1
MANUAL
FOR
STUDENT TEACHING
IN
AGRICULTURAL EDUCATION
2009 Edition
TABLE OF CONTENTS
Page
Course Logistics 3
Additional Information 7
Guidelines for Student Teaching 10
Monthly Calendar, Unit Outline, Class Schedule, Discipline Plan and Grading Plan 11
Unit Outline 12
Class Schedule 14
Weekly Calendars and Lesson Plan Requirements 15
Observations of Practicing Teachers 29
Substitute Teacher Procedures and Instructions 38
Report of Special Education 40
Supervised Agricultural Experience Visits 41
News Article Assignment 48
Cooperative Extension Service Office Visitation 50
Constructing a Bulletin Board 51
Service Learning: Developing a Teaching Aid 53
Checklists: Advisory Committee, Adult Education, FFA Chapter 54
Agricultural Education Department Visits 59
Journal of Experiences 60
Checklist of Variation in Teaching 61
Impact on Student Learning Assignment 63
Feedback for the Student Teacher 64
Note taking guide for Student Teacher Observation 65
Assessing Lessons Taught by Student Teachers (University Supervisor Weeks 1-3) 66
Assessing Lessons Taught by Student Teachers (Cooperating Teacher Weeks 1-3) 68
Assessment of Teaching Performance
(cooperating teacher/university supervisor Weeks 4-12) 70
Student Teacher Assessment Inventory (Alternative form for Weeks 4-12) 73
Summative Evaluation (completed by cooperating teacher) 78
Purdue University: Developed by Dr. Jerry L. Peters, Professor, 1/8/96; Revised by Dr. Kirk A. Swortzel, Visiting Assistant Professor, 12/17/96, Dr. B. Allen Talbert, Professor, 12/22/97, 1/6/99, 8/6/01, 1/7/03, 1/3/08
Course Logistics
EDCI 498E: Supervised Teaching of Agricultural Education - 12 credits
Each student will complete 12 weeks of student teaching and develop a Student Teaching Portfolio (Teaching Experience) with your final grade determined by the university supervisor in consultation with the cooperating teacher.
Decisions regarding use of +/- grades will be made and communicated at a later time.
Requirements for a grade of "A":
A. Turn in time card and receive positive evaluations from both university supervisor and cooperating teacher(s) throughout the experience.
B. Demonstrate classroom competency by being in charge of the class, appropriately handling discipline, using class time wisely, and teaching educationally-sound lessons. You are encouraged to experiment with different teaching methodologies. You are required to teach at least one S.A.I. (Student Assisted Instruction) lesson and at least one Problem-Solving lesson during weeks 6-12 of student teaching. Growth is evident over the 12 weeks. Communication with others is professional and positive. On the day they come to observe you, provide your university supervisor with copies of your lesson plans for that day.
C. Complete the Student Teaching Portfolio with 90% or higher including daily neatly written/typed lesson plans. There is no set format required for lesson plans, but they must include these sections: Unit/Lesson Title Block, Student Learning Objectives and state learning standards met by lesson, Motivation, Teaching-Learning Procedures, Content Outline, Quizzes/Exams/Other Evaluations, List of References/Resources, and handout/PowerPoint/overhead masters. Lessons should include appropriate use of myCAERT evaluations and E-Moments. Example formats are on the YDAE website under “Academics” “Course Packets” It is suggested that you use a separate 3-ring binder for your lesson plans for each class.
Requirements for a grade of "B":
A. Turn in time card and receive positive evaluations from both university supervisor and cooperating teacher(s) throughout the experience.
B. Demonstrate classroom competency in the areas listed for an “A”. Weakness is consistently evident in an area and/or a variety of teaching methodologies were not used and/or growth may not be evident over the 12 weeks.
C. Complete the Student Teaching Portfolio including daily neatly written/typed lesson plans. The assignments need not be as complete, neat, or as carefully done as those that qualify for an "A." Portfolio grade is 80-89.9%.
Requirements for a grade of "C":
A. Turn in time card. Evaluations will be positive in general but will document areas in which improvement is needed.
B. Demonstrate classroom competency in the areas listed; however, one or more of the listed areas is lacking.
C. Complete the Student Teaching Portfolio including neatly written/typed lesson plans. Portfolio grade is 70% or higher. This is the lowest grade you can receive and still obtain licensure.
Requirements for a grade of "D":
1. Complete item A from above, but evaluations will not be positive. Classroom competency in several areas is lacking. Item C is incomplete.
If you do not complete your student teaching experience, you will receive an "F."
EDCI 498E, SPRING 2009 On-campus meetings, 1st 4 weeks, PFEND 103, Mondays 9:30-11:20 a.m.
Course Texts:
EDCI 498E Course Packet. Available only from http://www.ydae.purdue.edu/
Student Teaching Handbook, Purdue University (available at the Office of Field Experiences website: http://www.education.purdue.edu/fieldexp/)
Teacher Education Website. (http://www.teach.purdue.edu/).
Purchase 1 videotape or some other means of recording a 10-20 minute segment of you teaching.
Talbert, B. A., Vaughn, R., Croom, D. B., & Lee, J. (2007). Foundations of agricultural education (2nd ed.). Caitlin, IL: PEP. Available only on the web at www.professionaleducatorspub.net
Purdue Electronic Portfolio (TaskStream) artifacts from this course are:
1. the Impact on Student Learning Assignment (page 63),
2. the best written evaluation from your cooperating teacher using Purdue Agricultural Education forms (pages 70-72),
3. and the Summative Evaluation (pages 78-80).
TaskStream is due Friday 5/8/09. The TaskStream e-portfolio assignments must be completed in order to pass the course. Failure to satisfactorily complete by Friday of exam week results in an "F" in the course and the inability to continue in teacher education.
COE Themes and INTASC Principles addressed by these artifacts are:
COE Theme #1: Attention to Learners, COE Theme #2: Understanding Curriculum in Context, COE Theme #3: Commitment to Professional Growth.
INTASC Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
INTASC Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
INTASC Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
INTASC Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
INTASC Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
INTASC Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
INTASC Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
INTASC Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
INTASC Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
INTASC Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Meeting Dates and Topics / SPECIAL DATES TO REMEMBER1/12/09 Orientation and Student Teacher Portfolio / 1/XX/09 Spring Student Teaching Orientation, Time TBA, Location TBA, MANDATORY ATTENDANCE
1/26/09 Student Teaching Portfolio / 1/19/09 NO CLASSES – Martin Luther King, Jr. Day
2/2/09 Student Teaching Portfolio / 1/23/09 Sandwich Making, Time and Location TBD
1/24/09 Meats and Dairy Foods CDEs, Smith Hall
Each Tuesday/Thursday 9:30-11:20 class will meet / MANDATORY Student Teacher Visitation Day, by 1/XX/09
in XXXX computer lab. / 2/7/09 Ag Alumni Fish Fry, State Fairgrounds
2/9/09 STUDENT TEACHING BEGINS
3/13/09 Student Teacher Meeting, Location TBD 8:00 a.m. – 3:00 p.m. MANDATORY ATTENDANCE / X/XX/09 State-Called IAAE Midwinter Inservice, IN FFA Center at Trafalgar MANDATORY ATTENDANCE
3/14-22/09 Purdue Spring Break - Take your school’s break
5/8/09 Final Student Teacher Meeting, Location:
8 a.m. – 3 p.m. MANDATORY ATTENDANCE / 4/11/09 IAAE-PU Spring Banquet, PMU Ballroom, 6 p.m. MANDATORY ATTENDANCE
STUDENT TEACHING PORTFOLIO (EDCI 498E)
SUMMARY OF CONTENTS
The following items MUST be completed and included in the portfolio:
Item / Due Date / Points Possible / Points EarnedPlanning materials:
Monthly Calendar, Unit Outline, Class Schedule, Discipline Plan, Grading Plan / 1/30 to University Supervisor / 10
First 3 weeks of unit/daily lesson plans / 1/30 to University Supervisor / 10
Weekly Calendars (1/week) / Monday each week / 10
Observation summaries of at least two (2) other teachers plus two (2) observation summaries of cooperating teacher / 2/20 / 5
Teaching plans for substitute teacher / 3/2 / 5
Report of Special Education / 3/6 / 5
Reports of SAE visits to 5 or more different students / 3/2 (3), 4/6 (2) / 20 (4/visit)
Copy of local newspaper article publicizing student teacher in the local high school / 3/2 / 5
Report from extension office visit / 3/2 / 5
Bulletin board prepared and picture included in portfolio / 4/24 / 5
Service Learning (Teaching Aid and report) / 4/24 / 10
Departmental Advisory Committee checklist / 4/24 / 5
Adult Education checklist/ Young Farmer Chapter Visitation Report / 4/24 / 5
FFA Chapter checklist / 4/24 / 5
Reports from two (2) visits to nearby agricultural education departments / 4/24 / 5
Journal of positive experiences or happenings which occurred during student teaching, minimum one entry per week / Monday each week / 10
Journal of problems or problem experiences which occurred during student teaching, minimum one entry per week / Monday each week / 10
Checklist of Variations in Teaching / Monday each week / 10
Impact on Student Learning Assignment / 5/4 / 5
Ten (minimum) weekly assessments of teaching performance by Cooperating Teacher(s) / Monday each week / 10
Three (3) University Supervisor Teaching Performance Assessments / After each visit / 10
Summative Evaluation / 5/7 / 5
Lesson Plans (including Unit/Daily plans, Class Handouts, Class Activities, Class Exams and Quizzes) in course 3-ring binders– Put best example from each course taught in your portfolio / Monday each week+ / 30
Total Points / 200
* From 4/27-5/8 keep your portfolio and notebooks of lesson plans at your school so your university supervisor can finish grading your portfolio on their 3rd supervisory visit.
The following should be included as a component of the portfolio and will be helpful when building your own department and for additional documentation of your student teaching experience.
COMPLETED
YES NO
1. Meet with superintendent and principal ______
2. Attend school functions (athletics, plays, PTO, etc.) ______
3. Faculty Handbook for the School ______
4. Student Handbook for the School ______
5. Agricultural Student or FFA Member Directory ______
6. Local program philosophy goals and objectives ______
7. Local FFA Program of Activities ______
a. procedures for electing officers ______
b. Training plan for FFA officers ______
c. FFA chapter point system ______
8. Adult and/or Young Farmer Program of Work ______
9. Student FFA Trip Agreement (contract)
(i.e., state contests, state leadership
conference, National FFA Convention) ______
a. Activity bus training (as appropriate) ______
10. Newspaper articles concerning the Agricultural
Science and Business program or FFA
published during student teaching ______
11. Pictures of students and classroom activities
(permission required) ______
12. Agricultural Science and Business Program
Course of Study ______
a. Curriculum Guides or Course Outlines for
Agricultural Science and Business Classes ______
b. Review reports required by school, DOE, others ______
13. Inventory of instructional resources, tools, equipment ______
a. procedures and forms for purchasing
tools, equipment, teaching aids, and supplies ______
b. Review filing system for catalogs, books,
references, instructional materials, a/v materials ______
c. safety plan, fire exit plan, fire extinguisher
requirements, safety tests, and materials used
in teaching safety ______
14. Video tape of at least one instructional setting
(permission required if students videotaped) ______
ADDITIONAL INFORMATION
EMERGENCY STATEMENT
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Ways to get information about changes in this course are: YDAE main office 765-494-8422, my email address , and the course Blackboard Vista site at https://blackboard.purdue.edu/
ADAPTIVE PROGRAMS STATEMENT
Before the provision of classroom accommodations, students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students. Any student that is in need of special accommodations due to a disability should contact the Office of the Dean of Students, Adaptive Programs at (765) 494-1247. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.
ACADEMIC DISHONESTY STATEMENT
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]
The first impression you make is important! Be genuinely courteous, cooperative, and sincere in your dealings with students, cooperating teachers, administrators, other faculty members, school employees, parents, and residents of the community. The ability to work well with other people and to maintain desirable working relationships is one that every teacher should cultivate and of which every beginning teacher should be especially aware. In the words of Dale Carnegie, from his book How to Win Friends and Influence People, there are "six ways to make people like you."