Student Teacher Performance Expectation (TPE) Formative Assessment Profile

Using the codes below please evaluate the progress of the student teacher in the following areas. The evaluation should be done in a conference setting in the months of November, February, and May. Not Applicable - 0 Does Not Meet TPE - 1 Needs Improvements - 2 Meets TPE - 3 Does not apply to the current placement Does not demonstrate, ineffective or counter productive Behaviors are inconsistent or marginally effective Behaviors are consistent with professional standards

Please fill in the boxes with 0, 1, 2, 3 (Only 3 is considered passing) 1st Formative Assessment Expectation Evaluation Date: November ___________ _____________________________ Signature of Cooperating Teacher _______________________________ Signature of Student Teacher

2nd Formative Assessment Expectation Evaluation Date: February ___________ _____________________________ Signature of Cooperating Teacher _______________________________ Signature of Student Teacher

3rd Formative Assessment Expectation Evaluation Date: May___________ _____________________________ Signature of Cooperating Teacher ________________________________ Signature of Student Teacher

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments Nov Candidates demonstrate the ability to teach the state adopted academic content standards for students in Agriculture. Candidates demonstrate the ability to teach the state adopted academic content standards for students in Science. Understands a comprehensive agricultural program and systematic instruction from beginning to advanced knowledge and application in at least one of the domains in Agriculture. Able to use agricultural examples when; giving examples, demonstrations, class and laboratory activities, scientific investigation and experimentation, and application of new learning. Candidates teach students to read, comprehend and evaluate instructional materials relevant to the subject matter. Candidates teach argumentative and expository writing in agriculture. Candidates establish and monitor procedures for the care, safe use and storage of equipment and material for potentially hazardous materials. Candidates teach students about the ethical care and handling of live animals. Candidates demonstrate sensitivity to students' cultural and ethical backgrounds in their instruction. Candidates provide students with the opportunity to use media and technology in the classroom. B. ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction Candidates use multiple measures for progress monitoring of the ALL students throughout instruction (Including EL and special needs students). Candidates use differentiated assessments in the classroom to inform & modify teaching.
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable Candidates anticipate, check for and address common misconceptions and identify misunderstandings. TPE 3: Interpretation and Use of Assessments Candidates use a variety of assessments (formative & summative) at various cognitive levels to assess individual student learning. Candidates use a variety of assessments (formative & summative) at various cognitive levels to assess whole class learning. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments (504 plans, RSP, EL). Candidates teach students how to use self-assessment strategies and provide guidance in these strategies. Candidates understand how to familiarizes students with the format for state-adopted assessments. Candidate understands how to modify and administer assessments including accommodations for students with special needs. Candidates give timely feedback to the students about their learning and progress. Candidates maintain accurate records of student progress and achievement. Candidates are able to explain through data the areas of growth in their class. C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible Candidates incorporate specific strategies, teaching/instructional activities, procedures and experiences to address state adopted content standards. Candidates use instructional materials to teach students the academic content described in the state-adopted academic standards in a sequenced, logical, and coherent matter at the students current level of achievement. Candidates uses a variety of instructional needs according to purpose, lesson content and student needs. Candidates reinforce academic language through multiple methods; written, oral, presentation, manipulative, physical models, visual and preforming arts, diagrams, non-verbal communication are examples. Nov Feb May

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Teacher Performance Expectations Formative Assessment

University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable Candidates understand how to deliver comprehensive program of rigorous instruction that includes reading, writing, speaking and listening using academic language of agriculture. Candidates evaluate and use variety of technology tools and can identify the strengths and weakness of the tools. Candidates encourage the use and development of communications skills in the students through facilitation of interactions within the classroom. Candidates use a variety of texts to reinforce reading and comprehension in the students. Candidates encourage creativity and imagine in the within the student in the content area. Candidates encourage and motive students in their classroom. Candidates take additional steps to foster learning in all students. TPE 5: Student Engagement Candidates communicate the instructional objective regularly with students. Candidates actively strive for equitable participation from all students. Candidates monitor student progress towards academic goals. Candidates are able to identify and re-focus off tasks student behavior in their class. Candidates encourage students to share and examine points of view. Candidates utilize community resources. Candidates utilize student experiences within the classroom lessons Candidates have students apply the learning in the classroom to real life experiences. Candidates ask stimulating questions to challenge the students thinking and ideas. Candidates teach students to respond meaningfully to questions. TPE 6: Developmentally Appropriate Teaching Practices TPE 6C: Developmentally Appropriate Practices in Grades 9-12 Candidates develop intellectually challenging academic expectations for students.
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable Candidates provide students with opportunities of advanced thinking and problem-thinking skills. Candidates communicate course goals, requirements, and standards to students. Candidates communicate grading criteria to students and families. Candidates help students make real life connections with the curriculum. Candidates communicate how academic choices influence career and school choices in the future. Candidates support student responsibility for learning and encourage students to complete assignments. Candidates encourage behavior of students, which support good employment habits (examples: coming to class on time, turning work in completed assignments, and positive attitude, etc.) Candidates understand adolescence behaviors and support students individuality. TPE 7: Teaching English Learners Candidates know and can apply the pedagogical theories, principles and instructional practices for comprehensive instruction of EL students. Candidates are familiar with the philosophy, design , goals and characteristics of programs for EL development. Candidate facilitates English language development including reading, writing, listening, and speaking skills that logically moves the student towards grade level. Candidate draws on information from the students' background, prior learning, including assessed levels of literacy in English and first language. Candidates collaborate with Para-educators to support English language development. Candidates use strategies, including activities, to develop the students abilities to comprehend and speak English. Candidates analyze student errors in oral and written language in order to understand and plan differentiated instruction. Candidates understand how cognitive, pedagogical, and individual factors affect students' language acquisition Candidates consider and account for EL language development in lesson plans. Nov Feb May

Teacher Performance Expectations Formative Assessment

University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable

D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students Nov Feb May Candidates give formative assessments to understand the mastery of academic language abilities, content knowledge and skills of students in the class. Candidates learn about students' abilities, interests and aspiration. Candidates are knowledgeable about students' community context, socio-economic, cultural and language backgrounds. Candidates understand that there are numerous factors that influence a students' behavior and understand there is a connections between students' health and ability to learn. Candidates identify students who need specialize instruction or adaptions; such as gifted, learning or physical disabilities, or heath conditions. Candidates communicate with parents to encourage and increase student learning. TPE 9: Instructional Planning Candidates understand the vertical alignment of curriculum within state adopted content standards. Candidates establish clear short and long term learning goals based on students' levels of achievement. Candidates plan and use appropriate assessments to monitor student learning. Candidates sequence instruction, allowing for scaffolded learning. Candidate use varied teaching methods to help students meet or exceed grade level expectations. Candidate uses and understands the purposes, strengths and limitations of a variety of instructional strategies. Candidates reflect on and improve planning based on the instructional experiences and analysis of student work. Candidates develop lesson plans that are relevant and appropriate for students in their class. Candidates incorporates support personnel in lesson plans to assist students in reaching instructional goals. Nov Feb May

Teacher Performance Expectations Formative Assessment

University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time Nov Feb May Candidates use instructional time effectively. Candidates plan and use strategies and activities to engage students for the class time allotted. Candidates establish routines and procedures to maximize instructional time. Candidates adjust instructional time based on student learning to optimize learning outcomes for all students. TPE 11: Social Environment Candidates create a safe, positive learning environment for all students in the class (physically, socially and emotionally). Candidates maintain clear expectations for both social and academic behavior in the classroom. Candidates implement classroom management and behavioral plan that is fair, consistent and transparent to students, as well as aligned to school discipline policies. Candidates establish a positive rapport with students and families to support academic success. Candidates respond appropriately to sensitive issues in the classroom related to students. Candidates adjust the social environment in relationship to cultural, behavioral or academic needs, for the benefit of all students. F. DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations Candidates take responsibility for student academic learning outcomes. Candidates are aware of how personal values and biases affect lesson plans and supporting learning. Candidates are aware of, and do not allow racism or acts of intolerance of any individuals in the class. Candidates manage their teaching responsibilities and time to ensure that academic goals are met. Candidates understand their responsibilities of being a court-mandated reporter. Candidates provide and maintain a non-hostile environment in the classroom. Candidates understand the role of confidentiality of students records.
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable Candidates follow all laws relating to appropriate conduct of a professional educator (moral fitness, appropriate use of digital media, implementing standardized testing, and ethical) TPE 13: Professional Growth Candidates reflect on their teaching practices and alignment to state-adopted academic content standards. Candidates improve teaching practices by accepting feedback related to planning, teaching, reflection, and assessment and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness. Agriculture Specialist Instructional Credential (Revised 2006) Category 1: Program Design and Curriculum Standard 1: Program Design Candidates demonstrate a clear understanding of 1a) agricultural education programs based on theory learned in the agricultural education program. Candidates have sequenced learning experiences to 1b) develop knowledge and skills required to oversee an agricultural department. Candidates are exposed to or assist in the agricultural 1c) program administrative components (AIG, R2 Reports, developing curriculum). 1d) Student teaching experience provides opportunities to use a variety of strategies and concepts to promote sound practices in the agricultural program. (Communication with administrators, agricultural community, and parents, through advisory committee, boosters committee). Standard 2 Career and Technical Education 2a) Candidates demonstrate the importance of occupational agricultural experience related to career and technical education and encourage students engage in SAE. 2b) Candidates have historical background of vocational education and the shift to CTE. 2c) Candidates are familiar with the emerging trends in CTE, and the importance of core educational skills and career readiness skills. 2d) Candidates use current and emerging trends and
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable strategies to engage students to assure academic and career success learning goals. Standard 3 Program Management 3a) Candidates understand a comprehensive program of agriculture eduction, sequences, articulation, and relevent courses for the community. 3b) Candidates know how to access instructional resources including writing grants and/or fund raising opportunities. 3c) Candidates integrate classroom instruction with activities related to FFA and SAE projects that are graded. 3d) Candidates participate in advisory committees and/or booster committees. 3e) Candidates participate in advisory committees and/or accessing community resources. 3f) Candidate participate in CATA at the sectional and regional level. Nov Feb May

Standard 4 Coordination of Supervised Agricultural Experience (SAE) Programs Nov Feb 4a) Candidates teach record books during their student teaching experience. 4b) Candidates conduct successful home visits and project visits at the home, school farm, or employer. 4c) Candidates are provided the opportunity to assist students in identifying, planning, selection, managing and marketing SAE projects. 4d) Candidates use ethical principles that govern the design and development of appropriate student projects and placements. Standard 5 Coordination of Future Farmers of America (FFA) Programs Nov 5a) Candidates participate in advising, supervising, and chaperoning students at local, sectional, regional and state FFA events. 5b) Candidates develop and integrate leadership instruction and development of students in their classroom at least 20% of the time. 5c) Candidates demonstrate skills and knowledge to develop and
maintain positive interpersonal relationships with students, parents, other teachers, administrators, local industry and community.
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable Standard 6 Area of Specialization Candidates have area of specialization that is 6a) demonstrated in their student teaching experience. Candidate has more than a general knowledge in one of the six domains: agriculture business, agriculture mechanics, animal science, environmental science and natural resources, plant science, or ornamental 6b) horticulture. Standard 7 Teaching Methods in Agricultural Systems Technology (AST) Nov 7a) Candidate demonstrates the ability to teach AST using sound pedagogical practices. 7b) Candidate has developed lesson plans and teaching material for AST class (ABT 317) 7c) Candidates has received training on the current safe practices required to teach AST (ABT 317) 7d) Candidate can identify and select the proper tools commonly used in (ABT 317) 7e) Candidates manage students in a shop and/or lab settings ensuring a safe learning environment. 7f) Candidates have preparation in the planning, management and maintenance of AST shop (including: budgeting, safety concerns and inspection, selection of tools and materials necessary to run a productive shop) Standard 8 Teaching in Non-traditional Learning Environments Candidates use strategies and methods to engage 8a) students in non-traditional learning environments (school farm, fairs, fund raising events, field days, etc.) Candidates develop behavioral and management 8b) strategies that enable active learning in non-traditional environments. Candidates are provided with field experiences in non8c) traditional learning environments (AST shops, school farms, field trips). Standard 9 Career Planning and Preparation Candidates understand the history, social and economic 9a) importance of agricultural in California and nationally and share the knowledge with students.
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

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Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable Candidate coaches students in Career Development Event(s) and Leadership Event(s), and is able to identify transferable skills from an educational setting to the workplace. Candidates read professional literature related to content area they are teaching during the field experience. Candidates understand and related the social and economical conditions of agriculture and employment opportunities, within the community, state and nationally. Candidates display a qualities of valuing inquiry and lifelong learning as a component of career success. Nov Feb May

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Category II: Field and Occupational Experiences Standard 10 Field Experience Candidates use multiple strategies to engage students 10a) in all components of agriculture, both in and outside of the classroom. Candidates develop practical skills necessary to provide students with placement and entrepreneurial 10b) SAE projects and receiving recognition for their achievements with those projects. Candidates participate in professional development 10c) events provided the district and CATA (conclave and road show). Candidates advise in the organization, supervision and chaperoning of students involved in FFA activities at 10d) the local, regional and state level (examples include: chapter meetings, applications, conference, conventions, field days, etc.) Candidates field experience is in a traditional and non10e) traditional learning environment. Standard 11 Occupational Experience Candidate has occupational experience in one of the 11a) six domains (identified prior to entering the credential program)

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Category III: Candidate Competence and Performance Standard 12 Assessment of Candidate Competence Candidates understand CTE philosophy, history, 12a) issues and current research. Candidates understand the key concepts of program 12b) management and accountability.
Teacher Performance Expectations Formative Assessment

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University of California, Davis Agricultural Education

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Evaluate the teacher candidates ability in regards to the following TPEs. 3 = Proficient / 2 = Emerging / 1 = Needs Improvement / 0 = Not Applicable 12c) Candidates integrate FFA and SAE into the curriculum and assess student participation and progress. Candidates understand the scope and integral nature of FFA and leadership activities beyond the classroom are components of agricultural education that are essential. Candidates understand the concerns related to nontraditional learning experiences and opportunities with students Candidates have successfully assisted students with the planning, preparation, managing and marketing of SAE's.

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Teacher Performance Expectations Formative Assessment

University of California, Davis Agricultural Education

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