Agricultural Science Student Teacher Handbooktamuagsc.weebly.com/uploads/8/5/2/7/8527235/2015handbook...Mock Interview Reflection Form 56 Legacy Project Description 57 Student Evaluation

Agricultural Science

Student Teacher Handbook

Updated Fall 2015

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Table of Contents

Section Page

General Information 3 Student Teaching Placements 4

Student Teaching Calendar 5

Introduction 6

The Progression of the Student Teaching Responsibilities 8

Ag Teachers Creed 9

Responsibilities and Duties of Student Teaching 10

Responsibility of the Student Teacher 10

Responsibility of the Cooperating Teacher 12

Responsibility of the University Supervisor 14

Responsibility of the Building Administrator 15

Evaluation Procedures 16

Employment Recommendation 17

Letter Grade Descriptions 17

Problem Solving Process 19

On-Campus (AGSC 425/481) Student Teaching Information 20 On Campus Student Teaching Block Schedule 21

On Campus Procedures for Student Teachers 23

On Campus Assignments for Student Teachers 24

On Campus Teaching Schedule 25

Pre-Block Cooperating Center Visit Form 26

Cooperating Center Information & Reflection Form 27

Demonstration Lesson Presentation Rubric 30

Project Based Learning Lesson Presentation Rubric 31

Inquiry Based Lesson Presentation Rubric 32

Lesson Plan Rubric 33

Unit Plan Rubric 34

Weekly Planning Calendar 35

Off-Campus (AGSC 436/484) Student Teaching Information 36 Off Campus Assignments for Student Teaching 37

Suggested Timetable and Weekly Check sheet for Student Teaching 40

Documentation of Student Teaching Experiences 43

University Supervisor Guidelines 45

University Supervisor Formal Observation Form 46

Formative Lesson Evaluation Form 50

Cooperating Teacher Monthly Feedback Guidelines 51

Cooperating Teacher Monthly Feedback Form 53

SAE Visitation Record Form 54

Mock Interviewer Feedback Form 55

Mock Interview Reflection Form 56

Legacy Project Description 57

Student Evaluation of Student Teacher Form 58

Student Teacher Evaluation of Cooperating Teacher Form 60

Final Student Teaching Report Guidelines 61

Off Campus Assignment Rubrics 62

Final Cooperating Teacher Evaluation Forms 63

AGSC Certification Check sheet 66

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General

Student Teaching

Information

4

Student Teaching Placements- Fall 2015

School Student Teacher Student Teacher

Phone

Supervising Teacher in

Observation Portal School Phone Supervisor

A&M Consolidated

Peyton Hunter 903-279-7961 John Templeton 979-764-5500 Kasee Smith

Bellville Kyle Armstrong 903-780-1317 Rod Vincent 979-865-3681 Kasee Smith

Caldwell Halley Reynolds 979-450-8799 Lisa Pieper 979-567-9030 Lori Moore

Cedar Park Mandie Johnson 254-842-4677 Jack Winterrowd 512-570-1200 Jason McKibben

Clear Brook Ashlynn Schuett 832-561-9652 Laura Malone 281-284-2100 Kirk Edney

Florence Kimberly Kyle 512-755-9648 Melissa Loerwald 254-793-2495 Lori Moore

Franklin Kayla Threet 469-285-4521 Justin Tomascik 979-828-7100 Kasee Smith

Frisco-Reedy Tyler Tokar 972-765-6549 Brandon Scheu 469-633-5693 Kirk Edney

James Madison Jessica Jordan 209-585-6002 Josh Anderson 210-637-4400 Tim Murphy

Katy Ashley Nixon 972-921-0550 Jamie Walsh 281-237-1883 JP Hancock

Katy Lauren Grigar 832-595-5433 Jamie Walsh 281-237-1883 JP Hancock

Lampasas Joshua Massey 512-934-8678 Steve Forsythe 512-564-2310 Jason McKibben

Prosper James-Robert

Williams 409-658-5043 Wade Shackleford 469-219-2180 Kirk Edney

Rudder Ashley Harris 903-263-7676 Larry White 979-209-7900 Kasee Smith

Sandra Day O'Connor

Ty Rampy 979-574-2913 Bryan Hawkins 210-397-4872 Tim Murphy

Sharyland Jacob Ledbetter 956-207-9169 Joe Carter 956-580-5300 JP Hancock

Waller Jenna Rios 409-527-2125 Barbie Schmidt 936-372-3765 JP Hancock

Waller Ashlyn Wildman 210-827-2481 Craig Melton 936-372-3765 JP Hancock

Wimberley Caroline Mott 832-314-8212 Jessica Eckhardt 512-847-2181 Jason McKibben

University Supervisor Information

Name Email Phone Number

Jason McKibben [email protected] 979-587-1065

JP Hancock [email protected] 281-935-8470

Kasee Smith [email protected] 801-598-8027

Kirk Edney [email protected] 979-458-2306

Lori Moore [email protected] 352-246-4457

Tim Murphy [email protected] 979-862-3419

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TEXAS A&M UNIVERSITY Student Teaching Calendar

Department of Agricultural Leadership, Education & Communications

Official VATAT Calendar at: http://www.vatat.org <Teacher Toolbox <Calendar Contest Calendar at: http://www.judgingcard.com

Date Activity_______________________________

August 24-28 One week off-campus observation at cooperating center

August 31 On campus block begins

September 4 Last day to add/drop with no record

September 11 Last day of on-campus block

September 14 Off Campus student teaching at cooperating center begins

October 2 Last day to apply for graduation

October 16 Student Teaching Mid-Semester Conference 9:00 a.m.-3:00 p.m., IMS Riverside Campus

October 24 Aggiefest LDEs

November 12- December 1 Pre-registration begins for Spring 2016

December 11 Last day in student teaching center

December 15 Final Student Teaching Conference; IMS Riverside 9:00-3:30 (final Google Drive submission)

December 15 Student & Cooperating Teacher Appreciation Dinner 6:00-8:30 (location TBA) Sponsored by Riverstar Farms

December 18 Last day for undergrads to apply for $1000 Tuition Rebate, 5 p.m.

December 18 Graduation - Whoop! (Time Announced in March)

Major Stock Show Dates: Summer 2016 Activities:

Fort Worth—Jan 15-Feb 6 State FFA Degree Check- June San Antonio—Feb 11-28 State FFA Convention- July Houston—March 1-20 Teachers’ Conference- July Austin—March 12-26

TeXeS Exam Dates: The Ag content exam and the PPR are offered by computer. Please visit http://cms.texes-ets.org for exam registration, dates and locations.

http://www.vatat.org/

http://www.judgingcard.com/

http://cms.texes-ets.org/

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Introduction

We are excited for the opportunity to share in your student teaching experience. As faculty and staff in the ALEC department, we are proud of

your decision to student teach and enter the world of agricultural education. In this handbook, you will find guidelines that will assist you in developing

and maintaining an atmosphere of communication and trust between the members of this partnership.

If you have any questions concerning the policies listed in this handbook,

please contact Dr. Tim Murphy at [email protected].

Importance of Student Teaching in Agriculture

Student teaching is perhaps the most dynamic and vital phase of the total curriculum for preparing teachers of Agricultural Education. In essence,

your student teaching experience is the most intense professional internship we can provide you with as you prepare for a career as an agricultural

educator. In no other way can a person quite so effectively develop the competence necessary to assume his/her role as an agricultural leader and

teacher in a local community and the classroom. It is through this pre-service teaching experience that the prospective teacher is provided the

opportunity to bridge the gap between theory and practice under the expert guidance of a cooperating teacher.

The intent of this experience is for the student teacher to receive experience

and gain competence in the following topics:

1. Teaching high school students (classroom and laboratory areas) in

a program driven by a strong instructional base. 2. Advising the FFA. Getting the “feel” of a successful well-balanced

FFA program. 3. Working with students' SAE Programs: Entrepreneurship,

Placement, Exploratory, and Research. Developing concepts that will enhance a balanced SAE in the local program.

4. Guiding students as they participate in competitive activities. Learning the importance of this teaching tool to a successful

Agricultural Education program. 5. Setting an example and working with students in a variety of

leadership experiences. Developing a plan for involving “all” students in leadership roles in the local FFA program.

6. Planning activities as students participate in community events and services.

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7. Counseling students.

8. Appraising the educational and agricultural needs of high school students.

9. Participating in school and community affairs. 10. Planning and organizing the physical facilities of the Agricultural

Education Department. 11. Developing and internalizing the ethical standards and ideals that

best characterize the teaching profession. 12. Further clarifying the aims and objectives of public school programs

and the formal and informal patterns of adult education in our society.

13. Developing a better understanding of the important role of related agricultural organizations and businesses to the social and

economic welfare of the local community. 14. Serving as a desirable role model for students.

15. Experiencing a broad base of activities in a multi-dimensional

program.

Student Teaching Semester Courses

AGSC 425 (3 credits): On-Campus Student Teaching Assignments AGSC 481 (1 credit): On-Campus Attendance (block, mid/final

conferences) AGSC 436 (6 credits): Off-Campus Student Teaching Assignments

AGSC 484 (1-6 credits): Field Experience Teaching including input from University Supervisory and Cooperating

Teacher ANSC 484 (1 credit): On-Campus Animal Science Course

Student Teaching Semester Grade Rules

Although there is no requirement to earn a C or better in the student teaching semester courses, failure to maintain a 2.75 GPA through the

completion of student teaching semester courses will result in your inability to obtain teaching certification.

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The Progression of Student Teaching Responsibilities

Student teaching is an individualistic experience. Student teachers are expected to take on more duties only after becoming proficient in underlying

skills. The cooperating teacher, along with the university supervisor, will take the primary role in assessing student abilities to determine the student

teacher's responsibilities and readiness to approach new tasks. Student teachers should not begin with a full course load and

responsibilities.

It is not assumed that all student teachers will progress at the same pace through the student teaching process. Some student teachers

may be involved with observations longer than others before feeling comfortable taking on their own courses to teach. Although the length of

time listed below is flexible based on student teacher readiness, it is

expected that all student teachers will move through four phases during their experience.

1. Orientation and Observation (1-2 weeks): The student teacher should become acquainted with classroom, program, and school;

along with observing the cooperating teacher during class instruction and outside of class activities. One week of mandatory

observation is required prior to the student teaching on-campus block. The student should discuss his/her perceptions and

observations with the cooperating teacher prior to assuming full teaching responsibilities for any course.

2. Progressive Teaching Experience (3-4 weeks): The student teacher assumes responsibility for one or two classes under the close

supervision of the cooperating teacher. The student teacher also becomes involved in planning, preparing resources, correcting

papers, helping small groups, supervising study periods, tutoring,

constructing assessments, preparing curriculum, and teaching complete lessons. In this phase, the cooperating teacher closely

monitors the student teacher, observing their instruction in its entirety, to provide constructive feedback to the student teacher.

3. Full-Scale Teaching Experience (5-7 weeks): The student teacher assumes responsibility for their full course load. The student

teacher has the sole responsibility for planning and teaching a unit of lessons, and evaluating the students in their classes. The

cooperating teacher observes all phases of the instructional process and provides feedback regularly.

4. Reflective Experience (1 week): The student teacher tapers off their teaching courses and reflects on their experience.

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Ag Teacher's Creed

Much like the FFA Creed, the Ag Teacher’s Creed was developed as a

statement of the guiding principles for agricultural educators. It serves as a reminder of the good things that agricultural educators stand for.

I am an agricultural educator by choice and not by chance.

I believe in American agriculture; I dedicate my life to its

development and the advancement of its people.

I will strive to set before my students by my deeds and actions the highest standards of citizenship for the community, state

and nation.

I will endeavor to develop professionally through study, travel

and exploration.

I will not knowingly wrong my fellow teachers. I will defend

them as far as honesty will permit.

I will work for the advancement of agricultural education and I

will defend it in my community, state and nation.

I realize that I am a part of the school system. I will work in harmony with school authorities and other teachers of the

school.

My love for youth will spur me on to impart something from my life that will help make for each of my students a full and happy future.

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Responsibilities of the Student Teacher

Your life is about to change. Without a doubt, the time you spend in your student teaching experience is the culmination of all of your hard work in an

undergraduate program. Student teaching only happens once; take advantage of every chance to acquaint yourself with all of the aspects of an

agricultural educator’s career. The guidelines listed below have been compiled based on the knowledge and experiences of practicing agricultural

science teachers. These guidelines are shared with you in an effort to help you find your own path through the student teaching experience.

First impressions are important. Be courteous, cooperative, and sincere in your dealings with students, cooperating teachers, administrators, faculty,

school employees, parents, and residents of the community. The ability to work well with people and to maintain desirable relationships is one that

teachers should cultivate.

Student teaching is an opportunity for you to learn. Observe carefully not only what is done, but also how it is done in your cooperating school. Be

discrete and professional at all times in talking to friends and outsiders about what transpires in your cooperating school.

The coming and going of student teachers creates disruptions to the regular school program. At the same time, you are added personnel in the school

and, as such, should have ideas to present for consideration which can be of value to the educational program. Endeavor to make some permanent,

tangible contributions to the department during the student teaching experience.

General Expectations for Student Teachers

1. The student teacher is a guest in the assigned school; therefore, he/she is expected to support school policies and personnel. All

school rules and regulations should be followed by the

student teacher. 2. Student teaching is a full-time job. This includes responsibility

for the entire class plus any out-of-class responsibilities with student organizations, student SAE supervision, and community

activities. Daily attendance and preparation should reflect the seriousness of this responsibility.

3. The student teacher should be part of any regularly scheduled conference with the cooperating teacher and university supervisor.

4. The student teacher will dress, speak, and act as a professional.

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5. The student teacher is to exemplify professionalism in dealing with

confidential information. 6. The student teacher will assume responsibility for the quality of

the experience, seek out new involvement possibilities, and ask for new assignments or responsibilities as soon as possible.

7. The student teacher should take part in out-of-class activities such as FFA, faculty and professional meetings, along with routine

teaching and non-teaching tasks. 8. The student teacher is to inform the cooperating teacher of any

absence prior to missing an assigned experience, and will make

appropriate arrangements for student learning in their absence.

9. The student teacher will communicate with the university supervisor about problems, progress, absences, and visitation

times. 10. The student teacher will display self-reliance, desire, enthusiasm,

and initiative.

11. The student teacher will develop written lesson plans in advance of the lessons.

12. The student teacher will discuss the lesson plans with the cooperating teacher before the lesson begins.

13. The student teacher will observe the instructional strategies and classroom management techniques of the cooperating teacher.

14. The student teacher will learn the names of the students in assigned classes as well as the relevant staff members in the

school. 15. The student teacher should test new ideas within the structure the

cooperating teacher has established, making them available to the cooperating teacher several days in advance of the lesson.

16. The student teacher should seek opportunities for growth and feedback. Additionally, the student teacher should receive

criticism in a positive manner, understanding that guidance from

cooperating teachers and university supervisors comes from a sincere desire to help the student teacher develop skills that will

lead to their success. 17. The student teacher should be involved continually in the

self-evaluation process. This process includes examining the goals and outcomes of each instructional activity, reviewing audio

and video tapes of their performance, soliciting feedback with suggestions for improvement, and seeking immediate answers to

problems.

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Responsibilities of the Cooperating Teacher

A successful cooperating teacher creates an enriching experience for both the students in the classroom and the student teacher. The cooperating

teacher involves the student teacher in such activities as learning students' names, developing seating charts, tutoring, teaching small groups,

developing a teaching unit, teaching one class initially, then progress to teach multiple classes. The cooperating teacher retains responsibility for

the classroom while guiding the student teacher through these activities.

An effective cooperating teacher uses good critiquing skills in guiding the growth and development of the student teacher. In a

good student teacher/ cooperating teacher relationship, the student teacher feels free to ask questions and make suggestions. He/she is offered and

accepts constructive criticism, and the two function as a team working for

the development of the pupil. This relationship is developed through actual participation in classroom activities and through conferences involving the

cooperating teacher and the student teacher. Conferences are held for planning purposes, discussion of teaching problems, and evaluation of the

student teacher's work. While valuable conferences may be held in five or ten minutes, conferences of considerable length will be required

periodically; student teachers are required to make themselves available for conferences as the cooperating teacher deems necessary.

General Expectations for Cooperating Teachers

1. Exhibit a whole-hearted willingness to accept student teachers.

2. Insure adequate continuity, class contact, and supervision of the student teacher program. The student teacher should be part of a

teaching team and should not be considered as a replacement

for the regular teacher. 3. Define the student teacher's role in terms of his/her duties and

responsibilities. To accomplish this, the cooperating teacher should: a) Schedule a conference with the student teacher early in the

semester to clarify the role of the student teacher in the given situation.

b) Provide ample opportunity for the student teacher to observe methods that are appropriate to the teaching profession.

c) Assist the student teacher in developing a professional attitude in all of his/her contacts with school and community.

d) Assist the student teacher in becoming acquainted with the regulations applicable to pupils and teachers in the school where

he/she is working.

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e) Clarify the student teacher's responsibilities with respect to

making lesson plans, securing and organizing appropriate materials, and other necessary activities.

f) Advise the student teacher well in advance of the time when a lesson or unit is expected to be taught.

4. Ensure the student teacher's induction into actual teaching occurs at a rate that seems appropriate for the student teacher.

A helpful model is a three phase process: (1) the cooperating teacher directly models lesson teaching, (2) the student teacher teaches a

comparable lesson using the cooperating teacher's lesson plans, and (3) the student teacher plans and teaches a lesson.

5. Make sure the student teacher has planned adequately before being permitted to teach.

6. Keep the student teacher informed of progress, making constructive suggestions and criticisms as necessary.

7. Evaluate the student teacher's performance in writing and provide the

student teacher with a copy of suggestions/criticisms. 8. Take the necessary steps to remove the student teacher if work is not

satisfactory. (Refer to page 19, “Problem Solving Process”.) 9. Send final evaluation of the student teacher to the Texas A&M ALEC

Department.

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Role of the University Supervisor

A university supervisor is assigned to each student teacher. This supervisor is an experienced classroom teacher who assumes the responsibilities

described below.

General Expectations for University Supervisors

1. Throughout the semester, the supervisor should be in contact with the student teacher and cooperating teacher about the experiences and

progress of the student teacher.

2. The supervisor should hold regularly scheduled meetings with the student teacher and should provide written documentation about the

observations. In these conferences, the student teacher and the

supervisor discuss planning activities, learning strategies, discipline concerns, etc.

3. The student teacher, cooperating teacher, and supervisor will meet individually and together during the semester to discuss the student

teacher's progress.

4. The supervisor will conduct at least two on-site visits of the student teacher at the cooperating center during the semester, and complete

at least three formal observations of teaching. Generally, one of the visits will be at the beginning of the student teaching experience and

one near the end of the experience.

5. The supervisor will hold a conference with the student teacher at the

completion of the formal observations to discuss strengths and areas for potential growth. The student teacher will record their reflections

of the formal observations.

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Role of the Building Administrator

The school administrator plays a very important role in facilitating and coordinating student teachers. He/she provides a positive environment for

student teachers within the building, orients faculty to their role in the student teaching program, orients student teachers concerning philosophy,

policies, and regulations of the cooperating schools, assists student teachers in becoming acquainted with the faculty, stays informed about the progress

of student teachers, and observes student teachers to provide feedback.

General Expectations for Building Administrators

1. To be willing to accept student teachers as part of the total school faculty.

2. To be willing to allow student teachers to work with enough freedom to encourage growth.

3. To be willing to provide facilities that will enhance the training environment.

4. To be willing to give assistance and support to the student teacher

in the development of appropriate professional relationships with the faculty, staff, students, and community.

5. To be willing to work with the university supervisor and cooperating teacher in helping to meet the needs of the student teacher.

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Evaluation Procedures

Evaluation of the Student Teacher

The cooperating teacher is expected to provide formal and informal evaluations of the student teacher. Hopefully, a positive relationship

between the cooperating teacher and student teacher will be forged that will allow for continuous constructive feedback to help the student teacher

develop his/her craft as a teacher, FFA advisor, and SAE supervisor.

Teaching should be formally evaluated by the cooperating teacher often, particularly through the early stages of the student teacher’s work with a

new class. The Formative Lesson Evaluation forms should be used to document cooperating teacher observations of a class (see page 50). The

cooperating teacher should complete a minimum of 5 of these forms. Daily

conferences should be conducted where the cooperating teacher discusses his/her evaluation of the student teacher’s performance and plans for

upcoming lessons.

In addition, the cooperating teacher should complete, with the student teacher, Cooperating Teacher Monthly Evaluation Forms (see pages 51-53)

to assess the student teacher’s progression through the student teaching process. A monthly form should be completed for each month during

student teaching.

At the end of the student teaching experience, the cooperating teacher will be provided with the Summative Feedback form (see page 63), and the

Overall Evaluation of Student Teacher form (see page 64-65) for evaluation of student teacher overall performance.

This cooperating teacher's evaluation provides valuable input that will be used in determining the student teacher's final grade (A, B, C or F) for the

experience. Promptness in returning the evaluation is important, as evaluations received after the cut-off date for submission of grades are of

little value to university supervisors.

University supervisors will also visit student teachers to assess and mentor the student teacher through the process. A minimum of two visit days will

be completed by the university supervisor with at least 3 formal class observations completed (see off campus assignments section for form.

Student teachers will receive their formal observations via email, and must complete the reflection portion before the observation can be recorded as

complete.

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Employment Recommendation

Student teachers will frequently request a letter of recommendation from their cooperating teacher. If the cooperating teacher feels that such letters

of recommendation can be provided, we encourage him/her to do so. However, the cooperating teacher is not required to provide such letters.

Letter Grade Descriptions (AGSC 484)

"A" = Superior/Exceptional Performance

Exceptional candidate for most jobs. Cooperating teacher would accept this intern as a colleague.

No glaring weaknesses for an entry-level teacher.

Rates high in the characteristics of initiative, self-direction, reliability. Excels in the characteristics of creativity, ability to motivate, and

enthusiasm. Possesses the ability to be fully responsible for classes without direct

supervision.

"B" = Exceeds the Minimum Acceptable Standard...Adequate to Above

Average

Good candidate for most jobs. May possess a few minor weaknesses in specified areas (Quality

Indicators); however, no indication of inadequate performance or lack

of effort. Meets “A” expectations in some areas, but not all.

May need improvement in the characteristics of creativity, ability to motivate, and enthusiasm.

Possesses the ability to be fully responsible for classes with minimal supervision.

"C" = Meets Minimum Acceptable Standard...Slightly Below Average

Acceptable candidate for some jobs; however would need considerable

guidance from a mentor. May be in need of considerable professional growth in a specified area

(Quality Indicator). At times, may demonstrate a lack of effort, poor judgment and/or

undesirable attitude. Planning and preparation are areas in need of improvement.

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May lack traits of leadership, initiative, creativity, or weak in subject

knowledge. Possesses the ability to be responsible for most classes but direct

supervision is necessary.

"F" = Unsatisfactory Work is unsatisfactory.

Cannot be recommended for a teaching position. Could not really be given responsibility, even under direct supervision.

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Problem Solving Process

Problem-Solving Process

Most problems that arise between the cooperating teacher and the student teacher are resolved through daily conferences. The following process

should be followed if the problem cannot be resolved. 1. Either the student teacher or the cooperating teacher should:

a) Have a conference with the university supervisor to discuss the issues.

b) Develop a plan to resolve problems with the help of the university supervisor.

c) Communicate the plan to the principal and to all involved parties.

d) Work the plan and document progress.

2. If the problem continues, the principal and the university supervisor confer with input from the cooperating teacher and/or the student

teacher to remove the student teacher from the assignment. 3. If the student teacher is not satisfied with the decision, he/she may

appeal to a committee composed of the ALEC Undergraduate Coordinator and the program coordinator.

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On Campus

Student Teaching

Information (AGSC 425/481, ANSC 484)

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Student Teaching Block Schedule- Week 1

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Student Teaching Block Schedule- Week 2

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On-Campus Procedures for Student Teachers

Assignments

All on-campus assignments must be completed to receive authorization for student teaching. Failure to complete all assignments may delay or prevent student teaching and/or graduation.

Presentation Assignments

All lessons must be completed. Opportunity or requirement to

re-do unacceptable lessons will be at the discretion of your University Supervisor.

Students who participate as class members for the lessons are expected to be participating and playing the role of the students for the course. In addition students will required to lead peer assessment discussions of the presentations of others.

Policy on Attendance/Tardiness

The grade for AGSC 481 is calculated based on student

attendance on the student teaching block, along with mid semester and final student teaching conferences. The

following attendance procedure will be followed:

1. On all class days, students are expected to be in the assigned classroom by scheduled class time. Your grade for AGSC 481 will be determined using the following system: Each unexcused absence will result in a 12%

reduction in grade Each tardy will result in a 6% reduction in grade Dropping below 70% in AGSC 481 will result in the

student teacher being withdrawn from all AGSC student teaching courses. Please see university rules and regulations for university-approved absences.

2. Appeals from this policy must be made in writing to the coordinator of Student Teaching. The appeal may be

considered; if it is, the student will be allowed to appear before the AGSC faculty to present his or her case.

Copies

Student teachers may make copies, without charge, at IMS.

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On-Campus Assignments for Student Teachers

Assignments to be completed during student teaching are designed to meet two purposes:

1) To ensure the field experience exposes the student teacher to all facets of teaching Agricultural Science in Texas;

2) To provide the student teacher with materials and records that will be useful during the beginning of his/her teaching career.

During the Student Teaching On-Campus Block (AGSC 425), student

teachers will be assessed on the following assignments:

Assignment Due Date Points

Pre-Block Cooperating Center Checklist 8/31/15 25

Pre-Block Cooperating Center Information and Reflection

8/31/15 50

Demonstration Lesson Presentation (75) and Lesson Plan (100)

9/2/15 175

First Complete Unit of Instruction 9/3/15 100

Project Based Learning Lesson Presentation (125) and Lesson Plan (100)

9/3/15 225

Second Complete Unit of Instruction 9/8/15 100

Review Game Lesson Plan (not presented) 9/9/15 100

Inquiry Based Lesson Presentation (125) and Lesson Plan (100)

9/10/15 225

Total 1000 pts

All written materials for on-campus units (ie. lesson plans,

student worksheets, etc.) should be submitted through upload to your Google Drive. You will also need hard copies of the lesson

plans you are presenting on the day of the presentation.

In addition, attendance will be recorded and calculated as the grade for AGSC 481.

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On-Campus Teaching Schedule

Reminders Lesson Plans for each presentation are due at the time of

presentation Practice your lesson to ensure that you are familiar with the

material and that your timing is appropriate When not presenting, it is important for you to play the role of

student. Do not plan on using time while others are presenting to work on personal assignments.

Week 1,Wednesday, September 2: Demonstration Lesson

Room 1 Room 2 Room 3 Grader: Gallegos Grader: Bagley Grader: McCorkle/Keppler

Ashley Harris Ashley Nixon Caroline Mott

Kayla Threet Ashlynn Wildman Joshua Massey

Kyle Armstrong Jacob Ledbetter Mandie Johnson

Peyton Hunter Jenna Rios Halley Reynolds

Ashlynn Schuett Lauren Grigar Kimberley Kyle

Tyler Tokar Jessica Jordan James-Robert Williams

Ty Rampy

Week 1, Thursday, September 3: Project Based Learning Lesson

Room 1 Room 2 Room 3 Ashley Harris (KS) Ashley Nixon (JP) Caroline Mott (JM)

Kayla Threet (KS) Ashlynn Wildman (JP) Joshua Massey (JM)

Kyle Armstrong (KS) Jacob Ledbetter (JP) Mandie Johnson (JM)

Peyton Hunter (KS) Jenna Rios (JP) Halley Reynolds (LM)

Ashlynn Schuett (KE) Lauren Grigar (JP) Kimberley Kyle (LM)

Tyler Tokar (KE) Jessica Jordan (TM) James-Robert Williams (KE)

Ty Rampy (TM)

Week 2, Thursday, September 10: Inquiry Based Learning Lesson

Room 1 Room 2 Room 3 Ashley Harris (KS) Ashley Nixon (JP) Caroline Mott (JM)

Kayla Threet (KS) Ashlynn Wildman (JP) Joshua Massey (JM)

Kyle Armstrong (KS) Jacob Ledbetter (JP) Mandie Johnson (JM)

Peyton Hunter (KS) Jenna Rios (JP) Halley Reynolds (LM)

Ashlynn Schuett (KE) Lauren Grigar (JP) Kimberley Kyle (LM)

Tyler Tokar (KE) Jessica Jordan (TM) James-Robert Williams (KE)

Ty Rampy (TM)

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TEXAS A&M UNIVERSITY Pre-Block Cooperating Center Visit Department of Agricultural Leadership, Education, & Communications

Pre-Block Cooperating Center Visit

Check Off List Instructions: During your one-week visit to your cooperating center prior to attending the student teaching block, please complete the following tasks. Have your cooperating teacher initial each task once completed for verification

Task

Date Completed

Verification

Attend classes at your cooperating center for all five days

Collect and review the student and faculty handbook for your school;

Collect and review the departmental or FFA handbook, including dates for activities;

Collect syllabi/scope and sequence for each course you will responsible for;

Begin mapping your own outline of curriculum for each class and obtain approval and suggestions from the cooperating teacher;

Determine the supply budget for classes you will teach; find out how long it takes to get supplies and materials and the procedure for purchasing items

Obtain copies of the rosters for all the classes you will be teaching; begin learning names of students and getting acquainted with them

Discuss CDEs and LDEs typically trained by the teacher(s) and identify at least one you will have primary responsibility for;

Dress professionally during the entire duration of your one-week visit

Meet with all the school administrators, make sure you introduce yourself as a student teacher from Texas A&M and remind them who your cooperating teacher is. Ask them what their goals and expectations are for student teachers working at their site

Collect and review rule books for any county or local shows the students may be attending while you are student teaching;

Watch the classes your cooperating teacher is teaching. Pay special attention to the tone that the teacher is setting for the beginning of the school year.

Determine what teaching materials and facilities will be available to you; ask if you can have copies of these to take to campus to prepare lessons and units that will be useful to you later;

Ensure that you are set up for technology access at the school. In some cases, you may need the technology person to set up computer and/or gradebook access for you;

Complete the “Cooperating Center Visitation Information and Reflection” form to help you learn more about the courses, schedule, etc.;

Return this form on the first day of on-campus block meetings.

27

TEXAS A&M UNIVERSITY Cooperating Center Info and Reflection

Department of Agricultural Leadership, Education, & Communications

TAMU AGSC Student Teacher

Cooperating Center Visitation Information and Reflection Instructions: Based on your pre-block visitation of your cooperating center, please complete the following information. This information will be used by university faculty and your university supervisor to better tailor your student teaching experience.

Section 1: Basic Information Please provide the following information related to your intended placement experience

Basic Information

Name

University Supervisor

Cooperating Center

Cooperating Teacher(s)

Cooperating Center Address

Courses you will be teaching

Class Period Time Class Name Week you will start teaching this course

Ex. 1st 8:00-8:45 Principles of AFNR Week 1

Units you will be teaching

Course Name # of Units Unit Titles

28

Section 2: Cooperating Center Reflection:

Reflect on your initial visitation at your cooperating center to answer the following questions. 1. What things impressed you about you cooperating center overall during your initial visit? (what does the school

do well)

2. What things impressed you about you about the agriculture science program at your cooperating center during

your initial visit? (what does the ag program do well)

3. Please list and explain three specific traits you observed about your cooperating teacher that help them be a

successful agriculture science teacher


successful FFA advisor


successful supervisor of SAE projects

6. Please list and explain three specific traits you have that you think will be helpful to your cooperating center.

Explain why you feel these traits will benefit you in this placement.

Section 3: Personal Student Teaching Goals For each of the sections below, develop three SMART (specific, measurable, attainable, realistic, and timely) goals to help guide your student teaching experience.

1. Please develop three goals for improving your classroom and laboratory teaching skills

29

2. Please develop three goals for improving your SAE supervision, planning, and management skills

3. Please develop three goals for improving your FFA advising skills

Section 4: General Reflection

Overall, how prepared do you feel to student teach? What are your concerns about your preparation? What are you hoping to get out of the student teaching block to strengthen your skills?

30

TEXAS A&M UNIVERSITY DEMONSTRATION LESSON RUBRIC

Student Teacher: Evaluator: Time: Category Exceeds Expectations Proficient Growth in Progress Needs Improvement Points

Opening (10)

Secures student attention using motivational techniques, relates the lesson to prior knowledge, states the lesson objectives clearly, establishes purpose and connects learning to life

experiences

9-10

Obtains student attention and states lesson objectives, may be

missing a relationship to life experiences or prior knowledge

6-8

Attempts to secure student attention, mentions teaching

activities, but not specific learning objectives, fails to

connect lesson to prior knowledge or real-world

applications 4-5

Little or no attempt to secure student attention, no clarity on learning activities or objectives,

proceeds directly into instruction without providing background or

outline of activities

0-3

Instructional Procedures (8)

Models student learning, solicits volunteer or non-volunteer student

participation, uses questioning strategies to stimulate higher-level thinking, and

relates guided practice to lesson objectives

7-8

Stimulates some student participation, uses student

questioning (even at lower-order thinking levels), allows

opportunities for guided practice

5-6

Makes attempt at obtaining student participation, may or may not question students or allow opportunities for guided

practice

3-4

Does not attempt to engage students in the lesson, fails to

question students or allow students the opportunity to

practice

0-2

Components of Teaching Demonstration (30)

Completely outlines and summarizes the importance of each step of the process,

allows students to receive guided practice, questions students to check for

understanding of steps and safety procedures, well-prepared for

demonstration including materials and proper demonstration

23-30

Demonstrates steps but may not completely explain importance,

attempts to ensure that students understand the steps prior to

guided practice, mostly prepared with materials and technique to

demonstrate process

16-22

Covers the basic steps of the process but may not go into

enough depth for students to understand how to complete

process, guided practice is not facilitated, may not have the

technical skills to properly demonstrate the process

8-15

Incomplete demonstration of procedure with limited assessment of student

understanding, little opportunity for student practice, unprepared with materials or skills for proper

demonstration

0-7

Environment Management (20)

Establishes behavioral expectations, has instructional material and technology

ready and uses appropriately, gives clear procedural and instructional directions,

uses time efficiently, maintains the focus of the lesson, moves with purpose

through the classroom, keeps students on task 16-20

Meets most of the criteria for exceptional environmental

management, has behavioral expectations may not have

complete lesson focus or move through classroom as much as desired, may have some minor

time use issues 11-15

Attempts to keep students on task and focused on the lesson,

may have limited movement through the room, limited clarity

in instructions, and limited preparation for the lesson

6-10

Does not attempt to manage the students or keep them on task,

remains mostly stationary during the lesson, has a lack of clarity in giving instructions and directions.

0-5

Closure (7)

Restates objectives and purpose, engages all students in lesson closure,

sets anticipation for future learning 6-7

Completes two of the three portions of a proper closure, may

not engage all students 4-5

Ends lesson with only a casual tie to the objectives or future

learning 2-3

Lesson ends without a wrap-up or closure

0-1

Total (75)

Comments (use back for additional space)

31

TEXAS A&M UNIVERSITY Department of Agricultural Leadership, Education, & Communications PROJECT BASED LEARNING LESSON RUBRIC


Opening (20)

Secures student attention using motivational techniques, relates the lesson to prior

knowledge, states the lesson objectives clearly, establishes purpose and connects

learning to life experiences

16-20



11-15


activities, but not specific learning objectives, fails to connect lesson to prior knowledge or real-world

applications 6-10



outline of activities 0-5


Models student learning, solicits volunteer or non-volunteer student participation, uses questioning strategies to stimulate higher-

level thinking, and relates guided practice to lesson objectives

16-20



opportunities for guided practice 11-15

Makes attempt at obtaining student participation, may or may

not question students or allow opportunities for guided practice

6-10


question students or allow students the opportunity to practice

0-5

Components of Project-Based Learning Instruction (35)

Students were given the opportunity to learn information through the completion of a

well-planned project, critical thinking skills were used and pointed out to students,

teacher was actively engaged in the lesson through indirect instruction, after

completion of the project, student learning was assessed and teacher related the project

to learning objectives 27-35

Students completed a project and an attempt was made to tie the

project to the learning objectives, the majority of the lesson was

completed using indirect instruction, may have failed to completely tie the project into

lesson objectives

19-26

Students engaged in a project which reinforces previous learning

rather than introducing new information, teacher had a large

portion of the lesson dedicated to direct instruction techniques, or failure to tie lesson to learning

objectives

10-18

Project only marginally covers learning objectives or fails to

introduce new information, most of the lesson is delivered through

direct instruction, little or no critical thinking skills are required for

completion of the project.

0-9


Establishes behavioral expectations, has instructional material and technology ready

and uses appropriately, gives clear procedural and instructional directions, uses time efficiently, maintains the focus of the lesson, moves with purpose through the

classroom, keeps students on task 31-40




time use issues 21-30

Attempts to keep students on task and focused on the lesson, may have limited movement through

the room, limited clarity in instructions, and limited

preparation for the lesson

11-20


remains mostly stationary during the lesson, has a lack of clarity in giving

instructions and directions.

0-10

Closure (10)

Restates objectives and purpose, engages all students in lesson closure, sets anticipation

for future learning 8-10



Ends lesson with only a casual tie to the objectives or future learning

3-4


0-2

Total (125)


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TEXAS A&M UNIVERSITY Department of Agricultural Leadership, Education, & Communications INQUIRY LESSON RUBRIC


Opening (20)

Secures student attention using motivational techniques, relates the lesson to prior

knowledge, states the lesson objectives clearly, establishes purpose and connects

learning to life experiences

16-20



11-15


activities, but not specific learning objectives, fails to connect lesson to prior knowledge or real-world

applications 6-10



outline of activities 0-5


Models student learning, solicits volunteer or non-volunteer student participation, uses questioning strategies to stimulate higher-

level thinking, and relates guided practice to lesson objectives

16-20



opportunities for guided practice

11-15

Makes attempt at obtaining student participation, may or may

not question students or allow opportunities for guided practice

6-10


question students or allow students the opportunity to practice

0-5

Components of Inquiry-Based Instruction (35)

Integrates the steps of the scientific method to guide student learning, students are

instructed in collection and organization of data, uses and points out when critical

thinking skills are employed, guides students through analyzing and graphically presenting data and drawing conclusions, students are encouraged to collaborate with conclusions

27-35

Students use scientific method, but may not be guided to use critical thinking skills, students analyze

data and draw conclusions but may not have the opportunity to

collaborate with others to share results

19-26

Students engage in some steps of inquiry, but are not guided through

the full scientific method, little emphasis on drawing conclusions or analyzing data, not opportunity

to analyze results

10-18

No opportunity for students to engage with the scientific method,

gather data, or draw conclusions, no guidance for

analyzing or presenting data.

0-9


Establishes behavioral expectations, has instructional material and technology ready

and uses appropriately, gives clear procedural and instructional directions, uses time efficiently, maintains the focus of the lesson, moves with purpose through the

classroom, keeps students on task

31-40




time use issues

21-30

Attempts to keep students on task and focused on the lesson, may have limited movement through

the room, limited clarity in instructions, and limited

preparation for the lesson

11-20


remains mostly stationary during the lesson, has a lack of clarity in giving

instructions and directions.

0-10

Closure (10)

Restates objectives and purpose, engages all students in lesson closure, sets anticipation

for future learning 8-10



Ends lesson with only a casual tie to the objectives or future learning

3-4


0-2

Total (125)


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TEXAS A&M UNIVERSITY LESSON PLAN RUBRIC Department of Agricultural Leadership, Education, & Communications


Lesson Setup (5)

Lesson plan includes lesson title, unit title, required materials, and relevant

TEKS 5

One of the required elements is missing from setup

4

Two of the required elements are missing from setup

3-2

Little or no attempt at including required elements of the lesson

setup are relevant 0-1

Objectives (10)

Well-written objectives including action verbs, condition, and criteria are listed, objectives are related to

listed TEKS

9-10

Objectives are defined but may lack relation to the listed TEKS

or complete condition or criteria

7-8

Objectives are more focused on activities to be performed rather than student learning

outcomes, may have little relevance to TEKS

4-6

Objectives fail to address student learning, are completely

unrelated to TEKs, or are missing altogether

0-3

Content (25)

Content delivers accurate information which is directly related to learning objectives, in line with grade-level expectations, and obtained from

reputable sources with references listed 20-25

Content contains minimal accuracy errors, is related to learning objectives, may be

slightly above or below grade level listed for course,

references listed 13-19

Some accuracy errors in technical content are evident, information is loosely related

to the learning objectives, some references are missing

7-13

Multiple errors in the accuracy of content are evident,

information appears to be far from grade-level appropriate, references for information are

missing 0-6

Instructional Methods (50)

Interest approach included to gain student attention and reference prior

knowledge, teaching methods suggested are related to student mastery of learning objectives,

activities are included to allow for application of learning, formative

assessment is included to check for student understanding

38-50

Includes an interest approach which attempts to engage students in topic, teaching

methods are appropriate for students but may not be the

most effective way to address learning objectives, attempt at

formative assessment is included

25-37

Some attempt at opening the lesson is made, teaching

methods are clearly defined but may not fully address

learning objectives, minimal attempt is made at assessing

student understanding

13-24

Missing an opening, teaching activities, or formative

assessment of any kind, lesson does not address learning

objectives through student activities.

0-12

Assessment (10)

Lesson plan includes activities specifically designed to assess student understanding of learning objectives

9-10

Includes student activities that are somewhat related to the

learning objectives

7-8

Student activities are included but do not allow for

assessment of understanding objectives

4-6

Assessment of understanding is not included in the lesson plan

0-3

Total (100)

Comments:

34

TEXAS A&M UNIVERSITY UNIT PLAN RUBRIC Department of Agricultural Leadership, Education, & Communications


Weekly Plan (15)

Weekly plan includes approximate time for each learning objective and addresses TEKS

using varied teaching methods, each day includes a brief overview of the learning

objectives to be included in the daily instruction, and the materials and

technology needed 13-15

Weekly plan may include too much or too little time allotted to specific learning objectives, plan is missing

one of required components

9-12

Two of the required elements are missing from unit plan or activities

are included but not related to objectives

5-8

Weekly plan is missing or severely lacking information as to the daily

instruction occurring during the unit

0-4

Content (45)

Unit includes complete materials for instructing the entire unit including lesson plans, teaching materials (i.e. powerpoints,

lab worksheets, student handouts, etc.), and teacher keys for all worksheets and

assessments, content is directly related to learning objectives, grade level

appropriate, and expansive enough to cover student learning of the topic.

38-45

Materials are complete, but may be lacking depth or enough

information to cover learning objectives completely, most content is directly related to

learning objectives

25-37

Not enough materials are included to accurately address the learning objectives, more materials would need to be created to accurately

teach students this topic, much of the content is not directly related

to the learning objectives

12-24

Content is not directly related to learning objectives or is severely lacking in the ability to address

student learning in this area

0-11

Variation (15)

Lesson plans and instructional materials show a wide variety of teaching strategies,

formative assessment, and methods to stimulate student engagement

13-15

Some variation is seen in teaching strategy, formative assessment

and teaching methods

9-12

Little variation is seen in teaching strategy or methods over the

course of the unit

5-8

Only one or two teaching methods are seen in the entire unit (i.e.

powerpoint and lecture)

0-4

Assessment (15)

Summative assessment is included which is directly related to the learning objectives

of the unit and includes questions designed to stimulate higher order thinking skills

13-15

Summative assessment addresses learning objectives but may be

lacking multiple opportunities to assess higher order thinking skills

9-12

Summative assessment is included , may not completely address learning objectives or assess students using higher order

thinking skills 7-13

Summative assessment is missing or completely fails to address unit

learning objectives

0-6

Organization (10)

Unit is well-organized and uploaded to logically organized folders in student

Google Drive folder 9-10

Unit is uploaded to Google Drive and has some organization

6-8

Unit is uploaded to Google Drive but is unorganized and files are

hard to find 4-5

Unit was not uploaded to Google Drive

0-3

Total (100)

Comments:

35

TEXAS A&M UNIVERSITY Weekly Planning Calendar Department of Agricultural Leadership, Education & Communications

Student Teacher: ____________________Week #: _________ Dates: __________________________ Class/Period: __________________________

Category Monday Tuesday Wednesday Thursday Friday

Unit

Lesson Title

Condensed Objectives * * *

* * *

* * *

* * *

* * *

TEKS

Materials Needed (mark all that apply)

Textbook Textbook Textbook Textbook Textbook

Handouts Handouts Handouts Handouts Handouts

Media (Video/PPT) Media (Video/PPT) Media (Video/PPT) Media (Video/PPT) Media (Video/PPT)

Lab Materials Lab Materials Lab Materials Lab Materials Lab Materials

Other Other Other Other Other

Notes:

Delivery Methods (mark all that apply)

Cooperative Cooperative Cooperative Cooperative Cooperative

Inquiry Inquiry Inquiry Inquiry Inquiry

Project-Based Project-Based Project-Based Project-Based Project-Based

Discussion Discussion Discussion Discussion Discussion

Demonstration Demonstration Demonstration Demonstration Demonstration

Lecture Lecture Lecture Lecture Lecture

Other Other Other Other Other

Activities to Enhance Learning

Modifications Needed

Reflections

36

Off Campus

Student Teaching

Information (AGSC 436/484)

37

Off-Campus Assignments for Student Teachers

Assignments to be completed during student teaching are designed to meet two purposes:

1) To ensure the field experience exposes the student teacher to all facets of teaching Agricultural Science in Texas;

2) To provide the student teacher with materials and records that will be useful during the beginning of his/her teaching career.

During the Off Campus student teaching experience (AGSC 435/484),

student teachers will be assessed on the following assignments.

Assignments AGSC 436

Digital Educational Portfolio

The digital portfolio you create will be posted on the website and broadcast to potential employers. This portfolio should be updated to include current copies of your:

Resume

Philosophy of Agricultural Education

Legacy Project: conduct a project that will improve your cooperating center (see page 57)

Model Lesson Plan

Model Summative Assessment

Formal Observations from University Supervisor

You will be formally assessed by your university supervisor on at least two

visits to your cooperating center. Your university supervisor will complete three formal observations of your teaching (at least 45 minutes in length)

Observations will be taken and assessed on the formal observation form. (see page 46)

Please note that your observation is not complete until you finish your reflection of the observations

Student Teaching Materials Google Drive

Curriculum Materials As you teach your assigned classes, you will develop additional lesson plans and other related teaching materials (i.e., “lesson planning”). Keep track of

ALL the material that you create and use during your student teaching experience. New units should include lesson plans, visual aids, related

instructional materials, assessment and evaluation instruments, and keys.

38

Your university supervisor will review these and related materials with you

during on-site observations.

Cooperating Teacher Lesson Evaluation

Your cooperating teacher should be conducting assessments of your

progress using the formative evaluation form (see page 50). Upload these files to your Google Drive for grading. At the completion of the experience, there should be three (3) completed evaluation forms

Monthly Feedback Forms

With your cooperating teacher, complete your self-assessment and

cooperating teacher assessment on the monthly feedback form (See page 53). Save these forms after completion and conference with your cooperating teacher.

Mock Interview

Get a sense of what it is like to interview for a teaching job. Make an appointment with the person who is responsible for interviewing teaching personnel at your cooperating center (principal, superintendent, or personnel

director). Have the interviewer use and complete the feedback form (see page 55) to evaluate your performance, and also complete the mock

interview reflection form (see page 56).

Program Visitation and Peer Observation

Schedule one day to visit and observe another program and school. The school must be a site with another student teacher. Spend the entire day at

the school, observe classes, meet and visit with students and teachers, and tour the school’s facilities. You should be prepared to leave substitute plans

for the classes you are teaching for this day. Write a report (~two, type-written pages) about each of your experience and include them in your Google Drive. Assess your peer’s teaching behaviors using the formative

student teaching evaluation form (see page 50); upload the completed evaluation.

Weekly Planning Calendars

The advanced weekly calendar (see page 35) is a tool designed to help you

develop plans for the next week. So, beginning with week one, you will be required to submit your weekly report and the weekly calendar for week

two. This procedure of submitting a report and an advanced calendar will occur each week. The weekly calendar identifies the main goals for teaching and the activities and events that are planned for the upcoming week. This

calendar is not set in stone, however it should be fairly close to what actually occurs.

SAE Visit Documentation

39

Make a minimum of three student home visits with the cooperating teacher.

Observe the cooperating teacher’s supervisory techniques and complete a home visitation form for each visit (see page 54).

Documented Completion of Student Teaching Experience Tasks

Submit your documentation of completion of the student teaching experience tasks (see page 43).

Weekly Report to University Supervisor

Each week, submit a report to your university supervisor to inform them of your progress. Reports and your weekly planning calendar for the upcoming

week should be submitted by 5:00pm on the Monday following the completion of each week of student teaching. Email this report, and save a copy of the word document in your Google Drive. You should also make at

least one post (including photo) to the block Facebook page.

Student Evaluation of Your Teaching Have at least one class of students evaluate you as the student teacher using the Student Evaluation of Student Teacher Form (see page 58).

Upload a one page report that shows your reflection on the evaluations. Answer questions in your reflection like: were the results what you

expected? what did they think you did well? what did they say you should improve on? How will you modify your teaching based on these evaluations? Also upload a minimum of 3 student evaluations that you feel helped you

the most in understanding how your students viewed you as the instructor.

Student Teacher Evaluation of Cooperating Teacher Please use the form (see page 60) to evaluate your cooperating teacher’s

ability to be a good mentor and colleague to you. Upload your completed form

Final Report and Reflection Encapsulate your experiences as a student teacher using the headings

provided on the Final Report Format (see page 61) into a ~two page paper reflection of the student teaching experience

Assignments AGSC 484

The final grade for AGSC 484 will be submitted based on your overall student teaching performance and will be assessed by your cooperating teacher, using the assessment forms found on pages 63-65.

40

Suggested Timeline and Weekly Checksheet for

Student Teaching (for reference only, not graded)

Student Teacher: ___________________________________________

Cooperating Teacher: _______________________________________

School District: _____________________________________________

Week 1 Completed

Observe cooperating teacher’s classroom and laboratory teaching style

Begin teaching 1st class (cooperating teacher should approve instructional plans)

First evaluation by cooperating teacher with the Formative Lesson Evaluation form

Meet daily with cooperating teacher for feedback/progress conference

Begin lesson preparation and securing teaching materials for 2nd class

Conduct at least one SAE observation

Assist with FFA chapter and other program activities

Prepare a Teaching Calendar for one course for the complete 12-week Student Teaching

Prepare Weekly Planning Calendar for each class for next week

Submit weekly Student Teaching Report and weekly calendar to university supervisor, and make sure you have posted a picture

Submit lesson plans to cooperating teacher for approval prior to teaching

Week 2 Completed


Add 2nd class to teaching load (as directed by cooperating teacher)






Week 3 Completed


Continue teaching two classes (as directed by cooperating teacher)


Begin lesson preparation and securing teaching materials for 3rd class

Conduct at least one SAE observation


Meet with cooperating teacher to discuss legacy project


Submit weekly Student Teaching Report and weekly calendar to

university supervisor, and make sure you have posted a picture


41

Weeks 4 through 5 Completed


Add 3rd class to teaching load (as directed by cooperating teacher)

Second evaluation by cooperating teacher with the Formative Lesson Evaluation form


Begin lesson preparation and securing teaching materials for 4th class

Make sure that your first university supervisor visit is scheduled/conducted


Prepare substitute lesson plans for current teaching load for your time

gone to attend mid-semester conference

Attend mid-semester conference




Week 6 Completed


Add 4th class to teaching load (as directed by cooperating teacher)

Daily feedback conference with cooperating teacher may move to less frequent

Begin lesson preparation and securing teaching materials for 5th class

Make sure you have conducted at least 2 SAE Visits with documentation


Make final plans for legacy project


Submit weekly Student Teaching Report and weekly calendar to

university supervisor, and make sure you have posted a picture


Sit down with cooperating teacher to discuss your progress and areas for improvement at the end of week 6. Reflect on changes to be made in the remainder of the student teaching experience.


Assume a full teaching load (as directed by cooperating teacher)

Move to less frequent feedback conferences (as directed by cooperating teacher)

Second evaluation by cooperating teacher with the Formative Lesson Evaluation form





42


May begin reducing teaching load one course at a time (as directed by cooperating teacher)

Finish legacy project

Less frequent feedback conferences (as directed by cooperating teacher)

Make sure you have conducted at least 3 SAE Visits with documentation





Week 12 Completed

Continue reducing teaching load (as directed by cooperating teacher)


Submit weekly Student Teaching Report to university supervisor and

make sure you have posted a picture

Prepare final materials for cooperating teacher and Student Teaching

responsibilities

Have students evaluate your teaching

Observe in other classrooms

Cooperating teacher completes and reviews student teacher’s final

assessment –(due by Friday, May 8th to university supervisor, submitted online)

43

Documentation of Student Teaching Experiences

TAMU AGSC Student Teacher

Student Teaching Documentation of Experiences

Instructions: During your student teaching experience, it is expected that you will have the

opportunity to complete the following tasks. Have your cooperating teacher initial each task

once completed for verification. Upload the signed version of this file and submit through

your Google Drive.

Section 1: SAE Supervision

Task Date Verification

Complete a minimum of three SAE observations,

documented with SAE Supervision Record and uploaded into your Google Drive

Assist students with completing SAE records

Section 2: FFA Chapter Advising

Task Date Verification Identify school district policies and state laws regarding student transportation

Serve as chapter advisor for at least one FFA chapter meeting

Attend and supervise students at least three FFA activities above the local level

Assist executive committee in planning at least one FFA chapter meeting

Supervise at least one major FFA Activity

Assist in completing FFA award applications

Assist in preparing students for FFA Leadership or Career Development Events

Assist FFA reporter in preparing news articles

Prepare supply order to the National FFA Organization

Assist in FFA Chapter fundraising event

Section 3: Laboratory Instruction and Management


Identify school district policies and state laws

regarding safety requirements for laboratories (glasses, safety zones, instruction, documentation,

etc.)

Plan and conduct mechanics and/or horticulture skill

demonstrations

Become familiar with payment procedures for

student projects

Become familiar with supply procurement methods

(purchase requisitions, etc.)

44

Section 3: Laboratory Instruction and Management (cont.)


Identify the types of monetary accounts used by

the agriculture program

Become familiar with tool and equipment maintenance procedures

Become familiar with storage methods for consumable supplies and equipment

Identify sources for obtaining mechanics and horticulture laboratory supplies

Section 4: Professional and Community Activities


Attend an area, district, or state agriculture

teachers’ meeting

Attend a school district, high school, or career

center faculty meeting

Observe a teacher in the school district, other than

the agriculture teacher

Meet agribusiness owners and/or managers in the

community

Make a formal plan for the legacy project you will complete at your cooperating center

Meet personnel employed in related agriculture agencies in the community

(University Extension and Outreach, NRCS, FSA, etc.)

Participate in an advisory committee meeting of the agriculture program

Become familiar with required agriculture department report

Become familiar with the agriculture instructor’s summer calendar

Interview school administrator concerning job interviews and application process

Visit and observe a fellow agricultural student

teacher

45

TEXAS A&M UNIVERSITY University Supervisor Visit Guidelines


During your student teaching experience, your Texas A&M University

Supervisor will visit you at least two times. The major purpose of these visits is to help you identify problem areas while assisting you in the

transition from student teacher to THE teacher. Be sure to confirm these visits in your weekly updates to your university supervisor. No actual grades

are given for the visit, but we are making assumptions about your daily preparation based on our visit. Show evidence of your daily preparation and

effort to do your best on the days we visit!

While visiting, plan on the following activities:

1. Have your lesson plans ready at the beginning of the day. Prepare

copies so your university supervisor may follow your lessons as you teach them.

2. Show your previous lesson plans and teaching materials as well as

teaching evaluations filled out by your cooperating teacher.

3. Teach your classes as you normally do keeping these tips in mind:

a. Use supplemental materials and visual aids wherever possible b. Use different teaching methods throughout the day if possible

c. Use interesting introductions with objectives identified and discussed

d. Present relevant, useful information concerning the objectives e. Develop activities that allow students to apply what was taught

f. Provide a way of evaluating students’ grasp of the information g. Use a teaser for tomorrow’s lesson—where are we going?

4. For the visits, the University Supervisor would like to meet with the

following: a. Visit with the student teacher individually

b. Visit/Meet the campus administrator

c. Visit with the cooperating teacher individually d. Sit in on the daily conference between the student teacher and

the cooperating teacher

46

TEXAS A&M UNIVERSITY Student Teacher Formal Evaluation Form

Department of Agricultural Leadership, Education & Communications (Entered through CEHD Student Data Portal)

General Information

Student:

University Supervisor:

Principal:

Mentor/Cooperating Teacher:

District: School:

Grade Level: Subject:

Observation Date

Time In Time Out

Conference Date

Time In Time Out

Overall Ratings

Overall Rating (select one)

□ 4- Exceeds Expectations □ 3- Proficient □ 2- Growth in Progress □ 1- Significant Improvement Needed

Overall Comments and Recommendations:

47

Agriculture Education

Formal Observation

Section 1 - Introduction / Motivation

Question Answer Comments

4 - Exceeds expectations, 3 - Proficient, 2 - Growth in progress, 1 - Needs significant improvement, NA - Not applicable/observed

1. Secures student attention 4 3 2 1 NA

2. Focuses student attention by motivational techniques 4 3 2 1 NA

3. Relates lesson to prior knowledge 4 3 2 1 NA

4. States lesson objective clearly 4 3 2 1 NA

5. Establishes purpose and connects learning to life experiences 4 3 2 1 NA

Section 2 - Instructional Procedures



1. Models the learning 4 3 2 1 NA

2. Solicits student participation (volunteers/non-volunteers) 4 3 2 1 NA

3. Uses questioning strategies for higher-level thinking 4 3 2 1 NA

4. Relates guided practice to the lesson objective 4 3 2 1 NA

48

5. Monitors student' participation/understanding throughout the

lesson 4 3 2 1 NA

6. Assesses student progress and adjusts instruction appropriately 4 3 2 1 NA

Section 3 - Independent/Group Activity



1. Matches independent/group activities to lesson objectives 4 3 2 1 NA

2. Models examples of the independent/group activity 4 3 2 1 NA

3. Uses appropriate assessment strategies (informal/formal) 4 3 2 1 NA

Section 4 - Closure



1. Restates objective and purpose 4 3 2 1 NA

2. Engages all students in lesson closure 4 3 2 1 NA

3. Sets anticipation for future learning 4 3 2 1 NA

Section 5 - Environment Management



1. Establishes behavioral expectations 4 3 2 1 NA

49

2. Has instructional materials/equipment/technology ready for

classroom use and uses appropriately 4 3 2 1 NA

3. Gives clear procedural and instructional directions 4 3 2 1 NA

4. Uses time efficiently (start time/pacing/transitions) 4 3 2 1 NA

5. Maintains focus of the lesson 4 3 2 1 NA

6. Moves with purpose throughout the classroom 4 3 2 1 NA

7. Keeps students on task/actively engaged 4 3 2 1 NA

8. Redirects off task/inappropriate behavior in a fair/firm and

consistent manner 4 3 2 1 NA

9. Reinforces/praises students' academic efforts and desired

behaviors 4 3 2 1 NA

10. Establishes a climate of courtesy and positive rapport 4 3 2 1 NA

11. Uses effective verbal/non-verbal communication 4 3 2 1 NA

Student Reflection

Reflecting on your lesson, your interactive conference and your University Supervisor's written observation report, please answer the following questions.

What worked well? Provide three examples.

What would you have done differently?

50

TEXAS A&M UNIVERSITY Formative Lesson Evaluation


Formative Evaluation of Student Teacher

Teacher Evaluator

Date: _______________ Period: ________ Class: _________________________

Place: _________________________ Instructional Unit:

Title of Lesson:

STRENGTHS OF LESSON

SUGGESTIONS FOR IMPROVING THE LESSON

TEACHING SKILLS OBSERVED: (check all observed)

□ Stated Objectives □ Higher order questions □ Appropriate examples

□ Interest Approach □ Accessed multiple

modes of learning

□ Reinforced student

learning

□ Asked probing questions □ Addressed student

behavior

□ Closure

CLASS INTEREST MOTIVATION INVOLVEMENT

Excellent Excellent Excellent

Good Good Good

Average Average Average

Poor Poor Poor Start 15

min

30

min

40

min

End

*NOTE: A MINIMUM OF 3 COOPERATING TEACHER EVALUATIONS SHOULD BE COMPLETED

51

TEXAS A&M UNIVERSITY Cooperating Teacher Monthly Feedback Guidelines Department of Agricultural Leadership, Education & Communications

Accomplished practices are competencies the student teacher should demonstrate during

the student teaching experience. The cooperating teacher should communicate strengths

and areas for improvement to the student teacher so that they can reflect on those

practices and work on ways to improve. This feedback from the cooperating teacher will

allow the student teacher to become a more proficient teacher.

Rating Scale:

O – Outstanding: The student teacher demonstrates the skills consistently in an exemplary manner. A – Accomplished: The student teacher demonstrates the skills consistently in an acceptable

manner.

P – Progressing: The intern is showing adequate progression toward the demonstration of this

practice. There has been shown continual improvement. NI – Needs Improvement: The student teacher demonstrates the skills ineffectively or a serious

absence of these skills is observed. The student teacher needs guidance and improvement in

this area. NA – Not Applicable or observed for this observation/evaluation. There is not enough data to make a

judgment or no opportunity to observe these skills.

Indicators for each Accomplished Practice:

Assessment: Collects information about the students from

various sources

Is familiar with alternative types of measurements

Communicates student progress to students, parents, and staff

Uses results of assessments to individualize learning

Modifies instruction based on learning

assessments Keeps records to monitor student progress Communication: Communicates high expectations to learning

to students Practices strategies that support individual

and group activities

Provides constructive feedback to students Varies communication depending on student

needs Communication with colleagues, families,

and administrators Establishes positive interactions between

teacher and students that are focused on learning

Continuous Improvement: Works to continue the development of

his/her own background in instructional

methodologies, learning theories, second language acquisition theories, trends and subject matter

Participates in training and other professional development experiences

Works as a reflective practitioner and develops the skills to recognize problems,

research solutions and evaluate outcomes. Critical Thinking: Teaches critical thinking skills to students Provides opportunities for students to

expand their problem solving and critical thinking skills

Uses discussion, group interactions and

writing to encourage student problem solving

Poses problem, dilemmas and questions in lessons

52

Diversity: Accepts and values students from diverse

cultures and linguistic backgrounds

Treats diverse students equitable

Creates a climate of mutual respect in the classroom

Uses materials and resources that are multicultural

Provides a range of activities for students with different cultures and experiences

Ethics: Encourages students to think independently Provides students access to different points

of view Attempts not to distort nor misrepresent

facts

Protects students from conditions harmful to

learning or to their mental and physical health

Maintains honesty, confidentiality and integrity in all use of information and professional decisions.

Provides quality education to students

regardless of race, color, religion, age, national or ethnic origin, political beliefs, marital status, handicapping condition(s) or family or linguistic background.

Recognizes ethical standards and strives for personal improvement

Human Development and Learning: Recognizes developmental levels among

groups of students Uses multiple activities and alternative

instructional strategies to engage and motivate students

Varies activities to accommodate different student learning needs, developmental levels, and experiential backgrounds

Recognizes and captures learning theories, subject matter structure, curriculum development, student development, and first/second language acquisition processes

in lesson development

Subject Matter Knowledge: Uses robust understanding of subject matter

to enable students to learn

Provides examples when explaining subject matter content

Uses inquiry and critical analysis within instruction

Presents content in clear, challenging and compelling ways

Uses materials and technologies of subject matter to integrate learning activities

Acquires currency in subject field

Learning Environments: Establishes smooth and efficient routines Uses effective classroom management

strategies

Establishes standards for behavior and responds clearly, firmly and consistently to inappropriate behavior

Uses learning time efficiently Provides clear directions and timely

feedback for class work and homework

Planning: Analyzes and selects content and learning

outcomes related to state, national and local standards

Identifies student performance outcomes in planning

Cooperatively works with colleagues in

planning instruction Promotes study skills and test-taking

strategies Accesses information from multiple

resources Uses a variety of support and enrichment

materials and activities

Role of the Teacher:

Serves as a leader and an advocate for students

Gives feedback on student progress to students & families

Recognizes signs of emotional stress, child

abuse, alcohol or drug abuse Knows procedures for reporting cases of

stress or abuse Uses community/family context in

developing learning activities and instructional strategies

Technology: Uses appropriate technology on a personal

basis Uses electronic networks to gather

information Teaches all students to use available

technology Uses technology to assist in classroom

management

Selects appropriate educational software Uses, adapts and/or designs technology

enhanced instruction to meet student needs and learning goals

53

TEXAS A&M UNIVERSITY Cooperating Teacher Monthly Feedback Form Department of Agricultural Leadership, Education & Communications

Student Teacher____________________________ Month: Sept Oct Nov (Circle)

Cooperating Teacher________________________ Supervisor______________________

School____________________________________ Date___________________________

Directions: Once a month, the student teacher will rate themselves first, then the cooperating teacher should rate the student teacher on the Accomplished Practices using the scale below. Please provide comments to help guide improvement and give recommendations for further reflection and practice. This completed form (three total) should be included in the student teaching notebook.

Accomplished Practices

ST Rating

CT Rating

Comments/Suggestions

Assessment

Communication

Continuous Improvement

Critical Thinking

Diversity

Ethics

Human Development & Learning

Subject Matter Knowledge

Learning Environments

Planning

Role of the Teacher

Technology

Rating: O – Outstanding; A – Accomplished; P – Progressing; NI – Needs Improvement; NA – Not Applicable or observed

________________________________ ____________________________

Signature of Student Teacher Signature of Cooperating Teacher

54

TEXAS A&M UNIVERSITY SAE Visitation Record Department of Agricultural Leadership, Education & Communications

SAE Visitation Record

Name of Student Date SAE(s) Record book present □ Record book updated □ Parent contact □ General Condition of SAE

Commendations

Recommendations

Skills Demonstrated

Relationship to the curriculum and/or a future career field

Other Comments

55

TEXAS A&M UNIVERSITY Mock Interviewer Feedback Form

Department of Agricultural Education

Date:

Administrator Name/Title:

Student Teacher:

Strengths of candidate’s performance:

Suggestions to improve candidate’s performance:

Evaluation of Appearance:

Evaluation of materials provided by candidate:

Signature: ___________________________________________________________

56

TEXAS A&M UNIVERSITY Mock Interview Reflection Form Department of Agricultural Leadership, Education & Communications

Date of the Interview:

Administrator Name/Title:

Student Teacher:

Discuss strengths you believe you exhibited:

Discuss suggestions offered by the administrator or items you will handle differently in the

future:

Describe your dress for the interview and what you will change in the future:

Discuss materials you brought to the interview; items you need in the future, and how well

the items you utilized worked for you:

57

TEXAS A&M UNIVERSITY Legacy Project Description Department of Agricultural Leadership, Education & Communications

Project Description: Develop a legacy project for your cooperating center that will continue your

legacy after student teaching. This should be a tangible item that will be a benefit to the students at your cooperating center.

Work with your cooperating teacher to develop something that meets the following criteria:

This project should be something that will “leave your mark” on the program, something that your cooperating center needs

or wants.

While it should be thoughtful and substantive, it should not

necessarily require a monetary input on your part for materials or supplies.

Assignment Requirements:

Discuss options for the legacy project with your cooperating teacher within the first three weeks of student teaching

Develop a plan for your project before the sixth week of your student teaching experience

After completing your legacy project, write a half page description of the need you saw, how your legacy project filled

that need, and how you believe the project will benefit your cooperating center

Upload a minimum of three photos of your project, showing progress from before, during, and after completion of the

project

Some Example Projects Include:

Floral ribbon rack

Bulletin board for FFA officers

Metal sign for agriculture department

Binder/notebook organizers in closet

Creating a CDE prep kit including all the training materials and handouts to train a specific CDE team

58

TEXAS A&M UNIVERSITY Student Evaluation of Student Teacher


Student Teacher Evaluation

Change this to THE STUDENT TEACHER NAME

STUDENTS: DO NOT PUT YOUR NAME ON THIS FORM

Class:___________________________________________________________________

Rate the student teacher based on this scale: 3-Strongly agree 2-Agree 1-Disagree

Student teacher leads by example 3 2 1

Student teacher keeps my attention and 3 2 1

interest

I learned new information in class 3 2 1

The student teacher is a good teacher 3 2 1

The student teacher is a bad teacher 3 2 1

The student teacher uses a variety of 3 2 1

instructional methods

The student teacher uses a variety of 3 2 1

technology

The student teacher is easy to learn from 3 2 1

The student teacher is easy to understand 3 2 1

The student teacher is fun in class 3 2 1

The student teacher communicates 3 2 1

effectively

I know what the student teacher expects 3 2 1

of me

The student teacher acts in a professional 3 2 1

manner

The student teacher shows enthusiasm 3 2 1

Note: before making copies for your students, add your name and the name of the school (then delete this box)

59

Please answer the following questions:

List one way change to your name (ie Mr. ?) could improve his teaching.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What did you learn change to your name (ie Mr. ?)?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What is one thing you will remember about change to your name (ie Mr. ?)?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

On a scale of 1-10 (1=bad: 10=good) what is your overall rating of change to your name

(ie Mr. ?)?

1 2 3 4 5 6 7 8 9 10

Additional Comments:

60

TEXAS A&M UNIVERSITY Student Teacher Evaluation of Cooperating Teacher


Cooperating Teacher: _________________________________________

Student Teacher:______________________________________________

Semester:____________ Year:____________ Date:_______________

Please provide feedback to the Department of Agricultural Leadership, Education &

Communications on the quality of your cooperating teacher by completing the brief

instrument below and adding it to your student teaching notebook. Please note that

information will only be shared in an aggregated format so that your comments and ratings

will not be linked to you directly.

Scale: O=Outstanding; A=Acceptable; N=Needs Improvement

My Cooperating Teacher:

Outs

tandin

g

Accepta

ble

Needs

Impro

vem

ent

Comments

1. Had a thorough knowledge of procedures for

the student teaching experience

O A N

2. Was accessible for questions, counseling, or conferences

O A N

3. Observed and evaluated my teaching an adequate number of times

O A N

4. Gave constructive feedback and specific suggestions

O A N

5. Communicated with me in a professional manner

O A N

6. Guided me to use self-reflection and self-evaluation

O A N

7. Showed an active interest in me and my professional growth

O A N

8. Served as an appropriate model of instruction and management

O A N

9. Took time to plan lessons and activities with me

O A N

10. Provided appropriate curriculum guides, policy manuals, IEPs and other materials

O A N

11. Encouraged and welcomed questions

O A N

12. Modeled and encouraged appreciation for students’ diversity

O A N

13. Maintained a positive outlook when I became discouraged

O A N

61

TEXAS A&M UNIVERSITY Final Report Guidelines Department of Agricultural Leadership, Education & Communications

The Final Report should be submitted through your Google Drive---fancy folders are not

needed-turn it in when you return to campus at the end of the semester. Include a title page

with your name, cooperating center, and the semester centered in the middle of the page.

This report will be shared with future student teachers interested in learning more about the

program you visited. Feel free to include pictures or other relevant materials. The following

headings should be used:

The Cooperating Center

The Community

Brief description of the town, its population, economic base, etc.

Describe your housing and other special arrangements you made to become a member of the

community

The School

Number of students, “banner” programs, interesting facts

The Agricultural Education Program

Number of students, number of teachers, types of facilities, etc.

Classes Taught Describe the classes you taught, when you taught them, the composition of the students in

those classes

FFA Advisement Discuss major FFA activities in which you took part

Include number of students who participated, their successes and experiences

Discuss the students involved and services you provided

Describe your experience working with a CDE team or chapter committee. Briefly outline your

role, how the group was formed, and what students learned from the experience

SAE Supervision Provide an overview of the types and scope of SAE’s maintained by the students

Include general information about facilities, parental support, and role of the teacher in

selection and supervision of the program

Professional Activities

Describe the professional activities in which you participated. This may include teacher

functions at the school, civic club meetings, community events, district/area meetings etc.

Reflections

Provide information that you want to capture about your overall experience that doesn’t fit in

any of the areas listed above

Describe your views of the experience and the impressions it left with you

62

TEXAS A&M UNIVERSITY Off-Campus Assignment Rubric Department of Agricultural Leadership, Education & Communications

AGSC 436

Category Assignment Points

Possible

Points

Earned

Digital Portfolio

Resume 15

Philosophy of Agricultural Education 15

Legacy Project 50

Model Lesson Plan 10

Model Summative Assessment 10

University

Supervisor

Evaluations

Formal Observation 1- Completion (not scored) - - Formal Observation 2- Completion (not scored) - - Formal Observation 3- Completion (not scored) - -

Google Drive

Curriculum Materials 200

Cooperating Teacher Lesson

Evaluations (3)

100

Cooperating Teacher Monthly

Evaluations (3)

100

Mock Interview Form & Reflection 50

Program Visitation & Peer

Observation

50

Weekly Calendars (12) 100

SAE Visitation Documentation 50

Documented Completion of Student

Teaching Tasks

100

Weekly Reports to University

Supervisor (12)

50

Student Evaluation of Teaching 25

Evaluation of Cooperating Teacher 25

Final Report and Reflection 50

Total 1000

AGSC 484

Category Assignment Points

Possible

Points

Earned

Cooperating

Teacher

Evaluations

Summative Feedback Form - -

Overall Evaluation of Student Teaching - -

Final Grade -

63

TEXAS A&M UNIVERSITY Summative Feedback

Department of Agricultural Leadership, Education & Communications AGSC 484

Student Teacher:_______________________________ On the basis of the personal and professional qualities exhibited and the teaching procedures used by the student teacher, how would you evaluate the overall performance as a student teacher at the conclusion of the time he/she has been working with you?

Please rate the student teacher in accordance with the different levels of performance outlined below.

______ Outstanding Performance. Very impressive. Recommended for nearly any teaching

situation. Needed very little supervisory assistance. Excelled in fulfilling the different roles of a student teacher. Unusual ability to relate to students, faculty, administrators, parents, and others.

______ Very Good Performance. Very good. Recommended with some minor reservations.

Needed some supervisory assistance. Possesses a number of outstanding qualities, but had some limitations in dealing with certain situations and/or people.

______ Acceptable Performance. Neither conspicuously impressive nor unimpressive.

Recommended with some major reservations. Needed considerable supervisory assistance. Limitation in practical application. Possesses some strengths but some major weaknesses.

______ Limitations in Performance. Not impressive. Recommended with hesitancy.

Needed close supervision throughout student teaching. Definite weaknesses in planning and in securing good results. Some major weaknesses. More weaknesses than strengths.

______ Not Recommended. Definitely unimpressive. Little, if any, response to supervision.

Not recommended for certification.

Comments:

Cooperating Teacher:_________________________________ Date:____________

REFERENCE ONLY: To be completed and returned by the cooperating teacher before your last day of student

teaching.

64

Submit overall evaluation of student teacher the last week of student teaching.

TEXAS A&M UNIVERSITY Overall Evaluation of Student Teacher Department of Agricultural Leadership, Education & Communications Student Teacher:_______________________________Date:________________________

School:__________________________ Cooperating Teacher:___________________

RATING SCALE*

CRITERIA O V A F P N COMMENTS

1. Quality of daily preparation for teaching O V A F P N 2. Adequacy of written lesson O V A F P N

3. Clarity of teaching objectives O V A F P N

4. Appropriateness of teaching objectives O V A F P N

5. Organization of equipment and teaching

materials for effective use with the different classes taught O V A F P N

6. Ability to create in students awareness of the need to study topics undertaken O V A F P N

7. Ability to develop interest of students O V A F P N

8. Ability to maintain interest of students O V A F P N

9. Effectiveness in using a variety of

appropriate teaching methods O V A F P N

10. Effectiveness in coping with unexpected

situations that arise while teaching O V A F P N

11. Ability to plan and conduct effective

supervised study periods O V A F P N

12. Effectiveness in pacing the lesson

from one part to the next according to students' achievement O V A F P N

*RATING SCALE O = Outstanding F = Fair V = Very Good P = Poor A = Acceptable N = No Opportunity to Evaluate

REFERENCE ONLY: To be completed and returned by the cooperating teacher before your last day of student teaching.

65

13. Effectiveness in providing continuity of learning among the lessons taught O V A F P N

14. Effectiveness in involving students

in class activities O V A F P N

15. Ability to take individual differences

of students into account in teaching O V A F P N

16. Balance between "teacher talk" and

"student talk" in the classroom O V A F P N

17. Effectiveness in having students

develop problem-solving abilities O V A F P N

18. Effectiveness in assisting students

with SAE activities O V A F P N

19. Ability to plan and conduct

FFA activities O V A F P N

20. Effectiveness in having students

draw worthwhile conclusions about what has been studied in and out of class O V A F P N

21. Ability to plan and conduct

effective field trips/events O V A F P N

22. Effective use of record keeping

procedures related to student SAEs O V A F P N

23. Effectiveness and appropriateness of

school and community relationships with other teachers and parents O V A F P N

24. Overall management of classroom, shop and school farm or land laboratory O V A F P N

25. Effectiveness in developing good

student-teacher rapport and maintaining discipline O V A F P N

26. Ability as a good "housekeeper" O V A F P N

27. Overall effectiveness of teaching

in and out of class O V A F P N

*RATING SCALE O = Outstanding F = Fair V = Very Good P = Poor A = Acceptable N = No Opportunity to Evaluate

66

TEXAS A&M UNIVERSITY AGSC Teacher Certification Checksheet Department of Agricultural Leadership, Education & Communications

Name:________________________________

Check When

Complete Activity Contact/Additional Information Approximate Time

Pass the TExES PPR (#160) EC-12 test and the TExES Agriculture (#172)

test

You will need to fill out the form on the College of Education website to be able to take the certification exams. Both exams are offered by computer only.

Register to take these tests at http://cms.texes-ets.org Each test costs $120 every time you take it. You will

need your TEA ID number to register.

As soon as eligible Until passed

Apply for

certification on-line

Visit the SBEC website to apply: https://secure.sbec.state.tx.us/SBECOnline/login.asp

Note: Application Fee: $77. Your program is Texas A&M University-University-Based, and your certification area is

Agricultural Science & Technology 6-12. Applying for certification triggers the next step—the

fingerprinting process.

During Block

FBI Criminal Record Check Fingerprints

Visit http://www.tea.state.tx.us/index2.aspx?id=5535&menu_id

=840&menu_id2=794 for details. ~ If you choose to use the new digital fingerprinting

vendor, you will need to pay $47 online prior to using the vendor’s digital services.

~ You will receive an email from SBEC that will contain your FAST pass

~ Make an appointment with the vendor (1-888-467-2080) and present your FAST pass at your fingerprint

appointment ~ Applicants will be required to pay the vendor a fee of

$9.95 at the time of service ~Turn around time is approximately 48 hours vs. 2 weeks

and the rejection rate is 2% vs. 25%.

After Applying

Online

Graduate with Undergraduate

Degree

Degree must have been conferred; check your degree evaluation through Howdy. If you have questions,

contact an AGSC faculty member

When all coursework + student teaching is

completed

Complete Student Teaching with a C

or better

All grades the semester of student teaching must be posted on your degree audit through my record with Cs

or better. If you have questions, contact an AGSC faculty member

End of Student Teaching Semester

Recommend by TAMU-AGSC for

Certification

When you have completed everything above, contact Jamie Norgaard at 979-845-5622 or

[email protected]; provide her with your date of graduation, semester of student teaching, as well as

dates of exams and scores.

As soon as everything above is completed AND you

have graduated

Check the Status of Your Certification

You will receive a teaching certificate through SBEC You can check your status by visiting:

https://secure.sbec.state.tx.us/SBECONLINE/virtcert.asp

When you are fully certified

http://cms.texes-ets.org/

https://secure.sbec.state.tx.us/SBECOnline/login.asp

http://www.tea.state.tx.us/index2.aspx?id=5535&menu_id=840&menu_id2=794

http://www.tea.state.tx.us/index2.aspx?id=5535&menu_id=840&menu_id2=794

mailto:[email protected]

https://secure.sbec.state.tx.us/SBECONLINE/virtcert.asp

Documents

Agricultural Science Student Teacher Handbooktamuagsc.weebly.com/uploads/8/5/2/7/8527235/2015handbook...Mock Interview Reflection Form 56 Legacy Project Description 57 Student Evaluation