MANUAL FOR STUDENT TEACHING IN AGRICULTURAL EDUCATION: 2019 Edition

TABLE OF CONTENTSPage

Course Logistics.....................................................................................................................................2

Guidelines for Student Teaching.........................................................................................................11

Events Calendar, Class Schedule, Discipline Plan, Grading Plan.......................................................12

School Information..............................................................................................................................13

Instructional Weekly Calendar and Lesson Plan Requirements..........................................................14

Observations of Practicing Teachers...................................................................................................15

Substitute Teacher Procedures and Instructions..................................................................................20

Report of Special Education................................................................................................................22

Supervised Agricultural Experience Participation...............................................................................23

FFA Weekly Participation...................................................................................................................25

Journal of Experiences.........................................................................................................................26

Impact on Student Learning Assignment.............................................................................................27

Feedback for the Teacher Candidate....................................................................................................28

Note taking guide for Teacher Candidate Observation...............................................................................29

Assessing Purposeful Planning, Teacher Leadership, Core Professionalism..........................................32

Assessing Lessons Taught by Teacher Candidates..............................................................................34

edTPA Instructions for Purdue Agricultural Education Teacher Candidates......................................37

Midterm CPAST + Purdue + AgEd.....................................................................................................42

Final CPAST + Purdue + AgEd...........................................................................................................44Purdue University: Developed by Dr. Jerry L. Peters, Professor, 1/8/96; Revised by Dr. Kirk A. Swortzel, Visiting Assistant Professor, 12/17/96; Revised by Dr. B. Allen Talbert, Professor, Latest Version 1/7/19

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EDCI 49800 (12 credits), SPRING / FALL 2019Requirements for a grade of "A":

Is outstanding or strong in the domains of: Purposeful Planning, Effective Instruction, Assessment, Teacher Leadership and Professionalism, and Technical Agriculture Ability/Knowledge including FFA/SAE. Demonstrate sound classroom management including appropriately handling disciplinary issues.

Develop a Student Teaching Portfolio (pages 6-7 of this manual) completing all items in Table 1. Your University Supervisor will approve your Student Teaching Portfolio (printed in a 3-ring binder or electronic such as a USB drive/Cloud storage.) Additionally, bring your Portfolio to the final on-campus Teacher Candidate meeting to share with the other University Supervisors and your peers.

On observation days, provide your university supervisor with copies of your lesson plans for that day. You are encouraged to experiment with different teaching methodologies. Final grade determined by the university supervisor in consultation with the cooperating teacher.

Requirements for a grade of "B": Is strong in the domains listed under “A.” May have an area of inconsistency and/or needs improvement. Complete a minimum of 80% of requirements for the Student Teaching Portfolio and/or 20% or less are not

completed on time.Requirements for a grade of "C":

Is strong or satisfactory in the domains listed under “A.” Several areas of inconsistency and/or needs improvement.

Does not use different teaching methodologies and/or does not match teaching methodologies to learning needs of students and/or teaching methodologies are a mismatch with SLOs.

Complete a minimum of 70% of requirements for the Student Teaching Portfolio and/or 21% to 30% are not completed on time.

Requirements for a grade of "D": Is weak or not satisfactory in the domains listed under “A.”. Complete a minimum of 60% of requirements for the Student Teaching Portfolio and/or 31% or more are not

completed on time.Grades of +/- may be awarded based upon Teacher Candidate performance.Student teaching is 60 days of in-school M-F teaching. Counted in these 60 days are:

Professional development days, both those put on by your school corporation and any put on by IAAE; The Purdue On-campus AgEd Teacher Candidate Meeting; Fog/Flood/Snow days with the provision if more than 3 days in a row we'll need to discuss making it up; e-Learning days, you must be in charge of lessons which also means able to respond to student emails

throughout the day; Days that do not count toward the 60 days:

Sick days and other absences are to be made up. Anytime you will be absent from school, you must inform your cooperating teacher(s) and your university supervisor.

Weekend FFA CDE/LDE days only count to replace days you are out. Otherwise, they do not count. You are encouraged to schedule job interviews to miss the least amount of teaching as possible. For example,

maybe the interview can be at 4 p.m. Given the tight job market for Agricultural Education, you can miss 1-2 days for interviews without making them up. Otherwise, you need to make them up.

You are expected to participate in the CDE/LDE days that your FFA chapter does. Complete and submit an edTPA portfolio through Purdue’s Taskstream portal. This is a completion requirement to obtain a grade higher than “F” in EDCI 49800.Complete and submit required artifacts to Taskstream. This is a completion requirement to obtain a grade higher than “F” in EDCI 49800.

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EDCI 49800 Manual for Student Teaching in Agricultural Education. EDCI 49800 Blackboard Learn site (syllabus)Indiana Department of Education. (n.d.). State Evaluation Model Resources. IN DOE Evaluations

(https://www.doe.in.gov/evaluations)Talbert, B. A., Vaughn, R., Croom, B. D., & Lee, J. S. (2014). Foundations of Agricultural Education. Columbus, OH: Pearson.Teacher Education Evaluation Resources. (https://www.education.purdue.edu/resources/for-teachers-and-schools/p12-

supervisor-resources/)Teacher Education Website. (https://www.education.purdue.edu/teacher-preparation/)

Standards addressed in this course are:InTASC Core Teaching StandardsStandard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.Indiana School Setting Developmental Standards –Secondary EducationStandard 1: Student Development and Diversity. Teachers at the secondary level have a broad and comprehensive understanding of student development and diversity and demonstrate the ability to provide instruction that is responsive to student differences and that promotes development and learning for all students.Standard 2: Learning Processes. Teachers at the secondary level have a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement.Standard 3: Instructional Planning and Delivery. Teachers at the secondary level have a broad and comprehensive understanding of instructional planning and delivery and demonstrate the ability to plan and deliver standards-based, data-driven differentiated instruction that engages students, makes effective use of contemporary tools and technologies, and helps all students achieve learning goals.Standard 4: Assessment. Teachers at the secondary level have a broad and comprehensive understanding of assessment principles and practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide instructional decision making.Standard 5: Learning Environment. Teachers at the secondary level have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, well-managed, and safe learning environments for all students.Standard 6: The Professional Environment. Teachers at the secondary level have a broad and comprehensive understanding of professional environments and expectations and demonstrate the ability to collaborate with others to improve student learning, to engage in continuous professional growth and self-reflection, and to adhere to legal and ethical requirements of the profession.Indiana Content Standards8.1 the structure and delivery of career and technical education in the United States and Indiana and state and federal laws

and regulations pertaining to career and technical education8.2 Common Core Standards of English language arts, mathematics, and science and their application in agriculture;

education settings

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8.3 interdisciplinary strategies, scientific processes and methods, and procedures used in laboratory and fieldwork investigations in the advanced life sciences

8.5 social, political, legal, and ethical issues in agriculture education and current trends in agriculture-related fields8.6 scientific methods and principles and their application in teaching agriculture8.7 principles and practices for ensuring the safety of students in the classroom, field, laboratory, and supervised

agricultural experiences (SAEs)8.8 personal characteristics and professional skills necessary for success in the workplace8.9 strategies and techniques for helping students analyze career pathways and carry out self-assessment, self-improvement,

career exploration, and career planning and for encouraging students to be lifelong learners8.10 outreach in agriculture education, including strategies for working with local advisory committees and promoting

agricultural literacy and agricultural education opportunities in the community8.11 strategies for professional development through participation in professional organizations in agriculture and agriculture

education, including the National Association of Agricultural Educators (NAAE)9.1 elements of the three-part agriculture education program model and how these elements complement each other to

provide a total program approach to agriculture education9.2 relationships among classroom and laboratory learning, supervised agricultural experiences (SAEs), and active

participation in FFA9.3 elements of a comprehensive agriculture education program, including community involvement, and systems for

program evaluation, school financing and budgeting, and creative program funding9.4 goals and purposes of SAEs and characteristics of different types of SAEs9.5 strategies and procedures for assisting students in planning and selecting SAEs and for creating SAE opportunities by

establishing and maintaining partnerships with local businesses and community members9.6 strategies and procedures for coordinating and supervising students' SAEs and for assessing student learning during

their SAEs9.7 purposes and goals of the National FFA Organization and the role of local FFA chapters in helping students develop

leadership, communication, citizenship, teamwork, and competitive skills9.8 organizational structures of local state, and national FFA and the roles and responsibilities of student offices in a local

FFA chapter9.9 strategies for assisting students in developing a Program of Activities for an FFA chapter and for facilitating students'

participation in FFA competitive events at the state and national levels9.10 role and responsibilities of FFA advisors in helping ensure the success of an FFA chapter10.1 Indiana Academic Standards for Agriculture Education10.2 instructional strategies and resources for integrating instruction that promotes students' achievement of Common Core

Standards in English language arts, mathematics, and science10.3 strategies and resources for integrating Science, Mathematics, Engineering, and Technology (STEM) instruction;

Curriculum for Agriscience Education (CASE); and Advance Life Science standards into agriculture instruction10.4 instructional strategies and resources, including inquiry-based, and project-based instruction, and the application of

these methods in teaching agriculture and advanced life sciences10.5 strategies and skills for planning, designing, and delivering instruction in agriculture education, including the use of

techniques and approaches that meet the needs of diverse learners10.6 instructional strategies for promoting student learning and fostering the development of critical-thinking, higher-order

thinking, problem-solving, and performance skills in agriculture education10.7 strategies and skills for creating a productive learning environment using knowledge of student behavior, organizational

skills, and classroom management skills10.8 communication methods that promote student learning and foster active inquiry, interaction, and collaboration in the

agriculture education classroom10.9 strategies and skills for selecting, adapting and using technological resources to enhance teaching and learning about

agriculture10.10 strategies for promoting students' skills and knowledge required for future success in the workplace, in agricultural

occupations, and in post-secondary education10.11 strategies and skills for effectively assessing students' understanding and mastery of essential concepts and skills in

agricultural educationNCTQ STANDARDS MET BY THIS COURSEStandard 1: Classroom Management. The program ensures that teacher candidates learn and practice specific techniques for managing the classroom. Teacher candidates are able to:1.1 Establish a positive learning environment and standards of classroom behavior.1.2 Use low profile desists for managing minimally disruptive behavior.

Standard 2: Practice Planning Instruction. The program requires teacher candidates to design and adjust instruction to enhance the academic performance of all students. Teacher candidates are able to:

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2.1 Identify technology applications that will boost instruction.2.2 Anchor instruction in the state’s K-12 learning standards.2.3 Address the needs of English Language Learners.2.4 Accommodate students with special needs.2.5 Extend instruction for students who have demonstrated proficiency in relevant standards.

Standard 3: Assessment. The program requires that teacher candidates gain a thorough overview of student assessment that includes practice analyzing student performance data to drive instruction. Teacher candidates are able to:3.1 Address the instructional role of standardized tests such as the ISTEP+.3.2 Prepare and use formative and summative classroom assessments.3.3 Interpret and apply data from both standardized and classroom assessments in order to inform instruction.

Standard 4: All Children Can Learn. The program ensures that teacher candidates experience high-performing schools that successfully serve students living in poverty.4.1 Every teacher candidate student teaches in a traditional or public charter school or individual classroom that is successfully serving high needs populations.

Standard 5: Student Teaching. The program ensures that the student teaching experience includes the essential components for success: a full-time placement of sufficient length that is aligned with the school calendar, adequately supervised, and attendant to the qualifications of the cooperating teacher.5.1 All Teacher Candidates spend at least 12 weeks in student teaching.

5.3 The Teacher Candidate is observed at least five times at regular intervals during the semester. For agricultural education, this includes a minimum of three all-day observations at the student teaching site and two additional on-campus seminars.5.4 The program does not allow teacher candidates to take any course other than a companion seminar during student teaching.5.5 The program communicates clearly to the school district that cooperating teachers must be proven capable mentors and be proven effective instructors.5.6 The program plays an active role in selecting cooperating teachers. Screening of cooperating teachers includes review of Program Standards and Quality Indicators documentation.5.7 The program communicates clear consequences for failing student teaching, including making alternative degrees available should program exit be necessary. The Purdue College of Agriculture administers the Interdisciplinary Agriculture major, which can be used for such purposes.

Meeting Dates and Topics SPECIAL DATES TO REMEMBER

11/12/18 AgEd Teacher Candidate OrientationLILY 3-102, 1:30-3:20 p.m.

12/XX-XX/18 CASE: Intro AFNR Training

1/3/19 STUDENT TEACHING BEGINS. Students on balanced calendars with two-weeks spring break let your University Supervisor know

1/17/19 IAAE Inservice, IN FFA Center at Trafalgar, MANDATORY ATTENDANCE

2/2/19 Ag Alumni Fish Fry, State Fairgrounds

2/15/19 Teacher Candidate Mtg, TBD, 8:00 – 5:00. MANDATORY ATTENDANCE for morning, Mock Interviews in afternoon

3/11-17/19 Purdue Spring Break - Take your school’s break; you DO NOT get Purdue’s Spring Break

5/3/19 Final Teacher Candidate Mtg, Location TBD, 8:00 – noon, MANDATORY ATTENDANCE

4/13/19 IAAE-PU Spring Banquet, Beck Center, 6 p.m. MANDATORY ATTENDANCE

Commencement for College of Agriculture – May 11, 2019 beginning 9:30 a.m.

4/XX – 5/XX/19 CASE: Animals Training

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STUDENT TEACHING PORTFOLIO (EDCI 49800): SUMMARY OF CONTENTSThe items in Table 1 ARE REQUIRED to be completed and included in your Student Teaching portfolio.

Table 1: Required Items (Recorded by University Supervisor)

Page # Item Due Date Completed (Y/N)Purposeful Planning:

14 First 3 weeks of lesson plans (electronic or paper). Must have University Supervisor OK to begin student teaching. (not required to include in portfolio).

12/31/18 (7/31/19) to University Supervisor

12 Calendar of Events, Class Schedule, Discipline Plan, Grading Plan

12/21/18 (7/31/19) to University Supervisor

14 Instructional Weekly Calendars (1/week) (Monday each week to university supervisor)

Monday each week by 6 a.m.

Lesson Plans (organized in binders or electronic, available to university supervisor for all 3 visits) (not required to include in portfolio)

Monday each week*

20 Teaching plans for substitute teacher One week prior to useEvidence of Effective Instruction:

23 SAE Program Supervision Report Identify 5 students by End of 2nd week.End of 6th week (2 completed), End of 10th week (3 more completed).

25 FFA Weekly Calendar (1/week) (Monday each week to university supervisor)

Monday each week by 6 a.m.

27 Impact on Student Learning Assignment Friday of Dead Week to Taskstream

28-36 6 (minimum) weekly assessments of teaching performance by Cooperating Teacher(s)

Friday every other week

42-45 CPAST + Purdue + AgEd (completed during University Supervisor visits 2 and 3)

Midterm/Final; both to Taskstream

26 Journal of positive and problem experiences, minimum 1 entry each per week (Monday each week to university supervisor)

Monday each week by 6 a.m.

28-36 3 assessments of teaching performance by University Supervisor

After each visit

37-41 edTPA completed and submitted. Friday of Dead WeekTeacher Leadership:

22 Report of Special Education End of 2nd week15-19 Observation summaries of cooperating

teacher and at least one (1) other teacherEnd of 1st week – if not completed by University Supervisor Visit 1, final grade reduced by 1/3 letter grade (e.g. “A” becomes “A-”)

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STUDENT TEACHING PORTFOLIO (EDCI 49800): SUMMARY OF CONTENTSThe items in Table 2 ARE OPTIONAL.

The following may be included as a component of your Student Teaching Portfolio and will be helpful when building your own department and for additional documentation of your student teaching experience.

COMPLETED (Recorded by Teacher Candidate)YES NO

1. Meet with superintendent and principal ___ ___

2. Attend school functions (athletics, plays, PTO, etc.) ___ ___

3. Faculty Handbook for the School ___ ___

4. Student Handbook for the School ___ ___

5. Agricultural Student or FFA Member Directory ___ ___

6. Local program philosophy goals and objectives ___ ___

7. Local FFA Program of Activities ___ ___

a. procedures for electing officers ___ ___

b. Training plan for FFA officers ___ ___

c. FFA chapter point system ___ ___

8. Adult and/or Young Farmer Program of Work ___ ___

9. Student FFA Trip Agreement (contract) (i.e., state contests, state leadership conference, National FFA Convention) ___ ___

a. Activity bus training (as appropriate) ___ ___

10. Newspaper articles concerning the Agricultural Science and Businessprogram or FFA published during student teaching ___ ___

11. Pictures of students and classroom activities (permission required) ___ ___

12. Agricultural Science and Business Program Course of Study/Course Frameworks ___ ___

a. Curriculum Guides or Course Outlines for Agricultural Science and Business Classes ___ ___

b. Review reports required by school, DOE, others ___ ___

13. Inventory of instructional resources, tools, equipment ___ ___

a. procedures and forms for purchasingtools, equipment, teaching aids, and supplies ___ ___

b. Review filing system for catalogs, books,references, instructional materials, a/v materials ___ ___

c. safety plan, fire exit plan, fire extinguisher requirements, safety tests, and materials used in teaching safety ___ ___

14. Meet with Extension Educators in your student teaching county ___ ___

15. Attend an Advisory Committee meeting and/or meet withadvisory committee members ___ ___

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EMERGENCY PROCEDURESIn the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Here are ways to get information about changes in this course. Blackboard webpage, my email address: btalbert@purdue.edu, and my office phone: 765-494-8433.ADAPTIVE PROGRAMSStudents with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.ACADEMIC DISHONESTY STATEMENTPurdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]

CLASS ATTENDANCE STATEMENTPurdue University policy states that all students are expected to be present for every meeting of classes in which they are enrolled. All matters relative to attendance, including the make-up of missed work, are to be arranged between you and the instructor. Only the instructor can excuse you from classes or course responsibilities. In the case of an illness, accident, or an emergency, you should make direct contact with your instructor as soon as possible, preferably before the class. If the instructor cannot be reached directly a message should be left in the instructor’s department mailbox or with the instructor’s secretary. If you will be absent for more than five days, have not been able to reach the instructor in person or by telephone or through leaving notification of your circumstances with the instructor's secretary, you or your representative should notify the Office of the Dean of Students (765-494-1254) as soon as possible after becoming aware that the absence is necessary. Be advised, you may be asked to provide documentation from an authorized professional or agency which supports an explanation for your absence.

COURSE EVALUATION STATEMENTDuring the last two weeks of the semester, you will be provided with an opportunity to evaluate this course and your instructor(s). Purdue now uses an online course evaluation system. Near the end of classes, you will receive an official e-mail from evaluation administrators with a link to the online evaluation site. You will have up to two weeks to complete this evaluation. Your participation is an integral part of this course, and your feedback is vital to improving education at Purdue University. I strongly urge you to participate in the evaluation system.

GRADED STUDENT WORKThe policy for handing back graded work to students for EDCI 49800 will be to directly return the work to the student either in class or at a designated time such as office hours. Graded student work that is not picked up by a student at the end of the semester will only be kept for 30 days into the next semester (excluding summer session).

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ADMINISTRATIVE RELATIONSHIP1. Contact your cooperating teacher before your assignment begins. Confer with him/her on the procedure for

reporting to the school. He/she may want to introduce you to the principal and superintendent. Otherwise, check into the office of the superintendent or principal upon arrival.

2. The local school administrators will expect you to become one of the teaching staff. You must be willing to accept obligations in terms of the total program. However, you are not there to do "odd jobs" that are not expected of other teachers.

3. Always remember the well-defined but invisible channels. Think no more of bypassing your cooperating teacher than you would of going directly to the school board without first going through your administrator. The cooperating teacher is your immediate supervisor.

4. The first impression you make is important! Be genuinely courteous, cooperative, and sincere in your dealings with students, cooperating teachers, administrators, other faculty members, school employees, parents, and residents of the community.

PROFESSIONAL AND PERSONAL PROCEDURES1. Few of us will find a situation as perfect as we desire; therefore, use discretion in everything you do.2. Do not become involved socially with your students.3. Never criticize one student to another, nor should you criticize your class, cooperating teacher, administrator, or

your school to others. Be discreet at all times in talking to friends and outsiders about what transpires in the department and the school.

4. Do not hesitate to ask for assistance from your cooperating teacher. If you do not know how to do something, say so and ask for help.

5. Suggest new ideas, but use tact.6. Do not wait to be told what to do. Use initiative, but keep your cooperating teacher informed.7. Personal appearance is important. Be neat and clean. Dress for whatever the occasion requires. Your attire

should conform to community norms and professional standards for teachers; not college norms.8. Demonstrate your willingness to work. Endeavor to make some permanent tangible contributions to the

department during your stay. Leave the department better than when you started your student teaching experience.

9. Learn all you can. Get all the experience possible. Observe carefully not only what is done, but how.10. Take criticism in the spirit in which it is offered. Suggestions will be offered for your professional improvement.

Invite suggestions and profit by them.11. Make no excuses. Do the job!

CLASSROOM, LABORATORY, AND FIELD WORK1. First contacts are important. Your cooperating teacher will introduce you to each class. Be friendly and sincere,

but reserved.2. Learn the name of each student and as much about him or her as possible. 3. Prepare teaching plans carefully so they can be checked over by the cooperating teacher far enough in advance,

so you can make any recommended change. No 11th hour preparation. This also applies to teaching aids, field trips, etc.

4. Endeavor to improve handwriting, board work, use of English, and spelling.5. Do not talk down to students, nor go above their heads. Consider their age and experience. Check often to see

that the whole class is following you. Study and learn from your cooperating teacher.6. Maintain an orderly, business-like classroom atmosphere. Maintain proper control of your classes. Secure

student cooperation, but do not try to do this by being "too easy" or overly friendly.7. Laboratory teaching requires as much pre-planning as does classroom teaching.8. Thoroughly plan field trips - what you want them to observe - and state objectives. Use observation guides.

Evaluate the field trip later in class.9. Be prompt in meeting all classes and appointments.10. Demonstrate a professional attitude in all your contacts in the school and community.

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GENERAL INSTRUCTIONS1. You are expected to devote your entire time to the work of the agricultural education department during your

student teaching period. Do not short yourself by being too involved in other matters.2. Keep the desired records/reports, and submit them on time.3. Whenever you leave school, or are absent for any reason, be sure to contact the cooperating teacher and your

university supervisor, and when necessary, the school administration. In general, you will add a teaching day to the end of your student teaching experience for each day absent during your student teaching experience.

4. Return all items that you are using to their proper place.5. Ask your cooperating teacher’s permission to make copies of resources.6. Do everything to the best of your ability.7. Communicate with your cooperating teacher on a daily basis. However, do not feel hurt if your cooperating

teacher does not have time to visit with you at a specific time. Make a definite appointment so you have their full attention.

8. How well you do your work and the manner in which you conduct yourself will grant a continuance of the privilege to place Teacher Candidates at this center.

9. Make arrangements for room and board in advance of arrival at the training center.

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GUIDELINES FOR STUDENT TEACHING (12 weeks/60 days required)The Teacher Candidate is expected to attend all faculty meetings, SAE supervisory visits, FFA meetings, and FFA activities of your cooperating teacher. If possible, attend FFA activities of other agriculture teachers at your school and adult classes or young farmer classes.

Week 1:Visit school principal.Identify five (5) students to work with on their SAEs.Two days of observation including observing cooperating teacher, touring facilities. Continue development of lesson plans. Complete development of first lesson plans---OVER-PLAN.Third day - begin co-teaching one or more classes with cooperating teacher, observe other teachers.Fourth and Fifth day – continue co-teaching; purposeful debriefing/discussion with cooperating teacher.

Weeks 2 -3:Begin co-teaching additional classes.

Weeks 4-11:Teach full load of classes (6 out of 7 periods) for at least 6 weeks, preferably for 8 weeks. Most of these are solo teaching experiences, but include other types of co-teaching as appropriate.Conduct and complete working with five (5) students on their SAEs.Complete required edTPA assignments that must be done during student teaching (complete lesson plan, videos, work samples with your feedback). Conduct pretest, teach lesson, conduct posttest, re-teach as appropriate for Impact on Student Learning Assignment.

Weeks 11-12:Finish Student Teaching Portfolio assignments and complete Portfolio.Make sure all information needed for edTPA has been gathered and assignments completed. If have not started earlier, begin commentaries for edTPA.Transition back to co-teaching. Return classes to cooperating teacher at natural breaks in the curriculum.Complete Taskstream artifacts and upload to Taskstream.Fourth day of Week 12 visit principal, counselor, and other administrative staff.Fifth day of Week 12 exit interview with cooperating teacher, provide cooperating teacher with exam questions, requested teaching materials.

The above are recommended guidelines for a traditional, 50-minute period, 7 period schedule. Block and trimester schedules should be adjusted accordingly. Exam schedules and weather-related school closings may necessitate adjustments. The specific activities of individual Teacher Candidates may vary according to his or her preparedness and the needs of the local program.Co-teaching (St. Cloud University, 2016, https://www.stcloudstate.edu/soe/coteaching/) involves the cooperating teacher and teacher candidate co-plan, co-assess, and co-deliver instruction. The strategies are: One teach, one observe; One teach, one assist; Station teaching – students rotate among stations with both teachers involved; Parallel teaching – cooperating teacher and Teacher Candidate each teach ½ the class; Supplemental teaching – one teacher leads for large group while other teacher works with smaller group needing special instruction; Alternative (Differentiated) teaching – cooperating teacher and Teacher Candidate each teach the entire group the same content but using different teaching methods; Team teaching – cooperating teacher and teacher candidate seamlessly go back and forth teaching the class session; Solo teaching by the teacher candidate.

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Calendar of Events, Class Schedule, Discipline Plan, Grading Plan, Parent CommunicationThe following four exercises are provided to you as an aid in planning your overall student teaching experience.

I. Calendar of EventsDevelop a calendar with all the important school activities: FFA activities at the local, district, and state levels; important instructional events (trips, resource persons, etc.); nonteaching days (holidays, teacher workdays, etc.). Include teacher professional development. Your cooperating teacher and/or school may already have this calendar. If so, turn this in – no need to recreate one.

II. Prepare Your Class ScheduleThe class schedule gives you and your university supervisor important information. Complete the information block at the top. Write the class names in the left-most column in the order they are taught DURING THE SCHOOL DAY. After each class name, write the order that you will begin teaching that class such as 1st, 2nd, 3rd, 4th, 5th, 6th, etc. Next, write in the beginning and ending times for each class. Make sure to include in the times when your lunch break begins and ends. Days of the week are included in the table for weekly activity days, block schedules, etc. For example, your school may have an alternate schedule every Wednesday so you would write the alternative schedule under Wednesday. For Block Schedules, you may use the days of the week columns to write the schedule for “Red/Blue” days or you may have to use multiple sheets to show your Block Schedule.

Your university supervisor may or may not have been to your school before and even if they have been before, roads may have changed or detours may need to be taken. Please draw a map (or use MapQuest or another web-based mapping system) from Purdue University (LILY Hall, 915 W. State Street, West Lafayette, IN 47907) to your school and put the driving time (driving the speed limit). Include instructions on where to park at the school, what entrance to use to enter the building, and location of the main office.

III. Discipline PlanIn YDAE 440 you discussed discipline and classroom management as well as experienced discipline situations in your peer teaching. Chapter 14 of Talbert et al. (2014) is also a reference on classroom management. In consultation with your cooperating teacher, prepare a discipline/classroom management plan for each of your classes (no specific format required).

IV. Grading PlanIn previous courses you discussed evaluating student learning and grading student assignments. Chapter 19 of Talbert et al. (2014) is also a reference on evaluating learning. In consultation with your cooperating teacher, prepare a grading plan for your classes (no specific format required). You must include how often graded checks for understanding are given, types of assessments used, and the process for entering grades into the gradebook.

V. Parent CommunicationOne aspect of professionalism in teaching is communication with parents/guardians. Although it may be necessary to communicate with parents about negative academics/behavior of their student, it is helpful to provide positive communications. This positive communication may include notes home, emails, phone calls or face-to-face contacts. Additionally, grades must be current in the school’s gradebook system. This requirement directly addresses CPAST letter O.

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School InformationTeacher Candidate’s Name: __________________________Cell Phone # ________________________________

If sharing documents on the cloud (e.g. Google Drive), provide link AND confirm with University Supervisor they can access documents no later than 12/21/18 (7/31/19). Must have University Supervisor confirmation to begin student teaching!

Principal’s Name: __________________________________________________________________________

School: ___________________________________________________________________________________

Spring/Fall Break Dates: _____________________________________________________________________

Other Break Dates: ________________________________________________________________________

School’s Phone Number: ____________________________________________________________________

Ag. Dept. Phone Number: ____________________________________________________________________

Student Teaching Class ScheduleCLASS NAME (Put

in order occurs during the day) In ( ) put order taking

over classes

TIMEBeginning and ending times

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Please note any alternate schedule days such as club days, SRT, etc. Include a map from Purdue to your student teaching site with instructions on where to park, what entrance to enter, and location of the main office. Also, include an estimate of time required to drive (based on following the speed limit).Driving time is _________________ hours and minutes

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Your Instructional Weekly Calendar and Lesson Plan RequirementsI. Instructional Weekly Calendar Due: Monday 6 a.m. each week

For student teaching, you are to stay at least one week ahead in your planning. A Curriculum Map is the broad overview of standards to accomplish, individual lesson plans are your tools for teaching the content, and weekly calendars are your planners.Write the Instructional Weekly Calendar information electronically making sure to include all required information: Course Name, Day of Week, Topic/SLOs, Primary Teaching Strategies/Labs, Overall Check for Understanding. For example, entries for Introduction to Agriculture, Food, and Natural Resources class might be:Period Monday Tuesday Wednesday Thursday Friday

1st HourIntro

AFNR8:05-8:55

Intro to plant asexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:25 PowerPoint w/Checks for Understanding8:25-8:50 Demo of types of cutting8:50-8:55 Exit Ticket

Continue plant asexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:25 PowerPoint w/Checks for Understanding8:25-8:50 Lab on leaf and stem cuttings8:50-8:55 Lab sheet due

Continue plant asexual reproduction8:05-8:10 Bell Ringer, SLOs, Lab instructions8:10-8:50 Lab on tissue culture using African Violet leaf8:50-8:55 lab sheet due

Intro to plant sexual reproduction8:05-8:10 Bell Ringer, SLOs8:10-8:20 Video on pollination pausing at key points for checks for understanding8:20-8:50 Build the perfect flower activity8:50-8:55 Exit Ticket

Continue Intro to plant sexual reproduction8:05-8:10 Bell Ringer8:10-8:35 Activity listing plants using asexual or sexual reproduction8:35-8:55 Jeopardy review game for quiz on Monday.

II. Lesson Plan Requirements Due: Packet for each class taught each day of observation

Lesson plans are a mark of a professional teacher. You are required to have and use lesson plans. You are encouraged to use all lesson planning resources available to you. However, plagiarism is NOT tolerated at Purdue University, so you must properly cite all lesson plans that you did not develop. For commercial lesson plans and others, you will probably need to add a cover page to include all sections and any modification you make. Whatever format you use, it must include these sections:

Name of Course and Title of Lesson Title of Core Standard and Standard(s) Titles of Competencies and Academic Standards Student Learning Objectives Bell Ringer/Motivation/Interest Approach/Lesson Initiation Lesson Delivery-Learning Activities/Teaching-Learning Activities including how long

each segment expected to take Subject Matter Content Outline/Content Closure/Exit Ticket/End of Class Summation Assessment Plan (including the assessment(s) and grading rubric(s)) List of References/Materials/Resources/Teaching Aids. Make sure to include Differentiation, Scaffolding, Checks for Understanding, E-

Moments. See example on page 16.“Lesson Plan is adapted from Curriculum for Agricultural Science Education (CASE) Unit 4.1 Food Science and

Safety. 2018. A project of The National Council for Agricultural Education.”“Indiana Agriscience Lesson Plan Library, Unit A, Problem Area 1, Lesson 1, 2003, CAERT”“Georgia Agricultural Education Curriculum, Course 02.421, Unit 2, Lesson 2, Revised 2017”“Lesson Plan Originally Developed by Jane Smith in YDAE 44000, 2018”

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OBSERVATIONS OF PRACTICING TEACHERS

Every teacher has an individual approach to the classroom, and all experienced teachers can provide

you with useful insight into the learning process. The techniques used by academic teachers and

career/technical education teachers may sometimes differ markedly; nevertheless, there are benefits

for you to gain from observing any experienced teacher. This assignment requires that you formally

observe at least two different teachers: your cooperating teacher and a career/technical education

teacher (other than agriculture) or a teacher of one of the basic academic disciplines.

These observations should be completed by the end of the first week that you are at your student

teaching site. If not completed by your University Supervisor’s Visit #1, your final grade is reduced

by 1/3 letter grade (e.g. “A” becomes “A-”).

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OBSERVATION OF COOPERATING TEACHER

(For Lesson Taught in the Classroom)

Prior to observation find out:

1. How did the teacher used assessment data to plan the lesson, student achievement goals, and

assessments?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Comment on the Student Learning Objectives (SLO) for the lesson._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date Observed:__________ Teacher: Class:

1. Title of Lesson:____________________________________________________________

2. Length of Lesson:__________________________________________________________

3. How did the teacher introduce the lesson? Motivate students to learn? Explain SLOs?

Develop student interest in the lesson?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How was the lesson related to experiences of students? To their SAEs? To prior learning?______________________________________________________________________________________________________________________________________________________________

5. How did the teacher communicate content knowledge to students? Engage students in

learning the content? Differentiate instruction?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. What teaching techniques were used? How was each technique used?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What teaching aids/technology were used? How were they employed?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. How did the teacher check for understanding? Ask scaffolding and open-ended questions?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Give examples of how the teacher maximized instructional time and created a classroom

climate of respect and collaboration._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. How did the teacher assess and set high expectations for academic success?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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OBSERVATION OF ACADEMIC/CTE TEACHER

Prior to observation find out:

1. How did the teacher used assessment data to plan the lesson, student achievement goals, and

assessments?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Comment on the Student Learning Objectives (SLO) for the lesson._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date Observed:__________ Teacher: Class:

1. Title of Lesson:____________________________________________________________

2. Length of Lesson:__________________________________________________________

3. How did the teacher introduce the lesson? Motivate students to learn? Explain SLOs?

Develop student interest in the lesson?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How was the lesson related to experiences of students? To prior learning?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. How did the teacher communicate content knowledge to students? Engage students in

learning the content? Differentiate instruction?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. What teaching techniques were used? How was each technique used?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What teaching aids/technology were used? How were they employed?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. How did the teacher check for understanding? Ask scaffolding and open-ended questions?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Give examples of how the teacher maximized instructional time and created a classroom

climate of respect and collaboration._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. How did the teacher assess and set high expectations for academic success?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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SUBSTITUTE TEACHER PROCEDURES AND INSTRUCTIONS

For the days you will be away from your teaching duties (i.e., professional development days, career development events and other days you are not at your school site), include for the substitute teacher: school procedures, special instructions, and the teaching plans for each of your classes.

1. You may use the following page or a similar form that may be provided by the school to highlight school procedures for your substitute. Note school procedures, including: school day schedule, emergency procedures, first aid, electrical power source and shut off, security, etc.

2. Special instructions include information that will assist the substitute in dealing with each class and/or special students. Examples include: class role sheets, seating arrangements, reporting absences and tardies, student aides, textbook, notebook storage, audio visual access and use, etc.

3. Teaching plans include teaching procedures and content to be taught. Provide student handouts, worksheets, PowerPoints, tests, and quizzes.

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SUBSTITUTE'S PAGE

Daily ProceduresOpening Lunch

Other Duties Dismissal

Emergency ProceduresNurse's Schedule Fire Drill

First Aid Storm Drill

Lock Down Procedures

Special Health Information or ProblemsName Notes

Who to Contact for More Information Pupils with Special ClassesName

Location in Building

Phone Number

Class

Day/Time

Times for Teacher's Aide Notes for the Substitute

Other Other

*Attach Daily Teaching Plans

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REPORT OF SPECIAL EDUCATION

By end of week 2 of student teaching, discuss with your cooperating teacher the following: Which agriculture classes, if any, have aides in classrooms? For classes with aides, how does the cooperating teacher interact with them and utilize their services in the classroom?______________________________________________________________________________________________________________________________________________________________

By end of week 2 of student teaching, discuss with your cooperating teacher which students in each class have an IEP, 504 Plan, have English language learner needs, need greater challenge or support, struggle with reading? Without providing names, write down the modifications/needs for each of the classes you are teaching._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Choose work samples from three (3) students. Reflect on modifications/supports you provided and the impact of these on each student. (This part of the assignment is due by week 6.)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Meet with the special education teacher. Briefly summarize your meeting:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Supervised Agricultural Experience (SAE) Participation by Teacher Candidate

Supervised Agricultural Experience/SAE is the work-based learning component of a total agricultural education program. Being an SAE supervisor and instructing students on career-readiness is one of the three major responsibilities (classroom/laboratory instruction, FFA, SAE) of an agriculture teacher. During your student teaching experience, you are expected to actively participate in the SAE program of your school. In consultation with your cooperating teacher(s) Select five (5) students to work with including interviewing the student, determining their SAE profile, and conducting an SAE visit to their home/place of work as applicable. Suggested students: 1 younger student who hasn’t started an SAE yet, 1 older student who is or should be submitting a proficiency, 1 student with a production-based SAE, 1 student with a placement SAE, 1 student with a research-based SAE.Things to be done before interviewing and visiting the student.1. Discuss the teacher’s and school’s philosophy about SAE. Is SAE required or optional for

students? FFA members? Primarily conducted in summer? Does the teacher teach SAE as a summer course? How do students keep their SAE records (AET, Excel, paper-based, other system)?

2. Determine how the cooperating teacher evaluates students’ SAE programs and student progress in the SAE. How does the cooperating teacher grade SAE programs?

3. How does the cooperating teacher plan student visits? Communicate with parents/guardians/employers about the visit? Ensure they are not alone with the student?

Things to be done during the interview and visit:1. What are the student’s career goals? Does the SAE match these?2. Does the student have an SAE Training Plan and Training Agreement? If not, work with your

cooperating teacher and the student to develop one.3. Review the student’s SAE records. Ask clarifying questions. Give the student opportunities to

talk about why and how they do the SAE. What are their goals? What are their plans for growth? What skills and experiences are they gaining? What opportunities exist to gain new skills and experiences?

4. Assist the student in evaluating their progress to date.5. Meet each student's parents or employer and become acquainted with them.6. Do not make the visit too long. Stay long enough to get the job done, but do not be abrupt.Things to be done after an S.A.E. visit:

1. Record events that occurred during the visit. Note methods that worked for you and those that did not. Note any changes you should make going on another visit.

2. Discuss the visit with your cooperating teacher. Be sure to keep him/her informed of the events occurring. Seek his/her professional opinions and advice.

3. Meet with the student. Discuss the interview and visit. What should be done as a follow-up?

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S.A.E. PROGRAM SUPERVISION REPORT (Use One Form Per Student)

Student Name__________________________ Age_____ Year in School _________

Address _______________________________________________ Zip Code _______

Parent/Guardian _______________________________ Phone ( )

Employer (if applicable) _________________________ Phone ( )

Student’s Occupational Goal

Discuss with the cooperating teacher the personal background of the student. Know, as well as possible, the home or work situation.

Write a short report using the questions on the previous page, your interview with the student, and the visit.

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FFA Chapter

Being an FFA advisor and CDE/LDE coach is one of the three major responsibilities (classroom/laboratory instruction, FFA, SAE) of an agriculture teacher. During your student teaching experience, you are expected to actively participate in the FFA program of your school. In consultation with your cooperating teacher(s) determine your responsibilities in leading and coaching FFA activities, CDE/LDE individuals/teams, executive committee/FFA chapter meetings, and others as appropriate. If you are student teaching in a one-teacher program, you will typically do everything your cooperating teacher does. If you are student teaching in a multi-teacher program, you and the agriculture teachers will need to decide what you are to do as you cannot physically do what two, three, or more agriculture teachers do collectively.

Your FFA Weekly Calendar Requirements

FFA Weekly Calendar Due: Monday 6 a.m. each week

For the previous week record your involvement in FFA.Make sure to include all required information: Time, Activity Name and description, Day of Week, your role. For example, entries for 1 week might be:Time Monday Tuesday Wednesday Thursday Friday

Before School

7-7:45 a.m. FFA Executive Committee meeting to plan FFA week activities for next week. I assisted the sub-committee on Teacher Appreciation Breakfast.

Activity Period

10:15-10:45 a.m. FFA Chapter Meeting. Most of meeting was instructions, discussion, sign-ups for FFA week. I observed.

Lunch 11:50-12:20. Livestock Judging team members were in ag room viewing classes online taking notes for reasons.

After School

4-6 p.m. Livestock Judging Practice at school. Students gave reasons to ag teacher and me. I helped critique reasons.

7-9 p.m. FFA runs concession stand at basketball game. I helped make sure activity ran smoothly.

Time Saturday Sunday6 a.m. – 4 p.m. Livestock Invitational at Clinton Central. I drove the mini-bus. I talked with ag teachers during the contest. Our team placed 5th!

Remember on each Monday by 6 a.m. to email/upload the calendar to your university supervisor.

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JOURNAL OF EXPERIENCES

Teachers who regularly reflect on their practice tend to be more positive in their teaching and more responsive to needed changes. A journal of experiences provides both a means of reflection as you progress through student teaching and documentation of your goals, growth, and frustrations during this experience. You are required to maintain a reflective journal and at a minimum make weekly entries for both positive and problem experiences.

The style of this journal is up to your individuality. We would hope that your reflections take at least a paragraph or so to record. You may choose to keep your journal private, but provide in your portfolio a summary page or pages of the one most Significant Positive Experience and the one most Significant Negative/Problem Experience for each week.

Remember on each Monday by 6 a.m. to email/upload the summary to your university supervisor.

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Impact on Student Learning Assignment

Effective teaching should produce a change in student knowledge, motor skill performance, or attitudes/value for agricultural science and business. In this assignment, you will show that you are an effective teacher by providing documentation of your impact on student learning. It is strongly suggested that you pretest your students prior to beginning each unit of instruction. This will provide you information about what students already know and provide the students with motivation to learn what they do not already know. You should then posttest your students to determine your impact on their learning.

Step One: Identify a Domain and Core Standard(s) from each content area you are teaching and develop units of instruction including the Indiana Agriculture Standards for each. Develop student learning objectives and set achievement goals.

Step Two: Develop formal assessments that align with the units of instruction from Step One. myCAERT is one option as it already has questions that have been validated for state standards.

Step Three: Assess your students at the beginning of the lesson. Record the results of your pretest. This is your formative assessment.

Step Four: By interpreting and applying the results of your formative assessment, decide on how to teach the unit. Describe the teaching methods you will implement to help your students learn the identified outcomes. Also, describe ways of differentiating instruction for individual students who (based on the results of the assessment) need less or more complex tasks.

Step Five: Teach the unit. The unit chosen should require 4-10 class periods (50 minutes/period).Step Six: Use your assessment again to see if your students mastered the objectives and reach achievement

goals. Again, record the results of your posttest. This is your summative assessment.Step Seven: Reflect on how your teaching impacted student learning. Discuss which teaching methods

seemed most effective. If your students didn’t master learning objectives or reach achievement goals, describe why you think this happened.

Step Eight: Based on the results of your posttest, if there are still any deficiencies in student learning, what other tasks/strategies will you employ to re-teach this unit?

Repeat Steps 1-8 for each content area you are teaching. Include ONE in your student teaching portfolio.

Submit to Task Stream a document that includes the following for ONE content area.1. Unit Plan.2. Pretest3. Results of the pretest4. Explanation on how the pretest results were interpreted for the whole class, subgroups, and

individual students and how the unit plan was adjusted for individual students5. Results of posttest6. Explanation of how you provided feedback to the students regarding the quality of their work,

their strengths and weaknesses, and how they could improve future performance. Describe your teaching impact (possibly use student work as examples).

7. Reflect on how your teaching practices impact student learning. If appropriate, how did you re-teach the unit based upon the results of the pretest/posttest.

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FEEDBACK FOR THE TEACHER CANDIDATE

Feedback from your cooperating teacher and university supervisor is critical to your professional

development for a number of reasons. You need to know where your strengths and weaknesses are before

you can take steps to improve your teaching. You deserve to know how you are progressing. Be sure your

cooperating teacher observes your classes and provides you with daily/weekly feedback so you can follow

your own progress. Your university supervisor should fill out an assessment form each time he/she visits

your class.

Learning is a life-long process. As long as you are receptive to new information, you can continue to grow

and improve your effectiveness as a person and teacher.

Just as plants cannot grow without nutrients, you cannot improve as a teacher without receiving information

and feedback from others. Feedback is a circular process. The information you obtain about your teaching

effectiveness gives you new ideas, new directions, and approaches to explore in the classroom and

laboratory. Your growth as a teacher, in turn, enhances student learning and improves the feedback you

receive.

Agricultural research has revealed that certain nutrients are essential for proper plant growth. Likewise,

educational research has revealed that certain teaching behaviors are needed for student learning growth.

Teachers who can perform these teaching behaviors are generally considered to be effective teachers. The

items included in the following feedback instruments are those identified by research as being

characteristics of effective teachers.

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Note taking Guide for Teacher candidate ObservationTeacher Candidate ______________________ Observer ________________________________Class Observed _______________________ Date of Observation _______________________

Evidence (note time, teacher question/behavior/activity, students response/behavior/activity, teacher follow-up)

Positives and Areas of Improvement

Start of Class (before bell teacher and student activities/behaviors, Bell Ringer, SLOs, Interest Approach)

Academic Content (accuracy, depth of coverage, depth of knowledge)

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Evidence (note time, teacher question/behavior/activity, students response/behavior/activity, teacher follow-up)

Positives and Areas of Improvement

Teaching Methods/Techniques (methods used, technology used, appropriateness, implementation)

Questioning/Scaffolding/Student Engagement (questions asked, higher order questioning, checks for understanding, number/percent students engaged)

2.7 Maximize Instructional Time (class routines and transitions, classroom management)

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Describe the strong points of the lesson:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Describe how the Teacher Candidate can best improve his/her teaching:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Overall Evaluation: (check one)

____ Very Good

____ Satisfactory

____ Improvement Needed

____ Unsatisfactory

Observer Signature______________________________________________________

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ASSESSING PURPOSEFUL PLANNING, TEACHER LEADERSHIP, AND CORE PROFESSIONALISM

(This form is to be completed by the Cooperating Teacher during 1st 3 weeks then approximately once every 3 weeks afterwards)

Teacher Candidate _____________________________ Date ___________________

Cooperating Teacher _____________________________ School ___________________

Purposeful Planning (utilizing assessment data to plan, set ambitious and measurable achievement goals, develop standards-based unit plans and assessments, create objective-driven lesson plans and assessments, track student data and analyze progress)

Evidence:______________________________________________________________________________________________________________________________________________________________

Strong Points:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Leadership (contribute to school culture, collaborate with peers, seek professional skills and knowledge, advocate for student success, engage families in student learning)

Evidence:______________________________________________________________________________________________________________________________________________________________

Strong Points:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggestions for Improvement:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Core Professionalism (attendance, on-time arrival, policies and procedures, respect)

Evidence:______________________________________________________________________________________________________________________________________________________________

Strong Points:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Characteristics (poise, confidence, grammar, voice, enthusiasm, body movements, dress, lesson introduction, knowledge of content, lesson closure, classroom management, variety in teaching methods, use of visuals/materials, maintain student engagement, scaffolding, differentiated instruction)

Evidence:______________________________________________________________________________________________________________________________________________________________

Strong Points:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Overall Comments, Observations, Suggestions:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Observer Signature_______________________________________________________________

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ASSESSING LESSONS TAUGHT BY TEACHER CANDIDATESCooperating Teacher Complete for at least one class observation every two weeks. University Supervisor Complete for each class.

Title of Lesson__________________________________________________________________________________

Teacher Candidate_______________________________________ Date_________________________________

Please use this form to provide the Teacher Candidate feedback on progress observed during student teaching. Discuss your observations with the Teacher Candidate and have this report filed as part of their student teaching portfolio.

Beginning of Class Session:

1. How were learning objectives presented to students? Were objectives clear?

2. How did the Teacher Candidate develop student interest in the lesson? Evidence students were interested in the lesson?

3. How did the Teacher Candidate guide students to surface prior knowledge and make connections with today’s learning?

4. How did the teacher candidate transition from lesson initiation to the content delivery?

Overall for this category: Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)

Student Engagement in the Lesson:

5. How many students were engaged/participated in the lesson? How did teacher use frames of reference to engage students?

6. How did Teacher Candidate lead class discussion?

7. What types of questions did Teacher Candidate ask? What scaffolding techniques were used?

8. Does the lesson align to appropriate P-12 state academic learning standards? Yes Fair No

9. Did the lesson have practical application? Explain. Yes Fair No

10. What instructional media/technology was used? Was it effective? Explain. Yes Fair No

11. What student activities were used? Were they effective? Explain. Yes Fair No

12. Did the teacher deliver accurate content within appropriate time-frame? Explain. Yes Fair No

13. Was the teacher well prepared? Explain. Yes Fair No

14. Explain how class/lesson ended. Were the objectives accomplished? Yes Fair No

Overall for this category: Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)

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Accommodating Learning Needs of Students - (IEPs, 504 Plans, ELL) (Differentiation – implemented supports for individual students, groups, and whole class)

Observations:____________________________________________________________________________________________________________________________________________________________________________________________

Strong Points:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Overall for this category: Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)

Teaching Techniques that Encourage On-Task Behavior, Maximize Instructional Time, and Maximize Learning Opportunities (i.e., classroom management, class routines/transitions/procedures, culture of respect established, etc.)

Observations:____________________________________________________________________________________________________________________________________________________________________________________________

Strong Points:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Overall for this category: Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)

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Teaching Techniques (i.e., teaching methods used, use of instructional technology/media, checks for understanding, stimulus variation, depth of knowledge level achieved by students, etc.)

Observations:____________________________________________________________________________________________________________________________________________________________________________________________

Strong Points:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suggestions for Improvement:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Overall for this category: Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)

Instructor Characteristics and Behavior (effective use of class time, appearance, demeanor, poise, mannerisms, speaking qualities, enthusiasm, verbal communication, written communication):

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Overall for this category: Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)

Overall Comments, Observations, Suggestions:

Describe the strong points of the lesson:______________________________________________________________________________________________

______________________________________________________________________________________________

Describe how the Teacher Candidate can best improve his/her teaching:______________________________________________________________________________________________

______________________________________________________________________________________________

General effect of the lesson: (circle one)

Does not Meet (1) Emerging (2) Meets expectations (3) Exceeds expectations (4)Consistently fails to Change required before Consistently meets Consistently exceeds meet expectations meeting expectations expectations expectations

Cooperating Teacher / University Supervisor__________________________________________________________

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edTPA Instructions for Purdue Agricultural Education Teacher Candidates (student teachers)

This webpage has direct instructions for Purdue teacher candidates. Pay attention to emails about edTPA. https://social.education.purdue.edu/edit/edtpa/

edTPA costs $300. This fee is assessed on your Purdue fees the semester you enroll in EDCI 49800. During your student teaching semester, you will receive a voucher with a code to enroll in edTPA. Within edTPA your register for “Integrated edTPA Platform Provider System” as you will submit through the Taskstream system. During student teaching, your Agricultural Education Student Teaching Coordinator will provide you with the Self-Enrollment Code for “edTPA Agricultural Education V06.”

edTPA Focuses on Three Areas Critical to Effective Instruction (Planning, Instruction, Assessment):1. Teaching Area: Planning

Lesson plans, instructional materials, student assignments, assessments, Candidates write commentary explaining how plans meet student learning needs

2. Teaching Area: Instruction Unedited video clips, candidates write commentary analyzing student engagement in learning

3. Teaching Area: Assessment Samples of student work, feedback to focus students, summary of student learning, Candidates write commentary explaining student learning and justifying next steps for teaching

4. Teaching Area: Analysis of Teaching Planning, instruction, and assessment commentaries as noted in bullet points 1, 2, and 3.

5. Teaching Area: Academic Language Academic language in the subject area. Used in commentaries in bullet points1, 2, and 3. Unedited video clips and/or student work samples, planning and assessment commentaries

6. Teaching Area: Student Voice Planning, instruction, and assessment commentaries; unedited video clips and/or student work

samples; student self-reflections for bullet points 1, 2, and 3.Learning segment consisting of 3-5 hours of instruction.

Planning – Task 1Teaching – Task 2 (2 clips of 10 minutes unedited)Assessment – Task 3

Get Handbook from AACTE website http://www.edtpa.com/ (the handbooks are only accessible during student teaching) to make sure using most recent handbook! The handbooks become available after entering your voucher code.Make sure to use Guiding Questions to build items for the tasks.Utilize Making Good Choices: A Support Guide for Candidates.Beginning Fall 2018 – all program completers in Purdue teacher education are required to submit edTPA portfolio for national scoring (completion standard)

Must submit portfolio in order to pass EDCI 49800. TTT interns also required to do edTPA. Must submit portfolio using Taskstream. Recommended target date for submission is 14th week of semester. This allows two weeks after

completion of student teaching in the classroom.Use terms from the edTPA Handbook for Agricultural Education Glossary in Commentaries.When asked in rubrics, make sure to incorporate learning/reading/etc. theories in Commentaries.Use Artifact and Commentary Specifications tables to make sure submissions are correct.Use best teaching practices such as Using Student Learning Context to Plan – Teach – Assess – Reteach.edTPA aligns with Danielson Model for Teacher Evaluation and Universal Design for Learning (UDL).

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edTPA Process for Candidates (Obtain most recent version from OTEL. This version is dated 7/24/18):

1. Start here: http://www.edtpa.com/Home.aspx

2. Select the “Candidates” tab at the top of the page. Select “Getting Started” on this page.

3. Read “Making Good Choices: A Support Guide for edTPA Candidates” If you are in Elementary Education or Special Education, be sure to select those items.

4. Be sure that your Taskstream account is valid since you will be submitting your edTPA through this platform.

5. Education IT information about Taskstream can be found at: https://social.education.purdue.edu/edit/category/infotech/taskstream/

6. Review Education IT edTPA information at: https://social.education.purdue.edu/edit/edtpa/ There is technical information about creating your edTPA videos, including (a) how to trim your video and select a 15 minute unedited video clip, and (b) how to compress your video.

7. Work with your program faculty, university supervisor, and cooperating teacher to help plan for submission of your edTPA portfolio.

8. edTPA is a Purdue Teacher Education Program requirement starting with December 2018 graduates and program completers for initial licensure. edTPA also is a requirement for some states, not Indiana. For a list of states, go to: http://www.edtpa.com/PageView.aspx?f=GEN_StateRequirements.html

9. Register for edTPA and use your voucher for the $300 fee. The Office of Clinical Practice will issue you a voucher after the start of your student teaching semester. Be sure to enter your voucher code when prompted on the payment page. Vouchers cannot be applied retroactively. To register, go to: http://www.edtpa.com/PageView.aspx?f=GEN_Register.html Be sure to review the edTPA Registration Overview: http://www.edtpa.com/Content/Docs/edTPARegistrationOverview.pdf

10. Once registered, if you do not see your edTPA program in Taskstream, send proof of purchase to edit@purdue.edu to be enrolled in your edTPA program within Taskstream.

11. Read and follow the instructions in your edTPA handbook. You will be able to access your handbook after you register.

12. Submit your edTPA during your student teaching semester. edTPA submissions are due no later than the Monday of Finals Week each semester.

13. If you have questions, contact your program faculty, academic advisor, or licensing advisor in the Office of Teacher Education and Licensure (licensure@purdue.edu).

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**”Don’t freak out! edTPA is a beast, but it is very similar to modern teacher evaluations so it is a good learning experience.”** (Quote by a Purdue AgEd student teacher pilot testing edTPA.)

Overall Tips:

Read through the edTPA materials to know what is expected of you to do and submit. Make a checklist and set “due dates.” Best to do this during YDAE 4400 Methods.

Focus on the rubrics! Organization is key. Pick a topic (set of standards) that you want to make into top-notch 3-5 day lesson plans, activities,

and assessments. Realize that this is the lesson that is going to be recorded during student teaching. Communicate with your cooperating teacher and ask them for ideas. Find out the school’s requirements for you to record students in your classes to upload to the secured edTPA server. Use this lesson plan to replace one of the lesson plans in YDAE 440 Methods class and teach one of the 10-minute segments you plan to use for edTPA.

In the lesson plans, emphasize the language function, formal and informal assessments, and inquiry-based instruction.

During YDAE 44100 observation (or during YDAE 44000 if able to travel to student teaching site) complete Context for Student Learning.

Update the Context for Student Learning sheet during your meeting with the special education teacher you have to do the first couple of weeks of student teaching (you cannot do it much earlier than that because students tend to switch around a lot at the semester break).

Write a bullet-point outline of the commentaries immediately after teaching the lesson. Will need student work samples (get permission) with your feedback comments, grading, etc., proof

in the video clip or audio. Examples are your written suggestions on student work samples, part of the video clip where you are explaining feedback to a student. Make copies of every students’ assessments (minimum of 5), give the students back the copies, and keep the originals so that if you need to go back and make better feedback for the commentary, you can. You must have at least one example of a student with an IEP. Note to follow the maximum number of files you can upload.

Lesson plans, commentaries, etc. must be your own work. Plagiarism results in a failing score.During break before student teaching starts:

Decide when you will teach this lesson (rough estimate) maybe between weeks 6-8. DO NOT wait until the last week or two to record.

Complete lesson plan development and complete “Planning Commentary.” Completing the Planning Commentary now will help make sure you have everything you need in the lesson. Use the Evidence Chart in the edTPA Handbook and the Rubrics for Planning for Instruction to guide your Commentary and Task 1 to make sure you are including everything needed and meeting expectations.

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Tips for videos:

Review your Instruction Commentary and rubrics for Task 2 to understand requirements and expectations, especially what is expected on the recording.

VERY FIRST THING: get permission from the administration and students to record. Each school may have a different procedure for granting permission and documentation. If a student does not get the permission slip signed, email it to the parents. If that still does not work, sit students behind the camera, but still require them to participate.

Record multiple lessons for the entire class periods if possible, but for a minimum of 15 minutes. This gives you multiple options to choose 10-minute segments to submit.

It is best to have a moveable camera that follows you or have your cooperating teacher move with you so you/students can be heard and seen the entire time. iPhone videos are okay, but it can be really hard to hear the students.

Be loud so you are recorded - both when you are giving whole class instruction and when you are working one on one with a student (even though normally you would be quieter when you are one on one).

Make sure the students are loud, involved, and ask lots of questions. REVIEW the recording immediately. Watch the video that night and if it is good, write a transcript

of everything that is said (yes, it is tedious) because students tend to mumble and you do not want the grader to have to strain to hear them. Also, you will forget what they said and if you cannot hear it, then you are out of luck. If it is not good, then reteach the same lesson the next day. The students might complain, but hopefully your learning segment is engaging enough that they will not mind and the graders do not know it is your second take. You cannot edit out parts of the recording – although you can choose which segment you select.

The 2 videos can be from the same day or different days, but do not do the same thing the whole video (for example, start with a group discussion, then lecture) and make sure the video is not just of student work time.

2 10 minute videos should show:o Inquiry-based learningo Students expressing a variety of ideaso Students respecting you and each other *have students answer each other’s questions*o Students are engagedo Teaching content, skills, and problem-solvingo Video 1: Teacher giving classroom instructiono Video 2: Teacher working closely with a student or group of students (experiential learning,

lab, etc.) Connection to prior learning (in this class, intro to ag, or biology) and personal experiences (specific

student’s SAE, summer jobs, local industry) *Don’t make the connection, but ask students to connect it*

o Ask the students a million questions and give them the opportunity to ask questions. Do not just give them the answer, but also ask follow up questions.

o Use a metaphor or some other symbol to generalize your lesson to other Ag topics.o Use a graphic organizer to compare and contrast something.

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Tips for commentaries:

Complete Instruction Commentary IMMEDIATELY after teaching the lesson while still fresh in your memory. You may need to include captions for inaudible parts on the video files submitted or additional Word documents.

o Include any supplemental materials – pictures of PowerPoint/Board, documentation of student objectives if displayed, etc.

Complete Assessment Commentary template. Pick one assessment from the entire lesson. Example, end of unit exam. Evaluation Criteria: How will you evaluate the students? Grade range, point values, comparing post-test to pre-test scores, etc.

Do whatever it take to make it easy to grade! Make it impossible for the edTPA grader not to see that you deserve a 5!

o Color code each part of the question (or rubric because sometimes not all parts are in the question)

o Bold the parts of your responses that bring you up to the next level in the rubric (hopefully a 5)

o It can be repetitive, do not be afraid to say, “See question 2c for more details on…”o Answer every question in at least 4 sentences. Feel free to break it up into several short

paragraphs- nobody wants to read an essay. Follow the rubrics to a T Be an over achiever! Explain everything very thoroughly. Never leave them guessing at what you

meant. Always try for a 5 so that if the grader is harsh, you will still get a good score. If you shoot for a 3

and the grader is harsh, you are out of luck.Tips for submission:

Compress your videos using Handbrake. Save all commentaries and documents as PDF so there are not any formatting issues for the graders. Name every file with a lot of detail so there is no confusion, for example “Assessment Task 3 A

Student Work Sample 1”

Advice provided by Elizabeth Brown, Spring 2018; Danielle Marks, Spring 2018; Marissa Modglin, Spring 2017.

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MIDTERM (Completed at 2nd University Supervisor Visit)VARI-EPP Candidate Preservice Assessment of Student Form (CPAST + Purdue + AgEd) – Consensus SheetTeacher Candidate: ________________ Mentor teacher: _____________ University supervisor: Date: _________________________Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsConsensus Score must be whole numbers.

PedagogyDomain Candidate

ScoreMentor Score

Supervisor Score

Consensus Score

Planning for Instruction and AssessmentA. Focus for Learning: Standards and Objectives/TargetsB. Materials and ResourcesC. Assessment of P–12 learningD. Differentiated MethodsInstructional DeliveryE. Learning Target and DirectionsF. Critical ThinkingG. Checking for Understanding and Adjusting Instruction through Formative AssessmentH. Digital Tools and ResourcesI. Safe and Respectful Learning EnvironmentAssessmentJ. Data-Guided InstructionK. Feedback to LearnersL. Assessment TechniquesAnalysis of TeachingM. Connections to Research and Theory

Professional Dispositions FormProfessional Commitment & BehaviorsN. Participates in Professional Development (PD)O. Demonstrates Effective Communication with Parents or Legal GuardiansP. Demonstrates PunctualityQ. Meets Deadlines and ObligationsR. PreparationProfessional RelationshipsS. CollaborationT. Advocacy to Meet the Needs of Learners or for the Teaching ProfessionCritical Thinking and Reflective PracticeU. Responds Positively to Feedback and Constructive CriticismGoals to Teacher Candidate’s continued growth:

1.2.

Add additional sheets for additional goals as needed. Alignment of Goals to standards of the teaching profession (as applicable):

1.2.

Add additional sheets for additional goals as needed.

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Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsIf Teacher Candidate did not teach a content area, score as NA for Not applicable.

PedagogyDomain Candidate

ScoreMentor Score

Supervisor Score

Consensus Score

Purdue Additional ItemsPD 1. Legal and Ethical ConductPD 2. Commitment to Student SafetyPD 3. Overall Assessment of Candidate DispositionsELL 1. English Language DevelopmentELL 2. Sheltered Content Area InstructionELL 3. Language and Content Area Assessment

ContentDomain Candidate

ScoreMentor Score

Supervisor Score

Consensus Score

Teacher Candidate’s Ability In:AGED 1. Supervising SAE programsAGED 2. Supervising FFA activitiesAGED 3. Coaching LDE/CDE students and/or teams

Teacher Candidate’s Content Knowledge Understanding In:AGED 4. Advanced Life Science: AnimalsAGED 5. Advanced Life Science: FoodsAGED 6. Advanced Life Science: Plants and SoilsAGED 7. Animal ScienceAGED 8. Food ScienceAGED 9. Horticulture Science/Greenhouse ManagementAGED 10. Plant and Soil ScienceAGED 11. Forestry/Natural Resources/Environmental ScienceAGED 12. Agricultural Power, Structures, TechnologyAGED 13. Farm and Agribusiness ManagementAGED 14. Landscape ManagementAGED 15. Sustainable Energy SystemsAGED 16. Introduction to Agriculture, Food, and Nat. Res.AGED 17. Middle School Agriculture

Make 3 copies: original to teacher candidate, copy to cooperating teacher, copy for university supervisor.Teacher candidate is responsible to scan and send to Dr. Talbert (btalbert@purdue.edu) within 1 week of Consensus meeting.

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FINAL (Completed at 3rd University Supervisor Visit)VARI-EPP Candidate Preservice Assessment of Student Form (CPAST + Purdue + AgEd) – Consensus SheetTeacher Candidate: ________________ Mentor teacher: _____________ University supervisor: Date: _________________________Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsConsensus Score must be whole numbers.

PedagogyDomain Candidate

ScoreMentor Score

Supervisor Score

Consensus Score

Planning for Instruction and AssessmentA. Focus for Learning: Standards and Objectives/TargetsB. Materials and ResourcesC. Assessment of P–12 learningD. Differentiated MethodsInstructional DeliveryE. Learning Target and DirectionsF. Critical ThinkingG. Checking for Understanding and Adjusting Instruction through Formative AssessmentH. Digital Tools and ResourcesI. Safe and Respectful Learning EnvironmentAssessmentJ. Data-Guided InstructionK. Feedback to LearnersL. Assessment TechniquesAnalysis of TeachingM. Connections to Research and TheoryProfessional Dispositions FormProfessional Commitment & BehaviorsN. Participates in Professional Development (PD)O. Demonstrates Effective Communication with Parents or Legal GuardiansP. Demonstrates PunctualityQ. Meets Deadlines and ObligationsR. PreparationProfessional RelationshipsS. CollaborationT. Advocacy to Meet the Needs of Learners or for the Teaching ProfessionCritical Thinking and Reflective PracticeU. Responds Positively to Feedback and Constructive CriticismGoals to Teacher Candidate’s continued growth:

3.4.

Add additional sheets for additional goals as needed. Alignment of Goals to standards of the teaching profession (as applicable):

3.4.

Add additional sheets for additional goals as needed.

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Score based on: (0) Does not meet expectations, (1) Emerging, (2) Meets expectations, (3) Exceeds expectationsIf Teacher Candidate did not teach a content area, score as NA for Not applicable.

PedagogyDomain Candidate

ScoreMentor Score

Supervisor Score

Consensus Score

Purdue Additional ItemsPD 1. Legal and Ethical ConductPD 2. Commitment to Student SafetyPD 3. Overall Assessment of Candidate DispositionsELL 1. English Language DevelopmentELL 2. Sheltered Content Area InstructionELL 3. Language and Content Area Assessment

ContentDomain Candidate

ScoreMentor Score

Supervisor Score

Consensus Score

Teacher Candidate’s Ability In:AGED 1. Supervising SAE programsAGED 2. Supervising FFA activitiesAGED 3. Coaching LDE/CDE students and/or teams

Teacher Candidate’s Content Knowledge Understanding In:AGED 4. Advanced Life Science: AnimalsAGED 5. Advanced Life Science: FoodsAGED 6. Advanced Life Science: Plants and SoilsAGED 7. Animal ScienceAGED 8. Food ScienceAGED 9. Horticulture Science/Greenhouse ManagementAGED 10. Plant and Soil ScienceAGED 11. Forestry/Natural Resources/Environmental ScienceAGED 12. Agricultural Power, Structures, TechnologyAGED 13. Farm and Agribusiness ManagementAGED 14. Landscape ManagementAGED 15. Sustainable Energy SystemsAGED 16. Introduction to Agriculture, Food, and Nat. Res.AGED 17. Middle School Agriculture

Based on my observations of _________________________________________as cooperating teacher,

Teacher Candidate

I recommend a grade of ________ be given for EDCI 49800 Supervised Teaching of Agricultural Education.

_______________________________________________________________Cooperating Teacher______________________________Date

Make 3 copies: original to teacher candidate, copy to cooperating teacher, copy for university supervisor.Teacher candidate is responsible to scan and send to Dr. Talbert (btalbert@purdue.edu) within 1 week of Consensus meeting.

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