Student Teaching Manual - Purdue ASEC
MANUAL
FOR
STUDENT TEACHING
IN
AGRICULTURAL EDUCATION
2009 Edition
TABLE OF CONTENTS
Page
Course Logistics 3
Additional Information 7
Guidelines for Student Teaching 10
Monthly Calendar, Unit Outline, Class Schedule, Discipline Plan and Grading Plan 11
Unit Outline 12
Class Schedule 14
Weekly Calendars and Lesson Plan Requirements 15
Observations of Practicing Teachers 29
Substitute Teacher Procedures and Instructions 38
Report of Special Education 40
Supervised Agricultural Experience Visits 41
News Article Assignment 48
Cooperative Extension Service Office Visitation 50
Constructing a Bulletin Board 51
Service Learning: Developing a Teaching Aid 53
Checklists: Advisory Committee, Adult Education, FFA Chapter 54
Agricultural Education Department Visits 59
Journal of Experiences 60
Checklist of Variation in Teaching 61
Impact on Student Learning Assignment 63
Feedback for the Student Teacher 64
Note taking guide for Student Teacher Observation 65
Assessing Lessons Taught by Student Teachers (University Supervisor Weeks 1-3) 66
Assessing Lessons Taught by Student Teachers (Cooperating Teacher Weeks 1-3) 68
Assessment of Teaching Performance
(cooperating teacher/university supervisor Weeks 4-12) 70
Student Teacher Assessment Inventory (Alternative form for Weeks 4-12) 73
Summative Evaluation (completed by cooperating teacher) 78
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
Course Logistics
EDCI 498E: Supervised Teaching of Agricultural Education - 12 credits
Each student will complete 12 weeks of student teaching and develop a Student Teaching Portfolio (Teaching Experience) with your final grade determined by the university supervisor in consultation with the cooperating teacher.
Decisions regarding use of +/- grades will be made and communicated at a later time.
Requirements for a grade of "A":
A. Turn in time card and receive positive evaluations from both university supervisor and cooperating teacher(s) throughout the experience.
B. Demonstrate classroom competency by being in charge of the class, appropriately handling discipline, using class time wisely, and teaching educationally-sound lessons. 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. Growth is evident over the 12 weeks. Communication with others is professional and positive. On the day they come to observe you, provide your university supervisor with copies of your lesson plans for that day.
C. Complete the Student Teaching Portfolio with 90% or higher including daily neatly written/typed lesson plans. There is no set format required for lesson plans, but they must include these sections: Unit/Lesson Title Block, Student Learning Objectives and state learning standards met by lesson, Motivation, Teaching-Learning Procedures, Content Outline, Quizzes/Exams/Other Evaluations, List of References/Resources, and handout/PowerPoint/overhead masters. Lessons should include appropriate use of myCAERT evaluations and E-Moments. Example formats are on the YDAE website under “Academics” “Course Packets” It is suggested that you use a separate 3-ring binder for your lesson plans for each class.
Requirements for a grade of "B":
A. Turn in time card and receive positive evaluations from both university supervisor and cooperating teacher(s) throughout the experience.
B. Demonstrate classroom competency in the areas listed for an “A”. Weakness is consistently evident in an area and/or a variety of teaching methodologies were not used and/or growth may not be evident over the 12 weeks.
C. Complete the Student Teaching Portfolio including daily neatly written/typed lesson plans. The assignments need not be as complete, neat, or as carefully done as those that qualify for an "A." Portfolio grade is 80-89.9%.
Requirements for a grade of "C":
A. Turn in time card. Evaluations will be positive in general but will document areas in which improvement is needed.
B. Demonstrate classroom competency in the areas listed; however, one or more of the listed areas is lacking.
C. Complete the Student Teaching Portfolio including neatly written/typed lesson plans. Portfolio grade is 70% or higher. This is the lowest grade you can receive and still obtain licensure.
Requirements for a grade of "D":
1. Complete item A from above, but evaluations will not be positive. Classroom competency in several areas is lacking. Item C is incomplete.
If you do not complete your student teaching experience, you will receive an "F."
EDCI 498E, SPRING 2009 On-campus meetings, 1st 4 weeks, PFEND 103, Mondays 9:30-11:20 a.m.
Course Texts:
EDCI 498E Course Packet. Available only from
Student Teaching Handbook, Purdue University (available at the Office of Field Experiences website: )
Teacher Education Website. ().
Purchase 1 videotape or some other means of recording a 10-20 minute segment of you teaching.
Talbert, B. A., Vaughn, R., Croom, D. B., & Lee, J. (2007). Foundations of agricultural education (2nd ed.). Caitlin, IL: PEP. Available only on the web at
Purdue Electronic Portfolio (TaskStream) artifacts from this course are:
1. the Impact on Student Learning Assignment (page 63),
2. the best written evaluation from your cooperating teacher using Purdue Agricultural Education forms (pages 70-72),
3. and the Summative Evaluation (pages 78-80).
TaskStream is due Friday 5/8/09. The TaskStream e-portfolio assignments must be completed in order to pass the course. Failure to satisfactorily complete by Friday of exam week results in an "F" in the course and the inability to continue in teacher education.
COE Themes and INTASC Principles addressed by these artifacts are:
COE Theme #1: Attention to Learners, COE Theme #2: Understanding Curriculum in Context, COE Theme #3: Commitment to Professional Growth.
INTASC Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
INTASC Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
INTASC Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
INTASC Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
INTASC Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
INTASC Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
INTASC Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
INTASC Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
INTASC Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
INTASC Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
|Meeting Dates and Topics | |SPECIAL DATES TO REMEMBER |
|1/12/09 Orientation and Student Teacher Portfolio | |1/XX/09 Spring Student Teaching Orientation, Time TBA, Location TBA, |
| | |MANDATORY ATTENDANCE |
|1/26/09 Student Teaching Portfolio | |1/19/09 NO CLASSES – Martin Luther King, Jr. Day |
|2/2/09 Student Teaching Portfolio | |1/23/09 Sandwich Making, Time and Location TBD |
| | |1/24/09 Meats and Dairy Foods CDEs, Smith Hall |
|Each Tuesday/Thursday 9:30-11:20 class will meet | |MANDATORY Student Teacher Visitation Day, by 1/XX/09 |
| in XXXX computer lab. | |2/7/09 Ag Alumni Fish Fry, State Fairgrounds |
| | |2/9/09 STUDENT TEACHING BEGINS |
|3/13/09 Student Teacher Meeting, Location TBD 8:00 a.m. – 3:00 | |X/XX/09 State-Called IAAE Midwinter Inservice, IN FFA Center at Trafalgar |
|p.m. MANDATORY ATTENDANCE | |MANDATORY ATTENDANCE |
| | |3/14-22/09 Purdue Spring Break - Take your school’s break |
|5/8/09 Final Student Teacher Meeting, Location: | |4/11/09 IAAE-PU Spring Banquet, PMU Ballroom, 6 p.m. MANDATORY ATTENDANCE |
|8 a.m. – 3 p.m. MANDATORY ATTENDANCE | | |
STUDENT TEACHING PORTFOLIO (EDCI 498E)
SUMMARY OF CONTENTS
The following items MUST be completed and included in the portfolio:
|Item |Due Date |Points Possible |Points Earned |
|Planning materials: |1/30 to University Supervisor |10 | |
|Monthly Calendar, Unit Outline, Class Schedule, Discipline Plan, Grading | | | |
|Plan | | | |
|First 3 weeks of unit/daily lesson plans |1/30 to University Supervisor |10 | |
|Weekly Calendars (1/week) |Monday each week |10 | |
|Observation summaries of at least two (2) other teachers plus two (2) |2/20 |5 | |
|observation summaries of cooperating teacher | | | |
|Teaching plans for substitute teacher |3/2 |5 | |
|Report of Special Education |3/6 |5 | |
|Reports of SAE visits to 5 or more different students |3/2 (3), 4/6 (2) |20 (4/visit) | |
|Copy of local newspaper article publicizing student teacher in the local |3/2 |5 | |
|high school | | | |
|Report from extension office visit |3/2 |5 | |
|Bulletin board prepared and picture included in portfolio |4/24 |5 | |
|Service Learning (Teaching Aid and report) |4/24 |10 | |
|Departmental Advisory Committee checklist |4/24 |5 | |
|Adult Education checklist/ Young Farmer Chapter Visitation Report |4/24 |5 | |
|FFA Chapter checklist |4/24 |5 | |
|Reports from two (2) visits to nearby agricultural education departments |4/24 |5 | |
|Journal of positive experiences or happenings which occurred during student|Monday each week |10 | |
|teaching, minimum one entry per week | | | |
|Journal of problems or problem experiences which occurred during student |Monday each week |10 | |
|teaching, minimum one entry per week | | | |
|Checklist of Variations in Teaching |Monday each week |10 | |
|Impact on Student Learning Assignment |5/4 |5 | |
|Ten (minimum) weekly assessments of teaching performance by Cooperating |Monday each week |10 | |
|Teacher(s) | | | |
|Three (3) University Supervisor Teaching Performance Assessments |After each visit |10 | |
|Summative Evaluation |5/7 |5 | |
|Lesson Plans (including Unit/Daily plans, Class Handouts, Class Activities,|Monday each week+ |30 | |
|Class Exams and Quizzes) in course 3-ring binders– Put best example from | | | |
|each course taught in your portfolio | | | |
|Total Points | |200 | |
* From 4/27-5/8 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.
The following should 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
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) ___ ___
10. Newspaper articles concerning the Agricultural
Science and Business program or FFA
published during student teaching ___ ___
11. Pictures of students and classroom activities
(permission required) ___ ___
12. Agricultural Science and Business Program
Course of Study ___ ___
a. Curriculum Guides or Course Outlines for
Agricultural Science and Business Classes ___ ___
b. Review reports required by school, DOE, others ___ ___
13. 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 ___ ___
14. Video tape of at least one instructional setting
(permission required if students videotaped) ___ ___
ADDITIONAL INFORMATION
EMERGENCY STATEMENT
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. Ways to get information about changes in this course are: YDAE main office 765-494-8422, my email address btalbert@purdue.edu, and the course Blackboard Vista site at
ADAPTIVE PROGRAMS STATEMENT
Before the provision of classroom accommodations, students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students. Any student that is in need of special accommodations due to a disability should contact the Office of the Dean of Students, Adaptive Programs at (765) 494-1247. 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]
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. The ability to work well with other people and to maintain desirable working relationships is one that every teacher should cultivate and of which every beginning teacher should be especially aware. In the words of Dale Carnegie, from his book How to Win Friends and Influence People, there are "six ways to make people like you."
Rule 1. Become genuinely interested in other people.
Rule 2. Smile.
Rule 3. Remember that a person's name is the sweetest and most important sound in any
language.
Rule 4. Be a good listener. Encourage others to talk about themselves.
Rule 5. Talk in terms of the other person's interests.
Rule 6. Make the other person feel important--and do it sincerely.
Student teaching is your opportunity to learn. Observe carefully not only what is done, but how. Be discreet at all times in talking to friends and outsiders about what transpires in the department and the school.
You should realize that the coming and going of student teachers causes some discontinuity in the regular school program. Even then, you are added personnel in the school and as such, you should have additional ideas to present for consideration that can be of value to the educational program. 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.
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.
PROFESSIONAL AND PERSONAL PROCEDURES
1. Few of us will find a situation as perfect as we desire; therefore, use discretion in everything you do. Walk several miles in their moccasins!
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.
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.
9. Learn all you can. Get all the experience possible.
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.
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: ).
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.
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. Do not feel hurt if your cooperating teacher does not have time to visit with you at times. Make a definite appointment.
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.
GUIDELINES FOR STUDENT TEACHING
TIME PERIOD: 12 weeks required
The student teacher is expected to attend all faculty meetings, 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, touring facilities. Continue development of
lesson plans. Complete development of first lesson plans---OVERPLAN.
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. Make plans to visit
two other agricultural science and business programs.
Week 2: First day - begin teaching a second class, visit a student on your own, and
complete record of visit.
Fourth day - cooperating teacher present about half of the time.
Week 3: First day - begin teaching a third class, visit a student on your own, and
complete record of visit.
Fourth day - important for the cooperating teacher to be where he/she knows
what is happening in the classroom, but to let the student teacher
handle it. Provide suggestions after class.
Weeks 4-11: Teach the full load of classes for at least six weeks, preferably for eight weeks.
Weeks 11-12: Finish student teaching portfolio assignments, arrange portfolio, upload assignments to TaskStream.
Weeks 12: First day - Begin dropping 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. The specific activities of each individual student teacher may vary according to his or her preparedness and the needs of the local program.
Monthly Calendar, Unit Outline, 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. Monthly 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.). Be sure to include workshops, teacher's meetings, etc. Your cooperating teacher and/or school may already have this.
II. Unit Outline Plans Due:
A comprehensive teaching calendar will allow you to focus on the unit at hand while preparing for upcoming daily lessons. By establishing both beginning and ending dates for instructional units, lessons will move faster and you will be less likely to get bogged down. Some school districts require you to plan your units ahead using a form similar to the one provided for you in this notebook. (See example of Unit Outline Plan provided.) Blank Unit Outline Plan forms are provided. Please prepare unit outlines for the classes you will be teaching during your student teaching experience.
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 on the back of the paper 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. (2007) 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 is required).
V. Grading Plan Due:
In previous courses you discussed evaluating student learning and grading student assignments. Chapter 19 of Talbert et al. (2007) is also a reference on evaluating learning. In consultation with your cooperating teacher, prepare a grading plan for each of your classes (no specific format is required).
Student Teaching Unit Outline
(EXAMPLE)
Unit outline plans for period beginning: February 9 -- May 7, 2009
Instructor Don Smith School Big Timber
Subject or Use spaces below as desired, covering work to be done or plans for any definite
Class period or semester.
| | |
| |February 11-- Livestock Nutrition |
| | |
|Animal |Identifying the types of digestive systems. Understanding basic nutrients and functions of each. |
|Science |Determining classes of nutrients and importance to body function. Utilizing growth stimulants and |
| |antibodies. |
| | |
| |March 6 -- Feeding Livestock |
| | |
| |Developing classes of feedstuff for livestock. Comparing various types of feeds and value. Feeding of |
| |Concentrates and roughages. Balancing proteins. Balancing sample rations. Calculating cost per cwt of |
| |protein. Understanding information on feed tags. Identifying sources of protein. |
| | |
| |March 30 -- Beef Cattle Management |
| | |
| |Maintaining herd health and preventive medicine. Managing the cow and calf operation. Marketing |
| |strategies. |
| |March 2 – Plant and Soil Science |
| | |
| |Understanding the basics of crop production. Differentiating between sexual and asexual reproduction. |
|Fundamentals |Determining factors affecting plant growth. |
|of | |
|Agricultural |March 16 – Animal Science |
|Science | |
|and |Determining the scope of the animal science industry. Focusing on beef. Focusing on swine. Focusing on |
|Business |poultry. |
| | |
| |March 30 – Agricultural Mechanization |
| | |
| |Developing safe work habits. Identification of tools. Utilizing woodworking equipment to construct a |
| |wood project. |
| | |
| |March 5 -- Arc Welding |
| |Following safety practices in the operation, care and maintenance of arc welding equipment. Completing |
|Agricultural |required arc welding tasks. |
|Mechanization | |
| |March 26 -- Oxyacetylene Welding |
| |Following safety practices in the operation, care and maintenance of oxyacetylene welding equipment. |
| |Completing required oxyacetylene welding tasks. |
| | |
| |April 2 -- Welding Projects |
| |Utilizing arc and oxyacetylene equipment to complete a project. |
Agricultural Science and Business
Student Teaching Unit Outline
Unit outline plans for period beginning:
Instructor: School:
Subject or Use spaces below as desired, covering work to be done or plans for any definite
Class period or semester.
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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 in order |TIME |MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
|occurs during the day) In |Beginning and ending | | | | | |
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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
Your Weekly Calendar and Lesson Plan Requirements
I. Weekly Calendar Due:
Every worker 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 Unit Outline is the broad overview of objectives 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. Our 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 daily neatly written/typed lesson plans. These can be unit lesson plans, “Cadillac” plans, daily plans, or other format that best meets your teaching style and students’ needs. Whatever format you use, it must include these sections: Unit/Lesson Title Block, Student Learning Objectives and State-Learning Standards Met, Motivation, Teaching Procedures, Content Outline, Evaluation Plan including copy of test and answer key, List of References/ Resources, and handout/overhead masters. Include CSAT evaluations and E-Moments as appropriate. Example formats are on the YDAE website under “Academics” “Course Packets”
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 1999”
“Lesson Plan Originally Developed by Jane Smith in YDAE 440/EDCI 498E, 2006”
Student teachers who wisely use their time during 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 TRC.
Weekly Calendar Week of __February 9___
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Weekly Calendar Week of __Feb 16
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Weekly Calendar Week of __Feb 23
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of __March 2
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Weekly Calendar Week of _March 9_______
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of __March 16______
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___March 23_____
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___March 30_____
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___April 6_____
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___April 13_____
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___April 20_____
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___April 27_____
Period Monday Tuesday Wednesday Thursday Friday
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Weekly Calendar Week of ___May 4_____
Period Monday Tuesday Wednesday Thursday Friday
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This assignment is due:
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 from any service area other than agricultural science and business, and a teacher of one of the basic academic disciplines.
These observations should be completed by the end of the first three weeks of student teaching.
OBSERVATION OF COOPERATING TEACHER
For Lesson Taught in the Classroom
Date Observed: __________ Teacher: Class:
1. Title of Lesson:
2. Length of Lesson:
3. How did the teacher introduce the lesson?
4. How was the lesson related to experiences of students? To their
supervised agricultural experience programs?
5. How did the teacher direct activities of the students in gathering
necessary information about the lesson?
6. What teaching techniques were used? How was each technique used?
7. What teaching aids were used? How were they employed?
8. How did the teacher summarize the lesson?
9. How were the teaching objectives evaluated and how were the student outcomes evaluated?
OBSERVATION OF COOPERATING TEACHER
For Lesson Taught in the Classroom
Date Observed: __________ Teacher: Class:
1. Title of Lesson:
2. Length of Lesson:
3. How did the teacher introduce the lesson?
4. How was the lesson related to experiences of students? To their
supervised agricultural experience programs?
5. How did the teacher direct activities of the students in gathering
necessary information about the lesson?
6. What teaching techniques were used? How was each technique used?
7. What teaching aids were used? How were they employed?
8. How did the teacher summarize the lesson?
9. How were the teaching objectives evaluated and how were the student outcomes evaluated?
OBSERVATION OF CAREER/TECHNICAL EDUCATION TEACHER
OTHER THAN AG
For Lesson Taught in the Classroom
Date Observed: __________ Teacher: Class:
1. Title of Lesson:
2. Length of Lesson:
3. How did the teacher introduce the lesson?
4. How was the lesson related to experiences of students?
5. How did the teacher direct activities of the students in gathering
information about the lesson?
6. What teaching techniques were used? How was each technique used?
7. What teaching aids were used? How were they employed?
8. How did the teacher summarize the lesson?
9. How were the teaching objectives evaluated and how were the student outcomes evaluated?
OBSERVATION OF ACADEMIC TEACHER
For Lesson Taught in the Classroom
Date Observed: __________ Teacher: Class:
1. Title of Lesson:
2. Length of Lesson:
3. How did the teacher introduce the lesson?
4. How was the lesson related to experiences of students?
5. How did the teacher direct activities of the students in gathering
necessary information about the lesson?
6. What teaching techniques were used? How was each technique used?
7. What teaching aids were used? How were they employed?
8. How did the teacher summarize the lesson?
9. How were the teaching objectives evaluated and how were the students outcomes evaluated?
This assignment is due:
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 in your notebook school procedures, special instructions, and the teaching plans for your substitute teacher.
1. You may use the following page or a similar form that may be provided by the school office 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, overhead transparencies, tests, and quizzes.
SUBSTITUTE'S PAGE
|Daily Procedures | |
|Opening |Noon |
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|Other Duties |Dismissal |
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|Emergency Procedures | |
|Nurse's Schedule |Fire Drill |
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|First Aid |Storm Drill |
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|Special Health Information or Problems |
|Name |Notes |
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|Source of Information |Pupils with Special Classes |
|Name |Class |
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| |Day/Time |
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|Times for Teacher's Aide |Notes for the Substitute |
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|Audio-Visual Equipment Procurement | |
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*Attach Daily Plan
This assignment is due:
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:
Obtain a BLANK IEP from the special education teacher and include in this section of your portfolio.
________________________________ ________________________________
Signature of Student Teacher Signature of Special Education Teacher
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 should 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.
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.
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.
S.A.E. PROGRAM SUPERVISION RECORD
Student Name__________________________ Age_____ Year in School _________
Address _______________________________________________ Zip Code _______
Parent/Guardian _______________________________ Phone ( )
Student’s Occupational Goal
S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed
| | | |
|Date of |Conditions Found |Recommendations |
|Visit | |Made |
|Initial Visit | | |
| | | |
| | | |
|Follow-up | | |
|(if needed) | | |
| | | |
S.A.E. PROGRAM SUPERVISION RECORD
Student Name__________________________ Age_____ Year in School _________
Address _______________________________________________ Zip Code _______
Parent/Guardian _______________________________ Phone ( )
Student’s Occupational Goal
S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed
| | | |
|Date of |Conditions Found |Recommendations |
|Visit | |Made |
|Initial Visit | | |
| | | |
| | | |
|Follow-up | | |
|(if needed) | | |
| | | |
S.A.E. PROGRAM SUPERVISION RECORD
Student Name__________________________ Age_____ Year in School _________
Address _______________________________________________ Zip Code _______
Parent/Guardian _______________________________ Phone ( )
Student’s Occupational Goal
S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed
| | | |
|Date of |Conditions Found |Recommendations |
|Visit | |Made |
|Initial Visit | | |
| | | |
| | | |
|Follow-up | | |
|(if needed) | | |
| | | |
S.A.E. PROGRAM SUPERVISION RECORD
Student Name__________________________ Age_____ Year in School _________
Address _______________________________________________ Zip Code _______
Parent/Guardian _______________________________ Phone ( )
Student’s Occupational Goal
S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed
| | | |
|Date of |Conditions Found |Recommendations |
|Visit | |Made |
|Initial Visit | | |
| | | |
| | | |
|Follow-up | | |
|(if needed) | | |
| | | |
S.A.E. PROGRAM SUPERVISION RECORD
Student Name__________________________ Age_____ Year in School _________
Address _______________________________________________ Zip Code _______
Parent/Guardian _______________________________ Phone ( )
Student’s Occupational Goal
S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed
| | | |
|Date of |Conditions Found |Recommendations |
|Visit | |Made |
|Initial Visit | | |
| | | |
| | | |
|Follow-up | | |
|(if needed) | | |
| | | |
N E W S A R T I C L E
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) , with the Agricultural Science and Business Instructor,
(Cooperating Teacher) , at (High School). From February 9 through May 8, (Student
Teacher) 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 area agricultural science and business
instructor, (Cooperating Instructor) , becomes a real extension of Purdue’s Agricultural
Education Program." (Student Teacher) will be supervised on site by, (indicate your
university supervisor) from Purdue University.
*Attach photo
**Deliver in person, if possible. Rewrite where appropriate.
N E W S A R T I C L E
Sample Format **
Release Date _______
NEWS RELEASE
From: Name, Address and Phone Number of Contact Person
Date: ____________
If you are concerned about the future of your son or daughter, you should visit the (Agricultural Science and Business facility) during the week of February 21 – 28, 2009. That week has been designated as National FFA Week and thousands of schools across the country will be opening their doors to citizens who have never before been inside a high school agricultural science and business classroom.
Agricultural education at (School Corporation) prepares students for successful careers and a lifetime of informed choices in the global agriculture, food, fiber, and natural resources systems. The FFA mission states that “FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agricultural education.
(School official) urges all citizens of the community to visit the school during National FFA Week. You can learn about career education by talking with community employers who serve on the agricultural education advisory committee.
If you are concerned about education, come to (High School) Open House, February (date) at (time). The school is located on (address). For further information, call the school at (phone number).
* 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.
This assignment is due:
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:
Personnel in the Extension Office:
1. What teaching resources are available through the local office? Through the state office? On the Cooperative Extension website?
2. 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.)
3. Other Comments:
Signature:_______________________________Signature:______________________________
Student Teacher Extension Educator
This assignment is due:
Constructing a Bulletin Board
Bulletin boards are located in virtually all public school classrooms. They serve as visual teaching tools, places to look up important information and event dates, tools to add color to the classroom, motivational tools, and other purposes. A well-done bulletin board enhances the learning experience, while a poorly done bulletin board can be a visible sign of other problems.
You are required to construct a bulletin board for your student teaching experience. The bulletin board should be located close to the agricultural science and business classroom or perhaps in the room itself. If bulletin boards do not exist in the school, then perhaps you could use a blank wall. Be imaginative!
In addition, you are encouraged to construct a recruitment bulletin board for future Purdue University agricultural education students. The high school agricultural science and business programs are an excellent source of students for the university agricultural education program. To make these high school students more aware of opportunities available in teaching agriculture, we want you to construct a bulletin board about agricultural education.
Topics you might consider could be "Careers in Agricultural Education," "Is Agricultural Education for You?," "Benefits of a Degree in Ag. Ed.," "Who is an Agricultural Educator?," "Agricultural Education Prepares for Many Careers," or "Areas of Teaching in Agriculture." You may want to combine some of these topics or develop your own.
Be sure what you do is professional and your bulletin board is eye-catching and appealing. Your university supervisor will want to see what you have created during one of his/her visits.
In the space provided below describe the bulletin board you created, and if possible, take a picture of your bulletin board and paste it in the space below.
This assignment is due:
Service Learning: Developing a Teaching Aid
An activity that can assist you and your cooperating teacher is the development of a teaching aid. Intelligent use of teaching aids will save a teacher time and stimulate student interest. Teaching aids can increase retention of information and explain concepts. According to Phipps and Osborne (1988), teacher-prepared aids have the following advantages:
1. They are designed to do specific jobs.
2. They are useable with facilities available.
3. They belong to the teacher or the school, once they are prepared.
4. They are understood by the teacher (p. 212).
During your student teaching experience, you will be required to develop a teaching aid. There is no best type of teaching aid, but it is important to develop an aid that can assist the local instructor and you in teaching a particular principle or concept. The teaching aid you develop is a student teaching assignment and will be left behind for your cooperating teacher to utilize. Following are examples of possible teaching aids:
1. Video on how to calibrate a sprayer
2. Laminated Tree Leaf collection
3. An electrical wiring board
4. Laminated Weed specimen collection
5. Video on conducting a nitrate test on a water sample
6. A collection of nails that is fixed to a piece of plywood and labeled.
7. A device to assist in assigning grades
8. An AgEd Department Website
9. A multimedia project on Landscaping
10. A hydroponics or aquaponics system
11. Futures market game with PowerPoint presentation
The above list illustrates the variety of teaching aids that you could develop. You should ask your cooperating teacher for their input regarding the selection and development of a quality teaching aid. The local program should supply the materials needed for this activity since the aid will be left with the local program.
There is general agreement among educators that people have short-term retention of about 20 percent of what they hear; 40 percent of what they see and hear; and 75 percent of what they hear, see, and do. By employing a teaching aid, you can improve the comprehension and retention level of students.
You are doing this as a service learning project. You are providing a service to your student teaching site and learning how to develop teaching aids yourself. Make sure to take pictures during the various stages of construction of your teaching aid. Be sure to bring your teaching aid to the last student teaching seminar to share with your peers. If your teaching aid is too large, please bring the pictures to share with your peers. Place a service learning report in your portfolio. The report should include:
1. Description and picture of the aid
2. Description of the process you went through to select the project you did
3. Reflection on impact of the teaching aid, things to improve, etc.
4. Reflection on how developing a teaching aid will impact you as a future teacher
CHECKLISTS
Advisory Committees - Use of advisory committees is required by state regulation and federal law. If the department has a functioning advisory committee, you are to interview one of the members and respond to the checklist.
This assignment is due:
Adult Education Young Farmer Chapter Visitation -
Traditionally, many agricultural science and business programs have an adult education component. If a class is held during your student teaching, you are expected to assist in the presentation. Many agricultural education programs have a Young Farmer organization. Observe how they operate by attending one of their meetings. If your school does not have an adult education program or a Young Farmers program, try to visit another school that does have a program. At the minimum, respond to the checklist.
This assignment is due:
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.
This assignment is due:
DEPARTMENTAL ADVISORY COMMITTEE
Through discussion with your cooperating teacher and/or an advisory council member, answer the following questions.
1. Does this department have a functioning advisory
council? ___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
3. Are members selected with a formal plan of
geographical representation? ___Yes ___No
4. Are there businessmen/women as well as farmers on
the committee? ___Yes ___No
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. ___Yes ___No
8. Is a member or the teacher in charge of the
meeting? ___ Member ___ Teacher
9. How often does the council meet? ___ times/year
10. Members are notified of their confirmation as advisory
council members by the local school board of education. ___Yes ___No
11. The secretary of the advisory council forwards the
council's recommendations to the superintendent
for school board consideration. ___Yes ___No
12. The advisory council has a formal constitution. ___Yes ___No
(If yes, try to obtain a copy for your files.)
ADULT EDUCATION
Through discussion with your cooperating teacher, answer the following items.
1. The department has an educational program for adults. ___ Yes ___No
(Note: If response is no, use back of page to explain why.)
2. The department has an organized Young Farmer chapter. ___ Yes ___No
If YES, is the chapter affiliated with the state organization. ___ Yes ___No
(Note: If no Young Farmer chapter, use back of page to explain why.)
3. Describe cooperating teacher's philosophy on adult education.
4. Go over with cooperating teacher(s) the forms required to get an adult program approved.
5. There are _____ adult meetings and ______ Young Farmer meetings each year.
6. List meeting topics for the most recent adult classes.
7. In the space below, describe the Young Farmers meeting you observed.
Topic Location
Number Attending Date and Time
While at the meeting, you may want to ask questions such as:
Who have been some of the educational speakers for their meetings?
What have been some good moneymaking projects?
What types of community service activities do they participate in?
In what way do they cooperate with the local FFA chapter?
Observations
If possible, obtain a copy of the Young Farmers Program of Work. It will be a valuable aid if you ever organize a new chapter. You may also want to contact the Indiana Young Farmers Association Executive Secretary Lisa Chaudion.
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 ag enrollment? _______
13. How many members does the FFA chapter have? ______
14. How many Hoosier FFA degree candidates were nominated this year? _______
15. How many proficiency award entries were made this year? _______
16. What is the total FFA budget? $ _______________
a. How are FFA funds handled? ______________________________________
b. What are the FFA chapter’s major fund-raising activities? _______________
______________________________________________________________
14. What FFA contests has the chapter entered on the local (county or district) level?
Use extra page(s) as needed.
15. Did the chapter send delegates to the district convention? ___ Yes ___ No
16. Did the chapter send delegates to the state convention? ___ Yes ___ No
17. Did the chapter send representatives to the national convention? ___ Yes ___ No
18. What were the chapter's major accomplishments this year?
This assignment is due:
AGRICULTURAL EDUCATION DEPARTMENT VISITS
School settings and developmental levels of students impact the learning process. Agricultural Science and Business programs differ in where they are located, number of teachers, type of program, students in the program, FFA emphases, etc. This assignment requires that you visit at least two agricultural education departments that are different in some way from your student teaching site. Complete the chart below to assist you in choosing departments to visit.
These observations should be completed ______________________________________________________________________________
During your student teaching experience, you are required to visit two agricultural education departments and observe the program and the instructor(s). After your visit, write a summary of what you observed during your visit. Items you may wish to discuss and describe include:
1. Facilities of the program you visited
2. The agricultural education teachers and their methods of teaching
3. How discipline problems were addressed during your visit (if observed) or the teacher(s)’ disciplinary philosophy and classroom management procedures.
4. Your overall impression of the program
5. Other items you found interesting during your visit.
|Experience |School Name |School Size |Grade Levels |Community Type |Ag. Program Emphasis |
| | | | |(rural, urban, etc.) |(production, agriscience,|
| | | | | |ag mech, etc.) |
|Your High School | | | | | |
|Block I | | | | | |
|Block II | | | | | |
|YDAE 319 | | | | | |
|YDAE 441 | | | | | |
|Student Teaching | | | | | |
|Ag Dept Visit #1 | | | | | |
|Ag Dept Visit #2 | | | | | |
This assignment is due:
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.
This assignment is due:
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 |Weeks 4-5 |Weeks 6-7 |Weeks 8-9 |Weeks 10-12 |
| | | | | | |
|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 | | | | | |
| | | | | | |
| | | | | | |
|Computer Projector (PowerPoint) | | | | | |
|Computers in the Agriculture Classroom | | | | | |
|Computer Lab | | | | | |
|Handouts | | | | | |
|Job / Skill Sheets | | | | | |
|Overhead Projector | | | | | |
|Slide Projector | | | | | |
|Videotapes | | | | | |
| | | | | | |
| | | | | | |
|Brainstorming | | | | | |
|Forum | | | | | |
|Learning Activities | | | | | |
|Panel Discussion | | | | | |
|Role Play | | | | | |
|Symposium | | | | | |
AGRICULTURAL SCIENCE & BUSINESS
CHECKLIST OF VARIATION IN TEACHING - DETAILS
Describe Field Trip(s) Conducted:
Describe Resource People Used:
Name Title Class
Describe Demonstrations Conducted:
Describe Use of Computers in Teaching/Learning:
Describe Experiments Conducted:
Describe Use of Library/Media Center:
Describe Student Laboratory Experiences Conducted:
This assignment is due:
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.
Step One: Decide on a lesson to deliver to your students. Chose one that you created yourself. Develop behavioral objectives in the psychomotor, cognitive, and/or affective domains for your students to achieve. Identify the most closely associated Indiana Standards.
Step Two: Develop a formal assessment to assess the objectives from Step One. It is required that you use CSATracker.
Step Three: Use myCAERT to assess your students at the beginning of the lesson. You only need to assess one class of students. Record the results of your pretest.
Step Four: Based on the results of your pretest, decide on which objectives to focus on in your lesson. Describe the teaching methods you will implement to help your students learn the identified outcomes. Also, describe ways of adjusting overall instruction for individual students who (based on the results of the assessment) need less or more complex tasks. NOTE: if all or most of your students already do well on your assessment, you will not be able to show that YOU have an impact on student learning. So you need to choose another lesson to teach.
Step Five: Teach the lesson, which may require more than one class period.
Step Six: Use your myCAERT quiz/test again to see if your students learned what you wanted them to learn. Again, record the results of your posttest.
Step Seven: Describe, in a paragraph, how your teaching impacted, or didn’t impact, student learning. Discuss which teaching methods seemed most effective. If you didn’t impact student learning, describe why you think it didn’t. What would you do differently if you could do it again?
Step Eight: Based on the results of your posttest, if there were still any deficiencies in student learning, what other tasks/strategies could you employ if you could re-teach this lesson?
Submit to Task Stream a document that includes the following.
1. Lesson Plan
2. Pretest
3. Results of the pretest
4. Paragraph on ways the lesson plan was adjusted for individual students
5. Results of posttest
6. Paragraph explaining your teaching impact
7. Paragraph on how you would re-teach the lesson based upon the results of the pretest/posttest.
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.
Note taking Guide for Student Teacher Observation
|Areas to Improve |What’s happening/timeline of class |Areas of excellence/positive comments |
| | | |
ASSESSING LESSONS TAUGHT BY STUDENT TEACHERS
(This form used by the university supervisor during first visit)
Title of Lesson
Student Teacher Date
Circle One
1. Were the objectives clearly defined? Yes Fair No
2. Was a need for the instruction developed? Yes Fair No
3. Was instruction adapted to abilities and needs of the class? Yes Fair No
4. Was an interest approach used? If so, check method(s) used. Yes Fair No
a. Telling appropriate story
b. Students giving illustration and experience
c. Developing the importance of the lesson
d. Use of suspense
e. Analyzing a problem
f. Personal experience
g. Other (specify)
5. Were the students interested? Yes Fair No
6. Was participation spread throughout the class? Yes Fair No
7. Was discussion well lead? Yes Fair No N/A
8. Proportion of time with teacher talking was appropriate? Yes Fair No N/A
9. Was good thinking by the class stimulated? Yes Fair No
10. Was the lesson practical? Yes Fair No
11. Was effective use made of a variety of instructional media? Yes Fair No
12. Were several student activities included in the lesson? Yes Fair No
13. Did the teacher know the subject matter? Yes Fair No
14. Was the teacher well prepared? Yes Fair No
15. Were the objectives accomplished? Yes Fair No
Describe the strong points of the lesson:
Describe how the student teacher can best improve his/her teaching:
General effect of the lesson: (check one)
Very Good
Good
Fair
Unsatisfactory
University Supervisor
ASSESSING LESSONS TAUGHT BY STUDENT TEACHERS
(This form is to be used by the Cooperating Teacher during weeks 1-3)
Print out or Make Photocopies as Needed.
Student Teacher Date
Cooperating Teacher School
Please use the following form to provide the student teacher feedback on progress observed during student teaching. Discuss your observations with the student teacher and have this report filed as part of their student teaching portfolio.
Teacher characteristics (i.e.; dress, poise, confidence, grammar, voice, enthusiasm, etc.)
Observations:
Strong Points:
Suggestions for Improvement:
Organization and Presentation (i.e., lesson planning, class introduction, objectives, logical content, knowledge of material, summarization, etc.)
Observations:
Strong Points:
Suggestions for Improvement:
Teaching Techniques (i.e., classroom management, variety in methods, use of chalkboard, maintain students interest, use of community resources, etc.)
Observations:
Strong Points:
Suggestions for Improvement:
Student Relations (i.e., stimulate interest and enthusiasm, student involvement, appropriate questioning, rapport, individual attention to students, etc.)
Observations:
Strong Points:
Suggestions for Improvement:
Overall Comments, Observations, Suggestions:
Cooperating Teacher Signature
ASSESSMENT OF STUDENT TEACHER’S TEACHING PERFORMANCE
(This form is to be used by cooperating teacher and university supervisor during weeks 4 - 12)
Date Class
Instructor Cooperating Teacher/University Supervisor
Lesson(s)
Very Satisfactory Needs Unsatisfactory Not
Good Improvement Applicable
INSTRUCTOR
1. Appropriate dress VG S NI U NA
2. Poised, relaxed, 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 and enunciation VG S NI U NA
6. Shows enthusiasm VG S NI U NA
7. Expression is clear VG S NI U NA
COMMENTS:
Very Satisfactory Needs Unsatisfactory Not
Good Improvement Applicable
ORGANIZATION & PRESENTATION
1. Thorough preparation VG S NI U NA
(Copies of lesson plans, handouts, etc. given to evaluator before start of lesson)
2. Stimulating introduction
Announcements VG S NI U NA
Review of previous material VG S NI U NA
Anticipatory set/Interest Approach 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. Proper lesson plans followed 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. Problem is practical, true to life VG S NI U NA
9. Sufficient knowledge of subject matter VG S NI U NA
10. Effective summarization VG S NI U NA
11. Objectives accomplished VG S NI U NA
COMMENTS:
Very Satisfactory Needs Unsatisfactory Not
Good Improvement Applicable
TECHNIQUES
1. Class control and management VG S NI U NA
2. Proper and natural gestures VG S NI U NA
3. Variety in technique and teaching aids VG S NI U NA
4. Effective use of chalkboard/whiteboard/OH VG S NI U NA
5. Effective use of proper illustrative material VG S NI U NA
6. Methods used to gain student interest: (X method used)
Telling appropriate story VG S NI U NA
Getting students to give illustrations and experiences VG S NI U NA
Convincing student of importance of problem VG S NI U NA
Use of suspense VG S NI U NA
Appealing to impulses VG S NI U NA
(activity-involvement, curiosity, competition, creativeness)
Other VG S NI U NA
COMMENTS:
Very Satisfactory Needs Unsatisfactory Not
Good Improvement Applicable
STUDENT
1. Stimulation of interest and enthusiasm VG S NI U NA
2. Active participation in discussion or activities VG S NI U NA
3. Participation spread throughout class VG S NI U NA
4. Material adapted to ability/interest of class 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 VG S NI U NA
8. Level of learning achieved by student
Information VG S NI U NA
Appreciation VG S NI U NA
Understanding VG S NI U NA
Doing ability, including problem solving VG S NI U NA
COMMENTS:
STRONG POINTS OF LESSON:
SUGGESTIONS FOR IMPROVEMENTS:
Cooperating Teacher/University Supervisor
Signature
STUDENT TEACHER ASSESSMENT INVENTORY
(This alternate form may be used for observation during weeks 4 - 12)
Check “Yes” or “No” as an overall assessment of each numbered criterion. Write specific comments, observations, and areas of strength/weakness in the space provided by each indicator.
CRITERIA
YES NO
1. The student teacher manages instructional time effectively. ______ ______
Indicators include: The student teacher . . . .
a. has materials, supplies and equipment ready at the start of the instructional activity.
b. gets students on task quickly at the beginning of the instructional activity.
c. maintains a high level of time on task.
YES NO
2. The student teacher manages student behavior effectively. ______ ______
Indicators include: The student teacher . . . .
a. has established a set of procedures that guide the handling of routine matters, student movement, and student talk.
b. actively monitors the behavior of students during instructional activities and during transitions between activities.
c. stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
d. provides for purposeful student activity.
YES NO
3. Instructional strategies and activities of the student teacher are effective. ______ ______
Indicators include: The student teacher . . . .
a. begins instructional activity with a review of previous material.
b. introduces the instructional activity and specifies learning objectives when appropriate.
c. models effective use of language.
d. presents instructional activity using concepts and language, which is understandable to the students.
e. provides relevant examples and demonstrations to illustrate concepts and skills.
f. assigns tasks at the appropriate level of difficulty.
g. asks appropriate levels of questions.
h. conducts instructional activity at an appropriate pace.
i. makes appropriate transitions between instructional activities.
j. makes sure the assignment is clear.
k. concludes the lesson in an appropriate manner, such as summarizing the main points.
l. encourages student responsibility for the student’s own learning.
YES NO
4. The student teacher actively monitors student performance. ______ ______
Indicators include: The student teacher . . . .
a. maintains clear, firm, and reasonable work standards & due dates.
b. circulates during student activities to assist and evaluate all students’ performances.
c. routinely uses oral, written, and other work products to check all students’ performance.
d. uses appropriate questioning strategies.
YES NO
5. The student teacher provides effective instructional feedback. ______ ______
Indicators include: The student teacher . . . .
a. provides feedback on the correctness or incorrectness of in-class work to encourage student work.
b. regularly provides feedback on assigned out-of-class work.
c. affirms a correct oral response appropriately and then moves on.
d. provides sustaining feedback after an incorrect response or no response by probing, repeating the questions, giving more time, or giving a clue.
YES NO
6. The student teacher facilitates instruction. ______ ______
Indicators include: The student teacher . . . .
a. uses instructional plans that are compatible with school and system-wide curricular goals.
b. uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks.
c. maintains accurate records to document student performance.
d. has instructional plans that match objective, learning strategies, assessment, and student needs at the appropriate level of difficulty.
e. uses a variety of available human and material resources and activities to motivate students and support the instructional program.
f. organizes unit and lesson plans for long and short-term effectiveness.
g. displays appropriate knowledge of the subject(s) taught.
YES NO
7. The student teacher exhibits effective human relations ______ ______
skills within the educational environment.
Indicators include: The student teacher . . . .
a. treats all students in a fair and equitable manner.
b. interacts effectively with students, co-workers, parents and community.
c. builds positive self-concepts among students and fosters an environment free of ridicule and sarcasm.
d. demonstrates an appreciation and concern for students as individuals as evidenced in classroom interaction.
YES NO
8. The student teacher performs non-instructional activities adequately. ______ ______
Indicators include: The student teacher . . . .
a. carries out non-instructional duties as assigned or as need is perceived.
b. adheres to established laws, policies, rules and regulations.
c. participates in professional development activities.
Overall Comments and Suggestions for Improvement:
Signature
AGRICULTURAL SCIENCE AND BUSINESS
SUMMATIVE EVALUATION
This activity should be COMPLETED in an exit interview mAde by the COOPERATING tEACHER and the student teacher.
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 performs the |Student teacher performs the |Student teacher performs the |Student teacher performs the |Student teacher is not able to |
|ability without supervision, |ability with limited |ability with some supervision,|ability with much supervision,|perform the ability, displays |
|displays comprehensive |supervision, displays much |displays some understanding of|displays minimal understanding|minimal or incorrect understanding|
|understanding of student |understanding of student |student characteristics and |of student characteristics and|of student characteristics and |
|characteristics and relates |characteristics and relates |generally relates those to |minimally relates those to |does not or minimally relate those|
|those to learning goals. |those to learning goals. |learning goals. |learning goals. |to learning goals. |
I. ABILITY AS A TEACHER
Not Not
Outstanding Strong Satisfactory Weak Satisfactory Observed
1. Organizing and planning instruction O S SA W NS NO
2. Directing student communication opportunities O S SA W NS NO
3. Directing laboratory and field activities O S SA W NS NO
4. Directing agricultural mechanics activities O S SA W NS NO
5. Creating an inclusive learning environment O S SA W NS NO
6. Maintaining student interest O S SA W NS NO
7. Maintaining student discipline O S SA W NS NO
8. Using technology to support student learning O S SA W NS NO
9. Knowledge of student learning needs and interests O S SA W NS NO
10. Knowledge of community/school/classroom factors O S SA W NS NO
11. Establishing and communicating student performance
expectations and assessment criteria O S SA W NS NO
11. Assessing student performance O S SA W NS NO
12. Supervising SAE programs O S SA W NS NO
13. Supervising FFA activities O S SA W NS NO
COMMENTS:
The following level descriptors should be used when completing the rubric.
|Outstanding |Strong |Satisfactory |Weak |Not Satisfactory |
|Student teacher consistently |Student teacher usually |Student teacher more often |Student teacher seldom displays |Student teacher does not |
|displays the quality, displays|displays the quality, displays|than not displays the quality,|the quality or only displays with|display this quality, displays |
|professionalism in all |professionalism in most |generally displays |prompting, displays limited |minimal or incorrect |
|interactions with students and|interactions with students and|professionalism in |professionalism in interactions |interactions with students and |
|others. |others. |interactions with students and|with students and others. |others. |
| | |others. | | |
II. PROFESSIONAL QUALITIES
Not Not
Outstanding Strong Satisfactory Weak Satisfactory Observed
1. Attitude and loyalty toward teaching
profession O S SA W NS NO
2. Empathy for students O S SA W NS NO
3. Capacity for growth O S SA W NS NO
4. Willingness and capacity for work O S SA W NS NO
5. Willingness to cooperate O S SA W NS NO
6. Ability to take suggestions and criticism O S SA W NS NO
7. Ability to express ideas clearly O S SA W NS NO
8. Understanding of agriculture and
agricultural problems O S SA W NS NO
COMMENTS:
III. PERSONALITY AND PERSONAL QUALITIES
Not Not
Outstanding Strong Satisfactory Weak Satisfactory Observed
1. Leadership O S SA W NS NO
2. Diplomacy and tact O S SA W NS NO
3. Enthusiasm O S SA W NS NO
4. Initiative O S SA W NS NO
5. Personal appearance and neatness O S SA W NS NO
6. Dependability O S SA W NS NO
7. Promptness O S SA W NS NO
8. Poise and self-control O S SA W NS NO
COMMENTS:
The following level descriptors should be used when completing the rubric.
|Outstanding |Strong |Satisfactory |Weak |Not Satisfactory |
|Student teacher displays |Student teacher displays much |Student teacher displays some |Student teacher displays |Student teacher displays minimal |
|comprehensive understanding of|understanding of the technical|understanding of the technical|minimal understanding of the |or incorrect understanding of the |
|the technical ability / |ability / content knowledge |ability / content knowledge |technical ability / content |technical ability / content |
|content knowledge and relates |and relates those to learning |and generally relates those to|knowledge and minimally |knowledge and does not or |
|those to learning goals. |goals. |learning goals. |relates those to learning |minimally relate those to learning|
| | | |goals. |goals. |
IV. TECHNICAL ABILITY AND KNOWLEDGE
Not Not
Outstanding Strong Satisfactory Weak Satisfactory Observed
1. Advanced Life Sciences O S SA W NS NO
2. Animal Science O S SA W NS NO
3. Food Science O S SA W NS NO
4. Horticulture Science/Greenhouse Management O S SA W NS NO
5. Plant and Soil Science O S SA W NS NO
6. Forestry/Natural Resources/Environmental Science O S SA W NS NO
7. Agricultural Mechanics O S SA W NS NO
8. Farm and Agribusiness Management O S SA W NS NO
9. Landscape Management O S SA W NS NO
10. FFA/Leadership O S SA W NS NO
11. SAE/Record Keeping O S SA W NS NO
12. Livestock Production O S SA W NS NO
13. Dairy Production O S SA W NS NO
14. Poultry Production O S SA W NS NO
15. 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 498E 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 8, 2009 TO: Dr. B. Allen Talbert, Agricultural Education, Purdue University
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2002
2002
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