Teac{HERR} Tales: Mastery & Growth

As a 4-H alumnus, I'm naturally drawn to their motto: to make the best better. Despite long to-do lists, I am continually reminded that there is purpose behind each assignment that accompanies our student teaching internship. Many of them to quite simply, make the best, better. 

Now, please don't miss understand me. I am by no means writing this blog and boasting that I am already classified alongside the best and just working to be better. I've got work to do to get there, but assignments like the Action Based Research and Student Learning Objectives are designed to help to do just that. 

I worked alongside my cooperating teacher to develop my understanding of the Student Learning Objective, or SLO process early on in the semester. During which, we selected my Equine Science class and Horse Selection and Evaluation unit to focus my Action Based Research and SLO on. 

SLO's are based off of five components. Those components are strategically designed to help teachers identify an area of need and improvement in their classroom that they wish to intentionally improve. Results can be analyzed to serve as Action Based Research. These five components and how they fit for my SLO are shown below. 

1. Context

- This SLO was focused on 36 students enrolled in an Equine Science class in grades 9-12. This class is an every other day course that is 40 minutes long. 

2. Goal

- Students will classify, evaluate, select and manage animals based on anatomical and physiological characteristics

3. Measures

- Students will take a written pre-test, mid-term and final. They are designed to determine mastery at an initial level (pre-test) and mastery or growth of content knowledge and competency levels at the mid-point and final point of the unit

4. Indicators

- Students will achieve at least a 25% or higher on the pre-test, while on the mid-term and final student scores would increase by 25% of the pre-test score or achieve 100%

5. Expectations

- Scoring brackets were set to determine success. For example 0%-64% of students meeting the indicator targets equates to a failing status, 74%-91% is proficient and 92%-100% earning distinguished

Simply put, various factors played a role in the results that were determined during this assignment. Student awareness of assessments, student absence, every other day class schedules are just a few of the factors that surely influenced the results. 

Simply put, regardless of what school or state I teach in, I will surely be required to perform some form of an SLO or Action Based Research assignment. This was excellent practice, along with a great mentor!

Until the Next Teac{HERR} Tale, K. Janae

Teac{HERR} Tales: Enhancing the School Farm, One Tree at a Time

The Forestry classes at Midd-West High School have a unique outdoor classroom. Granted to the program by the school district, these students, along with other agriculture students at Midd-West have access to a 15 acre school farm. This land is viable for planting and student committees hav
e actively sought out resources to get seeds donated.

Last year, the school farms inaugural year, students and parents put forth time to plant a corn and pumpkin crop on the school farm. This year, as the school farm moves into further phases of development, Forestry students are focusing more on environmental impacts.

During our Silviculture and Forest Ecology Unit, we focused our energy on utilizing the content learned in this unit to help invest into the land around us for future use. Our Community Based Unit of Instruction was designed to look like the outline below; however, the weather created a constraint of some form because I will unfortunately not be here to see the full project in fruition. Nonetheless, the project is off to a great start!

1. Defined Riparian Buffers
2. Identify Soil Type and Texture
3. Evaluate the Site
4. Research and Identify Tree Species
5. Identify Funding Sources
6. Order Tree Seedlings
7. Install Riparian Buffer

The Forestry students determined that the most suitable species for the riparian buffer include Graystem Dogwood, Speckled Alder, Button Bush, Red Elderberry, Viburnum, Silk
y Dogwood, Eastern White Pine and Winter Berry. All of these species have expansive root systems, do well in partial sun, wet or sandy soils and produce a fruit or nut that can help enhance the wildlife habitat.

While the students evaluated the riparian buffer site they identified other needs aside from the riparian buffer that need addressed when looking at the site from a conservation stand point. The stream access needs established infrastructure and the
current field line should be pushed back to the line of soil type change the students identified during their soil survey.

As the projects continues the Horticulture class will also have more of a prominent role as well as the school farm FFA committee.

Simply put, it's been fun getting to dive into this project with the Forestry class. I wish would be around long enough to see the fruits of my students labor, it may mean swinging back around for a visit!

Simply put, there is extreme value in designing unit like this. Students have a unique sense of buy in because of their direction connection, opportunity to work and ownership. 

Until the Next Teac{HERR} Tale, K. Janae

Teac{HERR} Tales: This Way to the Big Kid Job

See here's the thing. There is absolutely nothing wrong with asking questions. There is absolutely nothing wrong with seeking out opportunities to make yourself better then you were yesterday.

As I prepare to enter into my professional career, no longer a student, it is essential that I take the time and initiative to seek out and take advantages of opportunities that will surely make me better at the interview process, at the job hunt and then successful in my own classroom.

In order to do this, I scheduled a time to meet with our high school principal, Ms. Hutchinson, to perform a mock job interview. Ms. Hutchinson was more then willing to get this appointment on the calendar right away and I appreciate her willingness to invest into my future career in amongst afternoon school duties and disciplinary actions.

Ms. Hutchinson chose to led this mock interview off in a conversational format, and though I would have appreciated the formalities for the practice, I was also really thankful for the chance for her to answer a question, me to answer it and her to break down and process my response. In doing so, I was able to identify some areas for growth and improvement as I work my way into a "real" interview.

Here are the questions Ms. Hutchinson asked...

1. Tell us about your prior experiences and how they have prepared you for this position
2. Describe a learning activity that you have implemented as a teacher that required higher level thinking and creative problem solving. Rate its effectiveness in enabling students to meet identified learning goals/objectives.
3. How does an agriculture teacher effectively incorporate literacy into everyday teaching?
4. What are the most important things to know/remember about assessment of student learning?Explain your understanding of differentiation and an example of what it would look like in your classroom
5. What measure does agriculture education need to take to stay relevant in today's economy and world?
6. In terms of managing study behavior, how do you determine and communicate priorities to students?

Good questions, right?! I was most challenged by the questions regarding literacy and assessments. Good reminders for me to do my homework and stay fresh on the terminology that we discussed in our course work at Penn State and connect it directly to examples in my classroom. 

Ms. Hutchinson's willingness to dissect each question and response after I finished allowed me to leave the room with some really good advice I'll share with you.

1. Find a way to take control of the interview. Seek out ways to talk about your strengths if they don't come up in the conversation. You've got to sell yourself!
2. Writing skills are not ignored! The quality of your cover letter and your essay or other evidence of writing speak directly to your professionalism, level of care and academia. 
3. Know the school and community that you're interviewing for. Do your research and incorporate what you've found into your responses.
4. Ask questions of your interviewers. Ms. Hutchinson values the questions her interviewees ask almost as highly as writing skills. One of my favorite example questions she shared was in the context of one-to-one technology. What expectations do you have for the implementation of technology by your teachers?

Simply put, this was surely a powerful experience. I surely came back with plenty of take-aways, too many to share in one blog!

Simply put, I'm thankful for a chance to identify areas of improvement before I head into a real interview room. I'm thankful that advice came from an adminstrators who values my success. 

Until the Next Teac{HERR} Tale, K. Janae

Teac{HERR} Tales: Northern Region PAAE Meeting

I always enjoy being in the presence of seasoned agriculture educators. Not only does it give me an opportunity to be reminded of the power of an expansive professional network, but it reminds me of the reasons why I chose this profession.

I have a strong appreciation for both the National Associations of Agriculture Educators and the Pennsylvania Association of Agriculture Educators and their willingness to accept the pre-service teachers of the profession. Each time I have been given the opportunity to participate in a PAAE or NAAE event, I have grown to appreciate the network of teachers, mentors and friends that I have been able to establish there.

The Midd-West crew caravanned their way to the Northern Region PAAE meeting, to enjoy a meal around the table of fellow teachers and discuss important events and "ag teacher business," if you will. Here were a few fast highlights from the evening meeting...

• Summer Conference

• PAAE executive members shared new information regarding the 2016 PAAE Summer Conference. Midd-West High School will be the host school for this years conference. The tentative agenda is full of some great industry and program tours in the SUN Area and some incredibly relevant professional development workshops. After attending the 2015 PAAE Summer Conference held at Tyrone High School, PAAE members alike should be excited about the opportunities that await in July!
• Industry Certifications 
• PAAE invited a representative from the Center of Dairy Excellence to share with the Northern Region teachers. A new program initiated by the Center is their curriculum to help high school students earn certifications in the area of Dairy Herd Management and Dairy Business Management. How powerful is it for our students to be able to walk out of our classrooms with a certification that allows them to be more competitive on the job market?!  
• State Workforce Development Initiatives
• There have been powerful partnerships forming between various components of the Department of Agriculture, the Department of Education, PAAE and other Agriculture Education categories. Because of these partnerships, heavy attention is being placed on agricultural related careers in the state of Pennsylvania and tools that agriculture educators can use to ensure that they are best preparing their students for careers in need. Mr. Scott Shelly, the Special Assistant for Workforce Development has created this awesome resource for agriculture educators to share with administrators and guidance counselors. Check it out here!

Simply put, there is an immense value in paying dues and being an active participant in professional organizations. In an unique industry like agriculture, it is important to actively seek out these organizations to ensure that we are the most relevant educators possible. 

Simply put, agriculture educators are quite the bunch. I'm proud to be one of them.

Until the next Teac{HERR} tale, K. Janae

The Not So Normal Days

Edible DNA made Agriculture Biology way fun!

What an interesting week this one has been. You just can't prepare for some of this stuff, I'm telling you! For real, some days you have to accept the fact that people forget to work smarter, not harder. And somedays, your school server is going to get hacked and even Google will be considered and un-educational site that you and your students cannot visit and some days student stories will remind you again how fortunate you are to have been brought up the way you were. Oh, and somedays you just have to laugh it off and move on. 

For Week 13, I'll be sharing a high (some of the top notch, #thebestofmiddwest and other dynamite moments), a low (the not so glorious, wish it couldn't been better or those "you'll have that" kind of moments) and a tip (something of the Teac{HERR} Way that I learned or heard that should be shared with #psuaged16 and friends).

High: First things first, I just really like this place. I also just find it very hard to believe that we're this close to the end. It's been a great week of getting to see my students do awesome things. Crazy schedules let me get the chance to coach CDE teams on my own. Dairy Judging, Livestock Judging and Veterinary Science practiced this week experiencing awesome progress in preparation for State Activities Week. I got to watch several of my students rock out an wonderful performance of Anne of Green Gables for a school-wide teaser. I'm proud of these kids. Proud of them for working hard to make themselves better and proud of them for making themselves involved in areas outside of our "corner" in the school.

The Agriculture Mechanization NOCTI

Low: This week has been a crazy one. NOCTI testing and assemblies made for some funky schedules. The lack of internet for all parties in the school made for a week that felt rather unproductive. I found it a little defeating to have all of the different factors affecting the flow of the week. With no internet, students expected to not have to accomplish anything in the classroom, NOCTI testing pushed all of our classes to the auditorium, limiting our facility usage. But here's the thing, despite it all, you just push through and make good out of it. These road blocks allowed Ms. Herr to catch up on blogs and write some assessments and students to get prepared for the next AET evaluation. 

Tip: It was NOCTI testing week at Midd-West High School. My experience with NOCTI is pretty limited, I took the test as a senior in high school and discussed the importance of the exam for program funding in college courses. I'm thankful that I got to experience the NOCTI testing process while at Midd-West. Here's my tip, Midd-West pre-tests their students, holds several study sessions with their completing testers and uses those tools to help make their program better. Though the NOCTI is essentially a standardized test, there is a lot of value in the results from the exam. I also saw the immense value of keeping your administrators in the loop, not simply about what is going on in your program, but what why their support of you and your students in the NOCTI process is so valuable. Their support is needed for the success of your students in the process. 

Simply put, there is so much importance in getting your administrators and guidance counselors in your corner. Not just for the sake of logistics on the day of a NOCTI exam, but for continued support and gained understanding of the value of school-based agriculture education.

Simply put, find the good in the crazy. Find the good in the "not so normal" days. Find the good because the days fly by.  

Until Next Week, K. Janae

Teac{HERR} Tales: Good Food & Good Conversations

There’s something to be said about the camaraderie in the "ag teacher world." One of the things I find most attractive about the profession is certainly the network that extends from not just the local level to the national level. Coming together with a passion for student success and the future of agriculture, agriculture educators

The Center for Professional Personnel Development annually hosts regional new and beginning teacher meeting, allowing teachers to come together to fellowship and share resources. I’ve enjoyed the opportunity to expand my professional network across the state of Pennsylvania into the Northern region during my time student teaching at Midd-West High School.

Under the organization of Mr. Ron Frederick, Northern Region new and beginning teachers (and pre-service teachers!) met for a lavish buffet dinner, provided by the Center (huge shout-out to them!) at the Country Cupboard. I enjoyed a chance to catch up with Ms. Royer and Mrs. Gouger, the other Northern Region #psuaged16 members.

Mr. Frederick facilitated a discussion following the meal that allowed the seasoned teachers to share a funny story, a piece of advice and a resource that they find valuable. I learned quite a bit, for example bus drivers licenses aren’t all that they’re cracked up to be, rumen stomachs should only be dissected outside of the school building and other valuable information.

Between the ten of us that sat around the table, some unique teaching resources were shared! Arguably an anthem of teachers across the nation is beg, borrow and steal. The new and beginning teacher meeting surely prepares us to do just that! 

Here’s a few of them...

• PA Envirothon Mobile App (check it out here!)
• PA Extension Resources for Wildlife and Natural Resources (Mr. Frederick filled our bags full with those!) 
• A meiosis lab with these crazy little critters called "rebops" (check it out here!)

The last item on the evenings agenda was a chance for the student teachers to ask questions of the in-service teachers seated around us. Ms. Royer and Mrs. Gouger and I threw out questions that ranged from technology implementation strategies, job interview tips, acquiring program advice and time management strategies.

Simply put, I’m thankful for a night of fully stomachs, good conversation and additions to my teacher bag. 

Simply put, what a blessing it is to be a part of an occupation that allows for me to be a part of this expansive network of teachers who are seasoned with knowledge and experience and so willing to share. 

Until the next Teac{HERR} tale, K. Janae

Teac{Herr} Tales: South-bound and down!

I count myself blessed to have the opportunity to have experienced a diverse range of secondary agriculture education programs across the state and nation throughout my time as a student at Penn State. Those experiences such as the Domestic Study Away or Collegiate FFA CDE judging events have certainly helped mold me into the agriculture educator I am today and taught me to geek out a little bit when I get the chance to step foot in a new program.

I took a day off from my stellar Midd-West kiddos and headed South to Kennard Dale High School in York County, Pennsylvania where I spent the day with my #psuaged16 team mate, Ms. Jenna Timmons and her cooperating teacher, Ms. Abbie Smith. Without surprise, Ms. Timmons and Ms. Smith greeted me in the office with a warm, Ram-country welcome as the day got off to a great start.

I had the opportunity to work along side Ms. Timmons in contextual teaching lab last semester and enjoyed the opportunity to watch her teach in that setting. I was excited to experience her growth as an educator now coming to her cooperating center. I have always admired Ms. Timmons respectful, sweet and passionate demeanor and she proved no different during my visit. She praises and encourages her students well, another admirable trait she possesses.

Ms. Timmons taught a wide range of classes during my visit, ranging from Animal Care & Management, Veterinary Science Horticulture 2, FFA Leadership and CASE Intro to AFNR. This allowed me to watch her teach a diverse selection of students and content. 

The class sizes at Kennard Dale are much smaller then those at Midd-West and I appreciated seeing the many differences in classroom management and organization between my classroom and Ms. Timmons. My smallest class is currently 18 students, Ms. Timmons smallest was 4. Pretty substantial difference! That small class sizes allow Ms. Timmons to have very conversational class time as well as make for an appropriate setting to call her higher level classes to higher standards. This allows her to help develop critical thinkers.

Quite possibly one of my favorite things I heard Ms. Timmons say was “I don’t know, I’ll look it up.” Afterwords, she proceeded to jot down the students question so she could catch them up with more information on the topic later. It was a great reminder for me - we truly don’t have to know it all. Let’s learn alongside our students!

Simply put, it was great to be in Ms. Timmons and Ms. Smith’s very well organized classroom and get the chance to observe and encourage one of my peers. 

Simply put, my visit with Jenna challenged me to communicate more efficiently in praising and encouraging my rocking kiddos. It also challenged me to own the things I don’t know and accept the challenge. 

Until the next Teac{HERR} tale, K. Janae

Adventures of an Advis{HERR}: SAE's & Surveys

This student teaching internship obviously creates a lot of unique experiences for me. Some of them intentionally placed throughout the program, others occur organically as I daily progress through this journey. One of these strategically placed experiences is the an SAE visit with one of my students.

One of my first encounters with Midd-West FFA students was this past summer when I participated in several different SAE visits, you can read more about those here. I had an opportunity to host an SAE visit with one of my students that I now know much better then I did the students I met with back in the summer.

Meet Mariah. Mariah is a junior at Midd-West High School, an avid field hockey player with a big personality and bold, adventurous spirit. I appreciate Mariah's willingness to just jump in and try new things. One of them being her SAE, which she chose to do an enterprise in the area of Agriscience Research with a focus on Social Systems.

An example of Mariah's questions

Mariah is interested in determining why the students enrolled in agriculture at Midd-West High School chose to take an agriculture course. There are ten agriculture classes offered at Midd-West High School this semester, all of these students will be asked to complete the survey for Mariah's research.

While Mariah and I met, we discussed the process of ensuring all students will have access to the survey and made sure that her questions were designed to help her accomplish her goal. Mariah finalized her message to the student body so that I could post it on our school's online platform for the students to take in class.

Student responses will be complied for Mariah to determine various themes and patterns in the data. Not only will the results of Mariah's survey help her be able to progress into the state Agriscience Research competition, the data will also be beneficial for the future of the Midd-West Agriculture Program. We discussed these options and designed a timeline and action plan for her to accomplish these tasks during this meeting.

Here's Mariah's message to the students

I am anxious to see the results that Mariah gathers through this surveying and helping her break down the results!

Until the next Advis{HERR} Adventure, K. Janae

Week 12, Here's to Short & Sweet

Lucky, our pygmy goat guest

It hardly seems real that we're this close to wrapping things up here. Week 12 was a short one, Easter break took up a few days as did another trip to State College to meet back with the cohort "fam" and work on refining our interview skills.

The two day week was no less crazy then any others. Mrs. Gouger (fellow #psuaged16 member) came by to visit, pygmy goats wondered through the class and the marking period came to a close.

Just like normal, I'll be sharing a high (some of the top notch, #thebestofmiddwest and other dynamite moments), a low (the not so glorious, wish it couldn't been better or those "you'll have that" kind of moments) and a tip (something of the Teac{HERR} Way that I learned or heard that should be shared with #psuaged16 and friends).

High: I can now say I have successfully completed my first course. Our Agriculture Education 8 (entry level course for eighth graders) runs on a marking period calendar, I had the privilege to pick up the third marking period section on day one and spend the whole marking period with them. This class in particular taught me SO much. Not only about social dynamics of middle schoolers (yikes!), but about diverse learners, differentiation strategies, importance of variability and much more.

In honor of Dr. Ewing, the four cycles of an engine dance!

Low: The end of the marking period brought a crazy tall pile of grading for Ms. Herr. In the midst of teaching a full load of classes, navigating through meetings and Easter break and a long list of other items I allowed for the grading pile to get way out of control. Every waking moment this week was surely spent evaluating students, adding grades to the gradebook to make the end of the marking period deadline. Lesson learned! I surely won't be letting the stack get that tall in the future!

Tip: Here's my tip for #psuaged16 this week, as we near the last 20-some days of our student teaching internship and we prepared to continually wrap up units and classes to pass back to our cooperating teachers, enjoy the bittersweet-ness of the moment. Enjoy the fact that there's a few extra minutes to catch up on other assignments and tall grading piles. But also enjoy the moment to celebrate student success that was accomplished in the time that you "owned the class."

Simply put, this two day week has been a short, but a sweet one. I'm thankful for the uniqueness of the week and of course the chance to dine with fellow Northern regional agriculture teachers and acquire new resources. 

Simply put, here's to the last 20-some days of this crazy experience. May they be full of celebratory moments of accomplishment, student success and progress. 

Until Next Week, K. Janae 

Remember Why You Started

And then it hit me. I only have one more month left with these kids. 30 total more days to bring my best foot forward, despite the stress and craziness of the day-in-day-out of life as an agriculture educator for the benefit of my students. It hardly seems real that this semester is that quickly coming to a close. In fact, I'm quite certain that just a few days ago, we were all piling in a school bus headed to the Farm Show Complex for Mid-Winter Convention.


With Easter Break knocking at the door, it made things a little difficult to look at week 11 and these last 30 days with my students in a positive light. But as my feet hit the floor (probably a little later then they should have) on Tuesday morning this week I told myself "remember why you started." Same goes for you #psuaged16, don't forget why you started in these last few weeks. Don't forget to thrive.

Back to business, week 11 has brought warmer days which means antsy children and a busy greenhouse. The spring flower fundraiser wrapped up this week, lots of spring cleaning activities throughout the FFA office and ag classroom, running engines and punnett squares far enough for the eye to see. I tell you, it's all about mastering the art of organized chaos. (Is that a resume worthy skill?!)

Week 11, though a short one will be no different. I'll be sharing a high (some of the top notch, #thebestofmiddwest and other dynamite moments), a low (the not so glorious, wish it couldn't been better or those "you'll have that" kind of moments) and a tip (something of the Teac{HERR} Way that I learned or heard that should be shared with #psuaged16 and friends).

Dalton working with some students on their review activity

High: A few weeks ago, on our way to SLLC, I had some good conversations about how awesome agriculture education really is. Two of my students were on the fence about what they wanted to do for the rest of your life. (FYI, as an ag teacher you automatically become a life coach. No pressure.) The idea of agriculture education grew on them and this week with the help of Penn State Teach Ag! Society's Essay Contest, I got to watch one of my students give it a try. Dalton took on my Small Gas Engines class, bringing some solid content about the 5 engine systems. That class is a challenge, it's the last period of the day, there's 18 boys, need I say much more. Dalton did a great job taking on the challenge. Standing to teach your peers is a daunting task, even as a senior. I was proud, not just for Dalton's great job but because I couldn't help but think that I played a small role in helping him consider agriculture education as a career option. 

Low: Mr. Erb was out for the week and asked that I focus on some theory rather then have my shop classes work, to be easier on the sub. #psuaged16, be purposeful in your sub plans. It has been much of an upward climb dealing with these "anti-sub" students this week. I get it. Break is hours away and they're taking this class because they want to work with their hands. I reacted to some situations in ways that I wasn't really proud of this week. I was tired, I too was ready for break and let that come out on them. In efforts to rise above, I chose to start class with an apology. I watched my cooperating teacher model this for me, it proved quite powerful. 

Tip: Here's my take-away from this week. Be patient. Be patient because the sun is shining outside. Be patient because he just might not get it (even after lots of independent instruction). Be patient because odds are not many people are with them. Be patient because, seriously, it's not the end of the world. Be patient because there's only one month left.

Simply put, take a deep breath. Be patient. Run around like a chicken with your head cut off. Make a second to-do list. Laugh it off. Remember why you started.

Simply put, here's to the last 30 days with these students. The ones who frustrate me, worry me, overwhelm me, but most importantly make me laugh. "Invest into your kids and they will invest into you."

Until Next Week, K. Janae

The Top 10 for Week 10

Here's 10 crazy things that happened during Week 10...

1. New Classes

2. Tractor Driving

3. Rabbit Breeding

4. Maple Syrup Production

5. Running Engines

6. Career Fairs

7. Growing Grading Piles

8. Teach Ag! Essay Contest Preparations

9. Burning Shop Towels

10. Oh, and Burning Maple Syrup

No joke, that all happened. And all in one week. Let's break it down. I'll be sharing a high (some of the top notch, #thebestofmiddwest and other dynamite moments), a low (the not so glorious, wish it couldn't been better or those "you'll have that" kind of moments) and a tip (something of the Teac{HERR} Way that I learned or heard that should be shared with #psuaged16 and friends).

Testing the sugar content of our
sap sample

High: Student progress. I am a firm believer in holding students to a high standard; pushing them to focus and to put their best foot forward. Here's what I've learned about possessing that philosophy, sometimes students don't appreciate the pushing. Until the end. As we neared the end of our engine overhaul unit, this week has been full of lots of engines starting up. One group in particular was ready to get up and running on Monday. This particular engine team needed lots of reminders to stay focused, but when they buckled down they could be quite productive. When Monday rolled around and they had acquired the proper fluids for their engine and were ready for the big start-up, my heart smiled big time when they weren't going to start the engine without me. Maybe this is just my sappy interpretation of the moment, but it seemed as though my constant pushing had paid off as they wanted me to share in their victory of accomplishment. I'm proud of these kids and the progress I've got to witness in the last 10 weeks.

Boiling the sap down
(Be careful, it burns fast!)

Low: Here's the thing, don't write your lesson plans in pen. They'll change. I picked up our Agriculture Biology class this week and we jumped, both feet into our genetics unit. Starting things off with the infamous concept of punnett squares, I was reminded of the importance of knowing your students and intentionally planning those formative assessments to gauge where they're at and what specialization they may need. This Agriculture Biology class is a unique course and is preparing students to take the Biology Keystone Exam in May, because of that it is so crucial that I am constantly checking for understanding. I owe it to them to lead them into this somewhat daunting exam prepared.

Tip: Here's what can get frustrating with the public school system... today's students never have an opportunity to express themselves. They sit in their cookie cutter desks with their cookie cutter laptops and listen to cookie cutter lessons to prepare them for this big (dare I say cookie cutter) test day-in and day-out. No wonder we see behavioral issues or unmotivated students? It's unfortunate; however, that what seems to be the only class that allows student to express themselves; to learn in whatever way best suits them, is in our elective courses. It's as if our students desperately need these classes and too often then not our administrators deem them "invaluable." This observation made me want to fight for these students even more, to express the uniqueness and value of my program to my administrators and co-teachers and to ensure that I'm daily teaching to the audible learner, the visual learner and the kinesthetic learner.

Get those kiddos outside!

Simply put, I love the adventures that each week here sends my way. From fires, to student projects, to crazy count-downs telling me we're almost done with this wild ride, I'm just really thankful.

Simply put, each week brings new challenges to the table, week 10 was no different. Here's to providing my students with may the only opportunity they have to express themselves, to learn the way they do best. 

Until Next Week, K. Janae

Wooaahhh, we're half way there...

It was a typical start to the week, I was participating in my normal Monday-morning review of my agenda planner. During that particular moment, my eye was drawn to the weekly count down written beside each week. A seven was scribbled on the left hand side. Seven, which is half of fourteen and fourteen which is the total number of weeks I spend here at Midd-West High School.

[insert minor hyperventilation moment]

You people, we are half way done with this student teaching internship; this capstone experience of my college career. It doesn't even seem real. No doubt, it will get harder before it gets easier. My class load will keep increasing, classroom management issues will surely not disappear and it will most definitely keep getting harder to say goodbye to this place and these kids.

Week seven meant National FFA Week, a quiet week for Midd-West FFA as energy was focused on a school-wide food drive for families in need in the school district, the annual awards banquet in two weeks and the teacher appreciation breakfast to be held in conjunction with an upcoming teacher in-service day. Agriculture Education 8 had a week full of labs, Horticulture, Welding and Small Gas Engines diligently worked on cumulative projects and self-directed learning. My newly acquired Forestry class jumped in both feet, to our Maple Syrup Production unit, mastered the art of putting out student "fires" Our first full week of school in a while was a good one, full of exciting learning.

Week seven will be no different, I'll be sharing a high (some of the top notch, #thebestofmiddwest and other dynamite moments), a low (the not so glorious, wish it couldn't been better or those "you'll have that" kind of moments) and a tip (something of the Teac{HERR} Way that I learned or heard that should be shared with #psuaged16 and friends).
High: Disclaimer: I by no means have figured this teacher-thing out; but I've certainly come to the realization that there is not worth stressing over the minor details. I am here to cultivate growth, a learning environment that is safe, engaging and meeting all of my students needs. This week was full of "ah-ha!" and "ohhhhhh's" and "that was actually really fun!" coming from student mouths. All of which I count for small victories in a week that was tiring and long. 8th graders are challenging, high school boys are a little bit crazy, but nonetheless I'm so proud of these students and the progress they're daily making even when I end my day quite beat.


Low: My challenge this week has most certainly be this growing need in my class for differentiated groups. With a week full of plant science labs for my eighth grade students, I've been testing grouping students by their ability, if you well. Allowing my higher performing students to dig deeper at their own advanced pace and giving me more time to work with my lower performing, or behaviorally challenged students. Differentiation requires extra planning on my part to ensure that the rigor of my lesson is appropriate for all of my students. It's challenging to gauge the best way to execute this in all my different classes, each with a more diverse range of students then the last.

Tip: Seek out the small victories. The next seven weeks will probably get a little more stressful before the get a little easier. This week and the next few weeks following I'll be jumping into some units with content that I am not familiar with. Of which is a humbling reminder that I most certainly do not have to know it all but is also a reminder that I need to actively seek out those "ah-ha" moments for my students, not letting myself get stressed and exhausted in the content that is unfamiliar territory for me.

Simply put, it's still blowing my mind that we're half way done with this experience. Only seven weeks left with these kids! I'm feeling the pressures of "did I really leave a lasting impact here?" "do they know and understand how passionate I am about their success?" Here's to seven more impactful weeks! For both them, and me.

Simply put, I certainly say it every week, this job is exhausting but oh, so very rewarding. So very thankful that the Lord has called me to this place; to this field. 

Until Next Week, K. Janae

Week Six & A Donkey Basketball Fix

FFA Team 1 was nothing
but net!

 Wintery weather can surely get the best of us. It only took a little bit of snow and ice to quickly turn week six into a very short, two-day week. Jam-packed full with re-adjusting students from a long President's Day and snow-day weekend, long days for Parent-Teacher conferences, banquet preparations, muddy hands after some soils labs and of course, the ever-popular event Donkey Basketball, week six did not disappoint.

High: Friday was a day out of the "office" for Ms. Herr as I made my way to State College for a mini-reunion with #psuaged16. I'm thankful for a program design that values and actively prepares professional development for my peers and I. Not only did we get to spend some quality time problem solving as a cohort, we revisited the importance of ensuring rigor in our course content and that we're teaching within appropriate realms of Vygotsky's Zone of Proximal Development. I want to ensure that my students are most certainly not anxious and frustrated or bored and unengaged with their learning, yet they are being challenged right at the "sweet spot."

Low: Since I would be out for the day to attend our seminar in State College, I busily prepared sub plans for the day. In preparation to do so, I faced the reoccurring frustration of this experience in a weak point in our teacher preparation process. We have a jam packed four years at Penn State, each credit slot filled with just enough technical agriculture, general science and methods courses. The hard part is that all of that good stuff leaves little room for the equally important preparation in the area of diverse learners. It is on almost a weekly basis in which I face the frustration of feeling as if I cannot serve my learners who have varying needs of lesson adaptions and accommodations because I lack the ability to translate the SDI's (Specially Designed Instruction) spelled out on a students IEP. Don't get me wrong, I think that much of these skills have to be acquired through the learning process during the student teaching internship. But I am legally required to provide these services for my students and can't to the best of my ability because of the current course work in the area presents such a strong focus on English Language Learners (ELL) and little on the "average" learning with diverse needs and abilities. Granted, I am working alongside good coaches but would argue a strong need for increased preparation in this area for future cohorts.

Almost 500 people filled the stands for Donkey
Basketball!

Tip: By the advice of my cooperating teacher, my challenge for the upcoming weeks and an encouragement to you, #psuaged16 as well, when you state your objectives for the day, are you explaining the purpose behind it? Am I effectively communicating a "Career Connection" or "Agriculture Application?!" I'd imagine it surely leads to increased student engagement, stay tuned! I'm working on ways to display this "purpose statement" on my classroom board.

Simply put, there's no reason to discount a two-day week versus a five-day week. Both come full of new and exciting observations and adventures. I'm 

Simply put, the refining continues! Here's to the half-way point of this adventure! It doesn't even seem possible, time flies when you're having fun and teaching kiddos!

Until Next Week, K. Janae