Table of Contents
2015-2016 Placement and Student Teaching Info
Checklists
Student Teaching Calendar and Checklist
State Convention Submission Checklist
Portfolio Components Checklist
Notebook of Student Teaching Lesson Plans
Licensure Checklist
Program Expectations and Context
Professionalism Statement
Structure of the Student Teaching Experience
Responsibilities of the Student Teacher
Responsibilities of the Cooperating Teacher
Responsibilities of the University Supervisor
Site Observation Expectations
Evaluating and Grading Teaching Performance
Image of “Effective Teaching”
Principles of Teaching and Learning
Teaching Performance Review
Agricultural Education Pre-Service Teaching Performance Review
Weekly Formative Assessment Of Student Teachers
A Powerful Student Teaching cohort…
Conceptual Framework of Ag Ed Program
The Ethical Educator & Professional Practices
Resources for Mandatory Reporters
Masters and Grad School Requirements
Agricultural Education Masters of Science in Teaching Course Plan
Overview of the Teacher Licensure Program in Agricultural Education
Grading The Student Teaching Experience
Plan of Study Template
Grad School Information on Scheduling Oral Exam
Final Evaluation Procedures For Portfolio and Oral Examination
Documentation of Experience
Oregon State University – Agricultural Education Lesson Plan Template
Guidelines for Context Statement
Taskstream
Student Teaching Experience Manual
Blogging Your Weekly Journals
Weekly Student Teaching Journal
Verification of Occupational Experience in Agriculture- Summary Sheet
Verification of Occupational Experience in Agriculture
edTPA Learning Segment Overview
Formal Observation/Three-Way Conference Data Form
TSPC Student Teaching Summary Report* 2015-2016
1
Checklists
Student Teaching Calendar and Checklist
2015-2016
January 2015 / Complete ORELA EAS and copy of passing scoresComplete ORELA Civil Rights Exam and copy of passing scores
Complete Ag content PRAXIS (5701) and copy of passing scores
February 2015 / Apply to program and interview with Department of Ag Ed and Ag Sciences
April 2015 / Visit and interview student teaching sites
June 2015 / Placements finalized
Must have cleared fingerprints before fall experience can begin
Fall Experience (Aug – Sept) / Attend State Fair Induction Meeting Thursday at 1pm
Judge Herdsmanship
Help at State Livestock Judging Monday morning
Join Taskstream (CODE: Agriculture15-16)
Start school when your site begins
Subscribe to the OVATA listserv to begin receiving teacher emails (
Join NAAE and secure professional liability insurance submit $10 and the form found at
Student Teaching Experience Manual (complete Fall section)
Formative evaluations from your cooperating teacher in Taskstream (GOAL: every other week)
Write Context Statement (due September 30)
Submit your timelog in Taskstream by Sunday night
Complete and email weekly Student Teaching blogs by Sunday night
Complete Verification of Occupational Experience in Agriculture forms
Develop teaching load for Winter term
Discuss edTPA overview forms with cooperating teacher
Secure materials to aid in winter term lesson planning
Register for OSU fall classes
September 2015 / September 28 - Back to campus for fall coursework
Submit materials for AED 510:
Weekly blogs
Completed Student Teaching Experience Manual (Fall section)
edTPA overview form
Verification of Occupational Experience in Taskstream
1 Formative observation by CT and OSU formal observations in Taskstream
Context Statement
October 2015 / Attend OVATA fall Inservice (If necessary, OSU will provide hotel rooms)
Be assigned an advisor
File an MS plan of study with graduate school by the end of the term; Form can be found here:
November 2015 / Teach in a multicultural setting (this will be arranged for you)
December 2015 / Complete fall coursework with a B- or better
Register for winter term coursework according to plan
January 2016 / Begin winter student teaching when cooperating school begins classes
Keep an updated calendar
Organize and keep all lesson plans
Take pictures for your portfolio and master’s oral exam – be sure you are in the pictures and try to get the picture to “tell the story.”
Work with university supervisors to schedule observation visits
Submit your timelog in Taskstream by Sunday night
Complete and email weekly Student Teaching blogs by Sunday night
Work on completing items in Student Teaching Experience Manual winter section
Return for Student teaching seminars (AED 556)
February 2016 / Return for Student teaching seminars (AED 556)
Attend Early Career Teacher Workshop at Oregon State University
Keep an updated calendar
Take pictures for your portfolio and master’s oral exam – be sure you are in the pictures and try to get the picture to “tell the story.”
Organize and keep all lesson plans
Submit your timelog in Taskstream by Sunday night
Complete and email weekly Student Teaching blogs by Sunday night
Continue completing items in Student Teaching Experience Manual
Work with university supervisors to schedule observation visits
February 22-26 / edTPA Week
March 2016 / Finalize all items in the Student Teaching Experience Manual
Formative evaluations from your cooperating teacher in Taskstream (Goal: one observation every other week)
Final Evaluation by your cooperating teacher and TSPC Summary report are due
Organize and keep all lesson plans
Submit your timelog in Taskstream by Sunday night
Complete and email weekly Student Teaching blogs by Sunday night
Letters of recommendation – Ask your cooperating teacher and principal (if applicable) if they will write you a positive letter of recommendation.
Evaluation – As a bonus for your portfolio, you may want to have your students evaluate you as a student teacher.
Recognize and show appreciation (thank you notes, etc.) to your cooperating teacher, administrators, secretaries, alumni, etc.
Collect evidence to strengthen and individualize your portfolio: pictures, certificates, student work, thank you letters from parents…etc.
Cooperating teacher completes the Student Teaching Summary Report in Taskstream
Cooperating teacher completes and reviews student teachers final assessment – Final Student Teaching Performance Report (will be sent via email)
Select your graduate committee
Enroll for spring term classes according to YOUR specific plan of study
Enjoy and savor the experience and last days at your school (after you finish all of the above)
Attend 2016 State FFA Convention with your student teaching site and submit all items to either Taskstream or hardcopy Friday by 7pm (to the advisor hospitality room)
April 2016 / Submit edTPA by College of Education deadline (anticipated April 15)
Return to campus for spring coursework
Prepare portfolio (see Portfolio Components Checklist)
Prepare teaching presentation for oral defense
Schedule oral defense (see ‘Procedure for Oral Defense in Agricultural Education’)
Defend by the graduate school deadline if participating in spring commencement
June 2016 / Graduate!
July 2016 / Complete licensure paperwork in Taskstream) and become a licensed Oregon Agriculture Teacher
State Convention Submission Checklist
Notebook of all non-edTPA lesson plans from student teaching
Student Teaching Experience Manual – Winter (submit the paper checklist from pages 73-77 with either dates added or signatures from the cooperating teacher that you did not have an opportunity to complete and signatures at the end.
All teaching evaluations:
Bi-Weekly Formative Evaluations from your Cooperating Teacher – these are all done in Taskstream so be sure to ask for these if you do not have them yet.
Formal Observations – These are your observations from OSU. You should have 1 through 5 completed and have uploaded convention learning outcomes to a lesson plan under Formal Observation 6 for us to use during State FFA Convention.
Three-Way Conference Dataform in Taskstream (Just like the first 3-way back in January, student teachers will complete your self-evaluation and send it to thecooperating teacher who will complete their 3-way. Please do this early enough to not leave them in pinch.You must average a 2 on all sections to be eligible for a teaching license.)
TSPC Student Teaching Summary Report (this is in Taskstream, but the way this is set up, student teachers have no responsibility here.)
Final Student Teaching Performance Report Agricultural Education – (This process will occur outside Taskstream: It will be emailed to cooperating teacher, completed by cooperating teacher and submitted via email to Dr. Lambert)
Reflection on your overall student teaching experience (3-5 pages)
Completed weekly timelogs and blog entries for every week of the experience (your last blog WILL be due Tuesday night March 22 by 9pm and should include State FFA Convention)
1
Portfolio Components Checklist
Specific Content of the Portfolio:This discussion describes the completed portfolio. You may not be able to complete all items prior to your oral examination because defenses must occur prior to the end of spring term. The completed portfolio will be evaluated as a portion of your grade in AED 558. All items should be included in the final portfolio submission.
Title page that minimally includes your name, your major professor’s name, the date of your oral exam, the statement, “Portfolio completed in partial fulfillment of the requirements for the MS Degree in Agricultural Education and the Professional Teacher Education Program at Oregon State University.”
Introduction/overview explaining the contents and organization of the portfolio (not just the written portion).
Table of Contents using page numbers or tabs
Professional Resume (completed in AED 558)
Strategy for Local Program Success (completed in AED 552)
Teaching philosophy (completed in AED 553)
Diversity Statement
Classroom Management Plan (completed in AED 554)
Aligning the Oregon Diploma with Agricultural Education (completed in AED 557)
Syllabus with a course calendar (completed in AED 557)
Sample lesson plans (minimum of 3) showing a breadth of experience in content areas
Lesson plan showing adaptations for students with special needs
Assessment rubric (completed in AED 557)
Evidence of student feedback on your student teaching experience
Optional: Observation from administrator at student teaching site
Evidence of attendance at professional development (PDU Certificates)
3-5 page reflection on student teaching experience
Notebook of Student Teaching Lesson Plans
- You are expected to keep lesson plans from all classes you teach during your winter student teaching experience
- Lessons DO NOT necessarily have to be in a specific format, but, at minimum, must include:
- Objectives of the lesson
- Content Students received (ppt., worksheets, etc.)
- Your methods of delivering content (what did you do?)
Licensure Checklist
In order to get a license, you must turn in the following documents to Agricultural Education at 108 Strand Agriculture Hall and/or Taskstream:
Verification of Occupational Experience in Agriculture (1,040 hours) – both the summary worksheet and the signed employer sheets
Official ORELA Essential Academic Skills test scores (or equivalent Praxis Core, WEST-B, CBEST)
Official 5701 PRAXIS Agriculture test scores
Official ORELA Civil Rights test scores
edTPA portfolio
Student Teaching Summary Report
Official transcript copies of all college coursework (including community colleges, junior colleges, and all 4-Year institutions, but NOT including OSU) – these were submitted when you applied to the cohort
Licensure Recommendation Request form – Initial I Teacher from COE (Taskstream
$100.00 check for College of Education
$100 check to TSPC – more information will be given in class
1
Program Expectations and Context
Professionalism Statement
Professional educators ground their behavior and attitude in the strong reliance of specific values and moral character necessary to be considered model contributors to society. Examples of values and moral behavior expected in the teaching profession include respect, trust, honesty, humility, and strong work ethic. In addition to the knowledge you possess and the talents you apply, you will be judged on your growth as a professional. Professional characteristics on which you will be evaluated include punctuality, attendance, cooperation, and participation. Because this course is designed to develop you as a professional teacher, correct values and moral character will be stressed. Therefore, attendance and participation is crucial to your success and that of your classmates. If you are ill or an emergency occurs, contact the instructor prior to the scheduled class time; otherwise, your attendance and participation are firm expectations.
Toward this effort, the following professional expectations exist:
Come to class every day. Unexcused absences will lower your grade. Pre-arranged absences will only be excused if the instructor deems the reason to be valid.
Arrive to class on time and prepared. As prospective professionals you are expected to be punctual and prepared to contribute.
Participate in the class by contributing to discussions and other interactive activities.
Refrain from using any form of tobacco in the classroom.
Remove your hat upon entering the classroom.
Professional dress is required for presenters during laboratory exercises (unless indicated differently). For males, this is interpreted to mean a tie, button-up dress shirt and dress trousers (no denim/jeans). For females, this is interpreted to mean a blouse and skirt or dress trousers (no denim/jeans), or a dress.
Proofread all written material and keep in mind the long term impact of written and verbal communications. Seek others to proofread materials prior to presentation for subject clarity and absence of errors. Not only will this help your current writing, but it also better prepares you to ask for and take feedback as a professional.
Positive leadership and interpersonal relationships are encouraged. Disrespect toward your instructors, fellow students, or resource people will not be tolerated.
At times, the instructors will evaluate professionalism subjectively.
Student teaching is a cooperative effort between a specific school system and the university, with the school providing the realistic situations for student teachers to apply and synthesize theory and practice. Student teaching is the culminating field experience in the teacher preparation program. The cooperating teacher is the key person in the experience who guides and evaluates the student teacher’s activities on a daily basis. The aim of student teaching is to have the student teacher develop his/her unique style of teaching and to begin to master appropriate teaching skills and behaviors. Developing the necessary professional teaching attitudes and competencies is an important component of the student teaching experience.
“Supervising a student teacher is an immense responsibility. Quite possibly the influence you have on the student teacher will help shape the teaching behavior for much of their professional career. It is imperative that when you accept the responsibility to sponsor a student teacher, you also accept the responsibility to carry forth on professional supervision and the modeling of teaching behavior and program management that is inherent in establishing high standards in the Agricultural Education profession.”
The university supervisor is involved in defining and communicating the purposes and expectations to be fulfilled by the student teacher and the cooperating teacher. An important role for the university supervisor is to assist in keeping channels of communication open between the cooperatingteacher and the student teacher. The student teacher will be evaluated throughout the process by both the cooperating teacher and the university supervisor, using conferences focused on observation and data collection.
Structure of the Student Teaching Experience
The student teacher will be assigned to the Cooperating Teacher for approximately 5 weeks pre-fall to give exposure to informal teaching (state / county fair and FFA leadership camp), program management and the more formal aspects of starting out the school year. During this pre-fall experience, there will be two formal evaluations of the student teacher by an Oregon State University supervisor. The Student Teacher’s responsibilities are to gain experience with: Supervised Agricultural Experience (SAE) and FFA Programs; pick up 1-2 classes, spend time with the Cooperating Teacher, learning the duties and responsibilities of an Agricultural Science and Technology (AST) instructor in Oregon. They will also complete the ‘Fall’ portion of the Student Teaching Experience Manual. It is important to remember that the Student Teacher has not had a course in Methods of Teaching prior to the fall experience.
Fall term the student teacher will be on the OSU campus taking professional coursework. In January, the student teacher will return to the field to continue their Professional Student Teaching. This period is 12 weeks in length. The Student Teacher will be expected to attend the State FFA Convention in March and act as the Assistant Advisor and chaperone for the local FFA Chapter.
The Student Teacher is expected to build up to a full load and maintain a full load for a minimum of 75 class periods and work back down to a partial load. The student teacher should teach a minimum of 100 class periods under partial load. Teachers Standards and Practices Commission (TSPC) requires the student teacher have full responsibility for three classes for a nine-week period. This brings a total of 175 class periods for the Winter Experience. Block scheduling (90 minute periods) may count 2 for 1.
Aug 24 / Aug 31 / Sep 7 / Sep 14 / Sep 21 / Jan 4 / Jan 11 / Jan 18 / Jan 25 / Feb 1 / Feb 8 / Feb 15 / Feb 22 / Feb 29 / Mar 7 / Mar 14 / Mar 20Week / 1 / 2 / 3 / 4 / 5 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12
FULL LOAD / 5-6 / X / X / X / X / Finalize all materials / State FFA Conv (submit all paperwork)
4- / X
3- / X
2- / X / X / X / X
1- / X / X / X / X
NO LOAD / 0- / X In-Service/Observation State Fair / Ed TPA Week
During this teaching time for the Student Teacher, an example topic outline and appropriate curriculum development resources should be made available to carry out the teaching process. Program management techniques and methods of teaching are the primary focus of the student teaching experience. There will be a minimum of four formal evaluations during the Winter/Spring term by an OSU supervisor. The Student Teacher will also be expected to gain exposure and experience with FFA, SAE, Professional Development, the Total Ag Program, andStudents with Special Needs. Three to 5 lessons in a connected learning segment will be developed by the Student Teacher for submission to edTPA as part of the certification process. There is a handbook which guides the student teacher through the edTPA process. All student teachers will teach their edTPA learning segment during “edTPA week” (see previous schedule).