Standards

Standard 1: Standards Aligned & Integrated Curriculum

Code of Conduct.docx

In this code of conduct shows I am ready to implement Standards Aligned Curriculum. The unit plan I have aligned it to the AFNR standards and safety protocols. These standards coincide with 4 lessons with formative and summative assessments. This unit plan is a prime example of how I have based my curriculum on industry-validated technical standards. I have given students simple, easy to read and understandable expectations of what safety looks like in the classroom as well as the lab based off of industry-validated current machine use and safety as well as classroom safety. Students are required to take home an agreement sheet and receive a signature from their parents as well as each pupil stating they are going to abide by the safety standards presented to them both in the classroom and in the lab. Students are prohibited from entering the lab until the have signed the agreement and have returned it to the teacher with a parent signature.

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Oldemeyer - Program Handbook.docx

Above I have uploaded my personal agriculture education Program Handbook. This handbook meets the standards aligned and integrated curriculum by making this program of study standards publicly available, align curriculum with relevant content standards for core subjects, and base curriculum on industry-validated technical standards. In the program handbook you can see how the three components of agriculture education are in concordance with the AFNR standards of agriculture education. Agriculture education as defined in the program handbook is the three circle model which is how National FFA describes agriculture education programs across the state. There are a list of courses offered and individual descriptions for seven potential classes I could teach at my future school. The descriptions are aligned and up to date with AFNR standards which can be found at https://www.education.ne.gov/wp-content/uploads/2024/07/AFNR_2024.pdf.

Lastly this program hand book has been made public, therefore anyone wanting to look at real-life application to the standards from AFNR they are available to the public.

Standard 2: Sequencing & Articulation

ALEC 413; WHS_Ag - Program of Study.pdf

Above is the Wayne high school program of study. This simple document is rising to your attention because of its ability to display simply the qualifications of sequencing and articulation through Vertical Alignment. If you look at this short two page document it states clearly on the first page the vertical alignment of the Wayne FFA program with content standards being aligned across all levels of the program, minimizing redundancy and ensuring smooth transitions.  The document states, "Career Pathways show students a
direct connection between doing well in high school and being able to transition smoothly to postsecondary opportunities or getting a good job when they graduate..." This shows the emphasis this program puts on making a smooth transition for their students from high school to their post secondary endeavors. That is why I choose this document to ensure the validity of sequencing and articulation in a career and technical education.

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Oldemeyer - Program Handbook-1.docx

I have selected the program handbook as an artifact to demonstrate my ability to provide sequencing and articulation in Career and Technical Education. This document provides clarity into career pathway opportunities and progressive learning, by displaying classes offered in my hypothetical agriculture education high school classroom. For example, agribusiness has a required prerequisite of introduction to agriculture (intro to ag). This firm prerequisite has been established because the content learned in intro to ag is foundational information needed for being successful in learning the technical skills, academic knowledge and employability skills of agribusiness. This is one simple way the program handbook demonstrates its sufficiency in sequencing and articulation through a clear pathway.

Standard 3: Student Assessment

https://docs.google.com/document/d/19SpZ04d1_sxMqqv0AbFEhLLM3kE93QJQ/edit

Above is an example of a summative assessment this shows how I use case curriculum to create rules and a way in which I can assess this lesson. This connects to standard in three ways. This document displays validity and reliability as well as being data-driven in decision making. This assessment is valid and reliable source, we can be sure of this because it is incorporated in CASE curriculum. CASE is known for their validity and reliability in a the agriculture education realm and providing true, reliable resources that teachers can utilize to teach their students. We can rest assured knowing CASE prides themselves on  accurate and reliable measurement of student knowledge and skills. This document is also data-driven. We know CASE creates curriculum which is used to inform instruction, identify areas for improvement and guide program modifications by laying out to teachers an approach to the way in which their classroom could function. 

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annotated-Modern%20Meet%20the%20SLP%20Handout%20for%20Parents.pdf

The document above shows my ability to assess through the construction of a student's learning assessment through two topic areas. This simple one page graphic is data driven and is also a comprehensive assessment. This document is data driven decision making, due to the fact of the assistance that was drawn upon to create this fine document. It was created in ALEC 300 with the help of well educated university professors to form a student's learning assessment in the classroom. Regarding comprehensive assessment this document clearly meets the criteria given to us from ACT assessment rubric which states The program utilizes a variety of assessment methods, including formative and summative assessments, to measure student learning across all domains (technical, academic, employability). This document states multiple assessment methods including but does not limit assessment to class participation, end of lab quiz, lab assessment, recall of information, and make it relevant.

Standard 4: Prepared & Effective Program Staff

OSHA Certification-1.pdf

Above is an example of Prepared and Effective Program Staff. The OSHA certification is a 10 hour course used to educate individuals on safety, potential hazards, and proactive prevention methods to reduce risk for injury. This document shows my dedication to professional development by furthering my education, continuing to learn new skills and safety practices I am better able to keep my students safe in the shop and outside of the classroom. I am currently engaging actively in ongoing professional development courses to enhance my knowledge and skills in CTE and am dedicated to continuing this education past my time in college. Furthermore, this document shows my industry expertise. The OSHA certification is an up-to-date knowledge which contains skills within my specific CTE area. 

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[Program Development Plan] 

Above is linked my program development plan. This document fully displays my commitment to professionalism, collaboration, and my pedagogical expertise. Starting with professional commitment this document clearly lays how how I have in the past and aspire to be in the future ways I have demonstrated leadership and commitment to my current and future CTE profession. As far as collaboration goes, you will see how I have effectively collaborated with colleagues, including academic teachers, to enhance the learning of my students. Lastly, this document rather simply lays out expertise regarding pedagogy. It demonstrates the the strong skills and knowledge in relation to pedagogy necessary for effective teaching and learning strategies. 

Standard 5: Engaging Instruction

[Insert Approved Photo Here]

Above is have attached a photo of a group of youth whom I lead as a summer camp leader in Pelican Lake, MN. This artifact captures my capability to provide engaging instruction to a group of high school freshman girls. This artifact has the capability to showcase all the criteria, but I would like to hit on two- Student-Centered learning as well as meaningful learning. This summer camp was completely student-centered, because it was a summer camp for middle school and high school students. The instruction utilizes student-centered approaches such as project-based learning, inquiry-based learning, and problem-solving activities. Moving into meaningful learning, this was a camp which was all about learning about Jesus and growing in a deeper relationship with the Lord and this camp was focused on how to take the truth in the Bible and apply it to the real world through conversations with peers and create learning experiences that are authentic and memorable. The summer camp encompassed both of these rather thoroughly.  

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ALEC 405 - Lesson Plan - EPD's -1.docx

Above I have attached an inquiry lesson plan utilized in a high school classroom to provide students with the tools necessary to be able to interpret and appraise an Expected Progeny Difference (EPD). This lesson displays my ability to integrate technology into the classroom through requiring students to visit a website and apprise the EPD's of real life bulls. This lesson plan simply lays out how I create a positive learning environment by creating a culture that fosters respect in the classroom, collaboration of peers and active learning while using differentiated instruction to meet the learning needs of the diverse learning characteristics of the students in my classroom. 

Standard 6: Access & Equity

annotated-Group%20IEP%20Assignment__%20Adult_Community.pdf

Above I have attached an example IEP for UNL's SPED 201 class. This document displays my ability to work in a team as well as offer the appropriate accommodations to make the student successful in my class. This short five page paper quite clearly shows my ability to provide equitable support services and Equitable Access. Regarding the equitable support services the program offers a range of support services to ensure all students have the resources they need to succeed. On the equitable access side this document rather clearly depicts how all students have equal access to program information and opportunities, regardless of their background. The example IEP was constructed over the course of a single semester which was based off of various disabilities, how to properly accommodate for them, and follow and create IEP or 504 plans properly. 

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annotated-PBL%20Final%20Paper%20%20%281%29.docx.pdf

This document was created in the University of Nebraska - Lincoln's Educational Psychology class 457. Over the course of the semester we worked in a group to create a cohesive document for students who range from a low to high economical status and how to create a classroom setting that incorporates the needs of all these students. This document is quite lengthy but it thoroughly displays accessibility for all and a bias free environment. Looking in the document accessibility for all you will see the accessibility to snack drawers, extra coats the teacher will have on hand, and canned food available for students who need it. These items are all ways to provide support to ensure that all students can succeeded regardless of their economic status. This document also shows how the program environment is free from bias and discrimination, ensuring all students feel welcome and supported.

Standard 7: Facilities, Equipment, Technology & Materials 

Lab Redesign.docx

Above is a short document displaying the lab redesign of Randolph High school. This simple document shows clearly how the current staff at Randolph is reflecting on the workspace they have available to them analyze how it meets industry requirements. No only does it display the current situation of the shop, this artifact give specific examples of new items which would benefit the students, community members, and quality of education receive as well as plans on how to obtain the funds necessary to use this equipment and a lab drawn to scale redesigned with the new pieces of equipment. 

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https://docs.google.com/spreadsheets/d/1nYbTM6wqZSXm4W1K6Jao8sV4XeHj12C43w-2OBT3buc/edit?pli=1&gid=1880938555#gid=1880938555

Above I have displayed a unit plan which enriched in course context. This artifact shows my ability to align curriculum through the use of program learning objectives and curriculum standards. This document shows how a lesson can be constructed to teach students in facilities, labs, technologies, and materials. This artifacts encompasses all parts of standard seven. It shows Facilities, equipment, technology and materials used in the program of study reflect current workplace, industry and/or occupational
practices and requirements. Facilities, equipment, technology and materials support and align to
curriculum standards and program objectives. Facilities, equipment, technology and materials meet federal, state and local standards for occupational safety and health in the related industry, as appropriate. Students demonstrate safe and appropriate use and maintenance of facilities, equipment, technology and materials within the program of study. Processes are defined and resources provided to regularly inspect, update and replace facilities, equipment, technology and materials. The program of study maximizes student access to relevant facilities, equipment, technology and materials through partnerships and flexible delivery model.

Standard 8: Business & Community Partnerships

https://docs.google.com/document/d/1U8raBKBYLKg1d6KhG1e1yTqjDci3BqbwIhc9ZFrYdk0/edit?tab=t.0

Above I have attached a document of a class discussion where we working in groups to construct a way to incorporate an advisory board outline of what we are looking for in an advisory board, what it looks like, what their roles are, and what we are wanting to get out of the advisory board. We collaborated, researched and discussed how we want our advisory board to work and function in our future Ag programs. This artifact has the ability to encompass all the four areas of this programing. It has student benefits through Partnerships provided students with valuable opportunities for career exploration, work-based learning, and postsecondary transition, meaningful collaboration through Partnerships were effectively utilized to enhance student learning and program effectiveness, diverse partnerships by having the project involved establishing partnerships with a diverse range of stakeholders, including employers, community organizations, and other educational institutions and lastly, sustainability partnerships contributed to the long-term sustainability of the CTE program. 

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Lab Redesign.docx

Above I have attached my lab redesign this shows the involvement of the community by building and maintaining effective business and community partnerships. This shows the redesign of the lab but if you look closely you will be able to see the substantial role the community plays in the redesign of the lab, how members are in partnership with the school and how there is a symbiotic partnership happening between the two entities. This shows the sustainability of the partnership by building a new show there is the long-term sustainability and buy in from community members because they are investing in a building and the are willing to play the long game in their ag program. This document also shows some substantial student benefits through have more access to new current industry standard equipment. It gives them opportunities to explore different careers within the shop, opens up the door to work based learning, and transitions to postsecondary pursuits.   

Standard 9: Student Career Development

https://docs.google.com/spreadsheets/d/1nYbTM6wqZSXm4W1K6Jao8sV4XeHj12C43w-2OBT3buc/edit?gid=1935310312#gid=1935310312 

Above I have attached my student teaching unit plan, which has highlighted the specific unit in vet science which is highlighted in green where we have a whole unit emphasizing careers in the vet science realm and how these could relate to what they are wanting to go into as future careers. This document shows my ability for students to have access opportunities related to their career by having access to a variety of experiences that support their career exploration and development, such as work-based learning, internships, and industry certifications. Through the provided curriculum of my cooperating teacher, provide students with career exploration by allowing them be set up for success through informed decision making, through accurate and timely information about career options, postsecondary education, and labor market trends. Students will have personalized plans by maintained a career plan that is personalized to their own educational and career decisions. Lastly, this document shows my ability to provide comprehensive career guidance through the providing of a program with a comprehensive and ongoing career development program for all students. This document fully encompasses a variety of ways to incorporated teaching throughout the whole semester of student teaching at Wayne in different capacities.

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https://www.avma.org/education/veterinary-career-center/tips-veterinary-jobseekers/veterinary-career-transitions/career-options-veterinarians

Above I have attached a website which is used to construct a lesson emphasizing for careers. This website is where I got all of my information to create this lesson. The screenshot displays what my objectives are for the lesson career opportunities, which you can see in the screenshot of my unit plan. This document shows my ability for students to have access to opportunities related to their career by accessing a variety of experiences that support their career exploration and development, such as work-based learning, internships, and industry certifications. This lesson will also provide students with success by allowing them to make informed decision making, through accurate and timely information about career options, postsecondary education, and labor market trends. Students will have personalized plans by maintained a career plan that is personalized to their own educational and career decisions. Lastly, this document shows my ability to provide comprehensive career guidance through  The providing a program with a comprehensive and ongoing career development program for all students. 

Standard 10: Career & Technical Student Organizations

https://www.theaet.com/PoA/PrintSY.aspx

Above I have attached program of activities on AET that we completed in class. This artifact shows my ability to provide students with career and technical organizations. This specific artifact shows my ability to integrate this into my program as a part of my career and technical program that is accessible to all students. This artifact also shows how I will develop skill in my students through the participation of students which will provide opportunities for students to develop and enhance their own technical, academic, and employability skills. This artifact also shows how I will engage students through things like activities, competitions, community service and leadership development events. Lastly, this shows my ability to make connections in the industry. This artifact shows my ability to connect students to professionals in the industry through events and competitions by showing times and dates when students will be getting out in the industry, meeting professionals, and taking industry tours.

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[Unit Plan]

Above I have attached my student teaching unit plan for my student teaching time at Wayne High School.  which shows my ability to provide students with career and technical organizations. This specific artifact shows my ability to integrate this into my program as a part of my career and technical program that is accessible to all students. This artifact also shows how I will develop skill in my students through the participation of students which will provide opportunities for students to develop and enhance their own technical, academic, and employability skills. This artifact also shows how I will engage students through things like activities, competitions, community service and leadership development events. Lastly, this shows my ability to make connections in the industry. This artifact shows my ability to connect students to professionals in the industry through events and competitions.

Standard 11: Work Based Learning

https://docs.google.com/document/d/1GKh9vAEptQtTKT0NjgajM8bPHdpLlVNCL3_7iJM57rs/edit?tab=t.0

Above I have attached an SAE for all teaching and grading plan. This document was a group project, my partners were Maci & Chelsa and together we articulated this document. This document does a sublime job of displaying work based learning. This document displays meaningful experiences to my future students, this document shows how I will provide students with opportunities to apply their knowledge and skills in real-world settings. This document very clearly shows how it is centered around the student, their goals and career aspirations. Without further ado this document has a strong emphasis on safety and supervision as both the instruction (teacher) and the student. This document shows how everything will be handled in a manner that is safe and supervised with clear guidelines and procedures that are in place to ensure the safety of everyone. Of course this document shows how this will provide professional development to the students. It depicts how you provide an appropriate support for students and offer guidance to students as they go through their work based learning experiences. This document is an all-encompassing document that shows how students will have a work based learning experience.  

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https://docs.google.com/document/d/1GKh9vAEptQtTKT0NjgajM8bPHdpLlVNCL3_7iJM57rs/edit?tab=t.0

Above I have attached an SAE for all teaching and grading plan. This document was a group project, my partners were Maci & Chelsa and together we articulated this document. This document does a sublime job of displaying work based learning. This document displays meaningful experiences to my future students, this document shows how I will provide students with opportunities to apply their knowledge and skills in real-world settings. This document very clearly shows how it is centered around the student, their goals and career aspirations. Without further ado this document has a strong emphasis on safety and supervision as both the instruction (teacher) and the student. This document shows how everything will be handled in a manner that is safe and supervised with clear guidelines and procedures that are in place to ensure the safety of everyone. Of course this document shows how this will provide professional development to the students. It depicts how you provide an appropriate support for students and offer guidance to students as they go through their work based learning experiences. This document is an all-encompassing document that shows how students will have a work based learning experience.