2017-2018New Mexico Agriculture in the Classroom

Excellence in Teaching about Agriculture

AwardApplication

Application adapted from

Excellence in Teaching about Agriculture National Award Program

National Ag in the Classroom

Submission Deadline:

November 1, 2017

Sponsored by New Mexico Farm & Livestock Bureau

New Mexico Ag in the Classroom

Excellence in Teaching about Agriculture Award Application

(Adapted from the National Ag in the Classroom Application)

What is the NM Ag in the Classroom Excellence in Teaching about Agriculture Award?

One award will be given to an educator (or team of teachers with a designated team leader) currently engaged in classroom instruction at the PreK-12th grade levels. This award will recognize a NM teacher (or teacher team) for his or her integrated efforts to teach students about the importance of agriculture.

An educator will be presented with the award at the New Mexico Farm & Livestock Bureau Annual meeting November 17, 2017 in Las Cruces. The award winner will then receive the honor of representing New Mexico in the run for the National Ag in the Classroom Excellence in Teaching about Agriculture Award. The award-winning educator (or team) will receive a stipend to helpwith travel and registration costs for the National Ag in the Classroom Conference June26-29, 2018 in Portland, Maine.

Who is eligible?

District certified teachers currently engaged in integrating agricultural concepts into non-vocational agriculture classroom settings at the PreK-12th gradelevels are eligible. This may be an individual teacher or team of teachers (with designated team leader).

Note: Teachers of high school agricultural education or career and technical education are not eligible for this award.

What are the criteria for selection?

Teachers must integrate/utilize agricultural information within their classroom curriculum in an effort to assist students in learning the importance of agriculture. Instruction may include, but is not limited to: understanding the importance and value of agriculture in students’ daily lives; understanding the relationships among agriculture, food and fiber productions, animals, health, energy systems, technology, economics, and the environment; identifying and understanding the connections between academic subjects and agricultural careers including, but not limited to, STEM careers; understanding the overall connectedness between STEM and agriculture. Innovative, integrated, and interdisciplinary programs are encouraged.

Note: Prior winners of this award are ineligible for future awards under this program. Unsuccessful nominees from previous years may be resubmitted.

How do you apply?

Complete the application form (included in this document). Applications should contain all requested information and appropriate signatures.
Complete all of the teacher application components as listed below.
Include the following supporting documentation:
Endorsement by an Administrator: A letter (signed and dated) by a school administrator should substantiate the candidate’s excellence in and dedication to the teaching role.
Please read the entire application thoroughly, and ask questions well before the submission deadline.

Components of the Teacher Application:

Please note that this application replicates the National Ag in the Classroom

Application since the winning application from NM will compete in the national competition. (It is designed to help you only have to do one application.)

Helpful hint: Visit lessons on the Curriculum Matrix for good examples of existing lessons at nmaitc.org.

Exemplary Lesson Plan:

Note: Any lessons submitted may be added to the National Curriculum Matrix regardless of the applicant’s award status. (Be sure to give credit to the appropriate sources, if applicable.)

Please submit one lesson plan (four page limit), which illustrates your agricultural literacy teaching method as described in the narrative section below. Evaluation criteria include use of standards-based, formal education practices for teaching agricultural literacy, which are integrated into standing subjects rather than used as a stand-alone lesson. Evaluation also includes critical thinking aspects, ones that encourage problem solving by learners for a deeper understanding of agriculture issues. Please include the following content, according to the order below, in your lesson plan:

Applicant’s name and state
Title of the lesson
Brief purpose of the lesson
Grade level(s) addressed
Time/ length of lesson
Objective of the lesson
Standards addressed (limit addressed state standards list to no more than one-half page)
National Ag Literacy Outcomes (NALOs) addressed: See p. 4,6,8,10 &12 at this link:
Materials list
Vocabulary or keywords
Instructor procedure
Additional resources which you feel enhance the lesson
Assessment (list five essential questions that students should understand and be able to answer after having been taught the lesson)

Note: Please be sure to give credit to the appropriate sources, if applicable. Lesson plans should not exceed four pages.

Educator Narrative: (four page limit)

Share your method of integrating and instructing one or more of the following national agricultural literacy themes in your classroom. How did you use the theme (or themes) to increase agricultural literacy? Please note on the first line of your narrative which theme(s) you are addressing:

Helpful note: The one lesson plan you submitshould correspond with your narrative.

Agriculture &the Environment
Plants and Animals for Food, Fiber & Energy
Food, Health, and Lifestyle
Science, Technology, Engineering & Math
Culture, Society, Economy & Geography

Documentation &Photos: Limit to 2 pages

Applicants are encouraged to share photos and other documentation of instruction on agricultural literacy. Put as many photos on one page as you wish; use high-resolution photos, and add a brief caption at the bottom of each photo to describe the activity. Please save this file as a PDF.

Statement of Release: One page

Complete the provided statement of release for the use of photographs, lesson plans, and other materials by NMF&LB Foundation for media publications.

How are applicants evaluated?

All applications will be evaluated by a panel of judges familiar with agriculture, education, and Agriculture in the Classroom.

Evaluation Criteria:

Evaluation Sections: / Weight
Educator Narrative: The degree to which an educator exemplifies leading instruction on accurate agriculture knowledge, attitudes, and skills, and demonstrates teaching excellence in gaining student understanding of a selected agricultural literacy theme(s). Grants, community extensions, professional development relating to the narrative topic for other educators, and awards for teaching about narrative content will also be considered. (4 page limit) / 25
Lesson Plans: The degree to which accurate agricultural concepts have been integrated into a standards-based education plan, which includes a critical thinking element and demonstrates for the learner a deeper understanding of the relationships between agriculture systems, individuals, and the world. (4 page limit) / 25
Formal Education: The degree to which the educator utilizes formal education practices for an integrated, standards-based lesson plan with demonstrated understanding of accurate agricultural literacy. / 25
Documentation, Photos &/or Curriculum Map: The degree to which photos and other documentation exhibit excellence in agricultural literacy methods used by the applicant, to include but not limited to: news articles, bulletin board examples relating to agricultural literacy, community outreach, school newsletters, grant award letters, etc. (2 page limit) / 20
Formatting of application: The degree to which the applicant has completed the application in accordance to the instructions. (See below) / 5

Formatting the application for submission:

Please use a 12-point font, double-spaced on the narrative and single-spaced on the lesson plan (double-space may be used on the lesson plan where you feel appropriate). Useone-inch margins. Each applicant should clearly label the parts of their application and submit them with the following format for each electronic file (PDF or Word document):

Label each part: Name, state abbreviation, and document title

Example: Jane Doe, NM, Letter of Endorsement by Administrator

Jane Doe, NM, Application Form

Jane Doe, NM, Narrative

Jane Doe, NM, Lesson Plan

Jane Doe, NM, Documentation & Photos

Jane Doe, NM, Statement of Release

*Please do not submit video or CD ROM presentations.

Formatting the application for submission (continued):

Electronic submissions are used exclusively for submissions of applicant’s files. All files should be properly named as described in part 1on page 4. You must submit your application as a PDF. If your application is very large (greater than 5 MB) and has large images, please consider reducing the image sizes in the file to make your overall file smaller. If this is not possible you may submit more than one PDF file, noting in your e-mail that you are sending separate e-mails and attachments. If you prefer to use Dropbox, please e-mail and I will provide you with a link. We will notify you within 24 hours (Monday-Friday) of receiving your application and will note which files we received. If you do not hear from us please call; we want to make sure that everyone is successful in submitting his or her application, and we will work with you on the electronic submission.

Note: Please do not submit video or CD-ROM presentations

How are applications evaluated?

All applications will be evaluated by a panel of judges familiar with agriculture, education, and Agriculture in the Classroom. The judges will be provided with the judging rubric you will find included in this application.

Deadline for submission:

The application must be received by 11:59 p.m.Wednesday, November 1, 2017.

Where to submit:

Please submit your application to:

Questions: Contact Traci Curry, e-mail: or 505-238-2425

All applicants will be notified of results by Monday, November 6th, 2017.

Checklist:

Have you attached the following documents to your electronic submission? Make sure you named your files as directed (name, state abbreviation, document title).

______Endorsement Letter by an Administrator (1 page)

______Application Form (2 page limit)

______Narrative (4 page limit)

______Lesson Plan (4 page limit)

______Documentation/Photos (2 pages)

______Release Form: for general use of the lesson plan and/or any

photos submitted for use in NMF&LB Foundation publications (1 page)

Please Note: Applications should not exceed 14 pages, and additional pages will not be considered.

Thank you for your hard work and dedication to incorporating agricultural literacy into your curriculum.

Materials & Photo Release

I, ______, hereby grant New Mexico Farm & Livestock Bureau (“NMFLB”) and New Mexico Ag in the Classroom (“NMAITC”) permission to use my photographs, lesson plans and all other materials that I have included in the NM Teacher of Excellence application. I understand that this information may be used in all of its publications, including social media and website entries and that I will receive no compensation for my appearance or participation in said media.I guarantee that I have received written permission from parents for any photo(s) included in the application that show students and that I have maintained that documentation on file.

I understand and agree that these materials will become the property of NMFLB and NMAITC and will not be returned. I hereby irrevocably authorize NMFLB and NMAITC to edit, alter, copy, exhibit, publish or distribute without restriction these documents for purposes of publicizing NMFLB's programs or for any other lawful purpose.

In addition, I waive the right to inspect or approve the finished product, including written or electronic copy, wherein my likeness appears. Additionally, I waive any right to royalties or other compensation arising from or related to the use of the photograph(s).

I am of full age (eighteen and older) and have the right to contract in my own name. I have read the release before signing below and fully understand the contents of this release. This release shall be binding upon me and my heirs, legal representatives, and assigns.

______

Applicant’s Name (printed)

______

Applicant’s SignatureDate

Application Form

Name ______

Home Address______Phone (____) ______

City______State ______Zip______

School Name______

School Address______Phone (____) ______

City ______State ______Zip ______

E-mail Address ______

Grade Level ______Subject(s) taught ______

Numbers of years teaching experience ______Number of years at current school______

Education

InstitutionYearDegree/Certification

______

Professional Experience

PositionSchool/Organization Date Average # of students taught per year

______

Awards & Honors Related to Teaching

______

Other Recognition or Honors

______

Application Form(continued)

Membership in Professional Organizations:

______

One-paragraph Biographical Sketch:

______

Applicant’s Name (printed): ______

Signature of Applicant: ______Date: ______

Phone: ______Cell Phone: ______

Appendix A

Rubric: Evaluation Criteria

To accompany the National Agriculture in the Classroom Organization
“Excellence in Teaching about Agriculture” Application

Section X.A: Narrative / Exceptional: 21-25 pts. / Skilled: 16-20 pts. / Proficient: 11-15 pts. / Developing: 6-10 pts. / Inadequate: 1-5 pts.
The degree to which an educator exemplifies leading instruction on
accurate agriculture knowledge, attitudes, and skills, and demonstrates teaching excellence in gaining student understanding of selected agricultural literacy themes(s). Grants, community extensions, professional development relating to the narrative topic for other educators, and awards for teaching about narrative content will also be considered.
(4-page limit) / Educator puts forth a compelling, well-
organized claim demonstrating how they meet all points asked for in the educator narrative criteria, including demonstration of integrating agricultural literacy into academic content areas consistently during the school year. Narrative meets one or more of the criteria in section X.A of the application. / Educator puts forth a strong claim demonstrating how they meet all points asked for in the educator narrative criteria, including demonstration of integrating agricultural literacy into academic content areas consistently during the school year. Narrative meets one or more of the criteria in section X.A of the application. / Educator meets most of the points asked for in the educator narrative criteria, including demonstration of integrating agricultural literacy into academic content areas consistently during the school year. Narrative meets one or more of the criteria in section X.A of the application. / Educator meets a few of the points asked for in the educator narrative criteria; however, the narrative is unclear as to whether agricultural literacy is consistently instructed in academic content areas during the school year. Narrative meets one or more of the criteria in section X.A of the application. / Educator narrative does not really reflect the subject to be addressed in the narrative criteria, and there is no connection to integrating agricultural literacy into academic content areas consistently during the school year. Applicant appears to have taught agricultural literacy as a "one and done" event.
Section X.B: Lesson / Exceptional: 21-25 pts. / Skilled: 16-20 pts. / Proficient: 11-15 pts. / Developing: 6-10 pts. / Inadequate: 1-5 pts.
The degree to which accurate agricultural concepts. have been integrated into a standards-based education plan, which includes a critical thinking element and demonstrates for the learner a deeper understanding of the relationships between agricultural systems, individuals, and the world. (4-page limit) / Lesson plan clearly and convincingly illustrates educator’s agricultural literacy teaching method as described in the narrative. Lesson plan is clearly driven by standards-based formal education practices. Agricultural literacy is clearly integrated into academic content areas rather than used as a stand-alone lesson. Lesson plan includes critical thinking aspects--ones that encourage problem solving by learners for a deeper understanding of agricultural issues, agricultural systems, individuals, and the world. All of the required content for the lesson plan (Section X.B) are contained in lesson plan (order of required content is up to applicant). / Lesson plan sufficiently illustrates educator’s agricultural literacy teaching method as described in the narrative. Lesson plan is mostly driven by standards-based formal education practices. Agricultural literacy is integrated into academic content areas rather than used as a stand-alone lesson. Lesson plan includes a critical thinking aspect--one that encourages problem solving by learners for a deeper understanding of agricultural issues, agricultural systems, individuals, and the world. All of the required content for the lesson plan (Section X.B) are contained in lesson plan (order of required content is up to applicant). / Lesson plan somewhat illustrates educator’s agricultural literacy teaching method as described in the narrative. Lesson plan has some links to standards-based formal education practices. Agricultural literacy is integrated into academic content areas rather than used as a stand-alone lesson. Lesson plan includes a critical thinking aspect--one that encourages problem solving by learners for a deeper understanding of agriculture issues, agricultural systems, individuals, and the world. Some of the required content for the lesson plan (Section X.B) is contained in lesson plan (order of required content is up to applicant). / Lesson plan somewhat illustrates educator’s agricultural literacy teaching method as described in the narrative. Lesson plan links to standards-based formal education practices, and agricultural literacy is integrated into academic content areas rather than used as a stand-alone lesson, but the lesson is difficult to distinguish. Lesson plan does not include a critical thinking aspect. Some of the required content for the lesson plan (Section X.B) is contained in lesson plan (order of required content is up to applicant). / Lesson plan has little or nothing to do with the narrative and lacks in critical thinking and integration into academic content areas. Lesson plan may not contain the elements required in Section X.B.
Continued…
Section X.A.B: Educ. / Exceptional: 21-25 pts. / Skilled: 16-20 pts. / Proficient: 11-15 pts. / Developing: 6-10 pts. / Inadequate: 1-5 pts.
The degree to which the educator utilizes formal education practices for an integrated, standards-based lesson plan with demonstrated understanding of accurate agricultural literacy. (2-page limit) / Educator demonstrates exemplary formal education practices in integrating agricultural literacy into standing subjects of math, science, social studies, art, reading, writing, speech, nutrition, etc. Educator clearly demonstrates under-standing of accurate agricultural literacy and seizes opportunities to bring the information to the classroom. / Educator demonstrates sufficient formal education practices in integrating agricultural literacy into standing subjects of math, science, social studies, art, reading, writing, speech, nutrition, etc. Educator clearly demonstrates under-standing of accurate agricultural literacy and seizes opportunities to bring the information to the classroom. / Educator demonstrates general knowledge of formal education practices in integrating agricultural literacy into standing subjects of math, science, social studies, art, reading, writing, speech, nutrition, etc., but misses opportunities or does not use all resources easily available on agricultural subjects to teach the lesson. Educator some what demonstrates understanding of accurate agricultural literacy and uses opportunities to bring the information to the classroom. / Educator demonstrates little knowledge of formal education practices in integrating agricultural literacy into standing subjects of math, science, social studies, art, reading, writing, speech, nutrition, etc. and misses opportunities or does not use all resources easily available on agricultural subjects to teach the lesson. Educator misses demonstrating understanding of accurate agricultural literacy and uses opportunities to bring the information to the classroom. / Educator has introduced a skeletal example of the agricultural literacy subject matter in teaching the lesson. The lesson could have been integrated into more subjects.
Section X.C: Photos / Exceptional: 17-20 pts. / Skilled: 13-16 pts. / Proficient: 9-12 pts. / Developing: 5-8 pts. / Inadequate: 1-4 pts.
The degree to which photos and other documentation exhibit excellence in agricultural literacy methods used by the applicant, to include but not limited to: news articles, bulletin board examples relating to agricultural literacy, community outreach, school newsletters, grant award letters, etc. / Documentation and photos clearly and concisely exhibit excellence in agricultural literacy teaching methods and dedication of the educator to ongoing agricultural literacy integrations throughout the year. Documentation is well organized and concisely demonstrates links between this and the narrative, lesson plan, and educator's program. Educator demonstrates community involvement to extend agricultural literacy to community. / Documentation and photos sufficiently exhibit excellence in agricultural literacy teaching methods and dedication of the educator to ongoing agricultural literacy integrations throughout the year. Documentation is generally well organized and demonstrates most links between this and the narrative, lesson plan, and educator's program. Educator demonstrates community involvement to extend agricultural literacy to community. / Documentation and photos are geared toward excellence in agricultural literacy teaching methods, but lack showing dedication of the educator to ongoing agricultural literacy integrations throughout the year. Documentation is generally well organized and demonstrates a few links between this and the narrative, lesson plan, and educator's program. Educator demonstrates little community involvement to extend agricultural literacy to community. / Documentation and photos are geared toward showing one classroom event in agricultural literacy. Documentation is somewhat organized and labeled, and demonstrates one to two links between this and the narrative, lesson plan, and educator's program. Educator demonstrates little community involvement to extend agricultural literacy to community. / Documentation and photos are geared toward the teacher's general classroom but do not
indicate a clear link with the narrative or lesson plan. Evidence for community extensions with agricultural literacy are missing.
Section XIII: Format / Exceptional: 5 / Skilled: 4 / Proficient: 3 / Developing: 2 / Inadequate: 1
The degree to which the applicant has completed the application in accordance to the instructions. / Each part of the application was included and correctly labeled. Application was perfectly formatted per specifications (Section XIII.A). Punctuation and spelling errors were non-existent. All parts were clearly labeled, cohesive, and engaging. / Each part of the application was included and correctly labeled. Application was formatted per specifications (Section XIII.A). Punctuation and spelling errors were non-existent. All parts were clearly labeled, but cohesiveness could have been improved. / Each part of the application was included and correctly labeled. Application was formatted per specifications (Section XIII.A) in most areas. Cohesiveness lacking. / All sections were correctly labeled, but the documents were sloppy and contained numerous spelling and grammar errors. Little cohesiveness. / The application was missing a section(s) and generally lacked any cohesiveness.