Student Teaching Manual - Purdue ASEC



MANUAL FOR STUDENT TEACHING IN AGRICULTURAL EDUCATION: 2020 EditionTABLE OF CONTENTSPageCourse Logistics3Guidelines for Student Teaching12Events Calendar, Class Schedule, Discipline Plan, Grading Plan13School Information14Instructional Weekly Calendar and Lesson Plan Requirements15Observations of Practicing Teachers18Substitute Teacher Procedures and Instructions23Report of Special Education25Supervised Agricultural Experience Participation26FFA Weekly Participation28Teaching Experiences Reflection29Feedback to Focus Student Learning30Feedback for the Teacher Candidate31Note taking guide for Teacher Candidate Observation32Assessing Purposeful Planning, Teacher Leadership, Core Professionalism35Assessing Lessons Taught by Teacher Candidates37edTPA Instructions for Purdue Agricultural Education Teacher Candidates40Midterm CPAST + Purdue + AgEd45Final CPAST + Purdue + AgEd47Purdue University: Developed by Dr. Jerry L. Peters, Professor, 1/8/96; Revised by Dr. Kirk A. Swortzel, Visiting Assistant Professor, 12/17/96; Revised by Dr. B. Allen Talbert, Professor, Latest Version 11/18/19EDCI 49800 (12 credits), SPRING / FALL 2020Requirements for a grade of "A":Is outstanding or strong in the domains of: Purposeful Planning, Effective Instruction, Assessment, Teacher Leadership and Professionalism, and Technical Agriculture Ability/Knowledge including FFA/SAE. Demonstrate sound classroom management including appropriately handling disciplinary plete and Document Student Teaching Requirements (pages 7-8) completing all items in Table 1. Your University Supervisor will review and approve requirements and indicate such on pages 7-8.On observation days, provide your university supervisor with copies of your lesson plans for that day.You are encouraged to experiment with different teaching methodologies and strategies.Final grade determined by the university supervisor in consultation with the cooperating teacher.Requirements for a grade of "B":Is strong in the domains listed under “A.” May have an area of inconsistency and/or needs plete requirements in Table 1, but two or three items are not completed on time or not to the level of “A” work.Requirements for a grade of "C":Is strong or satisfactory in the domains listed under “A.” Several areas of inconsistency and/or needs improvement.Does not use different teaching methodologies and/or does not match teaching methodologies to learning needs of students and/or teaching methodologies are a mismatch with plete 70-99% of requirements in Table 1, or three to four items are not completed on time.Requirements for a grade of "D":Is weak or not satisfactory in the domains listed under “A.”.Complete 60-69% of requirements in Table 1, or more than four items are not completed on time.Grades of +/- may be awarded based upon Teacher Candidate performance.Student teaching is 60 days of in-school M-F teaching. Counted in these 60 days are: Professional development days, both those put on by your school corporation and any put on by IAAE; The Purdue On-campus AgEd Teacher Candidate Meeting; Fog/Flood/Snow days with the provision if more than 3 days in a row we'll need to discuss making it up; e-Learning days, you must be in charge of lessons which also means able to respond to student emails throughout the day; Days that do not count toward the 60 days:Sick days and other absences are to be made up. Anytime you will be absent from school, you must inform your cooperating teacher(s) and your university supervisor.Weekend FFA CDE/LDE days only count to replace days you are out. Otherwise, they do not count.You are encouraged to schedule job interviews to miss the least amount of teaching as possible. For example, maybe the interview can be at 4 p.m. Given the tight job market for Agricultural Education, you can miss 1-2 days for interviews without making them up. Otherwise, you need to make them up.You are expected to participate in the CDE/LDE days that your FFA chapter plete and submit required artifacts to Purdue’s CMS (Blackboard for Spring 2020, D2L for Fall 2020 and beyond). This is a completion requirement to obtain a grade higher than “F” in EDCI 49800.EDCI 49800 Manual for Student Teaching in Agricultural Education. EDCI 49800 Purdue CMS site (syllabus)edTPA resources (various). Available from Department of Education. (n.d.). State Evaluation Model Resources. IN DOE Evaluations ()Talbert, B. A., Vaughn, R., Croom, B. D., & Lee, J. S. (2014). Foundations of Agricultural Education. Columbus, OH: Pearson.Teacher Education Evaluation Resources. ()Teacher Education Website. ()Standards addressed in this course are:InTASC Core Teaching StandardsStandard #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 EducationStandard 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 Standards8.1the 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 education8.2Common Core Standards of English language arts, mathematics, and science and their application in agriculture; education settings8.3interdisciplinary strategies, scientific processes and methods, and procedures used in laboratory and fieldwork investigations in the advanced life sciences8.5social, political, legal, and ethical issues in agriculture education and current trends in agriculture-related fields8.6scientific methods and principles and their application in teaching agriculture8.7principles and practices for ensuring the safety of students in the classroom, field, laboratory, and supervised agricultural experiences (SAEs)8.8personal characteristics and professional skills necessary for success in the workplace8.9strategies 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 learners8.10outreach in agriculture education, including strategies for working with local advisory committees and promoting agricultural literacy and agricultural education opportunities in the community8.11strategies for professional development through participation in professional organizations in agriculture and agriculture education, including the National Association of Agricultural Educators (NAAE)9.1elements of the three-part agriculture education program model and how these elements complement each other to provide a total program approach to agriculture education9.2relationships among classroom and laboratory learning, supervised agricultural experiences (SAEs), and active participation in FFA9.3elements of a comprehensive agriculture education program, including community involvement, and systems for program evaluation, school financing and budgeting, and creative program funding9.4goals and purposes of SAEs and characteristics of different types of SAEs9.5strategies 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 members9.6strategies and procedures for coordinating and supervising students' SAEs and for assessing student learning during their SAEs9.7purposes and goals of the National FFA Organization and the role of local FFA chapters in helping students develop leadership, communication, citizenship, teamwork, and competitive skills9.8organizational structures of local state, and national FFA and the roles and responsibilities of student offices in a local FFA chapter9.9strategies 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 levels9.10role and responsibilities of FFA advisors in helping ensure the success of an FFA chapter10.1Indiana Academic Standards for Agriculture Education10.2instructional strategies and resources for integrating instruction that promotes students' achievement of Common Core Standards in English language arts, mathematics, and science10.3strategies and resources for integrating Science, Mathematics, Engineering, and Technology (STEM) instruction; Curriculum for Agriscience Education (CASE); and Advance Life Science standards into agriculture instruction10.4instructional strategies and resources, including inquiry-based, and project-based instruction, and the application of these methods in teaching agriculture and advanced life sciences10.5strategies and skills for planning, designing, and delivering instruction in agriculture education, including the use of techniques and approaches that meet the needs of diverse learners10.6instructional strategies for promoting student learning and fostering the development of critical-thinking, higher-order thinking, problem-solving, and performance skills in agriculture education10.7strategies and skills for creating a productive learning environment using knowledge of student behavior, organizational skills, and classroom management skills10.8communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the agriculture education classroom10.9strategies and skills for selecting, adapting and using technological resources to enhance teaching and learning about agriculture10.10strategies for promoting students' skills and knowledge required for future success in the workplace, in agricultural occupations, and in post-secondary education10.11strategies and skills for effectively assessing students' understanding and mastery of essential concepts and skills in agricultural educationNCTQ STANDARDS MET BY THIS COURSEStandard 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.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+.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 Teacher Candidates spend at least 12 weeks in student teaching.5.3 The Teacher Candidate 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 TopicsSPECIAL DATES TO REMEMBER11/11/19AgEd Teacher Candidate OrientationLILY 3-102, 1:30-3:20 p.m.12/9-18/19 CASE: AFNR TrainingTBDCo-Teaching Seminar attended by both Cooperating Teacher and Teacher Candidate, Location and Time TBD1/2/20STUDENT TEACHING BEGINS. Students on balanced calendars with two-weeks spring break let your University Supervisor know1/16/20IAAE Inservice, IN FFA Center, Trafalgar, MANDATORY ATTENDANCE2/1/20Ag Alumni Fish Fry, State Fairgrounds2/7/20Teacher Candidate Mtg, TBD, 8:00 – 5:00. MANDATORY ATTENDANCE, Meeting in morning, Mock Interviews in afternoon3/16-22/20 Purdue Spring Break - Take your school’s break; you DO NOT get Purdue’s Spring Break 4/24/20Teacher Candidate Mtg, Location TBD, 8:00 – 1:30 p.m., MANDATORY ATTENDANCE4/4/20 IAAE-PU Spring Banquet, Beck Center, 6 p.m. MANDATORY ATTENDANCECommencement for College of Agriculture – See CASE: Animals TrainingSTUDENT TEACHING REQUIREMENTS (EDCI 49800)The items in Table 1 ARE REQUIRED to be completed and approved by your University Supervisor.Table 1: Required Items(Initialed by University Supervisor)Page #ItemDue DateDate CompletedPurposeful Planning:15First 3 weeks of lesson plans (use template pages 16-17). Must have University Supervisor OK to begin student teaching.12/31/19 (7/31/20) to University Supervisor13Calendar of Events, Class Schedule, Discipline Plan, Grading Plan12/20/19 (7/31/20) to University Supervisor15Instructional Weekly Calendars (1/week) (Monday each week to university supervisor)Monday each week by 6 a.m.Lesson Plans (printed or electronic, available to university supervisor for all 3 visits) (use template on pages 16-17)Monday each week*23Teaching plans for substitute teacherOne week prior to useEvidence of Effective Instruction and Assessment:26SAE Program Supervision ReportIdentify 5 students by End of 2nd week.End of 6th week (2 completed), End of 10th week (3 more completed).28FFA Weekly Calendar (1/week) (Monday each week to university supervisor)Monday each week by 6 a.m.30Feedback on Areas of Strength and Areas to Improve to Focus StudentsEnd of 10th week37-396 (minimum) assessments of teaching performance by Cooperating Teacher(s). Copies to teacher candidate, university supervisor, and cooperating teacher(s)Friday every other week45-48CPAST + Purdue + AgEd (completed during University Supervisor visits 2 and 3)Midterm/Final; both to Purdue CMS29Teaching Experiences Reflection (Monday each week to university supervisor) Monday each week by 6 a.m.37-393 assessments by University Supervisor. Copies to teacher candidate, cooperating teacher, and university supervisor.After each visit40-44edTPA completed and submitted.End of 14th week of Purdue semesterTeacher Leadership:18-22Observation summaries of cooperating teacher and at least one (1) other teacherEnd of 1st week –not completed by University Supervisor Visit 1, final grade reduced by 1/3 letter grade (e.g. “A” becomes “A-”)25Report of Special EducationEnd of 2nd weekSTUDENT TEACHING PORTFOLIO (EDCI 49800): SUMMARY OF CONTENTSThe items in Table 2 ARE OPTIONAL. These will be helpful when building your own department and for additional documentation of your student teaching experience.Table 2: Optional PLETED (Recorded by Teacher Candidate)YESNOMeet with superintendent and principal______Attend school functions (athletics, plays, PTO, etc.)______Faculty Handbook for the School______Student Handbook for the School______Documentation of instruction on using Indiana’s FFA roster system______Local program philosophy goals and objectives______Local FFA Program of Activities______procedures for electing officers______Training plan for FFA officers______FFA chapter point system______Adult and/or Young Farmer Program of Work______Student FFA Trip Agreement (contract) (i.e., state contests, state leadership conference, National FFA Convention)______Activity bus training (as appropriate)______Media/Social Media concerning the Agricultural Science and Businessprogram or FFA published during student teaching______Pictures of students and classroom activities (permission required)______Agricultural Science and Business Program Course of Study/Course Frameworks______Curriculum Maps, Pathway Guides for Agricultural Science and Business Classes______Review reports required by school, DOE, others______Inventory of instructional resources, tools, equipment______procedures and forms for purchasingtools, equipment, teaching aids, and supplies______Review organizational system for instructional materialsand resources______safety plan, fire/tornado/shelter-in-place plans, fire extinguisher requirements, safety tests, other safety materials______Meet with Extension Educators in your student teaching county______Attend an Advisory Committee meeting and/or meet withadvisory committee members______EMERGENCY PROCEDURESIn 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: btalbert@purdue.edu, and my office phone: 765-494-8433.ADAPTIVE PROGRAMSPurdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at: drc@purdue.edu or by phone: 765-494-1247.ACADEMIC INTEGRITY STATEMENTAcademic integrity is one of the highest values that Purdue University holds. Individuals are encouraged to alert university officials to potential breaches of this value by either emailing integrity@purdue.edu or by calling 765-494-8778. While information may be submitted anonymously, the more information that is submitted provides the greatest opportunity for the university to investigate the concern.CLASS ATTENDANCE STATEMENTPurdue 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 STATEMENTDuring 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 WORKThe 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).NONDISCRIMINATION STATEMENTPurdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Purdue’s nondiscrimination policy can be found at RELATIONSHIPContact 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.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.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.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 PROCEDURESFew of us will find a situation as perfect as we desire; therefore, use discretion in everything you do.Do not become involved socially with your students.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.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.Suggest new ideas, but use tact.Do not wait to be told what to do. Use initiative, but keep your cooperating teacher informed.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.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.Learn all you can. Get all the experience possible. Observe carefully not only what is done, but how.Take criticism in the spirit in which it is offered. Suggestions will be offered for your professional improvement. Invite suggestions and profit by them.Make no excuses. Do the job!CLASSROOM, LABORATORY, AND FIELD WORKFirst contacts are important. Your cooperating teacher will introduce you to each class. Be friendly and sincere, but reserved.Learn the name of each student and as much about him or her as possible. 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 aids, field trips, etc.Endeavor to improve handwriting, board work, use of English, and spelling.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.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.Laboratory teaching requires as much pre-planning as does classroom teaching.Thoroughly plan field trips - what you want them to observe - and state objectives. Use observation guides. Evaluate the field trip later in class.Be prompt in meeting all classes and appointments.Demonstrate a professional attitude in all your contacts in the school and community.GENERAL INSTRUCTIONSYou 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.Keep the desired records/reports, and submit them on time.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. In general, you will add a teaching day to the end of your student teaching experience for each day absent during your student teaching experience.Return all items that you are using to their proper place.Ask your cooperating teacher’s permission to make copies of resources.Do everything to the best of your municate 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.How well you do your work and the manner in which you conduct yourself will grant a continuance of the privilege to place Teacher Candidates at this center.Make arrangements for room and board in advance of arrival at the training center.GUIDELINES FOR STUDENT TEACHING (12 weeks/60 days required)The Teacher Candidate 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.Identify five (5) students to work with on their SAEs.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 co-teaching one or more classes with cooperating teacher, observe other teachers.Fourth and Fifth day – continue co-teaching; purposeful debriefing/discussion with cooperating teacher.Weeks 2 -3:Begin co-teaching additional classes.Weeks 4-11:Teach full load of classes (6 out of 7 periods) for at least 6 weeks, preferably for 8 weeks. Most of these are solo teaching experiences, but include other types of co-teaching as appropriate.Conduct and complete working with five (5) students on their plete required edTPA assignments that must be done during student teaching (complete 3-5 day lesson plan, videos, work samples with your feedback). Weeks 11-12:Finish Student Teaching assignments.Make sure all information needed for edTPA has been gathered and assignments completed. If have not started earlier, begin commentaries for edTPA.Transition back to co-teaching. Return classes to cooperating teacher at natural breaks in the curriculum.Fourth day of Week 12 visit principal, counselor, and other administrative staff.Fifth day of Week 12 exit interview with cooperating teacher, provide cooperating teacher with exam questions, requested teaching materials.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 Teacher Candidates may vary according to his or her preparedness and the needs of the local program.Co-teaching (St. Cloud University, 2016, ) involves the cooperating teacher and teacher candidate co-plan, co-assess, and co-deliver instruction. The strategies are: One teach, one observe; One teach, one assist; Station teaching – students rotate among stations with both teachers involved; Parallel teaching – cooperating teacher and Teacher Candidate each teach ? the class; Supplemental teaching – one teacher leads for large group while other teacher works with smaller group needing special instruction; Alternative (Differentiated) teaching – cooperating teacher and Teacher Candidate each teach the entire group the same content but using different teaching methods; Team teaching – cooperating teacher and teacher candidate seamlessly go back and forth teaching the class session; Solo teaching by the teacher candidate.Calendar of Events, Class Schedule, Discipline Plan, Grading Plan, Parent CommunicationThe following four exercises are provided to you as an aid in planning your overall student teaching experience.I.Calendar of EventsDevelop 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.Prepare Your Class ScheduleThe 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 (LILY Hall, 915 W. State Street, West Lafayette, IN 47907) to your school and put the driving time (driving the speed limit). Include instructions on where to park at the school, what entrance to use to enter the building, and location of the main office.III.Discipline PlanIn ASEC 44000 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).IV.Grading PlanIn previous courses, such as ASEC 31900, 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). You must include how often graded checks for understanding are given, types of assessments used, and the process for entering grades into the gradebook.V.Parent CommunicationOne aspect of professionalism in teaching is communication with parents/guardians. Although it may be necessary to communicate with parents about negative academics/behavior of their student, it is helpful to provide positive communications. This positive communication may include notes home, emails, phone calls or face-to-face contacts. Additionally, grades must be current in the school’s gradebook system. This requirement directly addresses CPAST letter O.School InformationTeacher Candidate’s Name: __________________________Cell Phone # ________________________________If sharing documents on the cloud (e.g. Google Drive), provide link AND confirm with University Supervisor they can access documents no later than 12/21/19 (7/31/20). Must have University Supervisor confirmation to begin student teaching!Principal’s Name: __________________________________________________________________________School: ___________________________________________________________________________________Spring/Fall Break Dates: _____________________________________________________________________Other Break Dates: ________________________________________________________________________School’s Phone Number: ____________________________________________________________________Ag. Dept. Phone Number: ____________________________________________________________________Student Teaching Class ScheduleCLASS NAME (Put in order occurs during the day) In ( ) put order taking over classesTIMEBeginning and ending timesMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYPlease note any alternate schedule days such as club days, SRT, etc. Include a map from Purdue to your student teaching site with instructions on where to park, what entrance to enter, and location of the main office. Also, include an estimate of time required to drive (based on following the speed limit).Driving time is _________________ hours and minutesYour Instructional Weekly Calendar and Lesson Plan RequirementsI.Instructional Weekly Calendar Due: Monday 6 a.m. each weekFor student teaching, you are to stay at least one week ahead in your planning.Write the Instructional Weekly Calendar information electronically making sure to include all required information: Course Name, Day of Week, Topic/SLOs, Primary Teaching Strategies/Labs, Overall Check for Understanding. For example:PeriodMondayTuesdayWednesdayThursdayFriday1st HourIntro AFNR8:05-8:55IAFNR-4.1Intro to plant asexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:25 PowerPoint w/Checks for Understanding8:25-8:50 Demo of types of cutting8:50-8:55 Exit TicketContinue plant asexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:25 PowerPoint w/Checks for Understanding8:25-8:50 Lab on leaf and stem cuttings8:50-8:55 Lab sheet dueContinue plant asexual reproduction8:05-8:10 Bell Ringer, SLOs, Lab instructions8:10-8:50 Lab on tissue culture using African Violet leaf8:50-8:55 lab sheet dueIntro to plant sexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:20 Video on pollination pausing at key points for checks for understanding8:20-8:50 Build the perfect flower activity8:50-8:55 Exit TicketContinue Intro to plant sexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:35 Activity listing plants using asexual or sexual reproduction8:35-8:55 Jeopardy review game for quiz on Monday.II.Lesson Plan RequirementsProvide first three weeks and that day’s lesson plans to University Supervisor on their visits. Use the provided template.Lesson plans are a mark of a professional teacher. You are required to have and use lesson plans. 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. For CASE lesson plans, you will need to add how you localized and individualized the lesson. Your units of instruction should generally be 3-5 daily lessons; however, additional days can be devoted to projects, labs, or other extended student activities. Standards, SLOs, instructional strategies, and assessments need to all align.Sequence of daily plans is logical with the next day building on the previous day. Concepts, skills, and problem-solving strategies are explicitly connected across the daily plans for each unit. In addition to learning facts and procedures, lessons are designed for students to learn concepts, skills, and problem-solving strategies.Supports for learning include those for the whole class and for students with IEPs, 504 plans, and English Language Learners.Planning includes connecting to students’ prior academic knowledge and their assets (personal, cultural, community). Research and theory are used to support planning decisions.Daily plans require students to apply language demands (function, vocabulary and/or symbols, syntax, discourse). Teacher candidate modeling, student practice, and student application are all included.Daily plans include multiple formative/informal assessments and unit has a summative assessment. Assessments cover conceptual understanding, relevant skills, and problem-solving strategies. Modifications from IEPs and 504 plans are explicitly included.Course: Date: Unit: Prepared by: Lesson: Length of Class Period: Indiana CTE Agriculture Content Standards Addressed by this lesson: Student Learning Objectives (SLO):Objective(What should students be able to do/learn as a result of this lesson?)Formative Assessment(s)(How will you check for student understanding and progress toward the objectives throughout the lesson?)Summative Assessment(s)(Where is the FINAL opportunity for students to demonstrate mastery of this learning objective?)*Attach all formative assessments and student handouts to this lesson plan. Include an answer key.Learner Background:Differentiation for Learners in your classroom:Materials/Resources Needed:SourceMaterialQuantityLesson Delivery – Learning ActivitiesQuestions to address while planning your learning activities on the next page:Initiation: -What will you do to activate student interest in the lesson?-How will you guide students to surface prior knowledge and make connections between prior knowledge and the learning for today?-How will you communicate the learning objectives to the students? How will you help them personalize the learning objective and connect it to future learning?Content & Learning Activities:-What specific learning activities will you provide so your students reach the lesson objectives?-How will you guide students through the learning so that they are able to demonstrate mastery of the learning objectives?-How will you monitor student learning?-What will students do to make their learning visible?Closure:-What closure activity will you provide to summarize the lesson?-How will you revisit the big idea(s) of the lesson?-How will you assess student progress toward the learning objectives?-What opportunities will students have to reflect, self-assess, and provide feedback on their learning to you?Lesson SegmentAgriculture Terms and Concepts Content Outline (What ag knowledge/skills are students learning in this segment of the lesson? BE SPECIFIC)Activity to engage learners in the content(What are the students doing?)Anticipated Management Strategies(What is the teacher doing?)Lesson Initiation(est. time)Transition(est. time)What will you say to cue desired behavior and link the initiation to the next segment?Activity 1(est. time)Transition(est. time)What will you say to cue desired behavior and link this activity to the next segment?Activity 2(est. time)Transition(est. time)What will you say to cue desired behavior and link this activity to the next segment?Activity 3Transition(est. time)What will you say to cue desired behavior and link the learning from today to the closing activity?Lesson Closure(est. time)OBSERVATIONS OF PRACTICING TEACHERSEvery teacher has an individual approach to the classroom, and all experienced teachers can provide you with useful insight into the learning process. The context within which academic teachers and other career/technical education teachers may be different; nevertheless, there are benefits for you to gain from observing any experienced teacher. This assignment requires you formally observe at least two different teachers: your cooperating teacher and a career/technical education teacher (other than agriculture) or 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. Since this is due by the end of the first week, you must email or otherwise submit your completed observation sheets (pages 19-22 of this manual) to your university supervisor no later than 6 a.m. of Monday of week two of your student teaching experience. If not completed by your University Supervisor’s Visit #1, your final grade is reduced by 1/3 letter grade (e.g. “A” becomes “A-”).NOTE: The first two questions for each observation form need to be asked of the teacher PRIOR to the observation. Several of the observation questions may require a post-observation discussion with the teacher.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?ment 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 initiate the lesson? Motivate students to learn? Explain SLOs? Develop student interest in the lesson?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?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?OBSERVATION OF ACADEMIC/CTE TEACHERPrior to observation find out:1.How did the teacher used assessment data to plan the lesson, student achievement goals, and assessments?ment 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 initiate the lesson? Motivate students to learn? Explain SLOs? Develop student interest in the lesson?4.How was the lesson related to experiences of students? To prior learning?5.How did the teacher communicate content knowledge to students? Engage students in learning the content? Differentiate instruction?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?SUBSTITUTE TEACHER PROCEDURES AND INSTRUCTIONSFor the days you will be away from your teaching duties (i.e., professional development days, 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.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.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.Teaching plans include teaching procedures and content to be taught. Provide student handouts, worksheets, PowerPoints, tests, and quizzes.SUBSTITUTE'S PAGEDaily ProceduresOpeningLunchOther DutiesDismissalEmergency ProceduresNurse's ScheduleFire DrillFirst AidStorm DrillOtherLock Down ProceduresSpecial Information to Facilitate Student LearningStudent Name, Class PeriodNotesWho to Contact for More InformationOther Relevant InformationNameLocation in BuildingPhone NumberClassTimes for Teacher's AideNotes for the SubstituteOtherOther*Attach Daily Teaching PlansREPORT OF SPECIAL EDUCATIONBy end of week 2 of student teaching, discuss with your cooperating teacher the following: Which agriculture classes, if any, have aides in classrooms? For classes with aides, how does the cooperating teacher interact with them and utilize their services in the classroom?By end of week 2 of student teaching, discuss with your cooperating teacher which students in each class have an IEP, 504 Plan, have English language learner needs, need greater challenge or support, struggle with reading. Without providing names, write down the modifications/needs for each of the classes you are teaching.edTPA work samples must include three (3) students with an IEP or 504 plan. Reflect on modifications/supports you provided and the impact of these on each student.Meet with the special education teacher. Briefly summarize your meeting:Supervised Agricultural Experience (SAE) Participation by Teacher CandidateSupervised Agricultural Experience/SAE is the work-based learning component of a total agricultural education program. Being an SAE supervisor and instructing students on career-readiness is one of the three major responsibilities (classroom/laboratory instruction, FFA, SAE) of an agriculture teacher. During your student teaching experience, you are expected to actively participate in the SAE program of your school. In consultation with your cooperating teacher(s) Select five (5) students to work with including interviewing the student, determining their SAE profile, and conducting an SAE visit to their home/place of work as applicable. Suggested students: 1 younger student who hasn’t started an SAE yet, 1 older student who is or should be submitting a proficiency, 1 student with a production-based SAE, 1 student with a placement SAE, 1 student with a research-based SAE.Things to be done before interviewing and visiting the student.Discuss the teacher’s and school’s philosophy about foundational and immersion SAEs. Are immersion SAEs required or optional for students? FFA members? Primarily conducted in summer? Does the teacher teach SAE as a summer course? How do students keep their SAE records (AET, Excel, paper-based, other system)?Determine how the cooperating teacher evaluates students’ SAE programs and student progress in the SAE. How does the cooperating teacher grade SAE programs?How does the cooperating teacher plan student visits? Communicate with parents/guardians/employers about the visit? Ensure they are not alone with the student?Things to be done during the student interview and visit:What are the student’s career goals? Does the SAE match these? Have the student complete SAE Explorer and Ag Explorer the student have an SAE Training Plan and Training Agreement? If not, work with your cooperating teacher and the student to develop one.Review the student’s SAE records. Ask clarifying questions. Give the student opportunities to talk about why and how they do the SAE. What are their goals? What are their plans for growth? What skills and experiences are they gaining? What opportunities exist to gain new skills and experiences?Assist the student in evaluating their progress to date.Meet each student's parents or employer and become acquainted with them.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: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.Discuss the visit with your cooperating teacher. Be sure to keep them informed of the events occurring. Seek their professional opinions and advice.Meet with the student. Discuss the interview and visit. What should be done as a follow-up?S.A.E. PROGRAM SUPERVISION REPORT (Use One Form Per Student)Student Name__________________________ Age_____ Year in School _________Address _______________________________________________ Zip Code _______Parent/Guardian _______________________________ Phone ( )Employer (if applicable) _________________________ Phone ( )Student’s Occupational GoalDiscuss with the cooperating teacher the personal background of the student. Know, as well as possible, the home or work situation.Write a short report using the questions on the previous page, your interview with the student, and the visit (if conducted).FFA ChapterBeing an FFA advisor and CDE/LDE coach is one of the three major responsibilities (classroom/laboratory instruction, FFA, SAE) of an agriculture teacher. During your student teaching experience, you are expected to actively participate in the FFA program of your school. In consultation with your cooperating teacher(s) determine your responsibilities in leading and coaching FFA activities, CDE/LDE individuals/teams, executive committee/FFA chapter meetings, and others as appropriate. If you are student teaching in a one-teacher program, you will typically do everything your cooperating teacher does. If you are student teaching in a multi-teacher program, you and the agriculture teachers will need to decide what you are to do as you cannot physically do what two, three, or more agriculture teachers do collectively.Your FFA Weekly Calendar RequirementsFFA Weekly Calendar Due: Monday 6 a.m. each weekFor the previous week record your involvement in FFA.Make sure to include all required information: Time, Activity Name and description, Day of Week, your role. For example, entries for 1 week might be:TimeMondayTuesdayWednesdayThursdayFridayBefore School7-7:45 a.m. FFA Executive Committee meeting to plan FFA week activities for next week. I assisted the sub-committee on Teacher Appreciation Breakfast.Activity Period10:15-10:45 a.m. FFA Chapter Meeting. Most of meeting was instructions, discussion, sign-ups for FFA week. I observed.Lunch11:50-12:20. Livestock Judging team members were in ag room viewing classes online taking notes for reasons. I provided feedback.After School4-6 p.m. Livestock Judging Practice at school. Students gave reasons to ag teacher and me. I helped critique reasons.7-9 p.m. FFA runs concession stand at basketball game. I helped make sure activity ran smoothly.Saturday6 a.m. – 4 p.m. Livestock Invitational at Clinton Central. I drove the mini-bus. I talked with ag teachers during the contest. Our team placed 5th!SundayRemember on each Monday by 6 a.m. to email/upload the calendar to your university supervisor.TEACHING EXPERIENCES REFLECTIONKolb (1984) proposed that we learn through experience and developed a 4-step process to explain what is required for genuine learning (see figure below). In general terms, the four steps are as follows: Have an Experience, Reflect on that Experience regarding what worked and what can be improved, Think about what can be done next time to improve, Put into practice the improvement. As a cycle, the process starts over after trying out the improvement.Each week choose a classroom experience for which you want to reflect. Describe the experience. Write down your reflections on what worked and what did not work including using references to research/theory. Write down what you can do next time to improve including using references to research/theory to explain why it should be an improvement. Commit to trying out the improvement the next time this experience occurs.Image of the Kolb Experiential Learning Model from: McLeod, S. A. (2017, Oct 24). Kolb - learning styles. Simply Psychology. on each Monday by 6 a.m. to email/upload the summary to your university supervisor.Feedback to Focus Student LearningEffective teaching should produce a change in student knowledge, motor skill performance, or attitudes/value for agricultural science and business. 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 have multiple points of formative assessment for students to gauge their areas of strength and areas to improve. Summative assessments document student learning and provide information to determine areas for further instruction.After choosing the class for which you are focusing, you need to concentrate your assessments and your reflections/summary about those assessments on the following:What do students (whole class, groups, individuals) know and are able to do and what do they still need to learnSpecifically, what are students (whole class, groups, individuals) doing well and what do they need to improve on in relation to SLOsWhat will you as the teacher and students (whole class, groups, individuals) do with the feedback so students will improve their learning. An example of what the teacher candidate might do is providing specific feedback to the whole class on common mistakes about specific content. Additionally, the teacher candidate provides specific feedback to groups of students specific to their needs regarding areas of growth or to continue areas of strength.Are students able to use the academic language of Agricultural Education to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate understanding. Students are able to demonstrate this through proper agricultural vocabulary, using language structures (e.g., diagrams, tables, written/oral analysis or conclusion), organized to convey meaning.Based on the assessment results, what are the next steps in support of student learning regarding the SLOs assessed. What scaffolded or structure support is appropriate to provide to the learners. What research/theory supports these next stepsCollect work samples with your comments to support your reflections/summary.FEEDBACK FOR THE TEACHER CANDIDATEFeedback 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 they visit 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 learning growth. 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 Teacher candidate ObservationTeacher Candidate ______________________Observer ________________________________Class Observed _______________________Date of Observation _______________________Evidence (note time, teacher question/behavior/activity, students response/behavior/activity, teacher follow-up)Positives and Areas of ImprovementStart of Class / Lesson Initiation (before bell teacher and student activities/behaviors, Bell Ringer, SLOs, Interest Approach)Academic Content (accuracy, depth of coverage, depth of knowledge)Evidence (note time, teacher question/behavior/activity, students response/behavior/activity, teacher follow-up)Positives and Areas of ImprovementTeaching Methods/Techniques (methods used, technology used, appropriateness, implementation)Questioning/Scaffolding/Student Engagement (questions asked, higher order questioning, checks for understanding, number/percent students engaged)2.7 Maximize Instructional Time (class routines and transitions, classroom management)Describe the strong points of the lesson:Describe how the Teacher Candidate can best improve his/her teaching:Overall Evaluation: (check one)Very GoodSatisfactoryImprovement NeededUnsatisfactoryObserver SignatureASSESSING PURPOSEFUL PLANNING, TEACHER LEADERSHIP, AND CORE PROFESSIONALISM(This form is to be completed by the Cooperating Teacher during Weeks 1, 2, and 3 then approximately once every 3 weeks afterwards)Teacher CandidateDateCooperating TeacherSchoolPurposeful Planning(utilizing assessment data to plan, set ambitious and measurable achievement goals, develop standards-based 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:Suggestions for Improvement:Core Professionalism(attendance, on-time arrival, departure after staff release time, policies and procedures, respect)Evidence:Strong Points:Suggestions for Improvement: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:Suggestions for Improvement:Overall Comments, Observations, Suggestions:Observer SignatureASSESSING LESSONS TAUGHT BY TEACHER CANDIDATESCooperating Teacher Complete for at least one class observation every two weeks (e.g., weeks 2, 4, 6, 8, 10, 12). University Supervisor Complete for each class.Title of LessonTeacher CandidateDatePlease use this form to provide the Teacher Candidate feedback on progress observed during student teaching. Discuss your observations with the Teacher Candidate, keep a copy yourself, and provide one to the teacher candidate.Beginning of Class Session / Lesson Initiation:1.How were learning objectives presented to students? Were objectives clear?2.How did the Teacher Candidate develop student interest in the lesson? Evidence students were interested in the lesson?3.How did the Teacher Candidate guide students to surface prior knowledge and make connections with today’s learning?4.How did the teacher candidate transition from lesson initiation to the content delivery?Overall for this category:Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Student Engagement in the Lesson:5.How many students were engaged/participated in the lesson? How did teacher use frames of reference to engage students?6.How did Teacher Candidate lead class discussion?7.Teacher Candidate asked how/why/application/analysis questions? What scaffolding techniques were used?8.Does the lesson align to appropriate P-12 state academic learning standards?YesFairNo9.Did the lesson have practical application? Explain.YesFairNo10.What instructional media/models/technology were used? Was it effective? Explain.YesFairNo11.What student activities were used? Were they effective? Explain.YesFairNo12.Did the teacher deliver accurate content within appropriate time-frame? Explain.YesFairNo13.Was the teacher well prepared? Explain.YesFairNo14.Explain how class/lesson ended. Were the objectives accomplished?YesFairNoOverall for this category:Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Accommodating Learning Needs of Students - (IEPs, 504 Plans, High Ability, ELL) (Differentiation – implemented supports for individuals, groups, and whole class)Observations:Strong Points:Suggestions for Improvement:Overall for this category:Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Teaching Techniques that Encourage On-Task Behavior, Maximize Instructional Time, and Maximize Learning Opportunities (i.e., classroom management, class routines/transitions/procedures, culture of respect established, etc.)Observations:Strong Points:Suggestions for Improvement:Overall for this category:Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Teaching Techniques (i.e., teaching methods used, use of instructional technology/media, checks for understanding, stimulus variation, depth of knowledge level achieved by students, connections to students prior academic knowledge used)Observations:Teacher Candidate’s Appropriate Use of and Student Application of Academic Language for Agricultural Education:Strong Points:Suggestions for Improvement:Overall for this category:Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Instructor Characteristics and Behavior (effective use of class time, appearance, demeanor, poise, mannerisms, speaking qualities, enthusiasm, verbal communication, written communication):Overall for this category:Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Overall Comments, Observations, Suggestions:Describe how the teacher candidate provides an environment that is challenging for students. Examples include: students cannot answer immediately, but need to think to respond; the candidate asks higher-order thinking questions; students are trying to apply their initial learning to another context.Describe the strong points of the lesson and how the Teacher Candidate can best improve his/her teaching:General effect of the lesson: (circle one)Does not Meet (1)Emerging (2)Meets expectations (3)Exceeds expectations (4)Consistently fails toChange required beforeConsistently meetsConsistently exceeds meet expectationsmeeting expectationsexpectationsexpectationsCooperating Teacher / University SupervisoredTPA Instructions for Purdue Agricultural Education Teacher Candidates (student teachers)This webpage has direct instructions for Purdue teacher candidates. Pay attention to emails about edTPA. costs $300. This fee is assessed on your Purdue fees the semester you enroll in EDCI 49800. During your student teaching semester, you will receive a voucher with a code to enroll in edTPA.edTPA Focuses on Three Areas Critical to Effective Instruction (Planning, Instruction, Assessment):Teaching Area: PlanningLesson plans, instructional materials, student assignments, assessments, Candidates write commentary explaining how plans meet student learning needsTeaching Area: InstructionUnedited video clips, candidates write commentary analyzing student engagement in learningTeaching Area: AssessmentSamples of student work, feedback to focus students, summary of student learning, Candidates write commentary explaining student learning and justifying next steps for teachingTeaching Area: Analysis of TeachingPlanning, instruction, and assessment commentaries as noted in bullet points 1, 2, and 3.Teaching Area: Academic LanguageAcademic language in the subject area. Used in commentaries in bullet points1, 2, and 3.Unedited video clips and/or student work samples, planning and assessment commentariesTeaching Area: Student VoicePlanning, instruction, and assessment commentaries; unedited video clips and/or student work samples; student self-reflections for bullet points 1, 2, and 3.Learning segment consisting of 3-5 hours of instruction.Planning – Task 1Teaching – Task 2 (2 clips of 10 minutes unedited)Assessment – Task 3During student teaching, after registering with edTPA, get the most recent version of the Agricultural Education Handbook. Make sure it is the handbook for AgEd and that it is NOT the one for Washington state! The handbooks become available after entering your voucher code. The handbooks will be provided on the EDCI 49800 CMS at the beginning of the semester.Make sure to use Guiding Questions to build items for the tasks.Utilize Making Good Choices: A Support Guide for Candidates.Beginning Fall 2018 – all program completers in Purdue teacher education are required to submit edTPA portfolio for national scoring (as of October 2019, Indiana has not set a passing score)Must submit portfolio in order to pass EDCI 49800. TTT interns also required to do edTPA.Recommended target date for submission is 14th week of semester. This allows two weeks after completion of student teaching in the classroom.Use terms from the edTPA Handbook for Agricultural Education Glossary in Commentaries.When asked in rubrics, make sure to incorporate learning/reading/etc. theories in Commentaries.Use Artifact and Commentary Specifications tables to make sure submissions are correct.Use best teaching practices such as Using Student Learning Context to Plan – Teach – Assess – Reteach.edTPA aligns with Danielson Model for Teacher Evaluation and Universal Design for Learning (UDL).edTPA Process for Candidates (Obtain most recent version from OTEL. This version is dated 11/20/18):Start here: the “Candidates” tab at the top of the page. Select “Getting Started” on this page.Read “Making Good Choices: A Support Guide for edTPA Candidates” Review Education IT edTPA information at: There is technical information about creating your edTPA videos, including (a) how to trim your video and select an unedited video clip, and (b) how to compress your video.Work with your program faculty, university supervisor, and cooperating teacher to help plan for submission of your edTPA portfolio.edTPA is a Purdue Teacher Education Program requirement starting with December 2018 graduates and program completers for initial licensure. edTPA also is a requirement for some states, not Indiana. For a list of states, go to: for edTPA and use your voucher for the $300 fee. The Office of Clinical Practice will issue you a voucher after the start of your student teaching semester. Be sure to enter your voucher code when prompted on the payment page. Vouchers cannot be applied retroactively. To register, go to: Be sure to review the edTPA Registration Overview: and follow the instructions in your edTPA handbook. You will be able to access your handbook after you register.Submit your edTPA during your student teaching semester. edTPA submissions are due no later than the Friday of Purdue’s 14th week each semester.If you have questions, contact your program faculty, academic advisor, or licensing advisor in the Office of Teacher Education and Licensure (licensure@purdue.edu).**”Don’t freak out! edTPA is a beast, but it is very similar to modern teacher evaluations so it is a good learning experience.”** (Quote by a Purdue AgEd student teacher pilot testing edTPA.)Overall Tips:Read through the edTPA materials to know what is expected of you to do and submit. Make a checklist and set “due dates.” Best to do this during ASEC 4400 Methods.Focus on the rubrics! Organization is key.Pick a topic (set of standards) that you want to make into top-notch 3-5 day lesson plans, activities, and assessments. Realize that this is the lesson that is going to be recorded during student teaching. Communicate with your cooperating teacher and ask them for ideas. Find out the school’s requirements for you to record students in your classes to upload to the secured edTPA server. Use this lesson plan to replace one of the lesson plans in ASEC 440 Methods class and teach one of the 10-minute segments you plan to use for edTPA.In the lesson plans, emphasize the language function, formal and informal assessments, and inquiry-based instruction.During ASEC 44100/34100 observation (or during ASEC 44000 if able to travel to student teaching site) complete Context for Student Learning.Update the Context for Student Learning sheet during your meeting with the special education teacher you have to do the first couple of weeks of student teaching (you cannot do it much earlier than that because students tend to switch around a lot at the semester break).Write a bullet-point outline of the commentaries immediately after teaching the lesson.Will need student work samples (get permission) with your feedback comments, grading, etc., proof in the video clip or audio. Examples are your written suggestions on student work samples, part of the video clip where you are explaining feedback to a student. Make copies of every students’ assessments (minimum of 5), give the students back the copies, and keep the originals so that if you need to go back and make better feedback for the commentary, you can. You must have at least one example of a student with an IEP. Note to follow the maximum number of files you can upload.Lesson plans, commentaries, etc. must be your own work. Plagiarism results in a failing score.During break before student teaching starts:Decide when you will teach this lesson (rough estimate) maybe between weeks 6-8. DO NOT wait until the last week or two to plete lesson plan development and complete “Planning Commentary.” Completing the Planning Commentary now will help make sure you have everything you need in the lesson. Use the Evidence Chart in the edTPA Handbook and the Rubrics for Planning for Instruction to guide your Commentary and Task 1 to make sure you are including everything needed and meeting expectations.Tips for videos:Review your Instruction Commentary and rubrics for Task 2 to understand requirements and expectations, especially what is expected on the recording.VERY FIRST THING: get permission from the administration and students to record. Each school may have a different procedure for granting permission and documentation. If a student does not get the permission slip signed, email it to the parents. If that still does not work, sit students behind the camera, but still require them to participate.Record multiple lessons for the entire class periods if possible, but for a minimum of 15 minutes. This gives you multiple options to choose 10-minute segments to submit.It is best to have a moveable camera that follows you or have your cooperating teacher move with you so you/students can be heard and seen the entire time. iPhone videos are okay, but it can be really hard to hear the students.Be loud so you are recorded - both when you are giving whole class instruction and when you are working one on one with a student (even though normally you would be quieter when you are one on one).Make sure the students are loud, involved, and ask lots of questions.REVIEW the recording immediately. Watch the video that night and if it is good, write a transcript of everything that is said (yes, it is tedious) because students tend to mumble and you do not want the grader to have to strain to hear them. Also, you will forget what they said and if you cannot hear it, then you are out of luck. If it is not good, then reteach the same lesson the next day. The students might complain, but hopefully your learning segment is engaging enough that they will not mind and the graders do not know it is your second take. You cannot edit out parts of the recording – although you can choose which segment you select.The 2 videos can be from the same day or different days, but do not do the same thing the whole video (for example, start with a group discussion, then lecture) and make sure the video is not just of student work time.2 10 minute videos should show:Inquiry-based learningStudents expressing a variety of ideasStudents respecting you and each other *have students answer each other’s questions*Students are engagedTeaching content, skills, and problem-solvingVideo 1: Teacher giving classroom instructionVideo 2: Teacher working closely with a student or group of students (experiential learning, lab, etc.)Connection to prior learning (in this class, intro to ag, or biology) and personal experiences (specific student’s SAE, summer jobs, local industry) *Don’t make the connection, but ask students to connect it*Ask the students a million questions and give them the opportunity to ask questions. Do not just give them the answer, but also ask follow up questions.Use a metaphor or some other symbol to generalize your lesson to other Ag topics.Use a graphic organizer to compare and contrast something.Tips for commentaries:Complete Instruction Commentary IMMEDIATELY after teaching the lesson while still fresh in your memory. You may need to include captions for inaudible parts on the video files submitted or additional Word documents.Include any supplemental materials – pictures of PowerPoint/Board, documentation of student objectives if displayed, plete Assessment Commentary template. Pick one assessment from the entire lesson. Example, end of unit exam. Evaluation Criteria: How will you evaluate the students? Grade range, point values, comparing post-test to pre-test scores, etc.Do whatever it take to make it easy to grade! Make it impossible for the edTPA grader not to see that you deserve a 5!Color code each part of the question (or rubric because sometimes not all parts are in the question)Bold the parts of your responses that bring you up to the next level in the rubric (hopefully a 5)It can be repetitive, do not be afraid to say, “See question 2c for more details on…”Answer every question in at least 4 sentences. Feel free to break it up into several short paragraphs- nobody wants to read an essay.Follow the rubrics to a TBe an over achiever! Explain everything very thoroughly. Never leave them guessing at what you meant.Always try for a 5 so that if the grader is harsh, you will still get a good score. If you shoot for a 3 and the grader is harsh, you are out of luck.Tips for submission:Compress your videos using Handbrake.Save all commentaries and documents as PDF so there are not any formatting issues for the graders.Name every file with a lot of detail so there is no confusion, for example “Assessment Task 3 A Student Work Sample 1”Advice provided by Elizabeth Brown, Spring 2018; Danielle Marks, Spring 2018; Marissa Modglin, Spring 2017.MIDTERM (Completed at 2nd University Supervisor Visit)VARI-EPP Candidate Preservice Assessment of Student Form (CPAST + Purdue + AgEd) – Consensus SheetTeacher Candidate: ________________ Mentor teacher: _____________ University supervisor: Date: _________________________Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsConsensus Score must be whole numbers.PedagogyDomain Candidate ScoreMentor ScoreSupervisor ScoreConsensus ScorePlanning for Instruction and AssessmentA. Focus for Learning: Standards and Objectives/TargetsB. Materials and ResourcesC. Assessment of P–12 learningD. Differentiated MethodsInstructional DeliveryE. Learning Target and DirectionsF. Critical ThinkingG. Checking for Understanding and Adjusting Instruction through Formative AssessmentH. Digital Tools and ResourcesI. Safe and Respectful Learning EnvironmentAssessmentJ. Data-Guided InstructionK. Feedback to LearnersL. Assessment TechniquesAnalysis of TeachingM. Connections to Research and TheoryProfessional Dispositions FormProfessional Commitment & BehaviorsN. Participates in Professional Development (PD)O. Demonstrates Effective Communication with Parents or Legal GuardiansP. Demonstrates PunctualityQ. Meets Deadlines and ObligationsR. PreparationProfessional RelationshipsS. CollaborationT. Advocacy to Meet the Needs of Learners or for the Teaching ProfessionCritical Thinking and Reflective PracticeU. Responds Positively to Feedback and Constructive CriticismGoals to Teacher Candidate’s continued growth:Add additional sheets for additional goals as needed. Alignment of Goals to standards of the teaching profession (as applicable):Add additional sheets for additional goals as needed. Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsIf Teacher Candidate did not teach a content area, score as NA for Not applicable.PedagogyDomain Candidate ScoreMentor ScoreSupervisor ScoreConsensus ScorePurdue Additional ItemsPD 1. Legal and Ethical ConductPD 2. Commitment to Student SafetyPD 3. Overall Assessment of Candidate DispositionsELL 1. English Language DevelopmentELL 2. Sheltered Content Area InstructionELL 3. Language and Content Area AssessmentContentDomain Candidate ScoreMentor ScoreSupervisor ScoreConsensus ScoreTeacher Candidate’s Ability In:AGED 1. Supervising SAE programsAGED 2. Supervising FFA activitiesAGED 3. Coaching LDE/CDE students and/or teamsTeacher Candidate’s Content Knowledge Understanding In:AGED 4. Advanced Life Science: AnimalsAGED 5. Advanced Life Science: FoodsAGED 6. Advanced Life Science: Plants and SoilsAGED 7. Animal ScienceAGED 8. Food ScienceAGED 9. Horticulture Science/Greenhouse ManagementAGED 10. Plant and Soil ScienceAGED 11. Forestry/Natural Resources/Environmental ScienceAGED 12. Agricultural Power, Structures, TechnologyAGED 13. Farm and Agribusiness ManagementAGED 14. Landscape ManagementAGED 15. Sustainable Energy SystemsAGED 16. Introduction to Agriculture, Food, and Nat. Res.AGED 17. Middle School AgricultureMake 3 copies: original to teacher candidate, copy to cooperating teacher, copy for university supervisor.Teacher candidate is responsible to scan and submit to the EDCI 49800 Purdue CMS site within 1 week of Consensus meeting.FINAL (Completed at 3rd University Supervisor Visit)VARI-EPP Candidate Preservice Assessment of Student Form (CPAST + Purdue + AgEd) – Consensus SheetTeacher Candidate: ________________ Mentor teacher: _____________ University supervisor: Date: _________________________Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsConsensus Score must be whole numbers.PedagogyDomain Candidate ScoreMentor ScoreSupervisor ScoreConsensus ScorePlanning for Instruction and AssessmentA. Focus for Learning: Standards and Objectives/TargetsB. Materials and ResourcesC. Assessment of P–12 learningD. Differentiated MethodsInstructional DeliveryE. Learning Target and DirectionsF. Critical ThinkingG. Checking for Understanding and Adjusting Instruction through Formative AssessmentH. Digital Tools and ResourcesI. Safe and Respectful Learning EnvironmentAssessmentJ. Data-Guided InstructionK. Feedback to LearnersL. Assessment TechniquesAnalysis of TeachingM. Connections to Research and TheoryProfessional Dispositions FormProfessional Commitment & BehaviorsN. Participates in Professional Development (PD)O. Demonstrates Effective Communication with Parents or Legal GuardiansP. Demonstrates PunctualityQ. Meets Deadlines and ObligationsR. PreparationProfessional RelationshipsS. CollaborationT. Advocacy to Meet the Needs of Learners or for the Teaching ProfessionCritical Thinking and Reflective PracticeU. Responds Positively to Feedback and Constructive CriticismGoals to Teacher Candidate’s continued growth:Add additional sheets for additional goals as needed. Alignment of Goals to standards of the teaching profession (as applicable):Add additional sheets for additional goals as needed. Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsIf Teacher Candidate did not teach a content area, score as NA for Not applicable.PedagogyDomain Candidate ScoreMentor ScoreSupervisor ScoreConsensus ScorePurdue Additional ItemsPD 1. Legal and Ethical ConductPD 2. Commitment to Student SafetyPD 3. Overall Assessment of Candidate DispositionsELL 1. English Language DevelopmentELL 2. Sheltered Content Area InstructionELL 3. Language and Content Area AssessmentContentDomain Candidate ScoreMentor ScoreSupervisor ScoreConsensus ScoreTeacher Candidate’s Ability In:AGED 1. Supervising SAE programsAGED 2. Supervising FFA activitiesAGED 3. Coaching LDE/CDE students and/or teamsTeacher Candidate’s Content Knowledge Understanding In:AGED 4. Advanced Life Science: AnimalsAGED 5. Advanced Life Science: FoodsAGED 6. Advanced Life Science: Plants and SoilsAGED 7. Animal ScienceAGED 8. Food ScienceAGED 9. Horticulture Science/Greenhouse ManagementAGED 10. Plant and Soil ScienceAGED 11. Forestry/Natural Resources/Environmental ScienceAGED 12. Agricultural Power, Structures, TechnologyAGED 13. Farm and Agribusiness ManagementAGED 14. Landscape ManagementAGED 15. Sustainable Energy SystemsAGED 16. Introduction to Agriculture, Food, and Nat. Res.AGED 17. Middle School AgricultureBased on my observations ofas cooperating teacher,Teacher CandidateI recommend a grade of ________ be given for EDCI 49800 Supervised Teaching of Agricultural Education.________________Cooperating TeacherDateMake 3 copies: original to teacher candidate, copy to cooperating teacher, copy for university supervisor.Teacher candidate is responsible to scan and submit to the EDCI 49800 Purdue CMS site within 1 week of Consensus meeting. ................
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