategies (observation, questioning, etc…), when possible.
Integrating closure at the end of each lesson
Activating prior knowledge and Integrating closure - These help to situate a student in their learning and are often left out (in particular closure!) Sometimes a simple wrap-up statement can help - ex: Today we learned about x as part of our unit y.
Monitoring - carrying around class lists on a clipboard is an effective observation tool. They help to ensure you observe all your students.
Flexibility. Being able to make changes based on what your students need in the moment is important, too.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Level of competency acquisition by end of Teacher Ed - Mostly mastered.
FE3 evaluation criteria: Develops, chooses and uses different methods for evaluating students' knowledge acquisition and competency development. (from McGill rubric)
What can this look like?
Planning for a variety of evaluation strategies in your lessons is necessary to get a clear picture of competency development.
Evaluation is also used to inform subsequent planning - ex: an exit ticket can let you know if you need to revisit certain concepts or skills.
Being explicit in planning a variety of evaluation methods is instrumental for competency development.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Level of competency acquisition by end of Teacher Ed - Mostly mastered.
FE3 evaluation criteria: Organizes and manages a class in such a way as to maximize student development, learning and socialization. (from McGill rubric)
What can this look like?
Establishing clear expectations with students and modeling the expected behaviour is a big part of management.
Planning for a variety of learning methods that will promote participation.
Remembering that students don’t always know how they are supposed to act and learn together. Being explicit about expectations related to learning together is essential.
Remember - there is always a reason for behaviour. Learners come to our rooms from a variety of home experiences. We have no control over that. We only have control over how we react and how we develop our learning environments.
When behaviours are challenging
Value relationship over control by prioritizing private conversations
Seek to understand
Re-evaluate learning activities
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 7:
Take into account student diversity
Level of competency acquisition by end of Teacher Ed - Partial mastery
FE3 evaluation criteria: Implements, as part of an inclusive teaching approach, some initial strategies for differentiating teaching practices so as to support the full participation and success of all students. (from McGill rubric)
What can this look like?
Imagining possible obstacles to learning and planning for them in advance
Planning for a variety of learning activities, strategies, and methods that will respond to diverse needs and interests.
Ensuring accessibility in ways that can help as many students as possible.
Choice goes a long way in promoting participation and success.
Universal Design
Is an effective framework for planning for inclusion in our classrooms. This video is an intro.
Remember
Inclusion is not only for students in difficulty. It is for everyone.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 8:
Support students’ love of learning
Level of competency acquisition by end of Teacher Ed - Partial mastery
FE3 evaluation criteria: Provides stimulating and meaningful teaching and learning situations that support students' love of learning. (from McGill rubric)
What can this look like?
Cultivating relationship with students by learning about their interests and preoccupations, incorporating those interests into learning experiences.
This competency is highly connected to all of the other competencies - in particular diversity and culture.
This is often the reason why we go into teaching!
When planning learning situations and activities
Figuring out how we can connect the learning process to our students love of learning is an ongoing process and is part of the “magic” of teaching.
Remember
Our relationship with our students is around learning. Rita Pierson describes this better than anyone else in this video.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 9:
Be actively involved as a member of the school team
Level of competency acquisition by end of Teacher Ed - Partial Mastery.
FE3 evaluation criteria: Co-operates with CT, other teachers, and other school team members. Makes efforts to be actively involved in the school team. (from McGill rubric)
What can this look like?
Joining extra curricular committees to promote student fun and success.
Participating in unit planning meetings
Seeking out help and guidance from colleagues (teachers, student support staff, specialists, administration) when you have questions about a student or a classroom situation.
Classroom issues like difficulties with student behaviour or finding routines that work are overwhelming. It is much easier to find solutions when we collaborate with other members of the school team
Being involved in extracurricular activities lets your students get to know you outside of the classroom. It is an important part of developing connections with your students.
Interested in exploring this further? This competency is related to Collective Teacher Efficacy.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 10:
Cooperate with family and education partners
Level of competency acquisition by end of Teacher Ed - Beginning acquisition
FE3 evaluation criteria: Co-operates with family and/or education partners in the community. Makes efforts to be actively involved in these partnerships. (from McGill rubric)
What can this look like?
Communicating with parents or guardians about their child’s progress as well as about classroom and school activities
Collaborating with parents and other community members for various projects and activities.
Encouraging community involvement in learning can help a student establish connections to their communities. If parents are artists, engineers, gardeners, etc… involving them in class activities could lend a community aspect to the activity. This is closely connected to competency 1.
Activities like inviting elders into the classroom for shared reading experiences benefits the elders and the students.
Community Learning Centres are unique to Quebec’s English sector.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 11:
Commit to professional development & the profession
Level of competency acquisition by end of Teacher Ed - Beginning acquisition
FE3 evaluation criteria: Using the appropriate resources, implements the means needed to develop their professional competencies. (from McGill rubric)
What can this look like?
Attending professional conferences and webinars
Collaborating with colleagues to learn new things.
Professional development is ongoing learning. It happens every time we consciously make an effort to find out more about teaching and learning and thus improve our craft.
It doesn’t have to be a conference! This article describes how some of the best PD can happen within your own school, when collaborating with your colleagues. This is tied to competency 9.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 12:
Mobilize digital technologies
Level of competency acquisition by end of Teacher Ed- Mostly mastered
FE3 evaluation criteria: Uses digital technologies in order to benefit students and all education stakeholders. (from McGill rubric)
What can this look like?
Presenting instructional materials using different technologies
Ensuring access to digital materials for your students
Integrating digital technologies directly into learning processes
Using digital materials appropriately
Remember using technology is not the goal. Define the goals and then figure out the best tools for the job.
Digital competency framework - the framework was developed by the Ministry of Education for teachers and students..
This video talks about how technology should not be considered merely an add-on.
This video is about how the ways we model technology use set the tone in our classrooms.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Competency 13:
Act in accordance with the ethical principles of the profession
Level of competency acquisition by end of Teacher Ed - Partial mastery
FE3 evaluation criteria: Acts and behaves in a respectful manner. Makes active efforts to adopt ethical, equitable, transparent, and inclusive practices. (from McGill rubric)
What can this look like?
Equity - ensuring that all students have equal access to learning materials and processes (tied to differentiation)
Transparency - assuming responsibility and being able to justify decisions made about teaching methods and interventions.
Inclusion - refers to academics as well as culture and community
Professionalism professional judgement is exercised within the legal frameworks for teaching and learning.
Education Act - the legal framework for teaching and learning in Quebec.
Protecting student confidentiality is part of this competency. This relates to things like sharing information about a student’s individualized education plans or having permission to record and share their image as well as their work.
Sometimes we need to intervene when we know or suspect of troubles at home or elsewhere. Consult with your administrator and union so you can understand your rights and responsibilities if you are in this situation.
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)
Disclaimer
This document is a simplification of the Quebec Professional Competencies for teachers with some examples of what they could look like in action, specifically in the context of the third teaching stage for a McGill University, BEd degree (excluding Phys Ed.)
While the material presented in this document is based on material from the Ministry of Education and McGill’s department of Internship and Student Affairs, it is in no way endorsed by them.
For any questions related to this document, please contact Tracy Rosen
Nia:wen, Welàlin, Tshinaskumitin, Migwetc, Merci, Thank you
Every Child Matters
Professional Competencies for Teaching in Quebec, a Concrete Guide compiled by Tracy Rosen from McGill rubric + MEQ document. 2021-2023 (working document!)