candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. In March/April at the end of the candidate’s first year of teaching Items 7, 8, 9, 16, 17 & 20 5 Instructional Practices - Effectiveness CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2, 3, & 5 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 6.1, 6.2 Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL. In March/April at the end of the candidate’s first year of teaching Item 10 6 Professional Responsibility
2014 - 2015 2 I am confident in my level of subject matter knowledge. Agriculture Education (AGED) 0 0.00% 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 2 I am confident in my subject matter knowledge. AGED 0 0.00% 0 0.00% 1 33.33% 2 66.67% 0 0.00% 3 Narrative: Content proficiency of pre-service teachers within agricultural education continues to be strong as viewed by both candidates and cooperating teachers. The 36-hour agricultural sciences and natural resources requirement is under continual review for most efficacious course work to address preparation in research and applied science, policy, management, production, natural resources, mechanized systems, and food systems. Most recently, collaborative planning between ALEC and SCC-Lincoln has enhanced the quality of mechanized systems course work delivery through refinement of welding instruction from the vantage of teacher preparation as well as addition of a comprehensive building construction course for the spring 2017 semester. 2016 2015-
Responses From First Year Administrator Survey: Items Related to Student Development, Learning Differences, and Learning Environments: Student Development (Standards 1.1, 1.2, and 1.3); Learning Differences (Standards 2.1 and 2.2); Learning Environments (Standards 3.1 and 3.2). Table 11 Standards 1.1, 1.2, and 1.3: Student Development Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 1.1 The teacher understands how students grow and develop. 2014-2015 Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 1.2 The teacher recognizes that patterns of learning and development vary individually within and across 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1
the cognitive, linguistic, social, emotional, and physical areas. Biology, Agriculture Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 1.3 The teacher implements developmentally appropriate and challenging learning experiences. 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1
Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on the Learning Environment (Item 6—Table 18A). Table 18A Item 6: Learning Environment 2014-2015 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient Grand Total 2014- 2015 6 Learning Environment. Demonstrates capacity to create classroom communities that invite students’ engagement and learning, encourages positive social interaction and self-motivation. AGED 1 25% 3 75% 4 AGED 1 14.3% 6 85.7 7
Table 20 Standard 8.1, 8.2, and 8.3: Instructional Strategies Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 8.1 The teacher understands a variety of instructional strategies. 2014-2015 Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 8.2 The teacher uses a variety of instructional strategies to encourage students to develop deep understanding 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1
of content areas and their connection and to build skills to apply knowledge in meaningful ways. Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 8.3 The teacher utilizes available technology for instruction and assessment. 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Responses From First Year Candidate Survey: Items Related to Creating Effective Instructional Plans (Item 7), Working Effectively as Part of an Instructional Planning Team (Item 8), Classroom Management (Item 9), Instruction Requires Problem Solving or Critical Thinking Skills (Item 16), Instruction is Adapted to the Needs of Learners with Special Needs (Item 17), and Use of Multiple Methods to Teach (Item 20).
Table 23 Item 9: Manages Classroom Management Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 9 I apply effective methods to manage the classroom environment. Agriculture Education (AGED) 0 0.00% 0 0.00% 1 100.00% 0 0.00% 0 0.00% 1 9 I apply effective methods to manage the classroom environment AGED 0 0.00% 1 33.33% 1 33.33% 1 33.33% 0 0.00% 3 Table 24 Item 16: Instruction Requires Student Problem Solving and/or Critical Thinking Skills Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 16 My instruction requires student problem solving and/or critical thinking skills. Agriculture Education (AGED) 0 0.00% 0 0.00% 1 100.00% 0 0.00% 0 0.00% 1 16 My instruction requires student problem solving and/or critical thinking skills AGED 0 0.00% 0 0.00% 0 0.00% 3 100.00% 0 0.00% 3
Table 25 Item 17: Adapt Instruction to Meet Needs of Learners With Special Needs Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 17 I adapt my instruction to the needs of learners with special needs. Agriculture Education (AGED) 0 0.00% 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 17 I adapt my instruction to the needs of learners with special needs. AGED 0 0.00% 1 33.33% 1 33.33% 1 33.33% 0 0.00% 3 Table 26 Item 20: Use Multiple Methods to Teach Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 20 I use multiple methods to teach. Agriculture Education (AGED) 0 0.00% 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 20 I use multiple methods to teach AGED 0 0.00% 0 0.00% 0 0.00% 3 100.00% 0 0.00% 3
candidate’s and student’s decision making. Responses From First Year Candidate Survey: Items Related to Assessment: Create Effective Assessments to Measure Learning (Item 10). Table 31 Standard 10: Creates Effective Assessments to Measure Learning Year # Item Endorsement Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Grand Total 2014 - 2015 10 I create effective assessments to measure learning. Agriculture Education (AGED) 0 0.00% 0 0.00% 1 100.00% 0 0.00% 0 0.00% 1 10 I create effective assessments to measure learning AGED 0 0.00% 0 0.00% 1 33.33% 2 66.67% 0 0.00% 3 Special Education 0 0.00% 0 0.00% 2 9.09% 15 68.18% 5 22.73% 22
Responses From First Year Administrator Survey: Items Related to Professional Learning and Ethical Practice (Standards 9.1, 9.2, 9.3, and 9.4) and Leadership and Collaboration (Standards 10.1 and 10.2) Table 34 Standards 9.1, 9.2, 9.3, and 9.4: Professional Learning and Ethical Practice Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total 9.1 The teacher engages in ongoing professional learning. 2014-2015 Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 9.2 The teacher models ethical professional practice. 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1
Technical Science Ed, Mathematics, Mathematics, Agriculture 9.3 The teacher uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student. 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Total 1 0.67% 5 3.33% 62 41.33% 82 54.67% 150 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 9.4 The teacher models professional dispositions for teaching. 2014-2015 Rare Occasional Frequent Consistent Total Agriculture 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 2015-2016 Rare Occasional Frequent Consistent Total Coop Ed Div Occ, Agriculture 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Coop Ed Div Occ, Biology, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1 Skilled & Technical Science Ed, Skilled & Technical Science Ed, Mathematics, Mathematics, Agriculture 0 0.00% 0 0.00% 0 0.00% 1 100.00% 1