Early Clinical Experience

in

Agricultural Education

EDUC 4010


EDUC 4010 Table of Contents

Overview of the Early Clinical Experience Program

Early Clinical Experience Expectations

Activity 1: General Description of the School and Program; Mission, Vision, and Goals

Activity 2: Technology in Teaching

Activity 3: Special Needs Student in the Program

Activity 4.Explore Diversity of the School and District

Activity 5: Extended Day and Year Program Contract and Activities

Activity 6: Program Recruitment

Activity 7: Observe and Analyzethe Teacher in a Classes

Activity 8: Present a program on the College Experience

Activity 9: Interview a Student with an SAE or Developing an SAE

Activity 10: Interview an FFA Officer

Activity 11: Interview an FFA Member

Activity 12: Evaluate the FFA Program of Activities

Activity 13: Assist with an Activity Above the FFA Chapter Level

Activity 14: Teach in a Small Group Environment

Activity 15: Teach One or More Lessons

Time Report

Supervising Teacher Rating of Teacher Candidate

Overview

EDUC 4010: Early Clinical Experience

Course Requirements: To successfully complete EDUC 4010, the following are required:

Early Clinical Experience is a course designed to provide students experiences well beyond observation hours completed in earlier classes. This course is a more structured experience in which the student becomes engaged in the teaching and learning experience. This experience is the next step in teacher preparation beyond mere observation. Students will reflect on their experiences, prepare written reports outlined in this document, and discuss and debate their experiences in class with their peers.

Admission Requirements:

There are distinct requirements for admission to Early Clinical Experience. Students will be assigned to early experience site and should not attempt to find a school placement. Students must not contact local schools or individual teachers concerning early experience placement. Instructors and officials of ABAC will correspond with local school officials and teachers concerning early experience placement. Students will receive official notification from the ABAC Education Department of placement and granted permission to contact the supervising teacher at the school.

Assignments will only be made after students are fully admitted to the ABAC Teacher Education program and receive a Pre-Service Teaching Certificate from the Georgia Professional Standards Commission (PSC). Requirements for a pre-service teaching certificate include:

•Posting a passing score on the GACE Program Admission Exam, or providing documentation of minimum scores for exemption on the SAT or ACT

•Validation of Lawful Presence

•Complete the PSC approved background check

•Establish a MyPSC account

•Minimum GPA 2.5

Class Attendance:

The EDUC class will meet one hour per week during the semester. Attendance class participation is expected. See the course syllabus for details.

At each class attendance, students will report on and discuss their experiences in the schools. The sharing of experiences and group reflection of the past week’s experiences are important to the mindset and general development of pre-service teachers.

Hours of Engagement:

Complete a minimum of 50 hours of engagement with your assigned teacher and classes. Although observation is a part of the experience, the student must strive to become engaged and a participant in the teaching and learning process. These are not observation hours but hours of engagement in the classroom and laboratory.

Assigned School:

You will be assigned to a high school or middle school for early clinical experience. Student preferences will be considered but the instructor will make the final decision on assigned schools. Each observation should be two class periods/hours or longer. For any one visit or event, not more than eight hours may be counted.

Written Reports:

The student will be required to submit a final written report on each of 15 major activities and a time report validated by the supervising teacher as well as a rating sheet on the student prepared and submitted by the supervising teacher.

Required Activities and Written Reports are:

Activity 1: General Description of the Early Clinical Experience Program - Mission, Vision, and Goals

Activity 2: Technology in Teaching

Activity 3: Special Needs student in the Program

Activity 4.Explore Diversity of the School and District

Activity 5: Extended Day and Year Program Contract and Activities

Activity 6: Program Recruitment

Activity 7: Observe and Analyze the Teacher in a Class

Activity 8: Present a program on the College Experience

Activity 9: Interview a Student with an SAE or Developing an SAE

Activity 10: Interview an FFA Officer

Activity 11: Interview a FFA Member

Activity 12: Evaluate the FFA Program of Activities

Activity 13: Assist with an Activity Above the FFA Chapter Level

Activity 14: Teach in a Small Group Environment

Activity 15: Teach One or More Lessons

Time Report

Supervising Teacher Rating of Teacher Candidate

Students in EDUC 4010 are required to complete the 15 activities. If for some reason one or more of the above activities cannot be completed, the student may select alternative activities from those listed below. However, substitutions must be approved in advance by the professor.

  1. Interview an FFA Alumni member
  2. Attend a school faculty meeting
  3. Attend an advisory council meeting
  4. Attend a school Board meeting
  5. Attend a program by the Cooperative Extension Service
  6. Interview a Guidance Counselor
  7. Interview a Cooperative Extension Agent

8.Interview a school administrator

9. Serve as Advisor or Co-Advisor at an FFA Meeting

10.Special program at the school such as a Young Farmer Program, Canning Plant, or Academy.

Early Clinical Experience Expectations

The student will obtain knowledge on how the overall school operates; how the education curriculum is implemented; how the Agriculture Education program functions within the overall school; and how students are engaged both in and out of the classroom.

a. Students will be able to identify the objective of the school, theschool’s philosophy, and the philosophy of the staff members.

b.Students will obtain knowledge of the agricultural education program of the cooperating entity – its educational plan; its use of an advisory committee; the program organization set-up; and the relationship of Agricultural Education with other programs within the school. Synthesize the responsibilities of the agricultural education teacher.

c.Student will become involved with a class and youth organization. Develop and teach one or more lessons. Provide individual instruction in the classroom or lab. Visit students at their homes or on the job if the opportunity arises.

Your Role at the Cooperating Site

As a participant in Agricultural Education 4010, you are a special guest at the cooperating site. Cooperating supervisors are devoting time and effort on your behalf. It is your responsibility to behave in a professional manner. Please consider the following guidelines:

1.State law requires all visitors in public schools to sign in initially at the office.

2.Your dress, speech, and personal conduct influences the way you are received. Project yourself accordingly.

3.Be reliable and punctual. Do your best on assigned tasks.

4.Set and maintain high ethical standards regarding information and opinions about the site, its learners, and its educators.

5.Actively explore settings, approaches, and teaching strategies. Raise questions with learners, educators, and other site personnel. Challenge your own ideas about “good” education practices by seeking and evaluating other points of view. Try to avoid snap judgments.

6.Discuss your role with the cooperating supervisor and with other staff with whom you are working. Determine their expectations for your involvement in structured activities and in problem situations. (i.e. what should you do if you see learner having difficulty with an assignment? If you see a fight break out in the halls? If a learner violently disagrees with you and interrupts your presentation?)

7.You are expected to maintain a high level of professionalism. If, at any point during your clinical experiences, a member of the staff at the school questions your actions, ABAC agricultural education faculty will take appropriate measures. This may include removal from the program and/or failure to recommend the candidate for certification, if the behavior warrants that decision.

Activity 1

General Description of the Early Experience Program

Program Mission, Vision, and Goals

For this activity, it may be best to begin with a general discussion with the supervising teacher. The student may want to record the audio of the interview. If other agriculture teachers are in the Department, they should be interviewed as well. The audio recording can be used to prepare the report, but more importantly, to prepare additional questions for a follow up interview.

The finished report should give the reader an overall view of the program, the learning environment, administrative structure, and program components.

Activities:

  1. Interview the supervising agriculture teacher and other agriculture teachers in the school.
  2. Obtain written documents relating to the overview of the program
  3. Prepare follow-up questions from the audio tape and do a follow-up interview with the teacher.
  4. Prepare a reflection piece concerning your overall impression. success of the program, its standing in the community, etc. Also include what you think would improve the program.

Activity 2

Technology in Teaching

For this activity, it may be best to begin with a general discussion with the supervising teacher on technology in the agricultural classroom. Students will need to catalog all the different types of technology that is available for the Ag Ed teacher to utilize. You will want to take notes as the various types of technology is utilized.

The finished report should list the technology that is available to be utilized by the Ag Education program. The report must include technology beyond basic computer and smart board usage. Be sure to answer how technology enhances student learning.

Activities:

  1. Interview the supervising agriculture teacher and other agriculture teachers in the school.
  2. Inventory and catalog the technology in the department – computers, smart boards, ultrasound equipment, greenhouse special controllers, various pieces of equipment, etc.
  3. Take notes on how the various types of technology is used in Agricultural Education.
  4. Prepare a reflection piece concerning how the department utilizes the technology available to them and how it enhances the experiences of their students. Be sure to summarize the benefits of technology in the Agricultural Education program.

Activity 3
Special Needs Student in the Program

For this activity, it will be best to have supervising teacher help identify the special education resource person to be interviewed.

The finished report should include the following:

  • A description of the organizational network of special needs resource personnel
  • Learner assessment procedures (modifications to worksheets & exams that are common; different room, additional time).
  • Membership on learner placement/IEP teams.
  • Involvement of agricultural educator in development of objectives for the IEP
  • Follow-up procedures, if any
  • Resources available that teachers can take advantage of when planning for instruction and to reach all learners in the classroom.
  • Reflect on how these resources and modifications will impact special education student.

Activities:

  1. Interview a special education resource person
  2. Observe the planning for and use of a modified worksheet or exam used in the Ag classroom.
  3. Discuss learner placement/IEP teams with your supervising teacher
  4. Observe a special education student in the classroom.
  5. Reflect on how the special education personnel assist the Ag Teacher tobest meet the needs of the special needs student.

Activity 4

Explore Diversity of the School and District

For this activity, student will compile data on the Diversity in their assigned school and district.

The finished report should include a definition of Diversity. In addition, report needs to include more than just data on gender and race. The socioeconomic diversity of the student population needs to be explored. Be sure to reference data sources. How does school compare to district? How does the diversity in the system impact education?

Activities:

  1. Secure data on school and district.
  2. Define Diversity
  3. Prepare a reflection piece concerning the impact of diversity on education, especially in an Ag Education classroom.

Activity 5

Extended Day and Year Program Contract and Activities

For this activity, outline how you would utilize your time during a 40-day extended contract.

The finished report should include your list of activities and the number of days allocated to each activity. Provide a summary (2-3 pages) justifying your summer calendar. This should be written as memo to be submitted to your school administrator. State why the activities were included and what impact they will have on students, program and community.

Activities:

  1. Interview supervising teacher about extended contracts and what typically is included.
  2. Develop your list of activities and justification of why activities are included.
  3. Reflect on if you were able to put everything in that you originally thought that you would be able to incorporate.

Activity 6

Program Recruitment

For this activity, develop a comprehensive recruitment strategy for your agriculture program and FFA chapter.

The finished report should include your philosophy of recruitment. The recruitment plan needs to include at least five (5) activities that focus on recruiting students to your agricultural education program and/or FFA chapter. Be sure to thoroughly describe the event including the approximate date, (i.e. mid-December, continuous, fall, etc.), target audience (middle school students, current ag education students that are not members of the FFA, etc.), person(s) responsible for each activity, and proposed budget for activities and how funding will be secured. Overall budget/balance sheet for receipts and expenses will be required.

Activities:

  1. Interview supervising teachers about recruitment.
  2. Interview FFA officers to see what type of activities that they feel will attract students.
  3. Interview students who are currently not a part of FFA to see what might attract them.
  4. Develop your recruitment plan and a realistic budget to cover the cost of activities.

Activity 7

Observe and Analyze the Teacher in Classes

For this activity, observe your cooperating teacher as he/she teaches courses for a full day

The finished report should include information on the teacher – educational background, number of years of teaching experience overall, and number of years of teaching experience at assigned school. Be sure to include courses taught, numbers of learners enrolled in the courses and description of youth organization (if one exists). What teaching methods did the teacher use? Which methods were most successful? Which were least successful? Which methods do you think that you might use most often? How did the educator pace the class in terms of learner abilities? How did the students react to that change? What were the signs that the student exhibited that caused for a change of pace? How did the educator correct student behavior?

Be sure to reflect on the teacher’s philosophy of education. What is his/her views on agricultural education as a vehicle for teaching academic content? What is the teacher’s views on the image of the agricultural education program in the school?

Activities:

  1. Interview supervising teacher prior to observing the day of teaching.
  2. Interview supervising teacher after observing the day of teaching.
  3. Reflect on how the teacher incorporates his/her philosophy of teaching in the classroom. In addition, did he/she use more than one teaching method to reach the students? What are things that you observed that you will incorporate when you teach?

Activity 8

Present a Program on the College Experience

For this activity, plan and give a short presentation on the College Experience.

The finished report should include a copy of your lesson plan and your reflection on how your presentation was received by the students. In addition, you will need to include a description of the group which you made the presentation to.

Activities:

  1. Write lesson plan on your College Experience.
  2. Give presentation to group.
  3. Reflect on your presentation. How did the audience respond? What are things that went well? What would you change before presenting presentation again?

Activity 9

Interview a Student with an SAE or Developing an SAE

(If you are assigned to a teacher with a fellow student; interview the teacher together – each writing up the report separately)

For this activity, working with your cooperating teacher, identify a student to work with to develop a Supervised Agricultural Experience program or identify one student with an SAE program and conduct a visit (at home or on the job).

The finished report should describe what a SAE program is. Describe in detail the task being performed (scope, type, level of learner involvement) or that will be performed by the student. Is this a continuation of SAE from previous years? Why learner chose this SAE or job? How was the program designed? (4-year plan, yearly plan, goals, no plan, etc.) Are the goals realistic and attainable? Be sure to evaluate the completeness of record book; if applicable.

Be sure to reflect on how much you feel that the SAE enhances the learning experiences of students. Your reactions or reflection on the quality of the learning experience or value added by the SAE. What is the Ag Educator’s role in the student’s SAE?

Activities:

  1. Work with your supervising instructor to select a student with a SAE or a student that is in the process of developing a SAE.
  2. Observe cooperating teacher develop SAE plans with a student
  3. Interview and work with assigned student on plans for his/her SAE.
  4. Outline the SAE program and provide a copy of the outline here, to the learner, and the teacher.
  5. List measurable goals and objectives for SAE – goals may cover multiple years.
  6. Assist students with record keeping process for SAE
  7. Determine how the cooperating teacher incorporates SAE activities and information into their lesson plans and curriculum. Determine if and how credit/grades is/are given for SAE.
  8. Reflect on the benefits of SAE in Ag Education.

Activity 10