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Standard 1 Aspect E

Standard 1e: Evidence shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional educators appropriate to their target credential or degree, including: Creation and development of positive learning and work environments


Data Sources & Analysis

Data Source 1

Professional Competencies -- Organizing, Administering, and Maintaining a Department

Description of Data Source:
The observing and teaching agriculture classes competency requires candidates to obtain copies of course of study and teaching plans used by their mentor teacher during their first semester in their field placement (EHD 155A). They are to observe agriculture science and agricultural mechanics classes, observe class management methods including discipline, and take notes during observations and discuss with the mentor teacher. Candidates are also required to develop lesson plans for assigned classes and teach units of instruction as agreed upon with the mentor teacher.

Perspective Captured from Data Source:  Candidate and Mentor Teacher

Rationale for using Data Source:
The organizing, administering, and maintaining a department competency requires candidates to follow the organizational and administrative procedures of the local agriculture department and learn the department procedures for:  1) ordering and purchasing supplies and equipment, 2) handling disciplinary problems, 3) keeping and reporting mileage traveled and submitting claims, 4) securing and using secretarial assistance in administering the agriculture program, 5) taking roll and reporting attendance, 6) handling funds, and 7) keeping classroom and office clean and orderly. Candidates are also required to study the department filing system and budget and obtain a copy for their files. They are also asked to analyze the instructional facilities available and collect and preserve teaching materials.

Specific Elements of Data Source:
Organizing, Administering, and Maintaining a Department

Definition of Success for Each Element:
Candidates are asked to complete as many of the eleven competencies as they can. The expectation is that candidates will complete all eleven competencies. Some candidates may not complete all eleven items due to various circumstances. Mentor teachers provide university coaches with feedback on each candidate’s performance in regard to meeting expectations for professional competencies.

Displays of Analyzed Data:
Table 1: Cohort Mean Scores for EHD 155A Twelve Organizing, Administering, and Maintaining a Department Professional Competencies 

Professional Competencies Fall 2019
N = 13
Spring 2020
N = 15
Fall 2020
N = 21
Spring 2021
N = 10
Getting Established in the School 10.92 10.38 10.92 10.90
Discovering Community and Student Needs in Developing Ag Ed Programs 6.92 5.75 6.84 6.80
Observing and Teaching Agriculture Classes 6.92 6.93 6.96 7.00
Out-of-Class Instruction and Supervision 2.00 2.88 2.00 2.00
Guiding, Counseling, Selecting, and Placing Pupils 3.00 2.25 3.00 3.00
Organizing, Administering, and Maintaining a Department 11.00 10.44 10.69 10.60

Link to Full Dataset:  EHD 155A Professional Competencies

Interpretation of Data:
The mean scores for each semester indicate that candidates were mostly successful in completing all eleven competencies. Only seven candidates across all four years completed fewer than eleven.

Data Source 2

Exit Evaluation of Professional Objective -- FFA

Description of Data Source:
During their second semester of their field placement (EHD 155B), candidates are expected to complete professional objectives in six key areas as a way of developing the knowledge and expertise needed to be a successful Ag Educator. Their progress gets monitored on the Exit Evaluation of Professional Objectives. Each time the candidate accomplishes one of the stated objectives, their mentor teacher initials the checklist near the date to verify that the objective was accomplished. Mentor teachers provide university coaches with feedback on each candidate’s performance in regard to meeting expectations for the exit objectives.

Perspective Captured from Data Source: Candidate and Mentor Teacher

Rationale for using Data Source:
FFA is a student organization that is an integral part of the agricultural education program. Agriculture teachers use the FFA local, state, and national events, activities, and awards to promote student interest and enthusiasm for the agriculture program. The FFA objectives call for the candidates to supervise FFA chapter activities, serve as advisor at a chapter meeting, and participate in state and national FFA activities. Three of the objectives evaluate candidates’ performance in the area of FFA.

Specific Elements of Data Source:
Total score for number of FFA objectives met

Definition of Success for Each Element:
Candidates are asked to complete as many of the FFA objectives as they can. The expectation is that candidates will complete all three of the FFA objectives. Some candidates may not complete all three objectives due to various circumstances. Mentor teachers provide university coaches with feedback on each candidate’s performance in regard to meeting expectations for exit objectives. 

Displays of Analyzed Data:
Table 2: Cohort Mean Scores for EHD 155B Exit Evaluation of Professional Objectives --  for Three FFA Objectives

Semester N Curriculum/
Instruction
Manage-
ment
Guidance Public Relations FFA Coordination
Fall 2019 13 14 5 5.85 4.92 2.85 4.77
Spring 2020 15 13.64 5.86 5.86 4.64 2.86 4.64
Fall 2020 17 13.94 5.82 6 5 2.88 4.59
Spring 2021 24 13.96 5.96 6 5 2.96 5

Link to Full Dataset:  EHD 155B Exit Evaluation of Professional Objectives

Interpretation of Data:
During the last four semesters, all but four candidates completed all three of the FFA objectives.  Four candidates only completed three of the FFA objectives due to restrictions imposed by the cooperating schools due to COVID-19. These three objectives  are essential for maintaining a successful FFA Chapter that promotes student interest and involvement in the agriculture program.

Data Source 3

Mid Semester & Final Evaluations

Description of Data Source:
In their second semester of their field experience, candidates receive two formal evaluations on their teaching from their university coach in collaboration with their mentor teacher. One of these is completed during the mid-semester and the other is completed at the end of the semester. Candidates are evaluated on five key areas: maintaining effective environments, monitoring student learning and making adjustments during lessons, addressing needs of all students, subject-specific pedagogy, and assessment.

Perspective Captured from Data Source: Mentor Teacher and University Coach

Rationale for using Data Source:
The EHD 155B Mid-Semester and Final Evaluation rubric is completed by the mentor teacher and university coach collaboratively. In doing so, the mentor and coach evaluate the candidate’s ability to maintain an effective learning environment and their ability to monitor the learning environment and make adjustments while teaching on a 4 point rubric scale. 

Specific Elements of Data Source: 
Two Rubric areas: 

  • Maintaining Effective Environments and Monitoring Student Learning 
  • Making Adjustments During Lessons

Definition of Success for Each Element:
Candidates are encouraged to strive for a score of four on the scoring rubric with a program goal of candidates averaging scores of three or better. Candidates must score a two or better on the rubric to meet the expectation for their EHD 155B Final Evaluation and successful completion of their final student teaching.

Displays of Analyzed Data: 
Table 3:  EHD 155B Mid & Final Evaluations Spring 20-Spring 21

Spring 2020
Evaluation Criteria Mid-Semester
N = 15
Final Eval
N = 15
Maintaining Effective Environments 2.93 3.29
Monitoring Student Learning and Making Adjustments During Lessons 2.71 3.21
Addressng Needs of All Students 2.64 3.14
Subject-Specific Pedagogy 2.86 3.07
Assessment 3.00 3.07
Fall 2020
Evaluation Criteria Mid-Semester
N = 17
Final Eval
N = 17
Maintaining Effective Environments 2.88 3.05
Monitoring Student Learning and Making Adjustments During Lessons 2.71 3.05
Addressng Needs of All Students 2.65 2.94
Subject-Specific Pedagogy 2.35 2.82
Assessment 2.65 2.82
Spring 2021  
Evaluation Criteria Mid-Semester
N = 24
Final Eval
N = 24
Maintaining Effective Environments 3.26 3.35
Monitoring Student Learning and Making Adjustments During Lessons 2.96 3.17
Addressng Needs of All Students 3.00 3.22
Subject-Specific Pedagogy 2.96 3.17
Assessment 2.78 3.47

Link to Full Dataset:  EHD 155B Mid & Final Semester Evaluations Summary & Data

Interpretation of Data:
Spring 20, Fall 20 and Spring 21 candidates all showed notable increases in their overall mean scores from their Mid-Semester to Final Evaluation in the areas of “Maintaining Effective Environments” and Monitoring Student Learning and Making Adjustments During Lessons.” Additionally, all three groups meet the program’s goal of 2.5 or better overall average in the two criteria areas of interest. 

Next Steps: 
In order to address what we found we will continue to analyze the EHD 155A professional competencies for organizing, administering, and maintaining a department and the exit evaluation of professional objectives in the areas of curriculum and instruction data we collect each year and discuss as program faculty how we might improve our candidates’ performance. We will continue to review all the competencies and objectives and make changes as needed. Regarding the mid and final semester evaluations, we will analyze the data and increase our focus on improving the areas with the lowest average scores.

Aspect F →