Student Teaching Calendar and Checklist

Handbook

Observation Checklist

Fall Student Teaching Check-off Sheet

Winter Student Teaching Check-off Sheet

Portfolio Components Checklist

Licensure Checklist

Instructions for Student Teacher Calendar Entry

Overview of the Teacher Licensure Program in Agricultural Education

Agricultural Education Masters of Science in Teaching Program Plan

INTRODUCTION

STRUCTURE OF THE INTERNSHIP

Responsibilities of the Student Teacher

Conceptual Framework of Ag Ed Program

Diploma and Commencement Deadlines: Summer 2010 - Summer 2011

Procedure for Oral Defense in Agricultural Education (M.S.)

Final Evaluation Procedures For Portfolio and Oral Examination

INSERT HERE LINKS TO GRAD SCHOOL DOCUMENTS

SCHEDULE OF CLASSES BONANZA HIGH SCHOOL

Work Sample Requirements and Components

LESSON PLAN

Worksample

INSERT HERE LINKS TO THE TCE REQUIRED WORK SAMPLE DOCUMENTS

Work Sample 1 Overview

Work Sample 2 Overview

Pre-Licensure Core

The Ethical Educator & Professional Practices

INSERT HERE LINKS TO TEACHERS AND ADMINISTRATORS SUBJECT TO DISCIPLINE

EVALUATING and GRADING TEACHING PERFORMANCE

IMAGE OF “EFFECTIVE TEACHING”

PRINCIPLES OF TEACHING AND LEARNING

TEACHING PERFORMANCE REVIEW

Paperwork and Materials to be returned to OSU

Final Student Teaching Performance Report

TEACHING INTERN EXPERIENCE MANUAL

PARTICIPATING EXPERIENCES FOR TEACHING INTERNS IN AGRICULTURAL SCIENCE AND TECHNOLOGY

Journal Entries

INSERT HERE THE AG TEACHERS MANUAL PAGES OR A LINK TO THEM (PDF RIGHT NOW)

Summary of Student Teaching activities

FORMAL OBSERVATION/THREE-WAY CONFERENCE DATA FORM

INSERT HERE LINKS TO WORK SAMPLE FORMS ON TCE WEBSITE

VERIFICATION OF OCCUPATIONAL EXPERIENCE IN AGRICULTURE

Student Teaching Calendar and Checklist

2011-2012

April / Apply to program and interview with Department of Ag Ed and Gen Ag
May 2011 / Visit and interview student teaching sites
June 2011 / Placements finalized
Cooperating teachers inducted at Summer Conference
July 2011 / 
August 2011 / State Fair Meeting
Start school when your site begins
Complete anticipated dates on STIEC
Decide on work sample lessons with site
Join NAAE and secure professional liability insurance
September 2011 / Back to campus to complete fall coursework
Complete PRAXIS and ORELA
October 2011 / Fall Inservice
November 2011 / Woodburn and Dallas experience
December 2011 / Complete fall coursework
January 2012 / Begin winter student teaching
Complete and email weekly journals by Sunday night
February 2012 / 
March 2012 / Work Samples due at State FFA Convention
Return to campus for spring coursework
April 2012 / Prepare portfolio and teaching presentation
Schedule oral defense
Defend by the end of the month if walking at graduation
May 2012 / 
June 2012 / graduation
July 2012 / Complete licensure paperwork

Handbook

PROFESSIONALISM STATEMENT

Professional 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.

Observation Checklist

During your student teaching experience you will be observed a minimum of 6 times. Some observations will be of formal instruction (classroom) and other will be informal (mechanics, facilities, laboratories, etc.) instruction. For each observation, please allow ½ hour prior to and 1 hour immediately following for discussion and reflection with your university supervisor.

Make sure that you have the following completed prior to the arrival of your university supervisor:

Updated Calendar

Complete lesson plan

Portfolio or other materials to demonstrate action research progress

One lesson plan from your work sample (may be the same as your #1 lesson plan)

Portfolio for documenting progress on “Participating Experiences for Teaching Interns”

Name:______

Fall Student Teaching Check-off Sheet

Teaching Intern Experience Manual – complete target dates with cooperating teacher(s).

Work Samples – identify two work samples that will be taught winter term – must have a total of 20 lesson plans (10 for each unit).

Work Sample 1:______
Content Areas
When will it be taught?______

Work Sample 2:______
Content Areas
When will it be taught?______

Weekly evaluations from your cooperating teacher.

Context Statement – See portfolio section for an example (2-3 pages). You will develop one statement and modify it so that each of your work samples contains a context statement.

Observe other teachers in the local school and visit at least one other Agricultural Science and Technology Program.

PRAXIS Exam taken and copy of passing scores in Agricultural Education Department files

CBEST Exam taken and copy of passing scores in Agricultural Education Department files

Student Teaching Journals – daily reflections

Recognize and show appreciation (thank you notes, etc.) to your cooperating teacher, administrators, secretaries, alumni, etc.

Verification of Occupational Experience in Agriculture

Develop teaching load for Winter term

Registered for fall classes

Collect evidence to strengthen and individualize your portfolio: pictures, certificates, student work samples, thank you letters from parents…etc.

Winter Student Teaching Check-off Sheet

Teaching Intern Experience Manual – date accomplished, mentor teacher comments and signatures (Intern/Mentor Experience Manual Section)

Research Project – complete data collecting, findings, conclusions/discussion, implications, and final editing of paper.

Work Samples – finalize work samples – must have a total of 20 lesson plans (10 for each unit), and final write-up, including the reflection. OSU College of Education “Work Sample Documentation for College of Education Licensure File.” “Evaluation of the Worksample” signed by the cooperating teacher. See Work Sample Section – Work Sample Requirements.

Write a reflection paper of your student teaching experience. This reflection is different than the reflection for your worksample. This reflection covers your entire student teaching experience. Your Journals should provide you with information to write the reflection paper.

Multicultural/Diversity Project – teach in a multicultural situation and write-up your reflection of the experience. The reflection paper should give the reader an idea of the setting and then your reflection of the experience. What did you learn?

Weekly evaluations from your cooperating teacher, the Final Evaluation by your cooperating teacher, and the TSPC Summary report.

Letters of recommendation – Ask your mentor 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 mentor teacher, administrators, secretaries, alumni, etc.

Student Teaching Credits (AED 510, AED 509, AG 518, AED 518)

Student Teaching Experience Manual (Intern/Mentor Experience Section)
All teaching evaluations, including cooperating teacher (this also includes the worksample evaluation) and university supervisor
Student Teaching Summary Report (blue)
Journals (you have already submitted these)
Reflection on your student teaching experience (3-5 pages)
Summary of Student Teaching Activities—Fall and Winter Terms

Note: All blue sheets need to be completed, signed and turned in to receive credit for AED 510, AED 509, AG 592, AED 518. The components of this section are due Saturday of State Convention by 5:00pm. A drop box labeled AED Assigments will be placed in the Ag Teachers lounge at State Convention.

Take 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.”

Collect evidence to strengthen and individualize your portfolio

Enjoy and savor the experience and last days at your school (after you finish all of the above).

Portfolio Components Checklist

Specific Content of the Portfolio

This discussion describes the completed portfolio. You will not be able to complete all items prior to your oral examination. Items with an asterisk (*) must be in your portfolio in order to hold your oral exam. The completed portfolio will be evaluated as a portion of your grade in AED 510.

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). Include a Table of Contents for the written portion of the portfolio. Use page numbers or tabs so that the reviewers may find specific sections. You may want to order the section as A, B, C, and then number the pages in each section.

Professional Resume

Your philosophy of Agricultural Education (including your perceptions of current learning theory and trends in Agricultural Science and Technology.

Introduction—background for philosophy
AED philosophy
Your teaching philosophy
Learning/teaching style

Implementation Plan

SAE, FFA, Marketing, Partnerships, Professional Development, Program Planning, Advisory Committee, Safety Plan

Assessment

Grading Philosophy
Grading Policy

Classroom Management Plan

Philosophy & Implementation

Two (2) work samples (using resource manual description as a guide).

Evidence of Multicultural/diverse learner exposure.

Scope and sequence curriculum.

Additional projects/items that demonstrate your pedagogical knowledge, subject matter knowledge growth, experience and competence (limited to papers on a relevant subject), exceptional lesson plans or unit plans, tests and other assessment materials, individually created instructional materials, and other samples of your work as an Agricultural Science and Technology teacher not included in other portions of the portfolio.

A concluding statement that summarizes and ties the entire portfolio together (Spring).

Procedure for Oral Defense in Agricultural Education (M.S.)

Review Graduate School Deadlines to determine filing dates, etc:

File the “Event Scheduling Form” with GraduateSchool - date, time, and place of your exam, confirm the committee membership and notifty the committee of the exam date, time, and place (you are M.S. non thesis).

Your committee must be composed of three faculty members: your head advisor, one content specialist (Ag Ed) and one at-large faculty member.
They must have been approved by GraduateSchool and on file in the department. Check with the Ag Ed office to be sure they are approved
Serving on a committee is not a faculty requirement, so make sure your committee is appreciated for their time and efforts.

Portfolio must be submitted to your major professor two weeks before the defense

Portfolio is submitted to your committee at least one week before the defense

Develop your teaching presentation

The Exam will look something like this:
The student is at the front of the room (feel free to remain seated) 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 yourself – 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 interview
Present your teaching presentation
Each 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 questions
At the end of your defense (approximately 2 hours), the candidate will be excused from the room while the committee deliberates the outcome of the defense
Your 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.

Licensure Checklist

In order to get a license, you must turn in the following documents to Agricultural Education at 112 Strand Agriculture Hall:

Verification of Occupational Experience in Agriculture (4,000 hours) – both the summary worksheet and the signed employer sheets.

Official CBEST or PRAXIS PPST/PRAXIS I test scores

Official PRAXIS Agriculture test scores

Official ORELA Civil Rights test scores.

Work Sample Documentation for Licensure File (One for EACH work sample)

Evaluation of the Work Sample (One for EACH work sample)

Student Teaching Summary Report

Official transcript copies of all college coursework (including community colleges, junior colleges, and all 4-Year institutions, but NOT including OSU)

Overview of the Teacher Licensure Program in Agricultural Education
2010-2011
Summer / Fall Term / Winter Term / Spring Term
August 26 - September 24 / September 27 - December 10 / January 3 - March 18 / March 28 - June 10
State Fair Experience / Fall Student Teaching Experience / Teacher Education Coursework / Full Time Student Teaching / Teacher Education Coursework
Student teacher and cooperating teacher workshop Wednesday 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 inservice activities. Student teachers student teach up until Friday before Fall Term classes start at OSU. / Take classes at OSU.
AED 557 – Curriculum
AED 553 – Methods of Teaching Agr
AED 554 – Micro-teaching
AED 599 – Laboratory Pedagogy
AED 510 – September Student
Teaching Credit / Experience begins at StudentTeachingCenter when your particular school begins after the holiday break. Winter student teaching goes through the Monday night of the State FFA Convention. Enroll in student teaching coursework:
AG 518
AED 518
AED 510
AED 509
AED 556 – meets on campus four Fridays (all day) during student teaching term. / Take classes at OSU:
AED 552 – Program Management
AED 558 – Program Improvement
AED 599- Special Topics
PRAXIS, CBEST, ORELA (Civil Rights) and Fingerprinting must be completed before Fall Experience / Complete Coursework / Develop Two Work Samples
Action Research Project / Finish Portfolio
Apply for Licensure
Oral Defense

Agricultural Education Masters of Science in Teaching Program Plan

Reserved Credits / Summer Credits / Fall Term / Winter Term / Spring Term
AED 557 – 3 / AED 510 - 3 / AED 552 – 3
AED 553 – 3 / AED 556 – 3 / AED 558 – 3
AED 554 – 3 / AED 509 - 3 / AED 599 - 1
AED 599 – 1 / AED 518 - 3
AED 510 – 3 / AG 518 - 3
Total / 15 credits

Agricultural Education Classes

AED 510 (3) – Fall Student Teaching (August-September)

AED 552 (3) – Program Organization and Management

AED 553 (3) – Applied Instructional Strategies

AED 554 (3) – Micro-Teaching

AED 599 (1) – Special Studies in Research

AED 510 (3) – Student Teaching (January – March)

AED 509 (3) – Student Teaching (January – March)

AG 518 (3) – Student Teaching (January – March)

AED 556 (3) – Link Research Teaching and Practice

AED 599 (1) – Special Studies in FFA

AED 557 (3) – Issues and Trends in Curriculum and Instruction

AED 558 (3) – Improving Vocational Education Programs

Total Agricultural Education Credits = 35

Education Courses

TCE 253 or 411 (3) – Learning Across the Lifespan/Ed Psych Learning and Development

TCE 516 or 216 (2) – Foundational Perspectives in Education

TCE 519 or 419 (3) – Multicultural Issues in Education

Total Education Credits = 8 of which only 5 can count toward the Masters Degree, if taken at the graduate level

Masters of Science = 45 credits required

Reserving Credits for Graduate Program

A student may reserve up to 15 credits of graduate coursework (but not more than 6 credits/term) as a part of their undergraduate or post-baccalaureate program (request for reservation must be made prior to the end of the term of the course taken). Only credits with a grade of B or better may be reserved. Reserved credits will not count toward the undergraduate program. See Reserving Credits in the Graduate Catalog