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Table of Contents TOC \h \z \t "Heading 2,1,Title,2" 2015-2016 Placement and Student Teaching Info PAGEREF _Toc302053515 \h 3Checklists PAGEREF _Toc302053516 \h 5Student Teaching Calendar and Checklist PAGEREF _Toc302053517 \h 5State Convention Submission Checklist PAGEREF _Toc302053518 \h 8Portfolio Components Checklist PAGEREF _Toc302053519 \h 9Notebook of Student Teaching Lesson Plans PAGEREF _Toc302053520 \h 9Licensure Checklist PAGEREF _Toc302053521 \h 10Program Expectations and Context PAGEREF _Toc302053522 \h 11Professionalism Statement PAGEREF _Toc302053523 \h 11Structure of the Student Teaching Experience PAGEREF _Toc302053524 \h 13Responsibilities of the Student Teacher PAGEREF _Toc302053525 \h 14Responsibilities of the Cooperating Teacher PAGEREF _Toc302053526 \h 18Responsibilities of the University Supervisor PAGEREF _Toc302053527 \h 20Site Observation Expectations PAGEREF _Toc302053528 \h 21Evaluating and Grading Teaching Performance PAGEREF _Toc302053529 \h 22Image of “Effective Teaching” PAGEREF _Toc302053530 \h 24Principles of Teaching and Learning PAGEREF _Toc302053531 \h 25Teaching Performance Review PAGEREF _Toc302053532 \h 26Agricultural Education Pre-Service Teaching Performance Review PAGEREF _Toc302053533 \h 28Weekly Formative Assessment Of Student Teachers PAGEREF _Toc302053534 \h 30A Powerful Student Teaching cohort… PAGEREF _Toc302053535 \h 32Conceptual Framework of Ag Ed Program PAGEREF _Toc302053536 \h 33The Ethical Educator & Professional Practices PAGEREF _Toc302053537 \h 34Resources for Mandatory Reporters PAGEREF _Toc302053538 \h 39Masters and Grad School Requirements PAGEREF _Toc302053539 \h 40Agricultural Education Masters of Science in Teaching Course Plan PAGEREF _Toc302053540 \h 41Overview of the Teacher Licensure Program in Agricultural Education PAGEREF _Toc302053541 \h 42Grading The Student Teaching Experience PAGEREF _Toc302053542 \h 43Plan of Study Template PAGEREF _Toc302053543 \h 44Grad School Information on Scheduling Oral Exam PAGEREF _Toc302053544 \h 46Final Evaluation Procedures For Portfolio and Oral Examination PAGEREF _Toc302053545 \h 47Documentation of Experience PAGEREF _Toc302053546 \h 50Oregon State University – Agricultural Education Lesson Plan Template PAGEREF _Toc302053547 \h 51Guidelines for Context Statement PAGEREF _Toc302053548 \h 54Taskstream PAGEREF _Toc302053549 \h 57Student Teaching Experience Manual PAGEREF _Toc302053550 \h 59Blogging Your Weekly Journals PAGEREF _Toc302053551 \h 66Weekly Student Teaching Journal PAGEREF _Toc302053552 \h 67Verification of Occupational Experience in Agriculture- Summary Sheet PAGEREF _Toc302053553 \h 68Verification of Occupational Experience in Agriculture PAGEREF _Toc302053554 \h 70edTPA Learning Segment Overview PAGEREF _Toc302053555 \h 71Formal Observation/Three-Way Conference Data Form PAGEREF _Toc302053556 \h 72TSPC Student Teaching Summary Report* 2015-2016 PAGEREF _Toc302053557 \h 77ChecklistsStudent Teaching Calendar and Checklist2015-2016January 2015Complete ORELA EAS and copy of passing scoresComplete ORELA Civil Rights Exam and copy of passing scoresComplete Ag content PRAXIS (5701) and copy of passing scores February 2015Apply to program and interview with Department of Ag Ed and Ag SciencesApril 2015Visit and interview student teaching sitesJune 2015Placements finalizedMust have cleared fingerprints before fall experience can beginFall Experience (Aug – Sept)Attend State Fair Induction Meeting Thursday at 1pmJudge HerdsmanshipHelp at State Livestock Judging Monday morningJoin Taskstream (CODE: Agriculture15-16)Start school when your site beginsSubscribe to the OVATA listserv to begin receiving teacher emails ()Join NAAE and secure professional liability insurance submit $10 and the form found at Student Teaching Experience Manual (complete Fall section)Formative evaluations from your cooperating teacher in Taskstream (GOAL: every other week)Write Context Statement (due September 30)Submit your timelog in Taskstream by Sunday nightComplete and email weekly Student Teaching blogs by Sunday nightComplete Verification of Occupational Experience in Agriculture formsDevelop teaching load for Winter termDiscuss edTPA overview forms with cooperating teacherSecure materials to aid in winter term lesson planningRegister for OSU fall classesSeptember 2015September 28 - Back to campus for fall courseworkSubmit materials for AED 510:Weekly blogsCompleted Student Teaching Experience Manual (Fall section)edTPA overview formVerification of Occupational Experience in Taskstream1 Formative observation by CT and OSU formal observations in TaskstreamContext StatementOctober 2015Attend OVATA fall Inservice (If necessary, OSU will provide hotel rooms)Be assigned an advisorFile an MS plan of study with graduate school by the end of the term; Form can be found here: )November 2015Teach in a multicultural setting (this will be arranged for you)December 2015Complete fall coursework with a B- or betterRegister for winter term coursework according to planJanuary 2016Begin winter student teaching when cooperating school begins classesKeep an updated calendarOrganize and keep all lesson plansTake pictures for your portfolio and master’s oral exam – be sure you are in the pictures and try to get the picture to “tell the story.”Work with university supervisors to schedule observation visitsSubmit your timelog in Taskstream by Sunday nightComplete and email weekly Student Teaching blogs by Sunday nightWork on completing items in Student Teaching Experience Manual winter sectionReturn for Student teaching seminars (AED 556)February 2016Return for Student teaching seminars (AED 556)Attend Early Career Teacher Workshop at Oregon State UniversityKeep an updated calendarTake pictures for your portfolio and master’s oral exam – be sure you are in the pictures and try to get the picture to “tell the story.”Organize and keep all lesson plansSubmit your timelog in Taskstream by Sunday nightComplete and email weekly Student Teaching blogs by Sunday nightContinue completing items in Student Teaching Experience ManualWork with university supervisors to schedule observation visitsFebruary 22-26edTPA WeekMarch 2016Finalize all items in the Student Teaching Experience ManualFormative evaluations from your cooperating teacher in Taskstream (Goal: one observation every other week)Final Evaluation by your cooperating teacher and TSPC Summary report are dueOrganize and keep all lesson plansSubmit your timelog in Taskstream by Sunday nightComplete and email weekly Student Teaching blogs by Sunday nightLetters of recommendation – Ask your cooperating teacher and principal (if applicable) if they will write you a positive letter of recommendation.Evaluation – As a bonus for your portfolio, you may want to have your students evaluate you as a student teacher.Recognize and show appreciation (thank you notes, etc.) to your cooperating teacher, administrators, secretaries, alumni, etc.Collect evidence to strengthen and individualize your portfolio: pictures, certificates, student work, thank you letters from parents…etc.Cooperating teacher completes the Student Teaching Summary Report in TaskstreamCooperating teacher completes and reviews student teachers final assessment – Final Student Teaching Performance Report (will be sent via email)Select your graduate committeeEnroll for spring term classes according to YOUR specific plan of studyEnjoy and savor the experience and last days at your school (after you finish all of the above)Attend 2016 State FFA Convention with your student teaching site and submit all items to either Taskstream or hardcopy Friday by 7pm (to the advisor hospitality room)April 2016Submit edTPA by College of Education deadline (anticipated April 15)Return to campus for spring courseworkPrepare portfolio (see Portfolio Components Checklist)Prepare teaching presentation for oral defenseSchedule oral defense (see ‘Procedure for Oral Defense in Agricultural Education’)Defend by the graduate school deadline if participating in spring commencement June 2016Graduate!July 2016Complete licensure paperwork in Taskstream) and become a licensed Oregon Agriculture TeacherState Convention Submission ChecklistNotebook of all non-edTPA lesson plans from student teachingStudent Teaching Experience Manual – Winter (submit the paper checklist from pages 73-77 with either dates added or signatures from the cooperating teacher that you did not have an opportunity to complete and signatures at the end.All teaching evaluations:Bi-Weekly Formative Evaluations from your Cooperating Teacher – these are all done in Taskstream so be sure to ask for these if you do not have them yet.Formal Observations – These are your observations from OSU. You should have 1 through 5 completed and have uploaded convention learning outcomes to a lesson plan under Formal Observation 6 for us to use during State FFA Convention. Three-Way Conference Data form in Taskstream (Just like the first 3-way back in January, student teachers will complete your self-evaluation and send it to the cooperating teacher who will complete their 3-way. Please do this early enough to not leave them in pinch. You must average a 2 on all sections to be eligible for a teaching license.)TSPC Student Teaching Summary Report (this is in Taskstream, but the way this is set up, student teachers have no responsibility here.)Final Student Teaching Performance Report Agricultural Education – (This process will occur outside Taskstream: It will be emailed to cooperating teacher, completed by cooperating teacher and submitted via email to Dr. Lambert)Reflection on your overall student teaching experience (3-5 pages)Completed weekly time logs and blog entries for every week of the experience (your last blog WILL be due Tuesday night March 22 by 9pm and should include State FFA Convention)Portfolio Components ChecklistSpecific Content of the Portfolio: This discussion describes the completed portfolio. You may not be able to complete all items prior to your oral examination because defenses must occur prior to the end of spring term. The completed portfolio will be evaluated as a portion of your grade in AED 558. All items should be included in the final portfolio submission.Title page that minimally includes your name, your major professor’s name, the date of your oral exam, the statement, “Portfolio completed in partial fulfillment of the requirements for the MS Degree in Agricultural Education and the Professional Teacher Education Program at Oregon State University.”Introduction/overview explaining the contents and organization of the portfolio (not just the written portion). Table of Contents using page numbers or tabs Professional Resume (completed in AED 558)Strategy for Local Program Success (completed in AED 552)Teaching philosophy (completed in AED 553)Diversity StatementClassroom Management Plan (completed in AED 554)Aligning the Oregon Diploma with Agricultural Education (completed in AED 557)Syllabus with a course calendar (completed in AED 557)Sample lesson plans (minimum of 3) showing a breadth of experience in content areas Lesson plan showing adaptations for students with special needsAssessment rubric (completed in AED 557)Evidence of student feedback on your student teaching experienceOptional: Observation from administrator at student teaching siteEvidence of attendance at professional development (PDU Certificates)3-5 page reflection on student teaching experienceNotebook of Student Teaching Lesson PlansYou are expected to keep lesson plans from all classes you teach during your winter student teaching experienceLessons DO NOT necessarily have to be in a specific format, but, at minimum, must include:Objectives of the lessonContent Students received (ppt., worksheets, etc.)Your methods of delivering content (what did you do?)Licensure ChecklistIn order to get a license, you must turn in the following documents to Agricultural Education at 108 Strand Agriculture Hall and/or Taskstream:Verification of Occupational Experience in Agriculture (1,040 hours) – both the summary worksheet and the signed employer sheetsOfficial ORELA Essential Academic Skills test scores (or equivalent Praxis Core, WEST-B, CBEST)Official 5701 PRAXIS Agriculture test scoresOfficial ORELA Civil Rights test scoresedTPA portfolioStudent Teaching Summary ReportOfficial transcript copies of all college coursework (including community colleges, junior colleges, and all 4-Year institutions, but NOT including OSU) – these were submitted when you applied to the cohortLicensure Recommendation Request form – Initial I Teacher from COE (Taskstream$100.00 check for College of Education $100 check to TSPC – more information will be given in classProgram Expectations and ContextProfessionalism StatementProfessional educators ground their behavior and attitude in the strong reliance of specific values and moral character necessary to be considered model contributors to society. Examples of values and moral behavior expected in the teaching profession include respect, trust, honesty, humility, and strong work ethic. In addition to the knowledge you possess and the talents you apply, you will be judged on your growth as a professional. Professional characteristics on which you will be evaluated include punctuality, attendance, cooperation, and participation. Because this course is designed to develop you as a professional teacher, correct values and moral character will be stressed. Therefore, attendance and participation is crucial to your success and that of your classmates. If you are ill or an emergency occurs, contact the instructor prior to the scheduled class time; otherwise, your attendance and participation are firm expectations.Toward this effort, the following professional expectations exist:Come to class every day. Unexcused absences will lower your grade. Pre-arranged absences will only be excused if the instructor deems the reason to be valid.Arrive to class on time and prepared. As prospective professionals you are expected to be punctual and prepared to contribute.Participate in the class by contributing to discussions and other interactive activities.Refrain from using any form of tobacco in the classroom.Remove your hat upon entering the classroom.Professional dress is required for presenters during laboratory exercises (unless indicated differently). For males, this is interpreted to mean a tie, button-up dress shirt and dress trousers (no denim/jeans). For females, this is interpreted to mean a blouse and skirt or dress trousers (no denim/jeans), or a dress.Proofread all written material and keep in mind the long term impact of written and verbal communications. Seek others to proofread materials prior to presentation for subject clarity and absence of errors. Not only will this help your current writing, but it also better prepares you to ask for and take feedback as a professional.Positive leadership and interpersonal relationships are encouraged. Disrespect toward your instructors, fellow students, or resource people will not be tolerated.At times, the instructors will evaluate professionalism subjectively.Student teaching is a cooperative effort between a specific school system and the university, with the school providing the realistic situations for student teachers to apply and synthesize theory and practice. Student teaching is the culminating field experience in the teacher preparation program. The cooperating teacher is the key person in the experience who guides and evaluates the student teacher’s activities on a daily basis. The aim of student teaching is to have the student teacher develop his/her unique style of teaching and to begin to master appropriate teaching skills and behaviors. Developing the necessary professional teaching attitudes and competencies is an important component of the student teaching experience.“Supervising a student teacher is an immense responsibility. Quite possibly the influence you have on the student teacher will help shape the teaching behavior for much of their professional career. It is imperative that when you accept the responsibility to sponsor a student teacher, you also accept the responsibility to carry forth on professional supervision and the modeling of teaching behavior and program management that is inherent in establishing high standards in the Agricultural Education profession.”The university supervisor is involved in defining and communicating the purposes and expectations to be fulfilled by the student teacher and the cooperating teacher. An important role for the university supervisor is to assist in keeping channels of communication open between the cooperating teacher and the student teacher. The student teacher will be evaluated throughout the process by both the cooperating teacher and the university supervisor, using conferences focused on observation and data collection.Structure of the Student Teaching ExperienceThe student teacher will be assigned to the Cooperating Teacher for approximately 5 weeks pre-fall to give exposure to informal teaching (state / county fair and FFA leadership camp), program management and the more formal aspects of starting out the school year. During this pre-fall experience, there will be two formal evaluations of the student teacher by an Oregon State University supervisor. The Student Teacher’s responsibilities are to gain experience with: Supervised Agricultural Experience (SAE) and FFA Programs; pick up 1-2 classes, spend time with the Cooperating Teacher, learning the duties and responsibilities of an Agricultural Science and Technology (AST) instructor in Oregon. They will also complete the ‘Fall’ portion of the Student Teaching Experience Manual. It is important to remember that the Student Teacher has not had a course in Methods of Teaching prior to the fall experience.Fall term the student teacher will be on the OSU campus taking professional coursework. In January, the student teacher will return to the field to continue their Professional Student Teaching. This period is 12 weeks in length. The Student Teacher will be expected to attend the State FFA Convention in March and act as the Assistant Advisor and chaperone for the local FFA Chapter.The Student Teacher is expected to build up to a full load and maintain a full load for a minimum of 75 class periods and work back down to a partial load. The student teacher should teach a minimum of 100 class periods under partial load. Teachers Standards and Practices Commission (TSPC) requires the student teacher have full responsibility for three classes for a nine-week period. This brings a total of 175 class periods for the Winter Experience. Block scheduling (90 minute periods) may count 2 for 1.Aug 24Aug 31 Sep 7Sep 14Sep 21Jan 4Jan 11Jan 18Jan 25Feb 1Feb 8Feb 15Feb 22Feb 29Mar 7Mar 14Mar 20Week12345123456789101112FULL LOAD5-6 XXXXFinalize all materialsState FFA Conv (submit all paperwork)4-X3-X2-XXXX1-XXXXNO LOAD0-X In-Service/Observation State FairEd TPA WeekDuring this teaching time for the Student Teacher, an example topic outline and appropriate curriculum development resources should be made available to carry out the teaching process. Program management techniques and methods of teaching are the primary focus of the student teaching experience. There will be a minimum of four formal evaluations during the Winter/Spring term by an OSU supervisor. The Student Teacher will also be expected to gain exposure and experience with FFA, SAE, Professional Development, the Total Ag Program, and Students with Special Needs. Three to 5 lessons in a connected learning segment will be developed by the Student Teacher for submission to edTPA as part of the certification process. There is a handbook which guides the student teacher through the edTPA process. All student teachers will teach their edTPA learning segment during “edTPA week” (see previous schedule).In conjunction with the 12 student teaching credits, the student teacher will also be enrolled in a Seminar (AED 556 -Linking Research and Teaching) which will require returning to campus for scheduled cohort meetings. These will be announced at the beginning of winter term.Responsibilities of the Student TeacherCarefully study and consider the suggestions and instructions, which are offered in this document. They are based on the observations and experiences of many professionals. The undertaking that you are beginning is without doubt the most important phase of your preparation as a teacher of agriculture.First impressions are important. Be genuinely courteous, cooperative, and sincere in your dealings with students, cooperating teachers, administrators, other faculty members, school employees, parents, and community members. The ability to work well with other people and to maintain desirable relationships is one that every beginning teacher should cultivate. Appearance and conduct should be acceptable for professionals in the Agricultural Education profession.Student teaching is an opportunity for you to learn. Carefully observe not only what is done, but also how it is done in the school to which you are assigned. Be discrete at all times about talking to friends and outsiders about what transpires in the department. The coming and going of student teachers creates disruptions of the regular school program. At the same time, 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 the student teaching period. Try to leave at least one educational item (teaching aid, etc.) for the department.You will find your cooperating teacher, the school administrator, and other local persons in the school/ community to be cooperative and helpful. It is your responsibility to contribute to the total program.Administrative RelationshipsCheck with your cooperating teacher(s) on the procedures for reporting to the school, housing, lesson assignments, dress code, etc. It may be that you should report to the teachers so they can introduce you to the administration.The administration expects you to become one of the teaching staff. Every teacher has certain obligations in the total program and you must be willing to do your share in this respect. At the same time, you are not assigned to the school to do “odd jobs” or be a floating substitute teacher, which are not required or expected of other teachers.Always remember the well-defined, but visible, channels. Think no more of bypassing your cooperating teacher than you would of going directly to the school board without first going through your administration. The Cooperating Teacher is your immediate supervisor.Professional and Personal ProceduresYou probably will not find all situations as perfect as you think desirable-few of us do. This will call for discretion in everything you do and say.Do not become involved socially with your students – in person or online. Use discretion in social involvement with others.You should never criticize one student to another nor should you criticize your class, other student teachers, your cooperating teacher, your administrator, or your school to others. The only possible exception is in direct communication with your University Supervisor with the intent to improve the situation.Do not hesitate to ask for assistance from the teacher(s). If you do not know how to complete a particular job, be sure to say so. Do not put yourself in an embarrassing predicament by claiming to “know it all.”Do not be afraid to suggest new ideas, but strive to use tact when doing so. If the idea is not adopted or some idea is being used that may be contrary to your past experiences, ask why. Usually there is a very good reason.Do not wait to be told what to do. After general instructions have been given to you, or certain activities planned, proceed to get the job done. Use initiative but be sure to keep your cooperating teacher informed.Personal appearance is important. Be neat and clean. Dress for whatever the occasion requires. Your appearance should be such that would command the respect of students.Demonstrate your willingness to work. Enthusiasm is necessary prerequisite to becoming an effective teacher.Learn all you can during your student teaching. Get all the experience possible in all phases of the job—organization, classroom teaching, filed work, supervising agricultural experience programs, conducting adult and young farmer classes, and FFA activities. The more you experience during student teaching, the less you will face for the first time as a full-time teacher.Take criticism in the spirit in which it is offered. Suggestions will be offered for your professional improvement. Invite suggestions and profit from them. Make positive changes in your teaching as suggested by your supervising teacher.Classroom, Laboratory, and Field WorkFirst contacts are important. Your cooperating teacher will introduce you to each class. Be friendly and sincere, but maintain a professional relationship.Learn the names of students and as much about their agricultural experience programs or plans for a project and home conditions as soon as possible before starting your teaching.Prepare your lesson (teaching) plans carefully and have the plans checked over by the cooperating teacher(s), far enough in advance so you can make any recommended changes. This also applies to tests, field trips, committee meetings, audio-visual materials, etc.Maintain an orderly, business-like classroom atmosphere. You must maintain proper control of your classes. Secure the cooperation of your class but do not be too “easy” or overly friendly. As you gain experience, you can more easily direct and supervise classroom work which allows greater and more desirable student activity and freedom. Gain student respect for doing a good job without being overly concerned about them “liking you.”Endeavor to improve such things as your handwriting, board work, grammar, and spelling. You must set a good example for your students.Do not talk down to the students; or go above their heads. Take into consideration their age and experience. Check often to see that the whole class is following you. Study the work of the cooperating teacher(s); always trying to determine why they did what they did.Teaching in the laboratory also requires careful planning and organization. Have in mind your methods and approach. Secure and organize your material and equipment in advance of the beginning of the class period.On field trips, definitely plan what you want the students to observe or do and follow this up later in class by means of discussion, a quiz, further explanation, or other appropriate activities.Be prompt in meeting all your classes and appointments. It is better to arrive ahead of time than to rush into a room out of breath a split-second ahead of the bell. Be consistent in our methods and relationships. Develop patience and self-control.Demonstrate a professional attitude in all your contacts in the school and community.General InstructionsStudent teachers in agricultural education are expected to devote their time to work and activities in the agriculture department during their student teaching period. “Moonlighting” employment is not allowed as it would detract from the potential benefits of the student teaching experience.Keep the required documents and submit them on time.Keep all required or desirable records (i.e., as mileage, meals, and hotel expenses).Whenever you leave the school for any reason, be sure that you have the consent of your cooperating teacher and the school administrator, if necessary.Put things back in their proper place when you are finished with them.Do not ransack department files and take some of everything. Ask the cooperating teacher to supply copies of the desired materials.Be sure that everything you do is done to the best of your ability.Set aside time at the end of each day for a conference with your cooperating teacher. Do not feel hurt if the cooperating teacher(s) does not have time to visit with you at times. Make a definite appointment at a later time if necessary.The local authorities have granted permission for you to observe and to do student teaching in their school. The continuance of this privilege to those who will follow you depends upon how well you do your work and the manner in which you conduct yourself.Develop an understanding of the ethics of the profession. As an example, you must recognize the confidential nature of personal data and treat it as such.Make arrangements in advance of arrival at the training center for room and board.Report absence, due to any reason, to the cooperating teacher(s) as soon as possible. Inform the university supervisor of any absence of this rm your cooperating teacher of your whereabouts if you leave the community over a weekend or holiday.Attend to all financial matters and any other obligations before leaving the community.Before leaving your school, be sure to express your appreciation to your cooperating teacher(s) and administrators. Follow this up with written expression of appreciation.Be prepared to spend the time necessary to participate in the activities expected of agricultural education teachers. You are expected to take an active role in evening and weekend activities. Remember, student teaching is an opportunity for you to experience the role and responsibility of teaching agricultural education. Plan to be involved in a variety of activities and budget your time and other resources in order to allow for your participation.Responsibilities of the Cooperating Teacher0000The role of a cooperating teacher is one of great importance. Student teaching is regarded as one of the most important phases in a teacher education program. It is quite likely that you will have more to do with the future performance of the student teacher than any other person. There is no doubt that you will greatly influence the professional attitude of the student teacher as well as provide him/her with the opportunity to increase his/her professional knowledge and skill. It is with this challenge in mind that the following suggestions are made. SEQ CHAPTER \h \r 1Initial PlanningAssist student teachers in obtaining adequate housing at as modest a cost as possible.Introduce student teachers to administration and other faculty and employees.Cooperating teacher and student teacher should cooperatively determine policy on such matters as: (a) Daily working hours, (b) Weekends in the community, (c) Responsibilities, (d) Professional dress, (e) Mileage and other expenses, (f) Personal conduct, and (g) Absences.Acquaint student teacher with the school and agriculture department facilities and with the activities and procedures of the school and department. This undoubtedly will be a progressive undertaking, but the student teacher should be familiar with such items if they are to benefit from their experiences in the cooperating school.Students should address the student teacher as "Mr./Ms. " rather than by his/her first name.Plan ahead! Discuss tentative teaching assignments and responsibilities for the entire student teaching experience.Review the student teacher’s expectations, assignments, and projects. Understand that while student teachers, they are both Students and Teachers. SEQ CHAPTER \h \r 1Planning the Experience - Cooperatively plan the student teacher’s activities with emphasis on the following:In cooperation with the student teacher review the Student Teaching Experience Manual and develop a plan to complete the expected outcomes during their experience. Allow freedom to arrange a schedule which will include a majority of the desired outcomes.Make assignments early enough so that the student teacher can prepare and have his/her plans reviewed.Coordinate teaching assignments with existing teaching calendars. If possible, start the student teacher with a course and unit in which they are well qualified.Plan ahead and set up a long-range schedule of teaching assignments and responsibilities for the FFA chapter and other activities which will allow the student teacher to plan his/her work and schedule.Make it a point to have the student teacher visit Supervised Agricultural Experience (SAE) programs with you early in the placement.Supervision of Student TeachersCheck and approve all instructional (lesson) plans prior to each lesson (at least one day in advance to provide time for revision if needed). Conduct evaluations of the student teacher’s classroom, laboratory, and field instruction and offer constructive criticism during a feedback conference. Set aside time each day for a feedback conference with the student teacher.Provide the student teacher with verbal and written evaluations of his/her work. Grade the student teacher periodically throughout their experience.Supervise and evaluate the student teacher’s activities regarding the supervision provided to students’ Supervised Agricultural Experience programs.The cooperating teacher should not "take away" the control and direction of a class, except in an emergency.Observe the ability of the student teacher to work with other people in the school and community. The development of the ability to follow professional procedures and to communicate well with people is as important for the student teacher as is the development of skill in teaching.7. Submit all reports as requested by Oregon State University. The university supervisor needs to become familiar with Taskstream and be able to use it to enter observation scores and comments and to access and complete other evaluations. The supervisor may need to help new cooperating teachers with use of Taskstream.Responsibilities of the University Supervisor0000University SEQ CHAPTER \h \r 1supervisors serve as a liaison between the University and cooperating site. The university supervisor should be contacted immediately when a problem or concern arises. In addition, the university supervisor is charged with the following responsibilities:Work with the cooperating teacher and student teacher in planning and evaluating the student teaching experience.Conduct six observations. Each on-site observation will include a feedback conference to evaluate progress, make constructive recommendations, and provide assistance as needed. Additional site observations will be scheduled if warranted.Conduct a one-on-one conference with the student teacher during seminars held on-campus (if necessary).Assign student teacher’s final grade, taking into consideration the evaluations and recommendation of the cooperating teacher.Serve as a resource person for the student teacher.Site Observation ExpectationsSome observations will be of formal instruction (classroom) and other will be informal (mechanics, facilities, laboratories, etc.) instruction. For each observation, please allow ? hour prior to and 1 hour immediately following for discussion and reflection with your university supervisor.Student TeacherHave instructional (lesson) plans ready for review upon the university supervisor’s arrival.Be prepared to explain the instructional objectives for the lessons/laboratories being taught and how the instructional objectives will be accomplished.Participate in a feedback conference with the cooperating teacher and the university supervisor.Upload lessons to Taskstream to trigger observations from your cooperating teacher and university supervisor.Make sure that you have an updated notebook available for review by your university supervisor. This should includeUpdated “Student Teaching Calendar and Checklist”Complete lesson plan for the class being observedNotebook of lesson plans and edTPA portfolio (Electronic or paper copies)Student Teaching Experience Manual with documented progressCooperating TeacherBe present with the university supervisor in the classroom and/or laboratory to observe the student teacher.Participate in feedback conference with student teacher and university supervisor.Review and make plans for completing the required university paperwork.Use Taskstream to submit all required evaluations.Discuss concerns that might strengthen the student teacher’s preparation program.University SupervisorArrive in time to adequately review instructional plans with student teacher and conduct a pre-conference.Observe teaching with the intent of providing support, encouragement, and recommendations.Provide student teacher with objective feedback on the current state of his/her instructional skills.Analyze the events that occur in the classroom in terms of the objectives for the lesson.Lead student teacher and the cooperating teacher in a feedback conference.Assist the student teacher and cooperating teacher in diagnosing and solving instructional problems.RECORD KEEPING RESPONSIBILITIES:Observations and Evaluations (to be done on Taskstream)Formal Observations (3-way) (beginning and end of winter term)Disposition EvaluationsTSPC/Outcomes Summary Form Evaluating and Grading Teaching PerformanceEvaluation instruments serve as a way to communicate the student teacher’s needs and progress. Selected instruments are used to enhance the student teacher’s growth. These evaluation instruments and experiences help the student teacher in determining personal abilities at the beginning of the student teaching internship and throughout the student teaching experience. Evaluation tools identify difficulties preventing progress, help determine progress, and provide feedback to the student teacher.During the student teaching experience, evaluation and grading will be treated as two separate processes. Evaluation, as stated previously, is an on-going process completed by the student teacher, the cooperating teacher, and the university supervisor.Formative evaluation instruments should be used by the cooperating teacher and university supervisor to evaluate the progress of the student teacher:Weekly Formative Evaluation of Teaching: This form will be completed 12 times during the student teaching experience (preferably two in the fall and 10 in the spring, but there is flexibility). These items are built on TSPC and INTASC standards and all for formative feedback to the student teacher. This form will be completed 12 times in Taskstream. If you prefer, you can use paper copies for making your observation and enter the scores later.Formative Observation of Teaching – This is an optional instrument developed by the Agricultural Education program at Oregon State University. The instrument is based upon TSPC prescribed teaching competencies. In addition, the evaluation utilizes the procedures in teaching using the Problem-Solving Approach to Teaching agriculture subjects, the Principles of Teaching and Learning (Newcomb, McCracken, & Warmbrod, 1993), and the Effective Teaching Characteristics (Rosenshine & Furst, 1971).Teaching Performance Review (Formative Narrative Observation) – This instrument is one of the most widely used evaluation instruments in the formative evaluation of agriculture teachers (Hedges, 1989). This instrument has the advantage over checklist rating systems in that it provides teachers with specific details relating to their teaching performance. This approach allows the observer to emphasize a teacher’s strengths, versus weaknesses during the feedback conference. In the end, teachers view this form of evaluation more positive than rating scales.To use the instrument the observer must construct an image of “ideal teaching” as a basis for evaluation. The “ideal image” of teaching can be constructed from the previous instrument (Formative Observation of Teaching) or by using the Image of Effective Teaching and/or the Principles of Teaching and Learning located on the following pages.Using the Teaching Performance Review: At the top of the instrument record the preliminary information requested. Make sure that as the observer you are clear on the expected outcome (objective) of the lesson to be observed.In the LEFT COLUMN (Things That Worked Well) record the events that occurred during the teaching that helped the teacher reach his/her objective for the lesson. During the observation the observer should keep in mind their image of “ideal teaching” and make comments based on that image. Recorded observations may include quotes of the teacher and/or students, specific incidents, and other details regarding the “ideal teaching” image.In the RIGHT COLUMN (Suggestions / Comments / Questions) record the events that occurred during the teaching that detracted the teacher from reaching the objective(s) of the lesson. In addition, questions to be asked during the feedback conference about the lesson or the teaching should be recorded. The suggestions, comments, and/or questions should pertain to the observer’s constructed image of “ideal teaching.”Performance Based Student Teaching Evaluation (Three way evaluation form) – This instrument is used by the Agricultural Education program at Oregon State University in compliance with TSPC – prescribed teaching competencies. This instrument will be completed in cooperation between the university supervisor and the cooperating teacher. The university supervisor will conduct six formative evaluations throughout the year with two of the evaluations being a three-way conference between the student teacher, the cooperating teacher, and the university supervisor. This will now be completed in TaskstreamStudent Teaching Summary Report – This instrument is a summary of the Performance Based Student Teacher Evaluation and will be completed at the end of the student teaching experience. This instrument will be used for recommendation of licensure. It is located in the ‘submitted materials’ section of this binder. This will now be completed in Taskstream.Feedback ConferenceA feedback (evaluation) conference should be held as soon as possible after a teaching experience. At least one daily informal feedback conference between the student teacher and cooperating teacher is recommended. During the feedback conference, the student teacher should be encouraged to evaluate his/her progress. At the conclusion of the conference recommended procedures for improvement of teaching should be agreed upon by the student teacher and the cooperating teacher.Image of “Effective Teaching”I.Initiating and Maintaining InterestA.The teacher initiated the interest of the students in the lesson by helping them see the importance of the lesson in terms of their needs.B.The teacher maintained the interest of the students in the lesson by appealing to various student desires and values, and varying the types of student participation.II.Stimulating Student ThinkingThe teacher used questions and obtained student participation in the lesson.The teacher’s questions helped the students to think and reason, to make judgments, and to analyze problem situations rather than emphasize memorization.III.Use of Instructional ToolsThe teacher selected appropriate instructional tools (audio-visual equipment, charts, samples, films, reference materials, chalkboard, transparencies, etc.) for the lesson.The teacher effectively used the selected instructional tools.IV.Classroom Management and Interpersonal RelationshipsThere was variety and proper pacing in the classroom activities.The teacher’s verbal and non-verbal expressions reinforced desirable student behaviors.There was evidence of congeniality and rapport between the teacher and student and among students. They accepted the opinions of others, differed courteously, and there was an overall favorable “emotional tone” associated with the teaching-learning situation.The teacher maintained high time-on-task rates and effectively used available lesson time.V.Application and PracticeA.The teacher brought the students to the point where they could practice or apply what was taught.B.Student practice and application were part of the teaching-learning process.Principles of Teaching and LearningWhen the subject matter to be learned possesses meaning, organization and structure that is clear to students, learning proceeds more rapidly and is retained longer.Readiness is a prerequisite for learning. Subject matter and learning experiences must be provided that begin where the learner is.Students must be motivated to learn. Learning activities should be provided that take into account the wants, needs, interest and aspirations of students.Students are motivated through their involvement in setting goals and planning learning activities.Success is a strong motivating force.Students are motivated when they attempt tasks that fall in a range of challenge such that success is perceived to be possible but not certain.When students have knowledge of their learning progress, performance will be superior to what it would have been without such knowledge.Behaviors that are reinforced (rewarded) are more likely to be learned.To be most effective, reward (reinforcement) must follow as immediately as possible the desired behavior and be clearly connected with that behavior by the student.Directed learning is more effective than undirected learning.To maximize learning, students should “inquire into” rather than be “instructed in” the subject matter. Problem-oriented approaches to teaching improve learning.Students learn what they practice.Supervised practice that is more effective occurs from functional educational experience.Summarized from:Newcomb, L. H., McCracken, J. D., & Warmbrod, J. R. (1993). Methods of Teaching Agriculture (Chapter 2). Danville, IL: Interstate Printers and Publishers, Inc.Teaching Performance ReviewAgricultural EducationTeacher: ___________________________________Observer:_______________________________Lesson Title: ________________________________________________Date: ______ / ______ / ______Things That WorkedQuestions / Suggestions / Things to ConsiderTeacher: ________________________________________Page Number: _________Things That WorkedQuestions / Suggestions / Things to Consider7306818-265176Agricultural Education Pre-Service Teaching Performance ReviewTeacher _________________________________________ Observer ________________________________Lesson Title________________________________________________ Date _____/_____/_____Teaching QualitiesScoreSuggestions/Comments/QuestionsPersonal QualitiesPersonal AppearanceTeaching VoiceCommand of EnglishPoise & Self-confidenceLesson PreparationLesson Plan CompleteActivity/Lab Equipment ReadyTeaching Station OrganizedLesson PresentationLearning Objectives StatedInterest Approach/Anticipatory SetLogical SequenceMastery of Subject MatterEffective Use of MethodsEffective Use of Teaching AidsModeling Desired OutcomesQuestioning/Check for UnderstandingProvide Students Clear DirectionsStudent ParticipationClassroom ManagementClosure to LessonPost-Lesson ReflectionReached Stated ObjectivesStudent Reaction/EngagementTime Management of LessonLesson Content Matches ObjectivesSmooth Lesson Transitions7391400-114300Agricultural Education Pre-Service Teaching Performance ReviewAdditional Suggestions/Comments/QuestionsTeacher _______________________________________________________ Page 2Weekly Formative Assessment Of Student TeachersThe student teacher ….Always exceeds expectationsSometimes exceeds expectationsMeets expectationsLower than expectationsNo attempt to meet expectations1Selects the appropriate level and amount of content for the students 432102Makes safety a priority432103Requires students to think critically about concepts and problems432104Requests and implements constructive feedback to improve practice432105Measures learning of all students through a variety of assessments432106Use varied questioning techniques to elicit student response432107Demonstrates adequate knowledge of the discipline(s) being taught432108Provides for individual differences of students432109Develops productive and professional relationships with all students4321010Uses appropriate pace, pitch and tone of voice, and non-verbals4321011Clearly defines teacher expectations for student behavior 4321012Aligns teaching strategies with desired learning outcomes4321013Utilizes a variety of effective teaching methods4321014Demonstrates appropriate growth as a teacher since last assessment4321015Is able to solve problems in an appropriate manner4321016Demonstrates a commitment to the growth of every student4321017Summarizes key points covered and concludes effectively4321018Appears confident and comfortable, even when faced with challenges4321019Provides a pleasant and conducive atmosphere for learning4321020Has the attention of students before beginning4321021Gives clear and focused directions4321022Provides adequate time for lesson4321023Maintains a balance of teaching and student interaction4321024Maintains the interest of the students4321025Meets all aspects of professionalism:Ethical43210Punctual43210Dependable43210Meets work schedule demands43210Models appropriate behavior for students43210Dresses appropriately43210Exhibits energy, drive and determination to be a professional educator43210A Powerful Student Teaching cohort……is made up of people who commit and deliver.…produces results.…respects the individual.…handles disagreements.…has personal energies focused on common good.…manages its reputation.…is clear about decision processes.…is able to declare “breakdown” and address it.…has a conversation about what doesn’t work.…is responsible for its effect on the educational system in which it operates.…shares for the good of teaching and learning.…calls something a mistake only if we haven’t learned from it.…has fun together.Conceptual Framework of Ag Ed ProgramThe Ethical Educator & Professional PracticesTeacher Standards & Practices Commission465 Commercial St NE, Salem OR 97301Responsibilities of TSPC:In 1973, the Teacher Standards and Practices Commission became an autonomous body. It was created amid demands across the nation that educators police their own ranks. As a result, one of the statutory responsibilities of TSPC is to maintain professional Standards of Competent and Ethical Performance of Oregon Educators. These Standards can be found in Oregon Administrative Rules, Chapter 584, Division 020. Approximately 200 discipline cases are investigated by the Commission each year.What is a Competent and Ethical Educator? OAR 584-020-0035 and OAR 584-020-0015(1 - 2)(1) The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of goals as they are appropriate for each individual.(2) The competent teacher demonstrates:(a) Use of state and district adopted curriculum and goals;(b) Skill in setting instructional goals and objectives expressed as learning outcomes;(c) Use of current subject matter appropriate to the individual needs of students;(d) Use of students' growth and development patterns to adjust instruction to individual needs consistent with the number of students and amount of time available; and(e) Skill in the selection and use of teaching techniques conducive to student learning.The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession.(1) The ethical educator, in fulfilling obligations to the student, will:(a) Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and the student's family;(b) Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues; and(c) Maintain an appropriate professional student-teacher relationship by:(A) Not demonstrating or expressing professionally inappropriate interest in a student's personal life;(B) Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student;(C) Reporting to the educator's supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator; and(D) Honoring appropriate adult boundaries with students in conduct and conversations at all times.(2) The ethical educator, in fulfilling obligations to the district, will:(a) Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment;(b) Conduct professional business, including grievances, through established lawful and reasonable procedures;(c) Strive for continued improvement and professional growth;(d) Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and(e) Not use the district's or school's name, property, or resources for non-educational benefit or purposes without approval of the educator's supervisor or the appointing authority.(3) The ethical educator, in fulfilling obligations to the profession, will:(a) Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty;(b) Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and(c) Respond to requests for evaluation of colleagues and keep such information confidential as appropriate.What is a Culturally Competent Educator?The competent educator demonstrates:Capacity to promote equity of student access and outcomes;Advocacy for social justice;Awareness of laws and policies affecting learners;Creates a respectful and collaborative environment;Ability to navigate conflicts around race, ethnicity, religion, class, and language in a safe and productive manner;Ability to work collaboratively with students, staff, and parents from diverse racial, ethnic, religion, class and language background;Demonstrates respectful and welcoming verbal and non-verbal interaction skills.What is the Responsibility of the Superintendent?OAR 584-020-0041(3)The district's chief administrator must report to TSPC within 30 days when, after appropriate investigation, the chief administrator reasonably believes that an educator has violated standards by committing acts of gross neglect of duty or gross unfitness.What is Gross Neglect of Duty?OAR 584-020-0040(4)Gross neglect of duty is any serious and material inattention to or breach of professional responsibilities. Some examples of Gross Neglect of Duty are: unreasonable physical force against students or fellow employees; sexual conduct with a student; appearing on duty or at any district-sponsored activity while under the influence of alcohol or any controlled substance; knowing falsification of any document or knowing misrepresentation directly related to licensure, employment or professional duties; knowing and unauthorized use of school computer equipment to receive, store, produce or send sexually explicit materials; knowing and willful failure of a chief administrator to report a violation of Commission standards; etc. See OAR 584-020-0040(4) for additional examples of Gross Neglect of Duty.What is Gross Unfitness?OAR 584-020-0040(5)Gross unfitness is any conduct which renders an educator unqualified to perform his or her professional responsibilities. Conduct constituting gross unfitness may include conduct occurring outside of school hours and off school premises when such conduct bears a demonstrable relationship to the educator's ability to fulfill professional responsibilities effectively. Some examples of Gross Unfitness are: fraud or misrepresentation; conviction of violating any federal, state, or local law; violation of a term of probation imposed by a court; admission of or engaging in acts constituting criminal conduct, even in the absence of a conviction; etc. See OAR584-020-0040(5) for additional examples of Gross Unfitness.What Happens When TSPC Receives a Complaint?ORS 342.176TSPC conducts an investigation to determine whether or not the allegation(s) is factual.The educator is notified of the complaint and encouraged to respond to the allegation(s).The Commission considers the Preliminary Investigation report and determines whether or not there is sufficient cause or evidence to charge the educator with a violation of TSPC Standards.The Commission may dismiss the complaint for lack of sufficient cause; or Enter into a settlement agreement with the educator (Order of discipline); orTSPC may inform the educator of charges and of an opportunity for hearing.What Happens When the Educator Requests a Hearing?ORS 342.177(1)The Commission is represented by legal counsel from the Attorney General's Office. The educator may be represented by an attorney. Hearings are conducted by an Administrative Law Judge. Based on evidence presented at the hearing, the Administrative Law Judge makes a recommendation to the Commission regarding whether the educator has engaged in unprofessional conduct. The Administrative Law Judge submits a Proposed Order to the full Commission. The Proposed Order is advisory to the Commission which is voted on in public session.What Sanctions May the Commission Impose? ORS 342.175(2) and ORS 342.177(3)By law, the Commission must permanently revoke or deny a license to educators who are convicted of crimes listed in ORS 342.143 (sex-related crimes including prostitution). In other cases, the Commission may revoke, suspend, issue a public reprimand, or place an educator on probation depending on the facts and circumstances of the case.What are the Factors for Imposing Disciplinary Sanctions? OAR 584-020-0045If the misconduct or violation is an isolated occurrence, part of a continuing pattern, or one of a series of incidents.The likelihood of a recurrence of the misconduct or violation.The educator's past performance.The extent, severity, and imminence of any danger to students, other educators or the public.If the misconduct was open and notorious or had negative effects on the public image of the school.The educator's state of mind at the time of the misconduct and afterwards.The danger that students will imitate the educator's behavior or use it as a model.The age and level of maturity of the students served by the educator.Any extenuating circumstances or other factors bearing on the appropriate nature of a disciplinary sanction.To deter similar misconduct by the educator or other educators.What Happens When an Order is Adopted by TSPC?ORS 342.203The educator, the educator's school district and the complainant are notified. The Commission maintains records of all disciplined educators. Annually, the list of sanctioned educators is posted on the TSPC Website. When an Order is adopted, it is reported to the National Association of State Directors of Teacher Education and Certification (NASDTEC) which maintains a national list of disciplined educators.What Can Educators Do To Avoid Complaints Being Filed With TSPC?Think about your interaction with students.Do you fail to maintain professional physical and emotional boundaries with students?Do you flirt with students?Do you discuss your personal life with your students?Do you telephone students or send emails of a personal nature?Do you close your classroom door if you are talking to a student alone?Do you transport students in your personal vehicle?Do you fail to inform your supervisor and refer to a counselor any student who may have a romantic attachment to you?Do you buy gifts for students?Think about your knowledge of state law, school policies and procedures.Do you know the laws, district policies, school rules and your rights?Do you know the Oregon child abuse reporting law ORS 419B.010?Do you know the policies in your school regarding the proper handling of money and finances?Do you have clear behavioral management rules?Do you know about corporal punishment laws ORS 339.250 and district policies?Do you know about confidentiality requirements?Do you know your district’s Acceptable Use Policy regarding technology, including computers, e-mail and internet access.Think about your reputation in the community.Do you maintain a professional reputation in the community and school district?Do you communicate with parents and document that communication?Do you engage in behavior in the community that students may use as a positive model?"If I could take back those five minutes…"From TSPC case filesUse of school computer equipment to receive, store product or send sexually explicit materials OAR 584-020-0040(4)(q)Educator used classroom computer to access sexually explicit materials on the Internet. Educator downloaded sexually explicit materials, copied materials on school equipment and distributed to other staff.Sanction: 90 days suspension, special conditions for reinstatement and 2 years probation upon reinstatementKnowing misrepresentation directly related to licensure OAR 584-020-0040(4)(c)On TSPC Application for renewal of licensure Educator failed to report a criminal conviction (Assault IV).Sanction: Application denied/right to apply suspended for 128 days, reinstatement requires anger management evaluation, 2 years’ probation (requiring treatment/counseling if referred by evaluator)Any sexual conduct with a student OAR 584-020-0040(4)(f) and OAR 584-020-0040(5)(c)Educator engaged in sexual behavior with a high school student in the Educator’s home. Educator pled guilty to the crime of Official Misconduct and was convicted.Sanction: RevocationAppearing on duty or at any district-sponsored activity while under the influence of alcohol OAR 584-020-0040(4)(g)Educator serving as athletic director attends sports events after consuming alcoholic beverages on two separate occasions. Educator required to enroll in an alcohol treatment program as a part of settlement agreement with TSPC.Sanction: Public reprimand and 4 years’ probation (with special conditions requiring educator to continue alcohol treatment plan and submit progress reports every 6 months to Executive Director)Conviction of violation of any federal, state, or local law OAR 584-020-0040(5)(c)Educator convicted of Driving Under the Influence of Intoxicants. Educator required by court order to complete alcohol treatment program.Sanction: Public reprimand and 4 years’ probation (with special conditions requiring educator to abstain from consumption of alcohol, submit progress reports every 6 months to Executive Director and continue alcohol treatment plan)Failed to refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues. OAR 584-020-0035(1)(b)Educator exploited her professional relationship with a student to promote her own religious issues. Educator repeatedly communicated with a student suffering from an illness that religious faith would be the source of healing for her condition.Sanction: 6 months suspension, special conditions for reinstatement and four years probation upon reinstatement.[072904]Resources for Mandatory ReportersWorking in the public schools makes you a mandatory reporter. ??419B.010 Duty of officials to report child abuse; exceptions; penalty.?(1) Any public or private official having reasonable cause to believe that any child with whom the official comes in contact has suffered abuse or that any person with whom the official comes in contact has abused a child shall immediately report or cause a report to be made in the manner required in ORS 419B.015. Nothing contained in ORS 40.225 to 40.295 or 419B.234 (6) affects the duty to report imposed by this section, except that a psychiatrist, psychologist, member of the clergy, attorney or guardian ad litem appointed under ORS 419B.231 is not required to report such information communicated by a person if the communication is privileged under ORS 40.225 to 40.295 or 419B.234 (6). An attorney is not required to make a report under this section by reason of information communicated to the attorney in the course of representing a client if disclosure of the information would be detrimental to the client.??????(2) Notwithstanding subsection (1) of this section, a report need not be made under this section if the public or private official acquires information relating to abuse by reason of a report made under this section, or by reason of a proceeding arising out of a report made under this section, and the public or private official reasonably believes that the information is already known by a law enforcement agency or the Department of Human Services.??????(3) A person who violates subsection (1) of this section commits a Class A violation. Prosecution under this subsection shall be commenced at any time within 18 months after commission of the offense. [1993 c.546 §14; 1999 c.1051 §180; 2001 c.104 §149; 2001 c.904 §15; 2005 c.450 §7]The following links contain information on mandatory reporting of child abuse and neglect in the state of Oregon.Legal code regarding reporting of Child Abuse: of Oregon Site regarding abuse and neglect: from Child Recognizing Child Abuse and Neglect: Signs and Symptoms: or Definitions of Abuse and Neglect: US Department of Health and Human Services defines Child Abuse and Neglect: and Grad School RequirementsPRE-LICENSURE CORE(must be taken before licensure)TCE 253 – Learning across the LifespanOr TCE 411 – Educational Psychology, Learning and DevelopmentOr TCE 511 – Human Development, Learning, and EducationTCE 216 – Purpose of Education in a DemocracyOr TCE 516 – Foundational Perspectives in EducationTCE 219 – Multicultural Issues in Education SettingsOr TCE 522 – Racial or Cultural Harmony in the K-12 Classroom **Required beginning with 2015-2016 cohort (but recommended earlier)TCE 472/572 Foundations of ESOL/Bilingual EducationTEACHER PREPARATION IN AG ED ADMISSION REQUIREMENTSEducation Core CoursesAgriculture Breadth CoursesPRAXIS in Agriculture test (Test CA-0900)ORELA EAS, PRAXIS PPST I, WEST-B or CBESTORELA Protecting Students and Civil Rights in the Educational Environment3.00 GPA on last 90 graded credits3.00 GPA on Agriculture courseworkCompetency in working with childrenInterview with program advisor(s)Good moral character1040 hours of work experience in AgriculturePost Bacc students need a completed BS degreeAgricultural Education Masters of Science in Teaching Course PlanReserved CreditsSummer CreditsFall TermWinter TermSpring TermAED 557 – 3AED 510 - 3AED 552 – 3AED 553 – 3AED 556 – 3AED 558 – 3AED 554 – 3AED 509 - 3AED 599 – 1 AED 555 – 3AED 518 - 3AED 501 – 1-3AED 510 – 3AG 518 - 3TCE 572 – 3 (recommended)TCE 529 – 3 (recommended)Total15 credits15 credits10 creditsAgricultural Education ClassesAED 510 (3) – Professional Internship and edTPA seminar (Fall Student Teaching (August-September))AED 557 (3) – Issues and Trends in Curriculum and InstructionAED 553 (3) – Applied Instructional StrategiesAED 554 (3) – Micro-TeachingAED 555 (3) – Special Topics: Methods of Teaching in a LaboratoryAED 510 (3) – Professional Internship: Agricultural Education (Student Teaching (January – March))AED 509 (3) – Practicum (Student Teaching (January – March))AED 518 (3) – Extension Course in Teacher Education: Pedagogy (Student Teaching (January – March))AG 518 (3) – Extension Course in Teacher Education: Technical (Student Teaching (January – March))AED 556 (3) – Link Research, Teaching, and PracticeAED 599 (1) – Special Studies in FFAAED 558 (3) – Improving AST ProgramsAED 552 (3) – Program Organization and ManagementAED 501 (1-3) – ResearchTotal Agricultural Education Credits = 38 – 40 (NEED 45 for a Master’s of Science degree at OSU)Education CoursesTCE 253 or 411 (3) – Learning Across the Lifespan/Ed Psych Learning and DevelopmentTCE 516 (2) or 216 (3) – Purpose, Structure, & Function of Education in a DemocracyTCE 522 or 219 (3) – Multicultural Issues in EducationTCE 472 or 573 (3) – Foundations of ESOL/Bilingual EducationTotal Education Credits = 8 of which only 5 can count toward the Master’s Degree, if taken at the graduate levelReserving Credits for Graduate ProgramStudents wishing to pursue this option will work directly with the Graduate School. Some basic Graduate School rules to keep in mind are: ? Courses must be in excess of credits required for the undergraduate degree - OR - taken while in non-degree or post baccalaureate status.?The Graduate School will assess the applicability of graduate courses taken in undergraduate, post baccalaureate and non-degree status after students are admitted to a graduate program at OSU, at the time that the graduate program of study is filed;? Courses must meet all requirements for graduate course work and be approved by the student’s graduate committee. For additional information, see the catalog at: Overview of the Teacher Licensure Program in Agricultural Education2015-2016SummerFall TermWinter TermSpring TermAugust 27 - September 25September 28 - December 11January 4 - March 21March 28 - June 11State Fair ExperienceFall Student Teaching ExperienceTeacher Education CourseworkFull Time Student TeachingTeacher Education CourseworkWorkshop Thursday afternoon of the first day of the FFA Division of the Fair. Student teachers go through the FFA Division of fair – Monday Student teachers go directly to their cooperating teaching sites to partake in teacher in-service activities. Student teach up until Friday Sept 25Take fall coursework at OSU.AED 557 – CurriculumAED 553 – Applied Instructional StrategiesAED 554 – Micro-teachingAED 555 – Laboratory PedagogyAED 510 – Professional Internship and edTPA seminar Experience begins at Student Teaching Center when your cooperating school begins after the holiday break. Winter student teaching goes through the Monday of the State FFA Convention. Enroll in winter coursework: AG 518 – Ext course in teacher education: TechnicalAED 509 – PracticumAED 510 – Professional internship AED 518 – Ext course in teacher education: PedagogyAED 556 – Link Research, Teaching and PracticeTake spring coursework at OSU:AED 552 – Program ManagementAED 558 – Program ImprovementAED 599 – Special TopicsAED 501 – Research (optional: TCE 572 or TCE 549 or both)ORELA EAS, ORELA Civil Rights Exam and Finger-printing must be completed before Fall ExperienceComplete CourseworkPass PRAXIS exam prior to winter termDevelop and teach edTPAFinish PortfolioApply for LicensureOral DefenseCut point: Must have acceptable observations by cooperating teacher and university supervisor during fall student teaching experience to continue into fall term courseworkCut point: Must earn a B- or better in AED 553/554/557 and 555 to move into student teachingCut point: Must earn a B- or better in AED 509/510/518/556 and AG 518 to continue into spring term coursework ** This is the suggested course of study. If a separate modified program of study is on file with the Ag Ed office, you should follow your specific plan. Grading The Student Teaching ExperienceUpon completion of winter term student teaching, cooperating teachers will complete the Final Student Teaching Performance Report Agricultural Education. The cooperating teacher will suggest a letter grade for each course related to student teaching. This will be combined with the university supervisor’s evaluations and any assignments submitted to determine grades for AED 518, AG 518, AED 509 and AED 510. The score for AED 556 will be determined based on seminar attendance, timely and reflective weekly journal submissions, as well as the completion of any assignments due during the seminars. Plan of Study TemplateMASTERSCheck OneEdMMAMBEMEngMF MFA MPP MSMMP MHP PSMLAST Name (Family)First Name, Middle InitialOSU ID #Day Phone #Email AddressHighest Degree HeldInstitution/Year RcvdAcademic UnitMajorCheck One:Thesis Non-Thesis MinorCAPSTONE G*Thesis (6-12 Credits)CourseCr.Gr.If applicableDept.No.503 G*Non-ThesisProject or Research (3-6 credits)CourseCr.Gr.If applicableDept.No.501505506TotalMaster's students are expected to "Be able to conduct scholarly or professional activities in an ethical manner". Indicate the training you have completed or will complete to meet this learning outcome. See back of this form for more information.Ethical Research TrainingTransfer courses indicated:TransferSchoolUniversityT1T2T3T4Total Blanket Hour Credits Total Graduate Standalone CreditsTotal Non-Graduate Standalone (4XX/5XX) CreditsTOTAL CREDITS ON PROGRAM *Mark courses that will be graduate standalone courses with the letter “G” in this column.TransferSchoolG*Title of Major CoursesCourseCr.Gr.Dept.No.If additional lines are needed, use a second formTotalG*Title of Minor CoursesCourseCr.Gr.Dept.No.If additional lines are needed, use a second formTotalThe program of study will be audited to determine if it is accurate and it meets the minimum requirements for this degree as established by the OSU Faculty Senate. Please be sure that the following items are correct:The correct degree is indicated in the first row. Please refer to and attach a copy of your unofficial OSU transcript.Student name, phone, ID number, email address, degree held, year the degree was awarded, and institution from which it was received are filled in.The academic unit, major, minor, if applicable, and thesis or non-thesis are indicated. If your degree includes a thesis, the program of study must include from 6 to 12 credits of XXX503 Research, where XXX is the course code of your major.If your degree is non-thesis, the program of study must include 3 to 6 credits of project such as XXX501, XXX505, or XXX506 unless your degree has been approved for an alternative capstone requirement. The maximum number of blanket numbered courses is 9 on a 45 credit degree program.A transfer symbol is indicated for each transfer course (T1 for the first university, T2 for the second, etc.) Transfer courses have been approved by your major advisor and minor advisor if they are in the minor field. All transfer courses must be either:Graduate courses taken at OSU while I was a special, non-degree student, orGraduate courses taken at OSU and reserved for graduate credit while I was an undergraduate student, orGraduate courses taken at OSU and reserved for graduate credit while I was a post baccalaureate student, orGraduate courses taken at other accredited universities after I had received a baccalaureate degree.All courses listed as transfer courses must comply with policies :be graded B, B+, A-, A, or A+ (no P/N, S/U, credit/no credit graded courses will be allowed), andnot have been used on a previous master's or doctoral degree, and grades of “B” (3.00) or better have been earned.Thirty (30) credits must be taken at OSU after having been admitted as a regular, degree-seeking graduate student. (Transfer courses, as defined above, cannot be counted toward this residence requirement.)For each standalone graduate course a G is entered in the G column.Each course in the major and minor has a title, abbreviated if necessary, a department code, a course number, number of credits and a grade, if the course has been completed. Grades of non-transfer courses listed on this program will be either C or above, or P, or R for research.The total number of credits at the 4XX/5XX level is entered. And the number of 5XX or 6XX credits is entered.No more than 50% of the credits are slash courses (the 5XX component of a 4XX/5XX course). To determine if a course is a slash course examine the OSU course catalog for the term that you took 5XX course. If there is a 4xx course with the same title during the same term, then this is a slash course. Your plan includes training in the conduct of scholarly or professional activities in an ethical manner. This could be a course offered by your degree program, IST 520, RCR training modules, training in research groups, etc. For more information on the requirement, see . Your total number of credits must be at least 45. (Your major may require more credits—check with them.) All work toward this degree will be completed within seven (7) years. This includes transfer credits, all course work, all examinations, and final library copies of thesis, if applicable.Your major professor must be a member of the Graduate Faculty in your major. Your minor professor, if you have a minor, must be a Graduate Faculty member in your minor. The examining committee consists of two Graduate Faculty members from the major, a Graduate Faculty member from the minor (if a minor is listed) and, if a thesis is required, a Graduate Council Representative. The program of study must be signed by the student, the major professor, the minor professor, if a minor is declared, and the academic unit chair. Student’s SignatureSignatureDateAPPROVED - Major Professor FORMTEXT ?????Typed NameSignatureDateAPPROVED - Minor Professor FORMTEXT ?????Typed NameSignatureDateI affirm that the above program of study meets the minimum requirements of our master's degree program.APPROVED - Academic Unit Chair FORMTEXT ?????Typed NameSignatureDateAPPROVED - Graduate SchoolSignatureDateGrad School Information on Scheduling Oral ExamEstablish Committee MembershipEstablish the membership of your committee including, for some meetings, a Graduate Council Representative (Grad Rep). One remote participant is allowed if the request form is filed in advance. Plan Your MeetingBegin organizing your meeting two months in advance. It can be very difficult to find a date when every member of your committee is available! Obtain contact information (email, office phone, cell phone) for each committee member including the Grad Rep. To save you untold time and frustration, also obtain the contact information of the departmental office assistant of each committee member and copy everyone when sending scheduling correspondence. Obtain SchedulesOver the phone have each committee member identify possible dates/times over a one week window that you provide depending upon your needs. Do this step quickly by phone rather than using email. Schedules change fast and email can be slow. Select a date and time that works for all meeting participants.When meeting is set, immediately phone each member to request that they enter the meeting date/time on their calendars.Book Meeting RoomBook a meeting room. Your departmental office can help you with this.Confirm MeetingSend an e-mail to all committee members (and assistants) with the meeting details-time, date, building, room number, and purpose (program committee meeting, oral exam, thesis defense). File a meeting schedule form with the Graduate School. Check if required at: . If needed, file a request at the Graduate School for a remote meeting participant. Reconfirm MeetingForty-eight to 72 hours before the meeting send an e-mail reminder to the committee members (and their assistants) with time, date, building, room number of the meeting and meeting purpose. Critical Step: Ask for and get confirmation that each committee will be able to attend. If even one person does not show up you will have to reschedule the meeting. Housekeeping Notes Arrange for access to the meeting room. (Get building and room keys if necessary) Arrange for audio/visual equipment.Set up remote participation (if needed). Twenty-four hours prior to the meeting reconfirm audio/visual support.Twenty-four hours prior to meeting, test remote connections (if needed). If the connection does not work at the time of your meeting you will have to reschedule the meeting. Day of Meeting Determine that audio visual equipment is working.If needed, set up and test equipment of remote participation.Good luck!*Two hours for examination, up to 30 minutes for committee deliberation Note: For the exact regulations and forms needed please contact the Graduate School (phone 541-737-4881) or see the Graduate Catalog (). Also check with your department to determine if it has established additional meeting requirements. MS in Agricultural Education Program Oregon State UniversityFinal Evaluation Procedures For Portfolio and Oral Examination Form CEligibilityIn order to eligible to submit your portfolio and take your final oral examination, the following items must be verified:All course work must be satisfactorily completed. Students must maintain an overall GPA of 3.00 for graduation.Your MS program of study must be approved and on file in the Graduate School.Any changes in the program of study must be approved and on file in the Graduate School.All incomplete grades must be officially removed and on record in the Registrar’s Office.Portfolio ExpectationsThe portfolio is an indication of the quality of work completed by the prospective teacher. The various components of the portfolio will serve as a reflection of the individual’s knowledge of subject matter, pedagogy, secondary school students, curriculum, and research. The purpose of the portfolio is to help you integrate what you have learned and to display your work in a manner that best represents your abilities as an Agricultural Science and Technology teacher. Furthermore, the portfolio presents your work to your graduate committee and potential employers.Portfolios are to be written at a level of quality that is consistent with Graduate School Standards. The content of the portfolio will include revised papers and projects completed as part of your course work. It will also include pictures of your teaching, and materials documenting course activities in Agricultural Science and Technology education. It is important that you demonstrate professional consistency between your theoretical knowledge and your practical application of this piling the portfolio is a significant undertaking. It is THE evidence of your professional growth. Consequently, you should allow ample time for its development. Confer with your major professor periodically throughout the program about developing your portfolio and preparing for the final oral examination.A complete draft of the portfolio must be submitted to your major professor for review two (2) weeks prior to your oral examination. A copy of the written portion of the portfolio that has been approved by your major professor must be given to each member of your committee one (1) week prior to the oral exam. Committee members may require the student to make revisions prior to and/or subsequent to the oral examination.A completed final copy of the written portion of your portfolio and a final copy of your electronic portfolio must be submitted to the Department before graduation. These documents will be kept on file in the department for program evaluation by TSPC (written portions for one year, electronic versions for seven years).Expectations for the Oral Examination (see the Graduate School website for additional information on the oral exam process)All students qualifying for the MS degree must pass a final oral examination. The examination is scheduled for a two-hour block of time. It is your responsibility to schedule all aspects of the examination.The examination will be conducted by your major professor and the other two committee members. You are required to have your major professor and one subject matter specialist (i.e. Agricultural Education) on your committee. The third member can be any qualified, graduate school approved committee member (which could also be from Ag Ed). They must have been approved by Graduate School and on file in the department. Check with the Ag Ed office to be sure they are approved. Please note that serving on a committee is not a faculty requirement, so make sure your committee is appreciated for their time and efforts.During the examination, you will be asked to provide evidence of your skills and abilities as an Agricultural Science and Technology instructor. You will be provided 10-15 minutes to present on what you feel are elements of effective teaching. The remainder of the exam time will be open to questions from the various committee members on topics ranging from specific aspects of the portfolio and opening discussion to your subject matter course work, your Agricultural Science and Technology education course work and other projects in progress. The role of the committee is to appraise your competence as an Agricultural Science and Technology teacher in terms of your integration of knowledge, and application of subject matter knowledge, to pedagogical practices that are developmentally appropriate in public education, as well as your ability to evaluate your own teaching effectiveness.Scheduling ProceduresTo schedule your oral examination, please follow the procedure outline below. It is advisable to begin this process at least one month prior to the anticipated date of the examination. Review Graduate School Deadlines to determine filing dates, etc.: . Normally, in order to participate in Commencement and graduate in spring term, students must complete their oral defense by the third week of May. Check with the Graduate School for specific dates.Schedule the date and time with each of your committee members.Schedule a location.Make a formal application to the Graduate School via their online application process at: - date, time, and place of your exam, confirm the committee membership and notify the committee of the exam date, time, and place (you are M.S. non thesis). This must be done at least one (1) week in advance of the examination date.Apply to graduate through your Student Online Services account. This should be submitted at the same time you apply to do your final examination.If you have any questions or problems with the process of preparing for your oral examination, please do not hesitate to contact your major professor. Any exceptions to the process or requirements must be negotiated with your major professor.The ExamOn exam day, the process will go like this:The student is at the front of the room and the committee will be around the table or will be facing the candidate. The major professor runs the meeting:Candidate is asked to tell the committee about your self – make it concise, but don’t leave out important details. The committee is interested in your background, but is most interested in hearing how you got to this point – your student teaching experience and why you are interested in teaching. Similar to the question that will be asked in a job interviewPresent your teaching presentationEach committee member will ask approximately 20 minutes worth of questions. When all committee members are finished, each member will have an opportunity for follow-up questionsAt the end of your defense (approximately 2 hours), the candidate will be excused from the room while the committee deliberates the outcome of the defenseYour major professor will then come out to get you and provide you with the final results.Sign the examination form, copy, and deliver form to graduate school.Documentation of ExperienceSome of these items will be submitted in paper copy and some of these items will be submitted in Taskstream. Paper copies have been included for all required paperwork to permit the student teaching experience to continue, even if access issues to Taskstream occur. All required paperwork will need to be submitted in the correct format during the required grading periods.3981450228600Rigor/RelevanceFrameworkKnowledge654321CAssimilation_______DAdaptation_______AAcquisition_______BApplication_______ 1 2 3 4 5Application400000Rigor/RelevanceFrameworkKnowledge654321CAssimilation_______DAdaptation_______AAcquisition_______BApplication_______ 1 2 3 4 5ApplicationOregon State University – Agricultural Education Lesson Plan TemplateLesson Title: Area and/or Course:Length of Time: Essential Question(s): 1.2. Objectives:Learning Objective(s)The students will be able to…Oregon Skill Set Number(s)1.1.2.2.3.3.4.4.5.5.Standards Alignment:ObjectiveNumberState Standard met by ObjectiveCore Standard Alignment11.1.22.2.33.3.44.4.55.5.Academic Language/Vocabulary Targeted:1. 2. 3. Targeted Support(s) for ELL and TAG Students1. 2. 3. Targeted Support(s) for IEP and 504 Students1. 2. 3. Resources:Materials, Equipment, Audio/Visual AidsReferences:1.1.2.2.3.3.4.4.5.5.Anticipatory Set/Introduction/Motivation/Interest Approach:Review of Yesterday’s Lesson: Anticipatory Set: Transition (Use Objectives): Learning Plan:Objective(s),Time, Identify Flex ActivitiesStrategy – Includes Teacher Activity, Student Activity, and Questions/AnswersSubject Mater Outline/Problem and Solution (Identify Opportunities for Student Application and Vocabulary Development)Closure/Summary/Conclusion (Tie in Objectives):Evaluation Plan (Authentic forms of Evaluation, Quizzes, or Written Exams):Assignments (Student Activities Involved in Lesson/Designed to Meet Objectives):Lesson Reflection:What feedback did I give my students and how will they use it for future of current assignments? Was the assessment of student learning effective? What will I do next time to help students learn the concepts more effectively? What other thoughts do you have after facilitating this lesson? Guidelines for Context StatementAll information provided in this section regarding the school, personnel, families, and students must be kept anonymous so that no individual can be identified from the student’s descriptive information. Use pseudonyms for the school, community, and all individuals. The context statement paints a picture of the setting in which you are teaching. It should include all of the following information: Community Description: _____ Actual data on the physical setting of the community _____ Actual data on the economic basis of the community _____ Actual data on the social demographics of the community (size of population, racial/ethnic composition) _____ Description of special cultural or natural features of the community School Description: _____ Description of the physical setting of the school _____ Description of the size and layout of the school (Are different grades housed in different wings? Is there a central meeting place? Etc.) _____ Description of the resources available in the school (computer labs, gymnasium, counseling office, etc.) _____ Description of the behavior management policy of the school _____ Actual data on the social demographics of the school (number of students in each grade, M/F, TAG, IEP, etc.) _____ Actual data on the racial/ethnic demographics of the school (number of ELL, languages spoken, etc.) _____ Actual data on the economic demographics of the school (number of free/reduced lunches, SES, etc.) _____ Actual data on the academic history of the school (test scores, AYP, etc.) Classroom Description: _____ Description of the size and layout of the classroom _____ Description of the resources available in the classroom (computers, sinks, etc.) _____ Actual data on the social demographics of the classroom (number of students, M/F, TAG, IEP, etc.) _____ Actual data on the racial/ethnic demographics of the classroom (number of ELL, languages spoken, etc.) _____ Actual data on the economic demographics of the classroom (number of free/reduced lunches, SES, etc.) _____ Actual data on the economic demographics of the classroom (number of free/reduced lunches, SES, etc.) Reflection GuidelinesCritical reflection is an important aspect of both teaching and learning. Educational philosopher and theorist John Dewey (1933) recognized that it is the reflection on our experiences that leads to learning – not merely the experience itself. We learn from those experiences that we ponder, explore, review, and question. Today researchers are looking at the developmental or evolutionary aspects of critical reflection in teaching. Still, it is reflection, not experience alone, that is found to be of value to the teacher (Garmeston, 2001). It is the reflective process that provides the greatest opportunities for professional understanding and self-assessment.Becoming a reflective practitioner is a goal of our Teacher Preparation Program at Oregon State University. Reflection has many definitions in the context of teacher cognition. Reflection involves “a state of doubt, hesitation, perplexity, or mental difficulty, in which thinking originates.” This uncertainty is followed by the act of searching to find materials that will resolve this doubt and settle the perplexity (Dewey, 1933).Reflection, however, is more that “just thinking hard about what you do” (Bullough and Gitlin, 1995). Reflective practitioners give careful attention to their experiences and how meaning is made and justified. They analyze the influence of context and how they shape human behavior. Reflection is about change. Reflection is inquiry into pedagogy and curriculum, the underlying assumptions and consequences of these actions (Liston & Zeichner, 1987).Becoming reflective requires active engagement in and consciousness of the experience, and in this case, the act of narrative writing. Reflection requires the ability to analyze and prioritize issues, to use tacit and resource-based knowledge, and to develop a feasible plan of action. Clarke (1995) suggests that reflection is not about a single event in time, but occurs over time as teachers begin to construct meaning for them. What reflection is NOT:Many beginning teachers have the tendency to merely recount events that occurred rather than analyzing the meaning and possible ramifications of those events. In your written reflections, you should include only as much description of events as is necessary to provide a context for analysis or evidence of claims that you are making.What to include in your lesson reflections:Each lesson reflection will have a different focus, depending on the events that unfold. The following are suggestions of questions to consider in your reflections. Please separate your reflection into these three sections.Analysis of the LessonThis is not a blow by blow description of the lesson. Rather you should provide specific evidence to support claims that you are making about the lesson itself:Was the timing appropriate?Did the activities align with your objectives?What were the particular benefits and drawbacks of the methods you chose?Would a different method have been better (i.e., a lab rather than a demonstration)?Did you have enough questions?Were the questions at the appropriate level?What would you do differently and why? Clarify both how you would do this lesson differently but also on changes that you will be making in future lessons.Evidence of student learningAs you are teaching your lesson, you will be constantly assessing the students’ progress. Your reflection is the opportunity to summarize and analyze what you were considering about students during the lessons. Some examples of questions you might consider are:Do you have specific concerns about their progress?Were the students engaged and motivated?What happened in the lesson that seemed to motivate students to be engaged in the lesson?Which students were actively engaged and which ones had disengaged?What can you do to engage the students more, and to more appropriately meet student needs?What do your students understand as a result of your lesson? What evidence do you have for this claim?Reflect on the student learning, identifying specific situations and your reaction to those situations. Choose two or three students (including both males and females) to focus on for each lesson and then reflect more deeply on their progress in the class and in the lesson. In your reflection describe your developing perception on these students as learners in the class and what kinds of strategies work for them in particular.Implications for Future LessonsThis section describes how you use your learning from this lesson to rethink or revise future lessons.Consider alternatives:Are there other ways you might consider structuring this lesson in the future?Are there other strategies or resources that you could have used to support student learning?What evidence suggested this change?Based on your observations of students’ participation in class and written work;What will you do next?Did things come up that will change what you do tomorrow or later in the unit?Are there topics on which you need to spend more (or less) time?What else has today’s lesson made you think about regarding your teaching? Reflections Scoring Guide:A –Reflections demonstrate analytic thinking, self-awareness, and an honest self-evaluation of teaching. Claims about teaching and learning are clearly supported by evidence.B – Reflections attempt an honest self-evaluation of teaching but may be lacking in depth. Provides some evidence for claims made about teaching and learning.C –Reflections do not demonstrate self-awareness or an honest self-evaluation of teaching. Lacks evidence for claims about teaching and learning.TaskstreamOSU’s College of Education has made the investment in the Taskstream reporting system. This will mean almost all of the paperwork submitted around student teacher supervision will be handled electronically. As this is only the second year we have used the system, there will be a learning curve. We are asking everyone’s patience as we work with this new system.Items that will be handled through Taskstream include:Verification of Occupational Experience forms (scanned and submitted by the student teachers)6 - biweekly formative evaluations by the cooperating teacher6 - formal observations by the University Supervisor when OSU observes you2 - three way evaluations (with student teacher, cooperating teacher and university supervisor)edTPA portfolioStudent Teaching Summary ReportLicensure request from the studentTaskstream access for students:1. Go to to register and initiate your portfolio. (screenshot directions included).2. Create your password and enter your information:Make sure you put in your OSU ONID address Once you have completed the form, you can hit “submit and send” OR you can “save” and submit later if you are not done; There will be a fee of $42 when you register on Taskstream and you will need a debit or credit card.Remember your user name is your ONID email. Within the system, you are known as an ‘author’SELF-ENROLLMENT CODE: Agriculture15-16 There will be a separate Taskstream enrollment code for your edTPA submission site and that will be provided later in the program.Taskstream access for Cooperating teachers: Go to and log in using your email and the password provided by an email from the Taskstream. Once you have been entered into the system by OSU, you will receive an email with instructions from Taskstream. Save this email for future use. We are timing this email to coincide with the webinar.Once you log on you can change your password.There is no fee for cooperating teachers. Within the system, you are called ‘Evaluator’Other tips! means “nothing to submit”A padlock means it is “locked and nothing needed”Most of Taskstream is student driven. Students upload their scores, lesson plans or forms and then choose the evaluator. Students will use the following chart to choose an evaluator.How to choose who evaluates a document? Item to be evaluated Evaluator to be chosen on TaskstreamBefore programApplication for ProgramMisty Lambert Content Mastery formMisty Lambert All test scoresMisty Lambert Student TeachingObservation by Cooperating TeacherChoose your CT Observation by SupervisorChoose OSU supervisor doing that observationThree-way conferenceYou should not have access to thisFinal edTPA submittedChoose Your OSU Ag Ed AdvisorCapstone PortfolioChoose Your OSU Ag Ed AdvisorApplication for licensureJen Humphries – OSU COE placement officerOnce you are registered and have been admitted to the program:Observations Make sure you choose the appropriate column for the observation: pick CT or SUPERVISOR depending on who is observing.This will open up the observation form for the instructor or CT to fill out during the observation. Your CT or Supervisor cannot fill out this form until you have attached your lesson for evaluation.Attach your lesson plan to Taskstream before each formal observation from your Cooperating Teacher and each observation from supervisor. Be sure to click submit. Your CT and/or supervisor will then complete the observation form and click submit. You will then have access to your scores and comments. Do this for every observation. Three Way Evaluations (beginning and end of winter term):To prepare for this conference you must first log on to Taskstream and select Three-Way Conference. Then you must score yourself on each area and submit for evaluation. Your CT and supervisor will not be able to complete their portion of the form until you have completed this step and submitted it for evaluation.Ask your CT, (email a reminder) to also fill in the evaluation before the supervisor arrives at the meeting.On the day of the conference, the supervisor will sit with both of you for a conference to discuss the scores, he/she will then enter his/her scores. The instructor for AED 556 will then reconcile the three sets of scores entered by you, your CT and your University Supervisor.Other:Feel free to use the, create a portfolio, option to create a portfolio of all your work submitted on Taskstream. This portfolio, once created, will have a website address that can be shared in interviews and with employers.You will have free access to this site (without the ability to change it) OR to update and maintain the site you can renew for $12 a year.Student Teaching Experience Manual This section consists of appropriate participation experiences for student teachers in Agricultural Science and Technology. Experiences listed have been selected to reflect that which teachers do in conducting a high school program. The list is comprehensive, but not all-inclusive. Student Teachers are urged to become familiar with this manual. Look at it frequently and let it serve to help in planning your participation experiences. At the completion of your experiences, if some experiences have not been available, the cooperating teacher can initial in lieu of a date. In order to be comprehensive the number of activities listed in the manual is lengthy. Credit will not be granted until this report is turned in to your university supervisor. STUDENT TEACHING EXPERIENCE MANUALExperiences to be completed during FALL Student Teaching ExperienceDate CompletedMeet the Principal, Superintendent and Vice-Principal/Assistant PrincipalMeet personnel employed in related agriculture agencies in the community Meet and learn names of the this year’s Chapter FFA OfficersMeet key school faculty members (as determined by cooperating teacher)Meet school guidance counselorsObtain a copy of school and class schedulesLearn procedures for reporting an absence or tardy for studentsLearn school and department standards as to conductLearn requirements for a student teacher to operate school vehiclesAttend a faculty meetingIdentify personal work/office space and established expectationsInvestigate available resources (media, library, community, e-mail, etc.)Secure a copy of the school district’s policy manual (or know where to find it)Review school district disciplinary and safety protocolObserve cooperating teacher’s classroom and laboratory teaching styleObserve at least two teachers in your school, other than the agriculture teacherJoin OVATA listservPay NAAE duesObtain course of study for classes you will teach & discuss with cooperating teacherTour community with cooperating teacherVisit at least two other schools’ Ag Science Departments and tour/observeObtain a copy of the district calendarLearn students’ namesThe items on this fall checklist should be completed at your host site before returning to OSU for fall term. If experiences were not available, the cooperating teacher can initial the item in lieu of a date.___________________________________ ___________________ Student Teacher SignatureDate Submitted__________________________________ ____________________ Cooperating Teacher SignatureDate SubmittedExperiences to be completed during WINTER TERMTotal ProgramDate Completed 12 evaluations by cooperating teacher in Taskstream (NOTE: some may have occurred in the fall)Evaluation 1Class:______________________________________________Evaluation 2Class:____________________________________Evaluation 3Class: ____________________________________Evaluation 4Class: ____________________________________Evaluation 5Class: ____________________________________Evaluation 6Class: ____________________________________Evaluation 7Class: ____________________________________Evaluation 8Class: ____________________________________Evaluation 9Class: ____________________________________Evaluation 10Class: ____________________________________Evaluation 11Class: ____________________________________Evaluation 12Class: ____________________________________Assume full teaching load for minimum of four weeksCreate and use a minimum of three teaching aids (for AED 556)Teaching Aid 1:___________________________Teaching Aid 2:___________________________Teaching Aid 3:___________________________Incorporate educational technology in classroom instruction1.______________________________________2.______________________________________3.______________________________________4.______________________________________Become familiar with required department reports (local and state)Plan and arrange displays on departmental bulletin boardDevelop and use at least two unit testsPlan and conduct an effective field tripUtilize a resource person in a classFill out (or assist in filling out):1.A purchase order for equipment2.A Purchase order for consumable supplies3.A department budget4.A request for off-campus field trip5.Progress reports or end-of-term grades6.Deposit forms for FFA or shop/greenhouse fundsReview department method of filing and storage of teaching materialsKeep daily and weekly schedulesAttend faculty meeting(s), PLC meeting, or School/District In-serviceConfer with principal or superintendent regarding procedure for applying for a position in this systemCooperate and assist with all school functions as directed by cooperating teacherPrepare a unit calendar for student teaching Prepare unit lesson plans with approval of each by the cooperating teacher. (Teacher approves 5 days prior to lesson)Help plan the 2015 (or review the 2014) program of summer work for the teacherHave the principal or vice principal conduct an official observation of your teachingPlan and conduct a demonstrationLaboratory Management Date CompletedCheck safety conditions of equipment usedBecome familiar with tool and equipment maintenance proceduresBecome familiar with storage methods for consumable supplies and equipmentIdentify school district policies and state laws regarding safety requirements for laboratories (glasses, safety zones, instruction, documentation, etc.)Create a scoring rubric for at least one mechanic, animal science, or horticulture skillAssist in keeping rooms, labs, and offices clean and orderlyUtilize a laboratory clean-up systemBecome familiar with supply procurement methods (purchase requisitions, etc.)Identify sources for obtaining laboratory suppliesStudents with Special NeedsDate CompletedIdentify characteristics of special needs students (IEP or 504) in the AST program with your cooperating teacherDevelop teaching plans to accommodate students with special needs in individual classes with assistance of cooperating teacherParticipate in, or discuss, the development of an IEP with Resource Room teacher and your cooperating teacherProfessional DevelopmentDate CompletedAttend and participate in district agriculture teacher meeting(s)Attend the Annual State FFA Convention and OVATA meetingDiscuss with cooperating teacher the arrangements for attendance at professional development and OVATA conferencesParticipate in an advisory committee meeting of the agriculture programAttend a civic club meeting in the local school’s communityFFA Chapter AdvisingDate CompletedAssist executive committee in planning at least one FFA chapter meetingSupervise at least one major FFA ActivityAssist in training a team (or student) for an FFA Career Development Event (CDE).Assist FFA reporter in preparing news articlesPrepare Supply order to the National FFA OrganizationAssist in FFA Chapter fundraising eventObtain a copy of your chapter’s Program of Activities (POA)Be advisor at a chapter meeting and recite the FFA advisor’s part of Opening CeremonyAnalyze procedures for preparation of chapter budget, managing finances and collecting duesAdvise the executive committee (or officers) in planning FFA Chapter meetingsParticipate in initiation and/or degree ceremonies as an advisorParticipate in planning and/or conducting an FFA banquetAssist secretary and treasurer with recordsParticipate in preparing for and/or competing in a field day, judging contest, or fairParticipate in a leadership training conference or campAssist in planning and conducting community service activitiesParticipate in your school’s National FFA Week activitiesParticipate/observe FFA Alumni meeting and/or activitySupervised Agricultural Experience ProgramDate CompletedAccompany cooperating teacher on three or more supervisory visits to students with established programsMake three or more supervisory visits to students without the cooperating teacherAssist students with monthly entries in SAE financial record booksAssist students in completing year-end summary SAE financial reportsAssist in completing or reviewing proficiency award applicationsAssist students in completing State and/or American FFA Degree applicationsDiscuss with cooperating teacher how they determine which SAE to visit, when to visit and what to discuss with the student___________________________________ ___________________ Student Teacher SignatureDate Submitted__________________________________ ____________________ Cooperating Teacher signatureDate SubmittedBlogging Your Weekly JournalsIn the past, we have had students use a word document to submit their weekly time log and journal entries**. This year, you will use two different technologies to complete those assignments. First, you will keep your time log in Task Stream. Those entries can be done daily or once a week, but must be posted no later than Sunday evening each week while at your student teaching site. These time logs are critical. Secondly, the weekly journals will now be submitted as blogs. You can use any public blogging platform you wish (Blogger, WordPress, etc.) but directions are included below for Blogger.Setting up a BLOG in BLOGGER:Go to and click on “New Blog”. (If you do not have an account, you may have to create one first).Give your blog a title, an address, and choose a template and Click “Create BLOG”. You can always go back and customize the layout, and you can change the address under settings later. HINT: Do not put Spaces in the address.Once you have completed the creation process, Dashboard should open. From this Dashboard, you can manage everything about your blog. You are ready to start blogging! Weekly blog posts are due by Sunday evening at 9pm – including reflections day-by day and activities that happen over the weekend. You can post these daily or all under one weekly heading but separated by days. These are intended to be reflective and not just a recap of what you did. (Think about answering questions such as: What did you learn? What went well? What was unexpected? What you would do differently?)Post your first blog by giving the post a title and typing away. When you publish, others can see it. Under settings, you can manage the privacy of your blog. Assume that someone COULD find your blog and avoid student and/or school names that would allow someone to identify the setting.Share the link to your blog with Dr. Lambert via email Misty.Lambert@oregonstate.edu**On the next page you can see the old word format if that helps guide your thoughts, but this form will not be used. Department of Agricultural Education& Agricultural SciencesWeekly Student Teaching JournalStudent Teacher:Cooperating School:Report for Week: FORMTEXT ?????Monday, FORMTEXT ????? FORMTEXT ?????20 FORMTEXT ??throughFriday, FORMTEXT ????? FORMTEXT ????20 FORMTEXT ??No.MonthDayYearMonthDayYearIndicate Clock Hours Devoted to Each CategoryObserving Cooperating Teacher TeachPreparation for InstructionClassroom/Laboratory TeachingLaboratory Preparation and/or MaintenanceGrading/Scoring Students’ WorkAdministrative Duties – Program ManagementProfessional Activities (Meetings, Inservice)SAE Observations and RecordingFFA Activities – LocalFFA Activities – Area, District, and/or StateCDE PreparationSchool /Community ActivitiesConference Time with Cooperating TeacherDaily TotalMondayTuesdayWednesdayThursdayFridayWeekendWeekly TotalDaily Reflection (do not just recap what you did, but reflect on the day. What did you learn? What went well? What was unexpected? What you would do differently?Monday:Tuesday:Wednesday:Thursday:Friday:Verification of Occupational Experience in Agriculture- Summary SheetName_____________________________________Date ______________________________Ag Ed Option_____________________________________In order to be certified as an Agricultural Science & Technology teacher in Oregon you must have completed two years (1040 hours) of occupational experience in agriculture, after your fourteenth (14th) birth date. List below all applicable work experience that you have completed. Two years of that experience must be verified by some responsible individual (other than a parent) who is knowledgeable of your experiences. (Refer to back of this sheet for details).Duration of Experience(Mo./Yr.)Hrs.ExperienceCompletedName of Employer(Indicate if Self-Employed)ParentJob Title/Description*(Describe major responsibilities)Name, Address, Phone of individual who will verify experience(Office Use)Date/SourceVerificationCompletedDateStartedDateCompletedTotalThe responsibility for verification of 2 years (1040 hours) of agricultural occupational experience lies with the teacher trainee. Applicable experience may include either production agriculture (farming, ranching) and/or agriculture related business experience. You are strongly encouraged to obtain broad occupational experience in both the crops and animal phases of production agriculture. Your occupational experience will be evaluated by the Joint Agricultural Education Staff (OSU-ODE). You will be advised within 90 days after submission of this form and related verifications concerning the status of your experience requirements. You are encouraged to complete this verification early in your teacher preparation effort so as to have opportunity to correct any deficiency. This verification must be completed and approved prior to OSU approval of your teacher certification application.Oregon State UniversityAgricultural EducationVerification of Occupational Experience in AgricultureApplicant’s Name______________________________________________________________________ (First) (Initial) (Last)The above named applicant is pursuing a teacher licensure program in Agricultural Education at Oregon State University. That certification requires verification of actual work experience in agriculture. That experience may be in either production agriculture (farming or ranching) or agriculture related business (agri-business).Please carefully review the agricultural work experience information entered below by the applicant. Please add any details which you feel would make the entries more complete or correct. If you feel the entries are correct (with your corrections if necessary), and that you can verify the experience as entered, please sign at the bottom of this sheet. If you do not feel that you can verify this experience, please so indicate next to your signature.Experience DatesApproximatehrs. of pletedEmployer’s Nameand AddressJob Title/Responsibilities(Briefly describe major tasks completed in this job)Beginning(No./Yr.)Ending(No./Yr.)TotalI certify the above information to be complete and correct:_______________________________________________________________________________Applicant’s signatureVerification signature______________________________________________________________________________DateTitle/OccupationPLEASE RETURN TO:__________________________________________AddressAgricultural Education Department108 Strand Agriculture Hall_______________________________________Oregon State UniversityTelephone No.DateCorvallis OR 97331Thank you for your assistance!edTPA Learning Segment OverviewStudent Teacher Name____________________________________ Class to be taught____________________________________ (ex. Hort)UNIT: ______________________________________________________Lesson 1: Goal/Objectives:Lesson 2Lesson 3Lesson 4Lesson 5We agree these are the lessons for the edTPA portfolio. As a cooperating teacher, I agree to allow the student teacher to teach these 3-5 connected lessons during edTPA week and I will NOT teach these lessons before the student teacher. As a student teacher, I agree any changes will be in consultation with the cooperating teacher. Student Teacher SignatureCooperating Teacher Signature____________________________________________________________Oregon State University College of Agricultural SciencesFormal Observation/Three-Way Conference Data FormStudent Teacher:_______________________________Endorsement Area: Agriculture________Evaluator Name: ______________________________Teacher Name: _____________________DirectionsPerformance LevelPlease place an appropriate evaluative score, 0-3 in the blank provided which accurately reflects the student teacher’s performance on the criteria listed.0 = No Evidence1 = Significantly Below Standard2 = Progressing Toward Standard3 = Meets Standard4 = Exceeds StandardNOTE:An overall average of “2” on all objectives for the last evaluation must be met before recommendation for Certification will be made by the Agricultural Education and General Agriculture Department to T.S.P.C.CONFERENCE DATA IS NOW RECORDED IN TASKSTREAMFormal Observation Data: Planning for Instruction1/2/3/4/5/6/Was the lesson plan well thought out?Did it incorporate components of a lesson plan model?Was adaptation for learning styles evident?Did the student teacher demonstrate an accurate understanding of subject matter?Totals:Establishing a Classroom Climate Conducive to Learning1/2/3/4/5/6/Were positive management strategies demonstrated in a problem-solving manner to engage students in “on-task” behavior?Were the strategies effective?Did the student teacher monitor pupil conduct and take appropriate positive action when misbehavior occurred?Was a classroom climate of equity maintained?Totals:Engaging Students in Planned Learning Activities1/2/3/4/5/6/Was students’ involvement in lesson content elicited?Were smooth transitions in lessons orchestrated?Were the students focused on tasks to be accomplished?Was the effectiveness of learning activities monitored and the pace and content of instruction modified as needed to achieve lesson objectives?Were all aspects of the planned lesson carried out effectively?Totals:Evaluating, Acting Upon, and Reporting Student Progress in Learning1/2/3/4/5/6/Did the student teacher guide students toward meaningful self-assessment?Were the assessment techniques such as observations and pupil interviews embedded in the lesson?Did the student teacher have evidence at the end of the lesson that the lesson objectives were met?Totals:Professional Behaviors, Ethics, and Values1/2/3/4/5/6/Is the student teacher aware of, and act in accordance with, school policies and practices?Does the student teacher respect cultural patterns and expectations that operate within a school?Does the student interact constructively with colleagues, administrators, supervisors, educational assistants and parents?Does the student teacher function as a member of an interdisciplinary team to achieve long-term curriculum goals, State content standards, and district standards?Does the student teacher exhibit energy, drive, and determination to make one’s school and classroom the best possible environment for teaching and learning?Totals:Comments:NOTE ABOUT ACCESSING THREE-WAY FORM IN TASKSTREAM: We have included a paper copy here to aid in the group discussion. However to simplify reconciling three scores (Student, cooperating teacher and university supervisor) in Taskstream the final score for three way observations will be entered by the OSU university supervisor.Three-Way Evaluation Data:Performance Level4 - Exceeds Standard3 - Meets Standard2 - Progressing Toward Standard1 - Significantly Below StandardIn PLANNING FOR INSTRUCTION, the student teacher:1/________________________2/________________________Selects or writes learning goals for units of instruction that are consistent with the school’s long-term curriculum goals, State content standards, and district standards.Selects or writes learning goals for units of instruction that are consistent with research findings on how students learn and the physical and mental maturity of one’s students.Determines the current performance level of one’s students with respect to the learning goals established for a unit of instruction.Establishes objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals.Determines content, skills, and processes that will assist students in accomplishing desired unit outcomes, and designs learning activities that lead to their mastery.Selects and organizes materials, equipment, and technologies needed to teach a unit of instruction.Designs and adapts unit and lesson plans for all learners and exceptional learners, including, but not limited to, students with varying cultural, social, socio-economic, and linguistic backgrounds.Estimates the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and re-teaching/problem solving.Total Section I a-h: Conference 1___ Conference 2___In ESTABLISHING A CLASSROOM CLIMATE CONDUCIVE TO LEARNING, the student teacher:1/_________________________________2/_________________________________Affirms the dignity and worth of all students and provides the positive support students need to be effective learners.Establishes, communicates, and maintains classroom rules, procedures and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities.Establishes equitable practices that are just to all students on principles of gender equity and racial justice; and support a least restrictive environment for all students.Models and reinforces appropriate social behavior in the classroom that supports student learning and development, and provides meaningful reinforcement when it occurs.Uses knowledge of the influence of the physical, social, and emotional climates of students’ homes and the community to optimize motivation, learning, and behavior.Monitors student conduct, and takes appropriate action when misbehavior occurs.Interacts thoughtfully and courteously with all students and their families and seeks to resolve conflicts in a professional manner, respecting familial and community cultural contexts.Uses classroom time effectively to provide maximum time for learning.Manages instructional transitions decisively and without loss of instructional time.Arranges and sets up instructional materials and equipment in advance of class to facilitate their effective and efficient use during lessons.Coordinates the use of instructional assistants, parent volunteers, student assistants, and other support personnel to achieve instructional objectives, if these resources are available in the school setting.Total Section II a-k: Conference 1___ Conference 2___In ENGAGING STUDENTS IN PLANNED LEARNING ACTIVITIES, the student teacher:1/__________________2/__________________Chooses organizational structures appropriate for the objectives of municates learning outcomes to be achieved and focuses student interest on tasks to be accomplished.Implements instructional plans that employ knowledge of subject matter and basic skills.Uses a variety of research-based educational practices that promote student learning and are sensitive to individual differences and diverse cultures.Emphasizes instructional techniques that promote student learning and are sensitive to individual differences and diverse cultures.Monitors the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.Total Section III a-f: Conference 1___ Conference 2___In EVALUATING STUDENT PROGRESS, the student teacher:1/____________2/____________Selects or develops non-biased, valid and reliable tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures to determine the progress of all students.Documents student progress in accomplishing State-adopted content standards and district standards, prepares data summaries that show this progress to others, and informs students, supervisors, and parents about progress in learning.Refines plans for instruction, establishes alternative goals or environments, or makes referrals when appropriate.Assembles, reflects upon, interprets, and communicates evidence of one’s own effectiveness as a teacher, including evidence of success in fostering student progress in learning, and uses evidence of effectiveness in planning further instruction.Total Section IV a-d: Conference 1___ Conference 2___In EXHIBITING PROFESSIONAL BEHAVIORS, ETHICS, AND VALUES, the student teacher:1/_________________________________2/_________________________________Is dependable, conscientious, and punctual.Meets work schedule demands.Is aware of the importance of dressing appropriately.Is aware of, and acts in accordance with, school policies and practices.Understands the organizational culture and expectations that operate within a school and the impact on students and student learning.Interacts constructively and respectfully with students, colleagues, administrators, supervisors, school staff, families, and members of the community.Collaborates with parents, colleagues, and members of the community to provide internal and external assistance to students and their families to promote student learning.Performs advisory functions for students in formal and informal settings.Functions as a member of an interdisciplinary team to achieve long-term curriculum goals, State content standards, and district standards.Exhibits energy, drive, and determination to make one’s school and classroom the best possible environment for teaching and learning.Exhibits energy, drive, and determination to become a professional educator.Total Section V a-k: Conference 1___ Conference 2___SUPERVISOR EVALUATIONSDATESUPERVISOR SIGNATURECANDIDATE SIGNATURECOOPERATING TEACHERSIGNATURE(2 minimum)1._____________________________________________________________________________2._____________________________________________________________________________3._____________________________________________________________________________4._____________________________________________________________________________5._____________________________________________________________________________6._____________________________________________________________________________TSPC Student Teaching Summary Report* 2015-2016*Based on Oregon TSCP OAR 584-017-0100 Objectives for Initial Teacher LicensurePLEASE PRINT: Candidate’s Name __________________________________________________ Term/Year (full-time student teaching) __________________________________Licensure Program __________________________________________________Authorization Level (circle one):Early ChildhoodElementaryMid-levelHigh SchoolEndorsement Area(s) ___________________________________ Grade Level _____________________School taught at______________________________ School District ____________________________Instructions:The information reported on this form presents summary judgments by the candidate’s supervisors about his or her performance on the TSPC-prescribed teaching competencies. This form is to be completed by the cooperating teacher and the university supervisor at the end of the full-time student teaching experience. Prior to completion of the form, a minimum of six Formal Observations (by the cooperating teacher and the university supervisor) and two Three-way Evaluations (to include the student teacher, cooperating teacher, and university supervisor) must have been completed.Check the appropriate box by each area of competence to attest to the candidate’s performance in that area. Completion of student teaching requires verification of satisfactory performance by both the university supervisor and cooperating teacher in all five areas below.Candidates plan instruction that supports student progress in learning and is appropriate for the developmental level and demonstrate they are able to:Selects or writes learning goals for units of instruction that are consistent with the school’s long-term curriculum goals, State content standards, and district standards.Selects or writes learning goals for units of instruction that are consistent with research findings on how students learn and the physical and mental maturity of one’s student’s.Determines the current performance level of one’s students with respect to the learning goals established for a unit of instruction.Establishes objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals.Determines content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery.Selects and organizes materials, equipment, and technologies needed to teach a unit of instruction.Designs and adapts unit and lesson plans for all learners and exceptional learners, including, but not limited to students with varying cultural, social, socio-economic, and linguist backgrounds.Estimates the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and re-teaching/problem solving.CooperatingTeacherMet Not Met FORMCHECKBOX FORMCHECKBOX UniversitySupervisorMet Not Met FORMCHECKBOX FORMCHECKBOX Candidates establish a classroom climate conducive to learning and demonstrate they are able to:Affirms the dignity and worth of all students and provide the positive support students need to be effective learners.Establishes, communicates, and maintains classroom rules, procedures and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities.Establishes equitable practices that are just and to all students on principles of gender equity and racial justice; and support a least restrictive environment for all students.Models and reinforces appropriate social behavior in the classroom that supports student learning and development, and provides meaningful reinforcement when it occurs.Uses knowledge of the influence of the physical, social, and emotional climates of students’ homes and the community to optimize motivation, learning, and behavior.Monitors student conduct, and take appropriate action when misbehavior occurs.Interacts thoughtfully and courteously with all students and their families and seek to resolve conflicts in a professional manner, respecting familial and community cultural contexts.Uses classroom time effectively to provide maximum time for learning.Manages instructional transitions decisively and without loss of instructional time.Arranges and sets up instructional materials and equipment in advance of class to facilitate their effective and efficient use during lessons.Coordinates the use of instructional assistants, parent volunteers, student assistants, and other support personnel to achieve instructional objectives, if these resources are available in the school setting.CooperatingTeacherMet Not Met FORMCHECKBOX FORMCHECKBOX UniversitySupervisorMet Not Met FORMCHECKBOX FORMCHECKBOX Candidates engage students in planned learning activities and demonstrate they are able to:Chooses organizational structures appropriate for the objectives of municates learning outcomes to be achieved and focus student interest on tasks to be accomplished.Implements instructional plans that employ knowledge of subject matter and basic skills.Uses a variety of research-based educational practices that promote student learning and are sensitive to individual differences and diverse cultures.Emphasizes instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking.Monitors the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.CooperatingTeacherMet Not Met FORMCHECKBOX FORMCHECKBOX UniversitySupervisorMet Not Met FORMCHECKBOX FORMCHECKBOX Candidates evaluate, act upon, and report student progress in learning and demonstrate they are able to:Selects or develops non-biased, valid and reliable tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures to determine the progress of all students.Documents student progress in accomplishing State-adopted content standards and district standards, prepares data summaries that show this progress to others, and informs students, supervisors, and parents about progress in learning.Refines plans for instruction, establishes alternative goals or environments, or makes referrals when appropriate.Assembles, reflects upon, interprets, and communicates evidence of one’s own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further instruction.CooperatingTeacherMet Not Met FORMCHECKBOX FORMCHECKBOX UniversitySupervisorMet Not Met FORMCHECKBOX FORMCHECKBOX Candidates exhibit professional behaviors, ethics, and values and demonstrate they are able to:Is dependable, conscientious, and punctual.Meets work schedule demands.Is aware of the importance of dressing appropriately.Is aware of, and acts in accordance with; school policies and practices.Understands the organizational culture and expectations that operate within a school and the impact on students and student learning.Interacts constructively and respectfully with students, colleagues, administrators, supervisors, school staff, families, and members of the community.Collaborates with parents, colleagues, and members of the community to provide internal and external assistance to students and their families to promote student learning.Performs advisory functions for students in formal and informal settings.Functions as a member of an interdisciplinary team to achieve long-term curriculum goals, State content standards, and district standards.Exhibits energy, drive, and determination to make one’s school and classroom the best possible environment for teaching and learning.Exhibits energy, drive, and determination to become a professional educator.CooperatingTeacherMet Not Met FORMCHECKBOX FORMCHECKBOX UniversitySupervisorMet Not Met FORMCHECKBOX FORMCHECKBOX REQUIRED SIGNATURES This form is now done in TaskstreamNo need to sign – this form is now done in TaskstreamCooperating Teacher (print name)SignatureDateUniversity Supervisor (print name)SignatureDateProgram Lead (print name)SignatureDate1373757-1044623Final Student Teaching Performance ReportAgricultural Education00Final Student Teaching Performance ReportAgricultural EducationName_____________________________________________________________________________________LastFirstMiddleCooperating Teacher_______________________________University Supervisor_________________________In this report, we evaluate this student’s performance as a student teacher for the criteria listed under each principle. Each criterion is listed for each section of the student teacher’s practicum. Please select the level of performance witnessed assuming the following scale:5 = High proficiency in task.4 = Fulfilled required expectations3 = Adequate performance2 = Performance was lower than expected1 = Poor performance at taskNA= Not performed by student teacherAfter evaluating the criterion for each section, please transfer the summarized grade earned into the following table:SECTION:GRADE EARNED:AED 509: PracticumAED 510: Professional Internship: Agricultural EducationAED 518: Extension Course in Teacher Education: PedagogyAG 518: Extension Course in Teacher Education: Technical__________________________________________________________________________________________Cooperating Teacher - SignedUniversity Supervisor____________________________________________________Student TeacherAED 509 – PracticumTHE NATIONAL FFA ORGANIZATION: Demonstrates knowledge and skills related to activities in the student leadership organization.Chapter’s Program of Activities.Chapter meeting planning.Chapter Career Development Event (CDE) participation.Student leadership skills development.Assisted students develop or implement activities outlined in the Chapter’s POA.Worked with Chapter Officer Team to plan an agenda for a Chapter FFA meeting.Prepared a Chapter team for a CDE.Assisted in the development of student leadership skills through parliamentary procedure and public speaking activities. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA Comments:SUPERVISED AGRICULTURAL EXPERIENCE: Demonstrates ability to monitor and develop classroom extension opportunities for student learning.Applications for student awards and recognition.FFA Record keeping and portfolio development.SAE visitations.Assisted students in completing applications for State FFA Degree, Proficiencies awards, and/or other individual awards.Demonstrates knowledge related to the completion of student recordbooks and portfolios for SAE development.Conducted at least one SAE visit with the cooperating teacher. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:SCHOOL AND COMMUNITY RELATIONSHIPS: Engages communication and interaction between school program and local munity partnerships.Program public relations.National FFA Week involvement.Identifies community partnerships and develops a plan to create mutual relationships within the community.Contributes to program’s efforts to inform local community and school administration about the nature of FFA and Agricultural Education. Participated in local efforts to celebrate National FFA Week and promote the FFA Organization. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:Student Teacher grade for AED 509 – PracticumPlease circle: A A- B+ B B- C+ C C- D+ D D- FComments and/or concerns about student’s performance:AED 510 – Professional InternshipCONTENT KNOWLEDGE: Provides students with a comprehensive set of knowledge and skills needed for Agricultural Science and Technology fields.Lesson content.Lesson content.Student safety related to classroom management.Selects the appropriate level of content for student population.Delivers adequate amount of content knowledge to students.Provided students comprehensive instruction related to student safety for all lessons taught. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:UNIT AND LESSON PLANNING: Demonstrates proficient knowledge to organized units and lessons of instruction. Time management.Curriculum map for AST programs.Lesson plan development.Lesson plan implementation.Lesson plan evaluation.Lesson plan modification.Demonstrated adequate time management skills necessary for the profession.Developed or assisted the cooperating teacher with the creation of a curriculum map for an AST program.Demonstrated ability to develop meaningful and appropriate lesson plans.Implemented quality learning experiences that require students to analyze, connect, and investigate concepts and municated with cooperating teacher before and after lesson delivery.Develops strategies to meet the requirements of special needs or diverse learning students (IEP accommodations). 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:PROGRAM MANAGEMENT: Demonstrates ability to operate an AST program.Program budget.Program facilities.Engages in formulation and/or analysis of program’s budget.Establishes a plan for design, maintenance, and funding of AST program facilities. 5 4 3 2 1 NA 5 4 3 2 1 NAComments:Student Teacher grade for AED 510 – Professional InternshipPlease circle: A A- B+ B B- C+ C C- D+ D D- FComments and/or concerns about student’s performance:AED 518 – Pedagogy in Agricultural EducationPEDAGOGY: Teaching strategies and methods are demonstrated in the internship experience.Instructional strategies employed.Effective teaching methods.Lesson objectives.Teaching strategies for objectives.Used instructional strategies to engage students in a lesson for the entire period.Selected effective teaching methods (multiple methods) for the student population served.Developed lesson plans that reflected objectives and purposes of specific lessons.Identified teaching strategies appropriate for the lessons being taught. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:CLASSROOM MANAGEMENT: Produces a positive, orderly classroom climate; shows care and respect for each student to orchestrate lessons which engage them in learning.Establishes classroom rules.Climate.Classroom.TimeManagement.Students.Motivation.Engagement.Clearly defines their expectations for student behavior during teaching experience.Conducts a friendly, energetic, businesslike, and efficient classroom.Constantly monitors student behavior; maintains appropriate pace.Uses all of class time efficiently.Talks with students; uses familiar examples; is aware of student interests, and develops professional respect.Expects on-task, engaged behavior from all students.Creates a vibrant classroom with students involved and thinking. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:EVALUATION/ASSESMENT: Employs methods to evaluate student proficiency in AST classrooms.Evaluation methods.Authentic assessment systems.Selected proper evaluation methods suited for assessment of student work.Uses authentic systems and appropriate rubrics. 5 4 3 2 1 NA 5 4 3 2 1 NAComments:Student Teacher grade for AED 518 – Pedagogy in Agricultural EducationPlease circle: A A- B+ B B- C+ C C- D+ D D- FComments and/or concerns about student’s performance:AG 518 – Extension Course in Teacher Education: TechnicalINSTRUCTIONAL AIDES: Ability to utilize different instructional support aides for delivery of curriculum.Methods of delivery.Technology utilization.Teacher assistants and volunteers.Developed effective methods of transferring information to students.Demonstrated the ability to utilize technology in their instruction.Demonstrated the ability to appropriate use and coordinate assistants and/or volunteers effectively. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:PROFESSIONALISM: Were presented in a professional manner to gain respect of peers, superiors, parents, and students.Legal/ethical issues.Professional rapport.Appropriate dress.Professional behavior.Work ethic.Professional meeting participation.Adhered to all educational laws and policies outlined by TSPC.Developed professional rapport with cooperating teacher and staff at host school.Wears appropriate professional attire when in public view.Models proper behavior for students.Demonstrates proper work ethic – is on time for every function.Attends professional meetings such as District Advisor meetings, OVATA professional development, and school Site Council. 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NA 5 4 3 2 1 NAComments:SCHOOL RELATIONS: Development of relationships with school support personnel.Working relationships.Established working relationships with administrative office, faculty, and other support staff. 5 4 3 2 1 NAComments:Student Teacher grade for AED 518 – Extension Course in Teacher Education: TechnicalPlease circle: A A- B+ B B- C+ C C- D+ D D- FComments and/or concerns about student’s performance: ................
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