Spreadsheet: 3db55337-8cb0-412a-8089-15221b59d69b
Sheet: Agri

 | Candidate Learning Outcome Data - Agriculture
 | Purpose - This spreadsheet contains data on teacher candidates Field Experience Evaluation | n=0 | n=2 | n=2 | n=2
 | Form completed by University Supervisor / Cooperating Teacher | Fall 2013 | Sp 2013 | Fall 2013 | Sp 2014
 |  | FEE III | FEE III | FEE III | FEE III
 | Domain 1: Planning and Preparation
 | Component 1.1: Setting Instructional Outcomes ([NAME], 1c)
1.1.1 | Outcomes are interdisciplinary and represent high expectations and rigor. |  | 3.8 | 3.6 | 4
1.2.1 | Outcomes are clear, measurable, sequenced/scaffolded as appropriate, and written in terms of what students will learn rather than do. |  | 3.7 | 3.5 | 4
1.3.1 | Outcomes reflect different types of learning for coordination and integration |  | 3.3 | 3.6 | 4
1.4.1 | Outcomes are based on a compreshensive assessment of student learning and take into account indvidual's needs |  | 3.7 | 3.6 | 4
 | Mean |  | 3.6 | 3.6 | 4
 | Domain 2: The Classroom Environment
 | Component 2.1: Managing Classroom Procedures ([NAME], 2c)
2.1.1 | Students take the initiative to collaborate with classmates and use instructional time productively. |  | 3.8 | 3.7 | 4
2.1.2 | Transitions are seamless, with students assuming responsibility to ensure their efficient operation |  | 3.7 | 3.6 | 4
2.1.3 | Routines for handling materials and supplies are seamless |  | 3.5 | 3.5 | 4
2.1.4 | Systems for performing non-instructional duties are well established |  | 3.8 | 3.6 | 4
 | Mean |  |  |  | 4
 | Domain 2: Managing Student Behavior
 | Component 2.2: Managing Student Behavior ([NAME], 2c)
2.2.1 | Standards of conduct are clear to all students and are developed with student participation |  | 3.5 | 3.5 | 4
2.2.2 | Monitoring student bevavior is subtle and preventive. Students monitor their own behavior |  | 3.4 | 3.6 | 4
2.2.3 | Teacher response to misbehavior is effective and sensative to students needs |  | 3.5 | 3.5 | 4
 | Mean |  | 3.5 | 3.5 | 4
 | Domain 3: Instruction
 | Component 3.1: Using Questioning and Discussion Techniques ([NAME], 3b)
3.1.1 | Students initiate and pose higher-order thinking questions. |  | 3.7 | 3.6 | 4
3.1.2 | Student interactions extend and enrich the discussion with little to no teacher intervention. |  | 3.8 | 3.5 | 4
3.1.3 | Students invite and respond to comments from peers during discussion. |  | 3.6 | 3.7 | 4
 | Mean |  |  |  | 4
 | Component 3.2: Engaging Students in Learning ([NAME], 3c)
3.2.1 | All students are engaged intellectually in the lesson. |  | 3.4 | 3.5 | 4
3.2.2 | Students take initiative to modify a learning task to make it more meaningful or relevant to their needs |  | 3.5 | 3.6 | 4
3.2.3 | Instruction materials are suitable and students initiate the choice and adaptation of the materials |  | 3.7 | 3.6 | 4
3.2.4 | [NAME]'s stucture is highly coherent, allowing for reflection and closure |  | 3.8 | 3.5 | 4
 | Mean |  |  | 3.6 | 4
 | Component 3.3: Using Assessment in Instruction ([NAME], 3d)
3.3.1 | Evidence exists that students contributed to establishing evaluation criteria. |  | 3.6 | 3.6 | 4
3.3.2 | Teacher's actively and systematically elicits diagnostic information from individual students |  | 3.5 | 3.5 | 4
3.3.3 | Teacher's feedback to students is timely and consistently high quality |  | 3.6 | 3.6 | 4
3.3.4 | Students monitor the quality of their own work against assessment criteria |  | 3.7 | 3.7 | 4
 | Mean |  |  |  | 4
 | Domain 4: Professionalism
 | Component 4.1: Modeling Professional KSD (partially from [NAME], 4)
4.1.1 | Teacher's system for maintaining assignments is effective and preseted on time |  | 3.8 | 3.7 | 4
4.1.2 | Teacher seeks feedback and maintains an open mind. Accepts responsibility for actions and maintains a positive attitude |  | 3.8 | 3.6 | 4
4.1.3 | Teacher is honest and shows high integrity |  | 3.7 | 3.5 | 4
 | Mean |  | 3.8 |  | 4
 | Content
1 | The student will evaluate the use of the scientific method to supply the world with needed agricultural products. |  | 4 | 4 | 4
2 | The student will determine the importance of wildlife populations and environmental conditions in our natural habitats. |  | 4 | 4 | 4
3 | The student will explain the functions of cell structure, genetic activity and reproductive organs of animals and diagram their components. |  | 4 | 4 | 4
4 | The student will examine the functions and chemical reactions that allow digestion to occur in animals. |  | 4 | 4 | 4
5 | The student will evaluate plants by use, purpose and position within the scientific classification system. |  | 4 | 4 | 4
6 | The student will analyze cell structure, genetics and reproduction of plants. |  | 4 | 4 | 4
7 | The student will evaluate different methods by which electrical energy can be produced and used. |  | 4 | 4 | 4
8 | The student will integrate academic competencies into agriscience. |  | 4 | 4 | 4
9 | The student will develop premier leadership and personal growth needed in the area of agriscience. |  | 4 | 4 | 4
 | Mean |  | 4 | 4 | 4