MANUAL FOR STUDENT TEACHING IN AGRICULTURAL EDUCATION: 2014 Edition

Transcription

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MANUAL FOR STUDENT TEACHING IN AGRICULTURAL EDUCATION: 2014
Edition
TABLE OF CONTENTS
Page
Course Logistics .................................................................................................................. 2
Guidelines for Student Teaching ....................................................................................... 11
Calendar of Events, Curriculum Maps, Class Schedule, Discipline Plan, Grading Plan .. 12
Curriculum Map................................................................................................................. 13
Class Schedule ................................................................................................................... 14
Weekly Calendar and Lesson Plan Requirements ............................................................. 15
Observations of Practicing Teachers ................................................................................. 17
Substitute Teacher Procedures and Instructions ................................................................ 24
Report of Special Education .............................................................................................. 26
Supervised Agricultural Experience Visits ........................................................................ 27
News Article Assignment .................................................................................................. 34
Cooperative Extension Service Office Visitation .............................................................. 36
Checklists: Advisory Committee, FFA Chapter ................................................................ 38
Journal of Experiences ....................................................................................................... 42
Checklist of Variation in Teaching .................................................................................... 43
Impact on Student Learning Assignment .......................................................................... 44
Feedback for the Student Teacher ..................................................................................... 45
Note taking guide for Student Teacher Observation ...............................................................46
Assessing Purposeful Planning, Teacher Leadership, Core Professionalism ........................ 49
Assessment of Teaching Performance Weeks 1-3 ............................................................. 51
Assessment of Teaching Performance Weeks 4-12..................................................... 53
Summative Evaluation ....................................................................................................... 56
Purdue University: Developed by Dr. Jerry L. Peters, Professor, 1/8/96; Revised by Dr. Kirk A. Swortzel, Visiting Assistant
Professor, 12/17/96, Dr. B. Allen Talbert, Professor, 12/22/97, 1/6/99, 8/6/01, 1/7/03, 1/3/08, 1/6/10, 12/2/10, 1/4/12, 9/18/12,
12/17/13
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EDCI 49800 (12 credits), SPRING 2014
EDCI 49800 Manual for Student Teaching in Agricultural Education. http://www.ydae.purdue.edu/ or
EDCI 49800 Blackboard Learn site (syllabus)
Indiana Department of Education. (n.d.). Depth of Knowledge (DOK) Levels. http://www.riseindiana.org/
Indiana Department of Education. (n.d.). RISE Evaluation and Development System: Student Learning Objectives
Handbook, Version 2.0. http://www.riseindiana.org/
Indiana Department of Education. (n.d.). RISE Evaluation and Development System: Evaluator and Teacher Handbook,
Version 2.0. http://www.riseindiana.org/
Student Teaching Handbook, Purdue University http://www.education.purdue.edu/fieldexp/
Talbert, B. A., Vaughn, R., Croom, B. D., & Lee, J. S. (2014). Foundations of Agricultural Education. Columbus, OH:
Pearson Education.
Teacher Education Website. http://www.teach.purdue.edu/
Requirements for a grade of "A":
•
•
Is outstanding or strong in the domains of: Purposeful Planning, Effective Instruction, Teacher Leadership
and Core Professionalism, and Technical Ability and Knowledge. Demonstrate sound classroom
management including appropriately handling disciplinary issues. Complete 12 weeks of student teaching
and develop a Student Teaching Portfolio. Final grade determined by the university supervisor in
consultation with the cooperating teacher.
Completes all requirements of Purdue’s Teacher Education program on-time including upload Taskstream
Artifacts by Friday of Final Exam Week.
the Impact on Student Learning Assignment (page 44),
the best written evaluation from your cooperating teacher using Purdue Agricultural
Education forms (pages 51-55), Scan in to one document/create pdf.
o and the Summative Evaluation (pages 56-58). Scan in to one document/create pdf.
You are encouraged to experiment with different teaching methodologies. You are required to teach at
least one S.A.I. (Student Assisted Instruction) lesson and at least one Problem-Solving lesson during
weeks 6-12 of student teaching. On the day they come to observe you, provide your university
supervisor with copies of your lesson plans for that day.
Complete a minimum of 90% of requirements for the Student Teaching Portfolio.
o
o
•
•
Requirements for a grade of "B":
•
•
•
•
Is strong in the domains listed under “A.”
Completes all requirements of Purdue’s Teacher Education program on-time including Taskstream
requirements listed under “A.”
Perform teaching methodologies as listed under “A.”
Requirements for a grade of "C":
•
•
•
•
Is strong or satisfactory in the domains listed under “A.”
Completes all requirements of Purdue’s Teacher Education program on-time including Taskstream
requirements listed under “A.”
Perform teaching methodologies as listed under “A.”
Requirements for a grade of "D":
•
•
•
Is weak or not satisfactory in the domains listed under “A.”.
Requirements of Purdue’s Teacher Education program are not completed on-time.
If you do not complete your student teaching experience and/or Taskstream, you will receive an "F."
Grades of +/- may be awarded based upon student teacher performance.
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Standards addressed in this course are:
InTASC Core Teaching Standards
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and
designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners
to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence
to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
Indiana School Setting Developmental Standards –Secondary Education
Standard 1: Student Development and Diversity. Teachers at the secondary level have a broad and comprehensive understanding
of student development and diversity and demonstrate the ability to provide instruction that is responsive to student differences
and that promotes development and learning for all students.
Standard 2: Learning Processes. Teachers at the secondary level have a broad and comprehensive understanding of learning
processes and demonstrate the ability to facilitate student achievement.
Standard 3: Instructional Planning and Delivery. Teachers at the secondary level have a broad and comprehensive understanding
of instructional planning and delivery and demonstrate the ability to plan and deliver standards-based, data-driven differentiated
instruction that engages students, makes effective use of contemporary tools and technologies, and helps all students achieve
learning goals.
Standard 4: Assessment. Teachers at the secondary level have a broad and comprehensive understanding of assessment
principles and practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide
instructional decision making.
Standard 5: Learning Environment. Teachers at the secondary level have a broad and comprehensive understanding of student
learning environments and demonstrate the ability to establish positive, productive, well-managed, and safe learning
environments for all students.
Standard 6: The Professional Environment. Teachers at the secondary level have a broad and comprehensive understanding of
professional environments and expectations and demonstrate the ability to collaborate with others to improve student learning, to
engage in continuous professional growth and self-reflection, and to adhere to legal and ethical requirements of the profession.
Indiana Content Standards
8.1
the structure and delivery of career and technical education in the United States and Indiana and state and federal laws
and regulations pertaining to career and technical education
8.2
Common Core Standards of English language arts, mathematics, and science and their application in agriculture;
education settings
8.3
interdisciplinary strategies, scientific processes and methods, and procedures used in laboratory and fieldwork
investigations in the advanced life sciences
8.5
social, political, legal, and ethical issues in agriculture education and current trends in agriculture-related fields
8.6
scientific methods and principles and their application in teaching agriculture
8.7
principles and practices for ensuring the safety of students in the classroom, field, laboratory, and supervised
agricultural experiences (SAEs)
8.8
personal characteristics and professional skills necessary for success in the workplace
8.9
strategies and techniques for helping students analyze career pathways and carry out self-assessment, self-improvement,
career exploration, and career planning and for encouraging students to be lifelong learners
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outreach in agriculture education, including strategies for working with local advisory committees and promoting
agricultural literacy and agricultural education opportunities in the community
8.11
strategies for professional development through participation in professional organizations in agriculture and agriculture
education, including the National Association of Agricultural Educators (NAAE)
9.1
elements of the three-part agriculture education program model and how these elements complement each other to
provide a total program approach to agriculture education
9.2
relationships among classroom and laboratory learning, supervised agricultural experiences (SAEs), and active
participation in FFA
9.3
elements of a comprehensive agriculture education program, including community involvement, and systems for
program evaluation, school financing and budgeting, and creative program funding
9.4
goals and purposes of SAEs and characteristics of different types of SAEs
9.5
strategies and procedures for assisting students in planning and selecting SAEs and for creating SAE opportunities by
establishing and maintaining partnerships with local businesses and community members
9.6
strategies and procedures for coordinating and supervising students' SAEs and for assessing student learning during
their SAEs
9.7
purposes and goals of the National FFA Organization and the role of local FFA chapters in helping students develop
leadership, communication, citizenship, teamwork, and competitive skills
9.8
organizational structures of local state, and national FFA and the roles and responsibilities of student offices in a local
FFA chapter
9.9
strategies for assisting students in developing a Program of Activities for an FFA chapter and for facilitating students'
participation in FFA competitive events at the state and national levels
9.10
role and responsibilities of FFA advisors in helping ensure the success of an FFA chapter
10.1
Indiana Academic Standards for Agriculture Education
10.2
instructional strategies and resources for integrating instruction that promotes students' achievement of Common Core
Standards in English language arts, mathematics, and science
10.3
strategies and resources for integrating Science, Mathematics, Engineering, and Technology (STEM) instruction;
Curriculum for Agriscience Education (CASE); and Advance Life Science standards into agriculture instruction
10.4
instructional strategies and resources, including inquiry-based, and project-based instruction, and the application of
these methods in teaching agriculture and advanced life sciences
10.5
strategies and skills for planning, designing, and delivering instruction in agriculture education, including the use of
techniques and approaches that meet the needs of diverse learners
10.6
instructional strategies for promoting student learning and fostering the development of critical-thinking, higher-order
thinking, problem-solving, and performance skills in agriculture education
10.7
strategies and skills for creating a productive learning environment using knowledge of student behavior, organizational
skills, and classroom management skills
10.8
communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the
agriculture education classroom
10.9
strategies and skills for selecting, adapting and using technological resources to enhance teaching and learning about
agriculture
10.10 strategies for promoting students' skills and knowledge required for future success in the workplace, in agricultural
occupations, and in post-secondary education
10.11 strategies and skills for effectively assessing students' understanding and mastery of essential concepts and skills in
agricultural education
NCTQ STANDARDS MET BY THIS COURSE
Standard 1: Classroom Management. The program ensures that teacher candidates learn and practice specific techniques for
managing the classroom. Teacher candidates are able to:
1.1 Establish a positive learning environment and standards of classroom behavior.
1.2 Use low profile desists for managing minimally disruptive behavior.
8.10
Standard 2: Practice Planning Instruction. The program requires teacher candidates to design and adjust instruction to enhance
the academic performance of all students. Teacher candidates are able to:
2.1 Identify technology applications that will boost instruction.
2.2 Anchor instruction in the state’s K-12 learning standards.
2.3 Address the needs of English Language Learners.
2.4 Accommodate students with special needs.
2.5 Extend instruction for students who have demonstrated proficiency in relevant standards.
Standard 3: Assessment. The program requires that teacher candidates gain a thorough overview of student assessment that
includes practice analyzing student performance data to drive instruction. Teacher candidates are able to:
3.1 Address the instructional role of standardized tests such as the ISTEP+.
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3.2 Prepare and use formative and summative classroom assessments.
3.3 Interpret and apply data from both standardized and classroom assessments in order to inform instruction.
Standard 4: All Children Can Learn. The program ensures that teacher candidates experience high-performing schools that
successfully serve students living in poverty.
4.1 Every teacher candidate student teaches in a traditional or public charter school or individual classroom that is successfully
serving high needs populations.
Standard 5: Student Teaching. The program ensures that the student teaching experience includes the essential components for
success: a full-time placement of sufficient length that is aligned with the school calendar, adequately supervised, and attendant
to the qualifications of the cooperating teacher.
5.1 All student teachers spend at least 12 weeks in student teaching.
5.3 The student teacher is observed at least five times at regular intervals during the semester. For agricultural education, this
includes a minimum of three all-day observations at the student teaching site and two additional on-campus seminars.
5.4 The program does not allow teacher candidates to take any course other than a companion seminar during student teaching.
5.5 The program communicates clearly to the school district that cooperating teachers must be proven capable mentors and be
proven effective instructors.
5.6 The program plays an active role in selecting cooperating teachers. Screening of cooperating teachers includes review of
Program Standards and Quality Indicators documentation.
5.7 The program communicates clear consequences for failing student teaching, including making alternative degrees available
should program exit be necessary. The Purdue College of Agriculture administers the Interdisciplinary Agriculture major, which
can be used for such purposes.
Meeting Dates and Topics
1/15/14 AgEd Student Teacher Orientation
IN FFA Leadership Center MANDATORY
1/16/14 IAAE Inservice, IN FFA Center at
Trafalgar, MANDATORY ATTENDANCE
1/29/14 Mock Interview Day, AGAD
3/7/14 or 3/14/14 Student Teacher Mtg, TBD, 8:00 –
3:00. MANDATORY ATTENDANCE
5/9/14 Final Student Teacher Mtg, Location TBD,
8:30 – 2, MANDATORY ATTENDANCE
Commencement for College of Agriculture –
Saturday, May 17, 2014, 2:30 p.m.
SPECIAL DATES TO REMEMBER
1/20/14 NO CLASSES – Martin Luther King, Jr. Day
1/XX/14 OFE Student Teacher Orientation, 5:15 – 7 p.m.,
Location TBD, MANDATORY ATTENDANCE
1/24/14 Sandwich Making, Time and Location TBD
1/25/14 Meats and Dairy Foods CDEs, Smith Hall
MANDATORY Student Teacher Visitation Day, by 1/31/14
2/1/14 Ag Alumni Fish Fry, State Fairgrounds
2/10/14 STUDENT TEACHING BEGINS. Students on
balanced calendars with two-weeks spring break should begin
1 week earlier on 2/3/14
3/15-23/14 Purdue Spring Break - Take your school’s break
4/12/14 IAAE-PU Spring Banquet, Beck Center, 6 p.m.
MANDATORY ATTENDANCE
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STUDENT TEACHING PORTFOLIO (EDCI 49800): SUMMARY OF CONTENTS
The following items ARE REQUIRED to be completed:
Page #
15
44
46, 49,
51, 53
51, 53
56
Item
Purposeful Planning:
First 3 weeks of lesson plans (email or paper)
Lesson Plans in course 3-ring binders
Evidence of Effective Instruction
Impact on Student Learning Assignment
(include in portfolio)
10 (minimum) weekly assessments of
teaching performance by Cooperating
Teacher(s) (include in portfolio) (also scan
and email to university supervisor)
3 assessments of teaching performance by
University Supervisor (include in portfolio)
Summative Evaluation (include in portfolio)
Due Date
Completed (Y/N)
(Recorded by
University Supervisor)
1/31 to University
Supervisor
Monday each week*
5/2
Monday each week
After each visit
5/8
The following items are to be completed and included in the portfolio.
Page #
Item
Due Date
Completed (Y/N)
(Recorded by
University Supervisor)
Purposeful Planning:
Preliminary planning materials:
1/31 to University
Calendar of Events, Curriculum Maps, Class Supervisor
Schedule, Discipline Plan, Grading Plan
15
Weekly Calendars (1/week) (in addition,
Monday each week
email to university supervisor)
24
Teaching plans for substitute teacher
2/14
Your best lesson plan from each course
Monday each week*
Evidence of Effective Instruction
27
Reports of SAE visits to 5 different students
2/28 (3), 4/1 (2)
38
FFA Chapter checklist
4/18
43
Checklist of Variations in Teaching
Monday each week
Teacher Leadership
26
Report of Special Education
2/28
34
Copy of local newspaper article
2/28
36
Report from extension office visit
2/28
38
Departmental Advisory Council checklist
4/18
17
Observation summaries of cooperating
2/14
teacher and at least two (2) other teachers
42
Journal of positive experiences during
Monday each week
student teaching, minimum 1 entry per week emailed to U.S.
42
Journal of problem experiences during
Monday each week
student teaching, minimum 1 entry per week emailed to U.S.
Copy of communications to parents
4/18
* The last two weeks of student teaching keep your portfolio and notebooks of lesson plans at your school so
your university supervisor can finish grading your portfolio on their 3rd supervisory visit.
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The following may be included as a component of the portfolio and will be helpful when building your own
department and for additional documentation of your student teaching experience.
COMPLETED (Recorded by Student Teacher)
YES
NO
1.
Meet with superintendent and principal
___
___
2.
Attend school functions (athletics, plays, PTO, etc.)
___
___
3.
Faculty Handbook for the School
___
___
4.
Student Handbook for the School
___
___
5.
Agricultural Student or FFA Member Directory
___
___
6.
Local program philosophy goals and objectives
___
___
7.
Local FFA Program of Activities
___
___
a. procedures for electing officers
___
___
b. Training plan for FFA officers
___
___
c. FFA chapter point system
___
___
8.
Adult and/or Young Farmer Program of Work
___
___
9.
Student FFA Trip Agreement (contract)
(i.e., state contests, state leadership
conference, National FFA Convention)
___
___
a. Activity bus training (as appropriate)
___
___
Newspaper articles concerning the Agricultural
Science and Business program or FFA
published during student teaching
___
___
Pictures of students and classroom activities
(permission required)
___
___
Agricultural Science and Business Program
Course of Study/Course Frameworks
___
___
___
___
b. Review reports required by school, DOE, others ___
___
10.
11.
12.
a. Curriculum Guides or Course Outlines for
Agricultural Science and Business Classes
13.
14.
Inventory of instructional resources, tools, equipment
___
___
a. procedures and forms for purchasing
tools, equipment, teaching aids, and supplies
___
___
b. Review filing system for catalogs, books,
references, instructional materials, a/v materials
___
___
c. safety plan, fire exit plan, fire extinguisher
requirements, safety tests, and materials used
in teaching safety
___
___
___
___
Video of at least one instructional setting
(permission required if students videoed)
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EMERGENCY PROCEDURES
In the event of a major campus emergency, course requirements, deadlines and grading percentages are
subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond
the instructor’s control. Here are ways to get information about changes in this course. Blackboard
webpage, my email address: [email protected], and my office phone: 765-494-8423.
“Students are required to visit http://www.education.purdue.edu/emergency/ and review the response
procedures for emergencies in Beering Hall (BRNG). It is necessary that you review these directions
within the first week of your Beering (BRNG) classes. If you have any questions see your instructor.”
ADAPTIVE PROGRAMS
Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students
before classroom accommodations can be provided. If you are eligible for academic accommodations
because you have a documented disability that will impact your work in this class, please schedule an
appointment with me as soon as possible to discuss your needs.
ACADEMIC DISHONESTY STATEMENT
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false
information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the
University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as
the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest
and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts
is in itself dishonest." [University Senate Document 72-18, December 15, 1972]
CLASS ATTENDANCE STATEMENT
Purdue University policy states that all students are expected to be present for every meeting of classes in which they are
enrolled. All matters relative to attendance, including the make-up of missed work, are to be arranged between you and the
instructor. Only the instructor can excuse you from classes or course responsibilities. In the case of an illness, accident, or an
emergency, you should make direct contact with your instructor as soon as possible, preferably before the class. If the instructor
cannot be reached directly a message should be left in the instructor’s department mailbox or with the instructor’s secretary. If
you will be absent for more than five days, have not been able to reach the instructor in person or by telephone or through
leaving notification of your circumstances with the instructor's secretary, you or your representative should notify the Office of
the Dean of Students (765-494-1254) as soon as possible after becoming aware that the absence is necessary. Be advised, you
may be asked to provide documentation from an authorized professional or agency which supports an explanation for your
absence.
COURSE EVALUATION STATEMENT
During the last two weeks of the semester, you will be provided with an opportunity to evaluate this course and your
instructor(s). Purdue now uses an online course evaluation system. Near the end of classes, you will receive an official e-mail
from evaluation administrators with a link to the online evaluation site. You will have up to two weeks to complete this
evaluation. Your participation is an integral part of this course, and your feedback is vital to improving education at Purdue
University. I strongly urge you to participate in the evaluation system.
GRADED STUDENT WORK
The policy for handing back graded work to students for EDCI 49800 will be to directly return the work to the student either in
class or at a designated time such as office hours. Graded student work that is not picked up by a student at the end of the
semester will only be kept for 30 days into the next semester (excluding summer session).
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ADMINISTRATIVE RELATIONSHIP
1.
Contact your cooperating teacher before your assignment begins. Confer with him/her on the procedure for
reporting to the school. He/she may want to introduce you to the principal and superintendent. Otherwise,
check into the office of the superintendent or principal upon arrival.
2.
The local school administrators will expect you to become one of the teaching staff. You must be willing to
accept obligations in terms of the total program. However, you are not there to do "odd jobs" that are not
expected of other teachers.
3.
Always remember the well-defined but invisible channels. Think no more of bypassing your cooperating
teacher than you would of going directly to the school board without first going through your administrator.
The cooperating teacher is your immediate supervisor.
4.
The first impression you make is important! Be genuinely courteous, cooperative, and sincere in your
dealings with students, cooperating teachers, administrators, other faculty members, school employees,
parents, and residents of the community.
PROFESSIONAL AND PERSONAL PROCEDURES
1.
Few of us will find a situation as perfect as we desire; therefore, use discretion in everything you do.
2.
Do not become involved socially with your students.
3.
Never criticize one student to another, nor should you criticize your class, cooperating teacher, administrator,
or your school to others. Be discreet at all times in talking to friends and outsiders about what transpires in
the department and the school.
4.
Do not hesitate to ask for assistance from your cooperating teacher. If you do not know how to do
something, say so and ask for help.
5.
Suggest new ideas, but use tact.
6.
Do not wait to be told what to do. Use initiative, but keep your cooperating teacher informed.
7.
Personal appearance is important. Be neat and clean. Dress for whatever the occasion requires. Your attire
should conform to community norms and professional standards for teachers; not college norms.
8.
Demonstrate your willingness to work. Endeavor to make some permanent tangible contributions to the
department during your stay. Leave the department better than when you started your student teaching
experience.
9.
Learn all you can. Get all the experience possible. Observe carefully not only what is done, but how.
10.
Take criticism in the spirit in which it is offered. Suggestions will be offered for your professional
improvement. Invite suggestions and profit by them.
11.
Make no excuses. Do the job!
CLASSROOM, LABORATORY, AND FIELD WORK
1.
First contacts are important. Your cooperating teacher will introduce you to each class. Be friendly and
sincere, but reserved.
2.
Learn the name of each student and as much about him or her as possible.
3.
Prepare teaching plans carefully so they can be checked over by the cooperating teacher far enough in
advance, so you can make any recommended change. No 11th hour preparation. This also applies to
teaching aides, field trips, etc.
4.
Endeavor to improve handwriting, board work, use of English, and spelling.
5.
Do not talk down to students, nor go above their heads. Consider their age and experience. Check often to
see that the whole class is following you. Study and learn from your cooperating teacher.
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6.
Maintain an orderly, business-like classroom atmosphere. Maintain proper control of your classes. Secure
student cooperation, but do not try to do this by being "too easy" or overly friendly.
7.
Laboratory teaching requires as much pre-planning as does classroom teaching.
8.
Thoroughly plan field trips - what you want them to observe - and state objectives. Use observation guides.
Evaluate the field trip later in class.
9.
Be prompt in meeting all classes and appointments.
10.
Demonstrate a professional attitude in all your contacts in the school and community.
11.
Read Student Teaching Handbook, Purdue University (available at the Office of Field Experiences website:
http://www.education.purdue.edu/fieldexp/).
GENERAL INSTRUCTIONS
1.
You are expected to devote your entire time to the work of the agricultural education department during your
student teaching period. Do not short yourself by being too involved in other matters.
2.
Keep the desired records/reports, and submit them on time.
3.
Whenever you leave school, or are absent for any reason, be sure to contact the cooperating teacher and your
university supervisor, and when necessary, the school administration. See
http://www.education.purdue.edu/fieldexp/students/index.html for Student Teacher Absence Form.
4.
Return all items that you are using to their proper place.
5.
Do not "pilfer" department files and take some of everything. Allow your cooperating teacher to share
information with you.
6.
Do everything to the best of your ability.
7.
Communicate with your cooperating teacher on a daily basis. However, do not feel hurt if your cooperating
teacher does not have time to visit with you at a specific time. Make a definite appointment so you have
their full attention.
8.
How well you do your work and the manner in which you conduct yourself will grant a continuance of the
privilege to place student teachers at this center.
9.
Make arrangements for room and board in advance of arrival at the training center.
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GUIDELINES FOR STUDENT TEACHING
TIME PERIOD: 12 weeks required
The student teacher is expected to attend all faculty meetings, SAE supervisory visits, FFA
meetings, and FFA activities of your cooperating teacher. If possible, attend FFA activities of other
agriculture teachers at your school and adult classes or young farmer classes.
Week 1:
Visit school principal.
Make plans for SAE student visitations.
Two days of observation including observing cooperating teacher, touring facilities. Continue
development of lesson plans. Complete development of first lesson plans---OVER-PLAN.
Third day - begin teaching one class with cooperating teacher observing, observe other teachers in
the system.
Fourth day - SAE visit to student with cooperating teacher.
Weeks 2 -3:
Begin teaching second, third, and fourth classes; Make 3 SAE visits to students on your own and
complete record of SAE visits.
Weeks 4-11:
Teach full load of classes (6 out of 7 periods) for at least 6 weeks, preferably for 8 weeks.
Weeks 11-12:
Finish student teaching portfolio assignments, arrange portfolio, upload assignments to TaskStream.
Week 12:
First day -
Begin returning classes.
Fourth day -
no class, visit principal, counselor, and other administrative staff.
Fifth day -
return to Purdue - Student Teaching Evaluation.
The above are recommended guidelines for a traditional, 50-minute period, 7 period schedule.
Block and trimester schedules should be adjusted accordingly. Exam schedules and weather-related school
closings may necessitate adjustments. The specific activities of individual student teachers may vary
according to his or her preparedness and the needs of the local program.
12
Calendar of Events, Curriculum Maps, Class Schedule, Discipline Plan, and Grading Plan
The following five exercises are provided to you as an aid in planning your overall student teaching
experience.
I.
Calendar of Events
Due:
Develop a calendar with all the important school activities: FFA activities at the local, district, and state
levels; important instructional events (trips, resource persons, etc.); nonteaching days (holidays, teacher
workdays, etc.). Include teacher professional development. Your cooperating teacher and/or school may
already have this calendar. If so, turn this in – no need to recreate one.
II.
Curriculum Maps
Due:
A curriculum map typically has these components: name of course, domains/core standards/standards to be
covered, driving/essential question(s), activities/skills, assessment, pacing. It may also contain lesson titles,
resources, scaffolding, content, terms, or academic standards. Please prepare curriculum maps for the
classes you will be teaching during your student teaching experience. These may already be developed. If
so, indicate which parts you will be covering.
III.
Prepare Your Class Schedule
Due:
The class schedule gives you and your university supervisor important information. Complete the
information block at the top. Write the class names in the left-most column in the order they are
taught DURING THE SCHOOL DAY. After each class name, write the order that you will begin
teaching that class such as 1st, 2nd, 3rd, 4th, 5th, 6th, etc. Next, write in the beginning and ending
times for each class. Make sure to include in the times when your lunch break begins and ends.
Days of the week are included in the table for weekly activity days, block schedules, etc. For
example, your school may have an alternate schedule every Wednesday so you would write the
alternative schedule under Wednesday. For Block Schedules, you may use the days of the week
columns to write the schedule for “Red/Blue” days or you may have to use multiple sheets to show
your Block Schedule.
Your university supervisor may or may not have been to your school before and even if they have
been before, roads may have changed or detours may need to be taken. Please draw a map (or use
MapQuest or another web-based mapping system) from Purdue University to your school and put
the driving time (driving the speed limit).
IV.
Discipline Plan
Due:
In YDAE 440 you discussed discipline and classroom management as well as experienced discipline
situations in your peer teaching. Chapter 14 of Talbert et al. (2014) is also a reference on classroom
management. In consultation with your cooperating teacher, prepare a discipline/classroom management
plan for each of your classes (no specific format required).
V.
Grading Plan
Due:
In previous courses you discussed evaluating student learning and grading student assignments. Chapter 19
of Talbert et al. (2014) is also a reference on evaluating learning. In consultation with your cooperating
teacher, prepare a grading plan for your classes (no specific format required).
13
STUDENT TEACHING CURRICULUM MAP (EXAMPLE, USE FORMAT FOR YOUR SCHOOL)
Course Title:
Domains,
Core Standards,
Standards
Scaffolding
Driving
Question
Activities
Assessment
Pacing
14
Student Teacher’s Name: ____________________________________________________________________
Principal’s Name: __________________________________________________________________________
School: ___________________________________________________________________________________
Spring Break Dates: ________________________________________________________________________
Other Break Dates: ________________________________________________________________________
School’s Phone Number: ____________________________________________________________________
Ag. Dept. Phone Number: ____________________________________________________________________
Student Teaching Class Schedule
CLASS NAME (Put
TIME
in order occurs
Beginning and
during the day) In
ending times
( ) put order taking
over classes
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Please note any special days such as club days, etc. Block schedule may require modification
of this form. On the back of this page, draw a map from Purdue to your student teaching site.
Also, include an estimate of time required to drive (based on following the speed limit)
_________________ hours and minutes
15
Your Weekly Calendar and Lesson Plan Requirements
I.
Weekly Calendar
Due:
Everyone who performs non-routine tasks must have some sort of scheduling plan to avoid
wasted time and unnecessary conflicts. These weekly calendar pages provide you with that
management tool. Some teachers can fill out a calendar for an entire semester, while others
go from day to day with no plan and seem to survive. You may find, in the years to come,
that you operate in either style; but for the purpose of student teaching, you are to stay at
least a week ahead in your planning. Your Curriculum Map is the broad overview of
standards to accomplish, individual lesson plans are your tools for teaching the content, and
weekly calendars are your planners for mapping out when and where instruction will occur.
Write the Weekly Calendar information in pencil, so that after the week is completed you
can write in what actually happened. Your school may provide you with a teaching calendar
book, which you may use instead of the following pages, but make sure to include all
required information. For example, entries for Fundamentals class for two weeks might be:
Monday: Intro to plant asexual reproduction, demo of types of cuttings
Tuesday: Notes on cuttings, Lab on leaf and stem cuttings
Wednesday: Lab on tissue culture using African Violet leaf
Thursday: Intro to plant sexual reproduction, Video on pollination
Friday: List of plants using asexual or sexual reproduction, Crossword puzzle
Monday: Notes on germination of monocot, Germination Lab (corn seed)
Tuesday: Notes on germination of dicot, Germination Lab (bean seed)
Wednesday: Jeopardy review game
Thursday: Quiz on sexual/asexual reproduction, Intro Factors Affecting Plant Growth
Friday: Limiting Factors Lab
II.
Lesson Plan Requirements
Due:
Lesson plans are a mark of a professional teacher. You are required to have and use lesson
plans. There are several formats to choose from. Whatever format you use, it must include
these sections: Name of Course and Title of Domain, Title of Core Standard and
Standard(s), Titles of Competencies and Academic Standards, Student Learning Objectives,
Motivation/Interest Approach, Teaching-Learning Activities, Subject Matter Content
Outline, Assessment Plan including copy of assessment and grading rubric, List of
References/Resources/Teaching Aids. Include myCAERT evaluations and E-Moments.
An effective teacher is typically an efficient teacher. You are encouraged to use all lesson
planning resources available to you. However, plagiarism is NOT tolerated at Purdue
University, so you must properly cite all lesson plans that you did not develop. It is best to
cite commercially developed lesson plans at the bottom of each page of the plan. Examples:
“Indiana Agriscience Lesson Plan Library, Unit A, Problem Area 1, Lesson 1,  2003, CAERT”
“Georgia Agricultural Education Curriculum, Course 02.421, Unit 2, Lesson 2, Revised 2013”
“Lesson Plan Originally Developed by Jane Smith in YDAE 44000, 2013”
Student teachers who wisely use their time during YDAE 44000 and the first four weeks of the
semester tend to be less stressed during their 12-week teaching experience. You should contact
your cooperating teacher on a regular basis and take advantage of resources from your student
teaching site and Purdue University Technology Resource Center (TRC).
16
Weekly Calendar
Period
Before
School
1
2
3
4
5
6
7
After
School
Monday
Tuesday
Week of ___________
Wednesday
Thursday
Friday
17
OBSERVATIONS OF PRACTICING TEACHERS
Every teacher has an individual approach to the classroom, and all experienced teachers can
provide you with useful insight into the learning process. The techniques used by academic
teachers and career/technical education teachers may sometimes differ markedly; nevertheless, there
are benefits for you to gain from observing any experienced teacher. This assignment requires that
you formally observe at least three different teachers: your cooperating teacher, a career/technical
education teacher, and a teacher of one of the basic academic disciplines.
These observations should be completed by the end of the first week that you are at your
student teaching site.
18
OBSERVATION OF COOPERATING TEACHER (For Lesson Taught in the Classroom)
Prior to observation find out:
1.
How did the teacher used assessment data to plan the lesson, student achievement goals, and
assessments?
2.
Comment on the Student Learning Objectives (SLO) for the lesson.
Date Observed: __________ Teacher:
Class:
1.
Title of Lesson:
2.
Length of Lesson:
3.
How did the teacher introduce the lesson? Motivate students to learn? Explain SLOs?
4.
How was the lesson related to experiences of students? To their SAEs? To prior learning?
5.
How did the teacher communicate content knowledge to students? Engage students in
learning the content? Differentiate instruction?
19
6.
What teaching techniques were used? How was each technique used?
7.
What teaching aids/technology were used? How were they employed?
8.
How did the teacher check for understanding? Ask scaffolding and open-ended questions?
9.
Give examples of how the teacher maximized instructional time and created a classroom
climate of respect and collaboration.
10.
How did the teacher assess and set high expectations for academic success?
20
OBSERVATION OF CAREER/TECHNICAL EDUCATION TEACHER
1.
assessments?
2.
Class:
1.
Title of Lesson:
2.
Length of Lesson:
3.
4.
How was the lesson related to experiences of students? To prior learning?
5.
21
6.
7.
8.
9.
10.
22
OBSERVATION OF ACADEMIC TEACHER
1.
assessments?
2.
Class:
1.
Title of Lesson:
2.
Length of Lesson:
3.
4.
How was the lesson related to experiences of students? To prior learning?
5.
23
6.
7.
8.
9.
10.
24
SUBSTITUTE TEACHER PROCEDURES AND INSTRUCTIONS
For the days you will be away from your teaching duties (i.e., career development events and other
days you are not at your school site), include for the substitute teacher: school procedures, special
instructions, and the teaching plans for each of your classes.
1.
You may use the following page or a similar form that may be provided by the school to
highlight school procedures for your substitute. Note school procedures, including: school
day schedule, emergency procedures, first aid, electrical power source and shut off, security,
etc.
2.
Special instructions include information that will assist the substitute in dealing with each
class and/or special students. Examples include: class role sheets, seating arrangements,
reporting absences and tardies, student aides, textbook, notebook storage, audio visual access
and use, etc.
3.
Teaching plans include teaching procedures and content to be taught. Provide student
handouts, worksheets, PowerPoints, tests, and quizzes.
25
SUBSTITUTE'S PAGE
Daily Procedures
Opening
Lunch
Other Duties
Dismissal
Emergency Procedures
Nurse's Schedule
Fire Drill
First Aid
Storm Drill
Lock Down Procedures
Special Health Information or Problems
Name
Notes
Who to Contact for More Information
Name
Pupils with Special Classes
Class
Location in Building
Day/Time
Phone Number
Times for Teacher's Aide
Audio-Visual Equipment Procurement
*Attach Daily Teaching Plans
Notes for the Substitute
26
AGRICULTURAL SCIENCE AND BUSINESS
REPORT OF SPECIAL EDUCATION
Summarize the procedures (inclusion policy, aids in classrooms, case conferences, developing IEPs,
communicating modifications to teachers, etc.) of the school concerning special education:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Choose a special education student in one of your classes and describe their behavior, academic
performance, modifications required, etc.:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Review a copy of the student’s IEP, then based on your experience with this student, assess the
appropriateness of elements of the IEP:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Meet with the special education teacher regarding the student and briefly summarize your
conference: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________
Signature of Student Teacher
________________________________
Signature of Special Education Teacher
27
This assignment is due: ___________________________________________________________
SUPERVISED AGRICULTURAL EXPERIENCE VISITS BY THE STUDENT TEACHER
Supervised Agricultural experience (S.A.E.) visits by the student teacher play a very important role
in community relations and in classroom teaching. This experience should begin the first week of
teaching. The student teacher should make a visit accompanied by his/her cooperating teacher the
third or fourth day of his/her teaching experience. In addition, you must conduct at least five such
visits alone. Record your S.A.E. activities in the log. The following are points that should be
considered before and during an S.A.E. visit.
Things to be done before an S.A.E. visit.
1.
Discuss the teacher’s and school’s philosophy about SAE.
2.
Determine how the cooperating teacher evaluates students’ SAE programs and student
progress in the SAE. How does the cooperating teacher grade SAE programs?
3.
Prepare the necessary record sheets or visitations forms before visit.
4.
Plan in advance a time when involved parties are available. (e.g. parents, student, employer,
science teacher, others)
5.
Discuss with the cooperating teacher the personal background of the student being visited.
Know, as well as possible, the home or work situation.
6.
Be properly dressed for the visit.
7.
Only make an SAE visit when another adult such as parent or employer will be present.
Never be alone with students of the opposite sex.
Things to be done during an S.A.E. visit:
1.
Observe major production enterprises and/or placement operations connected with the
training station. For exploratory and/or experimental SAE observe the environment,
facilities, etc. in order to describe the situation and best assist the student.
2.
Observe the environment in which the student lives and/or works. This often is helpful to an
instructor in providing effective supervision.
3.
Meet each student's parents or employer and become acquainted with them.
4.
Identify the interests of those parties concerned with the experience program and seek their
cooperation in making it effective.
5.
Discuss with the student, his/her parents, his/her employer and others (if applicable) the
experiences and/or projects which might be included in the student's supervised agricultural
experience program.
6.
Check the student's S.A.E. records for completeness and accuracy.
7.
Check to determine if the student's supervised agricultural experience program plans are
being followed. Assist the student in making any necessary changes.
8.
Determine the practices used by the student in carrying out his/her program and determine
the approved practices needed.
28
9.
Use the S.A.E. training center, including both farm and non-farm, as a teaching laboratory
by discussing with the student any problem he/she has in connection with his/her program,
by testing the student's understanding of the practices he/she is using, and by developing the
abilities of the student in the performance of skills that he/she has not learned satisfactorily.
10.
Discuss with the student additional approved practices and experiences which he/she may
attempt.
11.
Motivate and encourage students to carry on successful experience programs and offer
guidance to incorporate practices not already implemented.
12.
Discuss with the student, parents, employer, and/or others the possibilities of expanding the
student's supervised agricultural experience program during the succeeding years.
13.
Assist the student in evaluating his/her progress to date.
14.
Counsel with the student and his/her family regarding the student's all-round development
and plans for the future, including his/her role in FFA.
15.
Don't be afraid to pitch in and help on a visit if the need arises.
16.
Do not make the visit too long. Stay long enough to get the job done, but do not be abrupt.
Things to be done after an S.A.E. visit:
1.
Record events that occurred during the visit. Note methods that worked for you and those
that did not. Note any changes you should make going on another visit.
2.
Discuss the visit with your cooperating teacher. Be sure to keep him/her informed of the
events occurring. Seek his/her professional opinions and advice.
3.
Plan for any necessary follow-up visits.
29
S.A.E. PROGRAM SUPERVISION RECORD
Student Name__________________________ Age_____ Year in School _________
Address _______________________________________________ Zip Code _______
Parent/Guardian _______________________________ Phone (
)
Employer (if applicable) _________________________ Phone (
)
Student’s Occupational Goal
S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed
Date of
Visit
Initial Visit
Follow-up
(if needed)
Conditions Found
Recommendations
Made
30
Address _______________________________________________ Zip Code _______
)
)
Date of
Visit
Initial Visit
Follow-up
(if needed)
Conditions Found
Recommendations
Made
31
Address _______________________________________________ Zip Code _______
)
)
Date of
Visit
Initial Visit
Follow-up
(if needed)
Conditions Found
Recommendations
Made
32
Address _______________________________________________ Zip Code _______
)
)
Date of
Visit
Initial Visit
Follow-up
(if needed)
Conditions Found
Recommendations
Made
33
Address _______________________________________________ Zip Code _______
)
)
Date of
Visit
Initial Visit
Follow-up
(if needed)
Conditions Found
Recommendations
Made
34
NEWS ARTICLE
Sample Format**
Release Date
NEWS RELEASE
From: Name, Address, and Phone Number of Contact Person
Date:
Student Teacher arrives at (Name of local High School) , (City) Indiana.
The Purdue University Agricultural Education program has placed a student
teacher, (Student Teacher’s Name) , with the Agricultural Science and Business Instructor,
(Cooperating Teacher’s Name) , at (Name of local High School). From February 10
through May 8, (Student Teacher’s Name) will be teaching classes including;
(Classes Being Taught)
. The student teaching experience
will also include advising FFA activities such as career development events, leadership
conferences, and ___________ (Other FFA Activities) _______________.
Dr. B. Allen Talbert, coordinator of the student teaching experience in Agricultural
Education at Purdue University says, "Student teaching is a capstone experience in the
undergraduate education process, and the local agricultural science and business
instructor, (Cooperating Teacher’s Name) , becomes a real extension of Purdue’s Agricultural
Education Program." (Student Teacher’s Name) will be supervised on site by, (indicate your
university supervisor) from Purdue University.
*Attach photo
**Deliver in person, if possible. Rewrite where appropriate.
35
NATIONAL FFA WEEK PUBLICITY
National FFA Week is the week of February 15 – 22, 2014. You should assist the advisor(s) and
local chapter officers in publicizing and celebrating this week. Resources are available from the
National FFA website and include the following.
https://www.ffa.org/events/ffaweek/Pages/default.aspx
• FFA Week Planning Tools
• FFA Week Logos/Ad Slicks
• Media Tools
• Merchandise
When submitting news releases, it is best to deliver in person, if possible. Including pictures will
add interest and a local flavor. Rewrite where appropriate.
Attach at least one newspaper article with which you assisted the chapter reporter.
36
COOPERATIVE EXTENSION SERVICE
OFFICE VISITATION
Summary
The Extension Educator is your link to nonformal educational materials and settings. In many
counties the extension educator(s) and the agricultural science and business teacher work closely
together on CDEs, county fair, and other activities. This assignment is to help you understand
the resources and personnel available through the Cooperative Extension Service office.
Date of visit: _____________________________________
Extension Office Visited: _______________________________________
Contact Information:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Personnel in the Extension Office:
CED: _______________________________________________________
ANR Educator: _______________________________________________
4-H/Youth Educator: ___________________________________________
Consumer and Family Sciences Educator: __________________________
Economic & Community Development Educator: ____________________
Others:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
37
What teaching resources are available through the local office?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What teaching resources are available through the state office?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What teaching resources are available on the Cooperative Extension website?
http://www.ag.purdue.edu/extension/Pages/default.aspx
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
http://www.four-h.purdue.edu/
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Items discussed with extension agricultural educator and/or 4-H youth educator: (Could include
service provided, cooperative activities with area agricultural education teachers, extension
advisory committee, volunteer leadership, 4-H activities, other.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Other Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Signature:_______________________________Signature:______________________________
Student Teacher
Extension Educator
38
CHECKLISTS
Advisory Committee -
Use of advisory committees is required by state regulation and
federal law. If you are able, please interview one of the members
and respond to the checklist. Otherwise, interview the teacher and
respond to the checklist.
FFA Chapter-
Every agricultural education department should have an active
FFA Chapter. Attend all meetings during your student teaching.
Ask your cooperating teacher to let you act as advisor for one
meeting. Respond to checklist.
39
DEPARTMENTAL ADVISORY COMMITTEE
Through discussion with your cooperating teacher and/or an advisory committee member,
answer the following questions.
1.
Does this department have a functioning advisory committee?
___Yes ___No
(Note: If response is no, use bottom or back of page to explain why.)
2.
Did you meet and talk about the advisory committee's
responsibilities with a member?
___Yes ___No
Are members selected with a formal plan of
geographical representation?
___Yes ___No
Are there businessmen/women as well as farmers on
the committee?
___Yes ___No
3.
4.
5.
There are ________ members on the committee.
(number)
6.
The members serve a ________ year term.
7.
The terms of members are arranged so some are
selected every year.
8.
Is a member or the teacher in charge of the
meeting?
___Yes ___No
___ Member ___ Teacher
9.
How often does the committee meet?
___ times/year
10.
Members are notified of their confirmation as advisory
committee members by the local school board of education.
___Yes ___No
The secretary of the advisory committee forwards the
committee's recommendations to the superintendent
for school board consideration.
___Yes ___No
11.
12.
The advisory committee has a formal constitution.
(If yes, try to obtain a copy for your files.)
___Yes ___No
40
THE FFA CHAPTER
Observe each local FFA meeting attended. Do this report on one of the meetings.
1. Was the agenda adequate?
___ Yes ___ No
2. Did officers and advisors meet to plan the chapter meetings?
___ Yes ___ No
a. Did you help the officers plan the agenda for an FFA meeting? ___ Yes ___ No
3. Did the officers follow the proper order of business?
___ Yes ___ No
4. Was there free participation by members?
___ Yes ___ No
5. Was parliamentary procedure followed?
___ Yes ___ No
6. Did the advisor play a major or minor role in the meeting?
__ Major __ Minor
7. What would you have done to improve the meeting if you were the advisor?
8. Was there recreation following the meeting?
___ Yes ___ No
9. Were refreshments served?
___ Yes ___ No
10. Did you serve as FFA advisor for at least one FFA meeting?
___ Yes ___ No
a. Date: ____________________________________
11. Did you teach a lesson on FFA?
___ Yes ___ No
a. If yes, describe the lesson
_____________________________________________
Answer the following questions regarding the overall FFA program at the school.
12. What is the total FFA budget? $ _______________
a. How are FFA funds handled? ______________________________________
b. What are the FFA chapter’s major fund-raising activities? _______________
______________________________________________________________
41
13.
What CDEs did the FFA chapter participate in this year? How does the agriculture
teacher decide what CDEs students will participate in? How are CDE practices
organized? Does the agriculture teacher utilize volunteers and if so, how (if not, why
not)? Include other information about preparation of CDE teams.
42
AGRICULTURAL SCIENCE & BUSINESS
JOURNAL OF EXPERIENCES
Teachers who regularly reflect on their practice tend to be more positive in their teaching and
more responsive to needed changes. A journal of experiences provides both a means of
reflection as you progress through student teaching and documentation of your goals, growth,
and frustrations during this experience. You are required to maintain a reflective journal and at a
minimum make weekly entries for both positive and problem experiences.
The style of this journal is up to your individuality. We would hope that your reflections take at
least a paragraph or so to record. You may choose to keep your journal private, but provide in
your portfolio a summary page or pages of the one most significant positive and problem for
each week.
43
AGRICULTURAL SCIENCE & BUSINESS
CHECKLIST OF VARIATION IN TEACHING
To borrow a phrase “variety is the spice of teaching.” Although not an exhaustive list, the
following are the most common methods of teaching agricultural science and business classes.
Experiment during your student teaching experience; try to use as many of these as possible.
Find out which work best for you—and which you need to improve on in order to include them
in your teaching repertoire. In the table below for each two-week time period, record how often
you used each method. On the following page, give details on the requested methodologies.
Weeks
1-3
Problem Solving (Required)
Student Assisted Instruction (SAI) (Required)
Field Trip (Strongly Encouraged)
Resource People (Strongly Encouraged)
Demonstration - Classroom
Demonstration - Laboratory
Discussion & Illustrated Lecture
Discussion - Small Group
Experiment
Guided Small Group Activity
Independent Study
Lecture
Library/Media Center
SAE Record Books (paper or computer)
Student Laboratory Experiences
Student Presentations
Supervised Study
Videos
PowerPoint/Prezi
Student use of Computers in the Agriculture Classroom
Student use of School Computer Lab
Handouts
Job / Skill Sheets
Interactive Whiteboard (Smartboard for example)
Brainstorming
Forum
Learning Activities
Panel Discussion
Role Play
Symposium
Weeks
4-5
Weeks
6-7
Weeks
8-9
Weeks
10-12
44
Impact on Student Learning Assignment
Effective teaching should produce a change in student knowledge, motor skill performance, or
attitudes/value for agricultural science and business. In this assignment, you will show that you are an
effective teacher by providing documentation of your impact on student learning. It is strongly suggested
that you pretest your students prior to beginning each unit of instruction. This will provide you
information about what students already know and provide the students with motivation to learn
what they do not already know. You should then posttest your students to determine your impact on
their learning.
Step One: Identify a Domain and Core Standard(s) from each content area you are teaching and develop
units of instruction including the Indiana Agriculture Standards for each. Develop student learning
objectives and set achievement goals.
Step Two: Develop formal assessments that align with the units of instruction from Step One. myCAERT
is one option as it already has questions that have been validated for state standards.
Step Three: Assess your students at the beginning of the lesson. Record the results of your pretest. This is
your formative assessment.
Step Four: By interpreting and applying the results of your formative assessment, decide on how to teach
the unit. Describe the teaching methods you will implement to help your students learn the identified
outcomes. Also, describe ways of differentiating instruction for individual students who (based on
the results of the assessment) need less or more complex tasks.
Step Five: Teach the unit. The unit chosen should require 4-10 class periods (50 minutes/period).
Step Six: Use your assessment again to see if your students mastered the objectives and reach achievement
goals. Again, record the results of your posttest. This is your summative assessment.
Step Seven: Reflect on how your teaching impacted student learning. Discuss which teaching methods
seemed most effective. If your students didn’t master learning objectives or reach achievement
goals, describe why you think this happened.
Step Eight: Based on the results of your posttest, if there are still any deficiencies in student learning, what
other tasks/strategies will you employ to re-teach this unit?
Repeat Steps 1-8 for each content area you are teaching. Include each in your student teaching portfolio.
Submit to Task Stream a document that includes the following for one content area.
1. Unit Plan.
2. Pretest
3. Results of the pretest
4. Explanation on how the pretest results were interpreted for the whole class, subgroups, and
individual students and how the unit plan was adjusted for individual students
5. Results of posttest
6. Explanation of how you provided feedback to the students regarding the quality of their work,
their strengths and weaknesses, and how they could improve future performance. Describe
your teaching impact (possibly use student work as examples).
7. Reflect on how your teaching practices impact student learning. If appropriate, how did you
re-teach the unit based upon the results of the pretest/posttest.
45
FEEDBACK FOR THE STUDENT TEACHER
Feedback from your cooperating teacher and university supervisor is critical to your professional
development for a number of reasons. You need to know where your strengths and weaknesses are before
you can take steps to improve your teaching. You deserve to know how you are progressing. Be sure your
cooperating teacher observes your classes and provides you with daily/weekly feedback so you can follow
your own progress. Your university supervisor should fill out an assessment form each time he/she visits
your class.
Learning is a life-long process. As long as you are receptive to new information, you can continue
to grow and improve your effectiveness as a person and teacher.
Just as plants cannot grow without nutrients, you cannot improve as a teacher without receiving
information and feedback from others. Feedback is a circular process. The information you obtain about
your teaching effectiveness gives you new ideas, new directions, and approaches to explore in the classroom
and laboratory. Your growth as a teacher, in turn, enhances student learning and improves the feedback you
receive.
Agricultural research has revealed that certain nutrients are essential for proper plant growth.
Likewise, educational research has revealed that certain teaching behaviors are needed for student growth
(acquisition of knowledge and skills). Teachers who can perform these teaching behaviors are generally
considered to be effective teachers. The items included in the following feedback instruments are those
identified by research as being characteristics of effective teachers.
46
Note taking Guide for Student Teacher Observation
Student Teacher ______________________
Observer ________________________________
Class Observed _______________________
Date of Observation _______________________
Evidence (note time, teacher
Positives and Areas of Improvement
question/behavior/activity, students
response/behavior/activity, teacher follow-up)
2.1 Develop student understanding and mastery of lesson objectives
2.2 Demonstrate and Clearly Communicate Content Knowledge to Students
2.3 Engage students in academic content
2.4 Check for Understanding (including use of scaffolding)
47
2.5 Modify Instruction As Needed
2.6 Develop Higher Level of Understanding through Rigorous Instruction and Work
2.7 Maximize Instructional Time
2.8 Create Classroom Culture of Respect and Collaboration
2.9 Set High Expectations for Academic Success
48
Describe the strong points of the lesson:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Describe how the student teacher can best improve his/her teaching: ______________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Overall Evaluation: (check one)
___
Very Good
___
Satisfactory
___
Improvement Needed
___
Unsatisfactory
Observer Signature ____________________________________________________
49
ASSESSING PURPOSEFUL PLANNING, TEACHER LEADERSHIP,
AND CORE PROFESSIONALISM
(This form is to be completed at least once per week by the Cooperating Teacher)
Student Teacher
____________________________
Date
__________________
Cooperating Teacher
____________________________
School
__________________
Purposeful Planning
(utilizing assessment data to plan, set ambitious and measurable
achievement goals, develop standards-based unit plans and assessments,
create objective-driven lesson plans and assessments, track student data and
analyze progress)
Evidence:
______________________________________________________________________________
______________________________________________________________________________
Strong Points:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Suggestions for Improvement:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teacher Leadership
(contribute to school culture, collaborate with peers, seek professional skills
and knowledge, advocate for student success, engage families in student
learning)
Evidence:
______________________________________________________________________________
______________________________________________________________________________
Strong Points:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
50
Core Professionalism
(attendance, on-time arrival, policies and procedures, respect)
Evidence:
______________________________________________________________________________
______________________________________________________________________________
Strong Points:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teacher Characteristics
(poise, confidence, grammar, voice, enthusiasm, body movements, dress,
lesson introduction, knowledge of content, lesson closure, classroom
management, variety in teaching methods, use of visuals/materials,
maintain student engagement, scaffolding, differentiated instruction)
Evidence:
______________________________________________________________________________
______________________________________________________________________________
Strong Points:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Overall Comments, Observations, Suggestions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Observer Signature ____________________________________________________
51
ASSESSING LESSONS TAUGHT BY STUDENT TEACHERS DURING WEEKS 1-3
Title of Lesson _______________________________________________________________________________
Student Teacher _______________________________________
Date ______________________________
Please use this form to provide the student teacher feedback on progress observed during student teaching weeks 1-3. Discuss
your observations with the student teacher and have this report filed as part of their student teaching portfolio.
Beginning of Class Session:
1.
How were objectives presented to students? Were objectives clear?
2.
How did the student teacher develop a need for the instruction?
3.
How did the student teacher develop student interest in the lesson?
4.
What evidence demonstrates students were interested in the lesson?
Student Engagement in the Lesson:
5.
How many students were engaged/participated in the lesson?
6.
How did student teacher lead class discussion?
7.
What types of questions did student teacher ask?
8.
Did the lesson have practical application? Explain.
Yes
Fair
No
9.
What instructional media was used? Was it effective? Explain.
Yes
Fair
No
10.
What student activities were used? Were they effective? Explain.
Yes
Fair
No
11.
Did the teacher know the subject matter? Explain.
Yes
Fair
No
12.
Was the teacher well prepared? Explain.
Yes
Fair
No
13.
Were the objectives accomplished? Explain.
Yes
Fair
No
52
Teaching Techniques (i.e., classroom management, variety in methods, use of chalkboard / whiteboard / SmartBoard,
maintain students interest, use of community resources, etc.)
Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
Strong Points:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Overall Comments, Observations, Suggestions:
Describe the strong points of the lesson: ___________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Describe how the student teacher can best improve his/her teaching: _____________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
General effect of the lesson: (circle one)
Very Good
Good
Fair
Unsatisfactory
Cooperating Teacher / University Supervisor _______________________________________________________
53
ASSESSMENT OF STUDENT TEACHER’S TEACHING PERFORMANCE FOR WEEKS 4-12
__________________________________
Date
_______________________________________
Class
__________________________________
Instructor
_______________________________________________
Cooperating Teacher/University Supervisor
Lesson(s) ___________________________________________________________________________________
Very
Good
INSTRUCTOR
Satisfactory
Needs
Unsatisfactory
Improvement
Not
Applicable
____________________________________________
1.
Professional appearance and demeanor (disposition)
VG
S
NI
U
NA
2.
Poised, shows self-confidence
VG
S
NI
U
NA
3.
Free from distracting mannerisms
VG
S
NI
U
NA
4.
Suitable vocabulary and correct grammar
VG
S
NI
U
NA
5.
Speech quality, variation, clearness and enunciation
VG
S
NI
U
NA
6.
Shows enthusiasm
VG
S
NI
U
NA
7.
Written communication quality, clearness, grammar
VG
S
NI
U
NA
Provide evidence to support ratings: ______________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Very
Good
ORGANIZATION & PRESENTATION
1.
Thorough preparation
Satisfactory
Needs
Unsatisfactory
Improvement
Not
Applicable
____________________________________________
VG
S
NI
U
NA
(utilized assessment data to plan, set student achievement goals, used standards to develop plans)
(Copies of lesson plans, handouts, etc. given to evaluator before start of lesson)
2.
Engaging introduction
Check for understanding of previous material
VG
S
NI
U
NA
Anticipatory set/Interest Approach/Motivation
VG
S
NI
U
NA
3.
Lesson objectives presented and understandable
VG
S
NI
U
NA
4.
Logical organization and lesson sequence
VG
S
NI
U
NA
5.
Scaffolding techniques used
VG
S
NI
U
NA
6.
Emphasis of important points
VG
S
NI
U
NA
7.
Appropriate subject matter
VG
S
NI
U
NA
8.
Uses appropriate frames of reference
VG
S
NI
U
NA
9.
Sufficient knowledge of subject matter
VG
S
NI
U
NA
VG
S
NI
U
NA
11. Objectives accomplished
VG
S
NI
U
NA
12. Effective use of time
VG
S
NI
U
NA
10. Effective summarization
Checks for understanding used at key moments
____________________________________________________________________________________________
____________________________________________________________________________________________
54
Very
Good
Satisfactory
Needs
Unsatisfactory
Improvement
Not
Applicable
____________________________________________
TECHNIQUES
1.
Maximize instructional time
VG
S
NI
U
NA
S
NI
U
NA
(includes: class starts on-time, routines/transitions/procedures well-executed)
2.
Class control and management
VG
(includes: positive behavior reinforced, negative behavior addressed)
3.
Laboratory management and safety procedures
VG
S
NI
U
NA
4.
Use of differentiated instructional strategies
VG
S
NI
U
NA
5.
Variety in technique and teaching aids
VG
S
NI
U
NA
6.
Effective use of instructional technologies
VG
S
NI
U
NA
7.
Effective use of proper illustrative material
VG
S
NI
U
NA
8.
Methods used to gain student interest:
VG
S
NI
U
NA
____________________________________________________________________________________________
9.
High expectations set for all students’ academic success VG
S
NI
U
NA
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Very
Good
Satisfactory
Needs
Unsatisfactory
Improvement
Not
Applicable
____________________________________________
STUDENT
1.
Stimulation of interest and enthusiasm
VG
S
NI
U
NA
2.
Active participation in discussion, group work, etc.
VG
S
NI
U
NA
3.
Participation spread throughout class
VG
S
NI
U
NA
4.
Accommodates/addresses needs of students with
special needs /English Language Learners
VG
S
NI
U
NA
5.
Stimulated thinking and independent work
VG
S
NI
U
NA
6.
Teacher asked significant questions
VG
S
NI
U
NA
7.
Teacher-student rapport (culture of respect established)
VG
S
NI
U
NA
8.
Depth of Knowledge Level achieved by students
VG
S
NI
U
NA
Skill/Concept (construct, organize, categorize, summarize) VG
S
NI
U
NA
VG
S
NI
U
NA
Extended Thinking (problem-solving, analysis, synthesis) VG
S
NI
U
NA
Recall (list, calculate, measure, define)
Strategic Thinking (design, develop, apply)
____________________________________________________________________________________________
____________________________________________________________________________________________
55
STRONG POINTS OF LESSON:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
SUGGESTIONS FOR IMPROVEMENTS:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Cooperating Teacher/University Supervisor ________________________________________________________
Signature
The following level descriptors should be used when completing the rubric.
Very Good
Student teacher displays
comprehensive
understanding and
application of the attribute /
teaching & learning
behavior.
Satisfactory
appropriate understanding
and application of the
attribute / teaching &
learning behavior.
Needs Improvement
minimal understanding
learning behavior.
Unsatisfactory
Student teacher displays no
or incorrect understanding
learning behavior.
56
AGRICULTURAL SCIENCE AND BUSINESS
SUMMATIVE EVALUATION
THIS FORM SHOULD BE DISCUSSED BY COOPERATING TEACHER AND UNIVERSITY SUPERVISOR AND
DISCUSSED BY THE COOPERATING TEACHER WITH THE STUDENT TEACHER IN AN EXIT INTERVIEW.
STUDENT NAME _____________________________
DATE __________________________________
COOPERATING TEACHER __________________________
SCHOOL _____________________________
These evaluations should be based on observations of student teaching activities that indicate potential success in the secondary
teaching profession. The following level descriptors should be used when completing the rubric.
Outstanding
Strong
Satisfactory
Weak
Not Satisfactory
Student teacher
Student teacher
Student teacher
Student teacher
Student teacher is not able
performs the ability
to perform the ability,
without supervision,
with limited
with some supervision, with much
displays minimal or
displays
supervision, displays
displays some
supervision, displays
incorrect understanding of
comprehensive
much understanding of understanding of
minimal understanding student characteristics and
understanding of
student characteristics
of student
does not or minimally
and relates those to
and generally relates
characteristics and
relate those to learning
and relates those to
learning goals.
those to learning
minimally relates
goals.
learning goals.
goals.
those to learning
goals.
I.
PURPOSEFUL PLANNING
Outstanding
1.
Utilizing assessment data to plan ................................. O
2.
Strong
S
Satisfactory
SA
Weak
W
Not
Not
Satisfactory Observed
NS
NO
Organizing and planning instruction ............................ O
S
SA
W
(appropriate learning standards, achievement goals, accurate content, logical organization)
NS
NO
3.
Incorporation of differentiated instructional strategies O
S
SA
W
NS
NO
4.
Knowledge of student learning needs and interests ..... O
(developmental, academic, culture, disabilities, etc.)
S
SA
W
NS
NO
5.
Knowledge of community/school/classroom factors ... O
S
SA
W
NS
NO
6.
Tracking student data and analyzing progress ............. O
S
SA
W
NS
NO
7.
Establishing and communicating student performance
expectations and assessment criteria ............................ O
S
SA
W
NS
NO
8.
Communicating and documenting student grades ....... O
(including appropriate use of electronic or other gradebook)
S
SA
W
NS
NO
9.
Understanding of agriculture, agricultural problems ... O
S
SA
W
NS
NO
57
Outstanding
Strong
Satisfactory
Student teacher
Student teacher
Student teacher more
consistently performs
usually performs the
often than not
the ability, displays the ability, displays the
performs the ability,
quality, displays
quality, displays
displays the quality,
professionalism in all
professionalism in
generally displays
interactions with
most interactions with professionalism in
students and others.
interactions with
II.
Weak
Student teacher seldom
performs the ability,
displays the quality or
only displays with
prompting, displays
limited professionalism
in interactions with
Not Satisfactory
Student teacher does
not performs the ability,
display this quality,
displays minimal or
incorrect interactions
with students and
others.
EFFECTIVE INSTRUCTION
Outstanding
Strong
Satisfactory
Weak
Not
Not
1.
Directing student communication opportunities .......... O
S
SA
W
NS
NO
(students are encouraged to ask higher-order questions, teacher provides multiple opportunities for students to communicate
verbally and in written form, students can explain what they are learning and why it is important)
2.
Creating an inclusive learning environment ................ O
S
SA
W
NS
NO
3.
Maintaining student interest and engagement .............. O
S
SA
W
NS
NO
4.
Maintaining discipline; use of attending behaviors ..... O
S
SA
W
NS
NO
5.
Using technology to support student learning.............. O
S
SA
W
NS
NO
6.
Using sound instructional strategies ............................ O
(teaching methods are varied and pedagogically sound)
S
SA
W
NS
NO
7.
Monitoring learning and adjusting instruction ............. O
S
SA
W
NS
(uses variety of methods to check for understanding, scaffolding techniques, modifies instruction)
8.
Assessing student performance .................................... O
S
SA
W
NS
NO
(each learning standard assessed, multiple assessments used, assessments used throughout unit, assessments are valid and
clear, appropriate adaptions for students as needed)
9.
Supervising SAE programs .......................................... O
S
SA
W
NS
NO
10.
Supervising FFA activities........................................... O
S
SA
W
NS
NO
11.
Attitude and loyalty toward teaching profession ......... O
S
SA
W
NS
NO
12.
Empathy for students ................................................... O
S
SA
W
NS
NO
NO
COMMENTS: _______________________________________________________________________________
III.
TEACHER LEADERSHIP AND CORE PROFESSIONALISM
Outstanding
Strong
Satisfactory
Weak
Not
Not
1.
Leadership (including taking initiative) ....................... O
S
SA
W
NS
NO
2.
Enthusiasm................................................................... O
S
SA
W
NS
NO
3.
Personal appearance and neatness ............................... O
S
SA
W
NS
NO
4.
Dependability (includes attendance) ............................ O
S
SA
W
NS
NO
5.
Promptness (on-time arrival, completing assignments) ...... O
S
SA
W
NS
NO
6.
Poise, diplomacy, tact, and self-control ....................... O
S
SA
W
NS
NO
7.
Willingness to cooperate and collaborate .................... O
S
SA
W
NS
NO
8.
Ability to take suggestions and criticism ..................... O
S
SA
W
NS
NO
9.
Professional electronic and written communications ... O
S
SA
W
NS
NO
COMMENTS: _______________________________________________________________________________
58
Outstanding
Strong
Satisfactory
Student teacher
Student teacher
Student teacher
displays
displays much
displays some
comprehensive
understanding of the
technical ability /
technical ability /
technical ability /
content knowledge
content knowledge
content knowledge and and relates those to
and generally relates
relates those to
learning goals.
those to learning
learning goals.
goals.
IV.
Weak
Student teacher
displays minimal
technical ability /
content knowledge
and minimally relates
those to learning
goals.
Not Satisfactory
minimal or incorrect
technical ability / content
knowledge and does not
or minimally relate those
to learning goals.
TECHNICAL ABILITY AND KNOWLEDGE
Outstanding
Strong
Satisfactory
Weak
Not
Not
1.
Advanced Life Sciences: Animals ............................... O
S
SA
W
NS
NO
2.
Advanced Life Sciences: Foods ................................... O
S
SA
W
NS
NO
3.
Advanced Life Sciences: Plants and Soils ................... O
S
SA
W
NS
NO
4.
Animal Science ............................................................ O
S
SA
W
NS
NO
5.
Food Science................................................................ O
S
SA
W
NS
NO
6.
Horticulture Science/Greenhouse Management ........... O
S
SA
W
NS
NO
7.
Plant and Soil Science ................................................. O
S
SA
W
NS
NO
8.
Forestry/Natural Resources/Environmental Science.... O
S
SA
W
NS
NO
9.
Agricultural Power, Structures, Technology
(include units in Intro to AFNR) ....................................... O
S
SA
W
NS
NO
10.
Farm and Agribusiness Management........................... O
S
SA
W
NS
NO
11.
Landscape Management .............................................. O
S
SA
W
NS
NO
12.
FFA/Leadership ........................................................... O
S
SA
W
NS
NO
13.
SAE/Record Keeping................................................... O
S
SA
W
NS
NO
14.
Livestock and Dairy Production .................................. O
S
SA
W
NS
NO
15.
Companion Animals .................................................... O
S
SA
W
NS
NO
16.
Aquaculture ................................................................. O
S
SA
W
NS
NO
17.
Crop Production ........................................................... O
S
SA
W
NS
NO
Based on my observations of _______________________________________ as cooperating teacher,
Student Teacher
I recommend a grade of ________ be given for EDCI 49800 Supervised Teaching of Agricultural Education.
_______________________________________
Cooperating Teacher
________________
Date
PLEASE KEEP THE ORIGINAL FOR YOUR FILES, GIVE ONE PHOTOCOPY TO THE STUDENT TEACHER, AND
SEND ONE COPY NO LATER THAN MAY 9, 2014 TO: Dr. B. Allen Talbert, Agricultural Education, Purdue University

MANUAL FOR STUDENT TEACHING IN AGRICULTURAL EDUCATION: 2014 Edition

Transcription

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