Standard 2 Aspect A

Standard 2a: Program completers engage in professional practice in educational settings and show that they have the skills and abilities to do so in a variety of additional settings and community/cultural contexts. For example, candidates must have broad and general knowledge of the impact of culture and language on learning, yet they cannot, within the context of any given program, experience working with the entire diversity of student identities, or in all types of school environments. 

Candidate preparation includes first-hand professional experience accompanied by reflection that prepares candidates to engage effectively in different contexts they may encounter throughout their careers.

---

Data Sources & Analysis

Data Source 1

Exit Evaluation of Professional Objectives -- Public Relations
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 public relations objectives call for candidates to plan and publicize activities of the agriculture program, maintain positive community relations, obtain school-community feedback on the agricultural education program, and maintain good intra-school relationships. Engaging in efforts in each of these areas requires understanding and connecting with the local community.

Specific Elements of Data Source: The five public relations objectives listed above

Definition of Success for Each Element:
Candidates are asked to complete as many of the public relations objectives as they can. The expectation is that candidates will complete all five of the public relations objectives. However, some candidates may not complete all five items 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 1: Cohort Mean Scores for EHD 155B Exit Evaluation of Professional Objectives -- Public Relations

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

Interpretation of Data:  During the last four semesters, all but six candidates completed all five of the public relations objectives. For fall 2020 and spring 2021 all candidates completed all of the public relations objectives.

Data Source 2

AGRI 281: Seminar in Agricultural Education Project to Benefit Local Community

Description of Data Source:
All Agriculture Specialist candidates are required to complete a project that will benefit the agriculture department, the cooperating  school, or the local community during the time they are completing final student teaching. This is a three unit course and the candidates are scored using a four point scoring rubric.

To carry out the project, candidates meet with their mentor teacher to select a focus. Candidates then prepare a project proposal and submit the proposal to their university coach for approval. After getting approval candidates complete the project. Candidates plan, organize, and complete the project. They may use students or other resource persons to help them complete the project; however, the candidate is responsible for the coordination and supervision of all volunteers that assist them with their project.

Perspective Captured from Data Source: Mentor Teacher and University Coach

Rationale for using Data Source:  
Completing a successful project requires understanding the local school community in order to be able to determine what the needs are and how to best meet those needs.

Specific Elements of Data Source: Overall rubric score on final project

Definition of Success for Each Element:
Candidates are directed to strive to score a four on the scoring rubric. A score of four gives the candidate an A grade for this course. Candidates should score at least a three for the project to be accepted. The mentor teacher and university coach collaborate on scoring the project.

Displays of Analyzed Data:
Table 2: AGRI 281 Project Mean Scores by Semester

Link to Full Dataset:  Portfolio and AGRI 281 Project Student Data

Interpretation of Data: 
Candidates’ scores were threes and fours with one exception. The student that scored a two has not completed the credential program. Candidate performance is enhanced due to their submission of a project proposal early in the semester that must be approved by the mentor teacher and the university coach before they start the project.

Overall, however, scores demonstrate that candidates are successfully able to select and carry out a project that will benefit their school and/or community, suggesting that, by the time they complete the program, candidates have learned how to engage with the local community in meaningful ways.

Data Source 3

Professional Competencies Mean Scores -- Discovering Community and Student Needs in Developing Ag Ed Programs

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 discovering community and student needs in developing Ag Ed programs section requires candidates to study and discuss with mentor teachers the agriculture department program plan, department records, course of study, graduate follow-up records, Supervised Agricultural Experience (SAE) reports, Future Farmers of America (FFA) program of activities, reports/programs of summer work, and the program recruitment plan. Candidates are also required to consult with librarian, agriculture advisory committee members, transportation director, and/or building maintenance supervisor. In the process, candidates develop a strong knowledge of the overall school community and the resources the school has to offer.

Specific Elements of Data Source:
Discovering Community and Student Needs in Developing Ag Ed Programs

Definition of Success for Each Element:
Candidates are asked to complete as many of the seven competencies as they can. The expectation is that candidates will complete all seven competencies. Some candidates may not complete all seven 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 3: Cohort Mean Scores for Seven Discovering Community and Student Needs in Developing Ag Ed Programs Professional Competencies

Link to Full Dataset:  EHD 155A Professional Competencies

Interpretation of Data:
Candidates have averaged completing 6-7 of these competencies with the exception of Spring 2020 when the average was 5.75. 

Next Steps:
In order to address what we found for our EHD 155A Professional Competencies, we plan to review and update the competencies. For our EHD 155B Exit Evaluation of Objectives, we will continue to review all the objectives and make changes as needed. For the AGRI 281 Project we will review the scoring rubric and make changes if needed. In addition, while the exit objectives, professional competencies, and AGRI 281 project require candidates to interact with a variety of school and community personnel, we currently do not collect data on the identities of the groups and individuals candidates interact with. We will develop a system that allows us to identify these individuals and  groups and provide us with information to document candidates' interactions and  relationships with them.

To evaluate our efforts in this area, we will continue to analyze the data we collect each year and discuss as program faculty how we might improve the scores of our candidates.

Aspect B →