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How will the portfolio be structured?

As previously mentioned, the B-ALS program portfolio consists of reflections and relevant traces related to three different contexts: your practicums, your university courses, and ongoing professional development activities you engaged in outside of your practicums or coursework. In all instances, reflections must be related to one or more of the 16 professional competencies and include traces from one or more relevant sources. As you will be doing your portfolio in your Google Classroom, the traces can be uploaded and hyperlinks inserted at a relevant point within the reflections.

Practicums. For each practicum, you will be asked to write reflections based on practicum-related activities or assignments. To prepare for the actual writing up of the reflections, while you are out in your schools, you will need to be vigilant with respect to gathering and saving traces (e.g., lesson plans, samples of students’ work). What specifically you need to save will be explained at the start of your practicum.

University courses. During a course, an instructor may ask you to do reflections on a given assignment or activity. However, the reflections required for your portfolio are those which you write up specifically for your portfolio project according to the model explained below. For these reflections, you decide for yourself what assigments or activities you wish to focus on. Choose ones which you found of particular interest. During an academic year, you should aim to do  three or more course-related reflections (see Appendix C below for details).

Ongoing professional development (outside of coursework and practicums). Within the Québec school system, ongoing professional development is strongly encouraged by the Ministry of Education for all teachers. With respect to student teachers, the importance of this is reflected in Competency 9 where you are encouraged to engage in various types of professional development activities both individually and collectively. Although professional development is promoted within the practicums and coursework in various ways (e.g., reflection on your beliefs and experiences, participation in a pedagogical – PD – day during a practicum), you are also being asked to engage in activities to this end outside of your coursework and practicums. Note that for these activities, you must show PERSONAL INITIATIVE as you independently decide on what to include in your portfolio for this section. However, the number of relevant activities you should aim to be involved in for a given academic year is indicated in the evaluation rubric available in Appendix C. Activities can be done during the fall, winter or summer. However, activities done during the summer count for the portfolio of the following academic year (e.g., an activity done following the first year of university counts for the Year 2 portfolio).

Although you may have engaged in interesting extracurricular activities prior to starting the B-ALS program, only those activities done after your official admission to the program are considered for this part of the portfolio project. The objective is for you to continue to engage in professional development during the B-ALS program; activities done prior to starting the B-ALS program can, however, be included on your CV. When doing your reflections, it is important to remember to put the emphasis on explaining HOW the activity is relevant to the development of your professional competencies, not just say what you did or what you observed. Examples of the types of activities which you can engage in along with the type of traces that can be evoked as evidence of involvement are presented in the chart below.

ActivityTraces
SPEAQ conference*

Scanned receipt for the conference. The reflection should focus on ONE of the workshops. Notes should be taken which summarize what discussed. In addition, any handouts or links to websites should be provided.

SPEAQ on Campus*
(or similar event)**
  • attending
Scanned receipt for the conference. The reflection should focus on ONE of the workshops. Notes should be taken which summarize what was discussed. In addition, any handouts or links to websites should be provided.
SPEAQ on Campus
  • committee members or volunteers
Signed attestation.
APEAL Association
  • elected position only
Signed attestation
Tutoring
  • ESL, Spanish or other L2
  • Any school subject (including tutoring in French)
  • English Quebec Reading Council (helping children in English school system)
  • Face-to-face, via email, SKYPE or any other platform
Signed attestation including what was tutored, dates (including summer), and number of hours. Minimum number of hours: 5.
Peer tutoring in B-ALS program
  • This must mean a commitment beyond the normal requirements of a given course. An example could be working as a tutor at the request of the instructor of a Content-based writing course to give extra help to students in the course.
Signed attestations by tutee and/or if relevant, a course instructor. The type of arrangement must be explicitly stated as well as dates of meetings and what specifically focused on. Minimum number of hours: 5.
Teaching
ESL, Spanish or other L2 (classes other than those of a practicum), including summer camps
Signed attestation including what was taught, dates (including summer), and number of hours. Minimum number of hours: 5.
Tandem language learning
  • Exchanges where you act both as a tutor (your L1 or a language you are at ease in) and as a tutee (the language you wish to learn). Videoconferencing sessions via the ELS-FLS Tandem Canada Platform.
Email from partner confirming the dates and times you met. Recordings on the Tandem Canada platform.

Minimum number of exchanges: 6.

Work with young people

  • Camp counsellor
  • Tour guide
  • Scout leader
  • Dance/ skating/ soccer instructor
  • Music lessons
  • In L1 or L2; paid or as a volunteer
Signed attestation with nature of involvement, dates, number of hours. Minimum number of hours: 5.
Study abroad
  • Université Laval’s international program
University transcript. Minimum one complete semester abroad.
Immersion experiences outside Québec
  • Perfecting English or another L2
  • Course or work-related activities
Signed attestation. Minimum 4-week stay.
Publication of an article, story or poem Copy of item with name of publication and date. Article/story must be 1 page minimum. Items on websites do not count unless a selection process is involved.
Research participant
  • Related to second language teaching/learning or education
Signed attestation by the professor or the graduate student’s thesis director. Focus of research, nature of student’s involvement should be indicated.
Other (to be approved)
  • Self-study to fulfill specific need or interests outside of regular course requirements.
Year 2 students should see Monica Waterhouse and Years 1 and 3 students, Susan Parks.

 * SPEAQ stands for the Société pour la promotion de l’enseignement de l’anglais langue seconde au Québec and is the provincial organization for ESL teachers. Every year SPEAQ hosts a conference which usually alternates between Lévis and Montreal with special rates for students. In collaboration with the university partners, a day of workshops and presentations is also held at various Québec universities, including Université Laval, during an event referred to as SPEAQ on Campus. At Université Laval, SPEAQ on Campus is normally held on a Saturday in February. It is largely organized by a student committee in collaboration with a university professor and the SPEAQ Association.

**As of fall 2018, the SPEAQ Association decided not to have SPEAQ on Campus events at Université Laval or universities in Montréal when the regular SPEAQ Conference was being offered there. However, students at Université Laval decided to go ahead and organize a similar event at times when the SPEAQ  on Campus would not be officially offered. This event was referred to as the ONGOING PROFESSIONAL DEVELOPMENT DAY. when offered, this event also counts for your portfolio project.