Standards 1-4

The picture provided is Omaha Bryan's program of study planning. Because OBHS uses the Academy system that all OPS locations use, freshmen start in the Freshman Seminar, then can choose a pathway to a specific Academy. Bryan's Urban Ag academy has a clear choice mechanic, allowing for students to choose the pathway of most interest and follow the courses lined up. Each pathway within the Urban Ag Academy progresses in difficulty and information given, building upon the previous semester or year's worth of work. The course offerings may be few, but there is critical information gained in each course that will advance the student's career and technical knowledge in each pathway.

The attached PDF is my Program Components Analysis of Omaha-Bryan high school. For this artifact, there was a focus on progressive learning and flexibility. Dr. Harvey and Mrs. Cooper were stellar at ensuring there was a foundation for each student, and were able to move every kid who came into their classrooms into more defined skill sets that fit them. As a school with an immense amount of ELL (English Language Learner) students, Harvey and Cooper had a huge job to accomplish with ensuring that Sequencing & Articulation of the coursework was well-developed, clear, and in multiple ways able to be accessible to the students. If a student was struggling, Harvey and Cooper would take that student and help them find a place that would work better for them. As an educator, it is my goal to be inclusive of all students like Harvey and Cooper are, and be able to create an environment using sequencing of learning to properly articulate my lessons to all students in the classroom.

The previous assessment rubric will be implemented in a Food Science 1 and 2 course at Omaha-Bryan High. This assessment demonstrates my ability to authentically and reliably assess student learning in the Ag Ed classroom based on the Unit context and content. The assessment criteria is based on unit content, project development, and quality of experiment completion in the laboratory setting. Using performance-based assessment in the classroom is critical in developing career-ready students who understand not only expectations, but how to use critical thinking, personal assessment and reflection, as well as obtain the ability to take critique from assessment. This rubric also ensures that I, as an Ag educator, will only assess students on the content that was presented in the unit or expected to be in the project. It will give students peace of mind knowing that the assessment is based on hard-evidence provided in this rubric. Because it uses the 1 to 4 point scale (half-points included), it will also allow some flexibility if the student is between whole points.

This is a copy of the presentation given in partial English at the Kobe University Exchange Program Commencement Ceremony. 

The presentation selected represents my effectiveness in collaboration, commitment to diversity and broad knowledge, as well as professional development through multiple internship and international opportunities. The international exchange program at Kobe University in Kobe, Hyogo, Japan helped me to develop multi-cultural understanding alongside collaboration in groups which, at first, did not know each other. By having this experience and presenting it in partial English, I was able to connect professionally with the nearly 100 people in the room and discuss our exchange program freely. Knowledge gained in each individual internship also proved to make me a prepared instructor, learning ins-and-outs of international agricultural techniques, practices, and cultures. By committing myself to Kobe, I was able to successfully present my findings in Japanese agriculture to colleagues and brought home this knowledge to my friends and peers in the United States. I have continuously used the information I learned during my time in Kobe throughout my final experiences in college and my jobs.