Course Description
Full-time supervised student teaching experience in an existing agricultural education program.
Athena Title
Student Teaching in Ag Ed
Equivalent Courses
Not open to students with credit in AGED 5460
Non-Traditional Format
This is a 40-hour-a-week internship where students are student teaching in cooperating schools.
Prerequisite
(AGED 4340/6340 or AGED 4340E/6340E) and (AGED 4350/6350 or AGED 4350E/6350E) and AGED 4360/6360
Semester Course Offered
Offered spring
Grading System
A - F (Traditional)
Course Objectives
1. Content Knowledge Aligned with Appropriate Instruction a. Content knowledge and academic language. The emerging teacher candidate knows and can demonstrate breadth and depth of content knowledge and communicates the meaning of academic language. b. Student engagement in subject matter. The emerging teacher candidate chooses from multiple sources to engage student interest and activity in the content. 2. Student Learning, Growth, and Development a. Differentiated lesson design. The emerging teacher candidate designs and implements instruction that considers the needs of students. b. Persist in seeking approaches for students who need accommodations and/or modifications. 3. Curriculum Implementation a. Implementation of curriculum standards. The emerging teacher candidate makes informed decisions about instructional objectives aligned to district mapping and pacing guides. b. Lessons for diverse learners. The emerging teacher candidate implements lessons and activities aligned to the curriculum that recognizes the individual needs of diverse learners. c. Selects appropriate instructional goals suitable for students from diverse backgrounds. 4. Critical Thinking a. Student engagement in critical thinking. The emerging teacher candidate selects various types of instructional strategies and appropriate resources to achieve instructional goals and teach students critical thinking skills. 5. Positive Classroom Environment a. Classroom management techniques. The emerging teacher candidate demonstrates basic classroom management techniques and addresses misbehavior to avoid the disruption of instruction. b. Management of time, space, transitions, and activities. The emerging teacher candidate manages time, space, transitions, and activities in their classroom. c. Classroom, school, and community culture. The emerging teacher candidate builds awareness of the culture of the school and community in order to influence student relationships and build an effective classroom learning environment. Creates an environment in which the teacher’s interactions with students demonstrates care and respect of others. 6. Effective Communication a. Verbal, nonverbal communication. The emerging teacher candidate uses correct, effective verbal and nonverbal communication skills. 7. Student Assessment and Data Analysis a. Effective use of assessments. The practicum teacher has knowledge of the development, use, and analysis of formal and informal assessments. b. Assessment data to improve learning. The emerging teacher candidate demonstrates basic strategies for accessing, analyzing, and appropriately using information and assessment results to improve learning activities. Reflects in a thoughtful and accurate manner on lesson effectiveness. c. Communication of student progress and maintaining records. The emerging teacher candidate communicates general information about student progress knowledgeably, responsibly, and ethically based on appropriate indicators to students, families, and/or colleagues. Demonstrates ethical behavior. 8. Professionalism a. Self assessment and improvement. The emerging teacher candidate generally uses self assessment and problem-solving strategies to reflect on practice in order to influence students’ growth and learning. Develops positive expectations for learning and achievement. Seeks opportunities to enhance knowledge and pedagogical skills. Demonstrates the ability to use reflection to shape future teaching. Demonstrates ethical behavior. 9. Professional Collaboration a. Induction and collegial activities. The emerging teacher candidate engages in supporting the school’s vision, mission, values and goals, participates in curriculum and staff development, and works with their supervising teacher. Cooperating teacher and clinical supervisor work to improve and refine their practice and strengthen relationships in the school and community.
Topical Outline
This is individual-based, as each student will be placed in a different cooperating school. The student teaching experience will be a 15-week-long experience in an agricultural education program.
Syllabus