Visiting J. Kibbe - Creative Teachers Create Engaging Environments

Today I Had the Privilege of Visiting Fellow #psuaged22 Member, Ms. Jenna Kibbe.

During this visit I have been inspired and challenged to become more creative in how I teach my course content. Ms. Kibbe makes a remarkable effort to integrate engaging activities into daily instruction which can be challenging as an educator.  

Getting Student "Buy-In"

Of course, not every day can be a win when considering the students' interest in a particular topic but I believe Ms. Kibbe's success rate is probably higher than the average teacher. She does this by being creative when planning for class, which leads to an increased amount of instructional variety.

What could have been a plain jane lecture on food security was a juicy discussion about finding real world solutions to the problem. The old-school lesson on soil profiles was rejuvenated with a hands on activity where students created their own soil profiles with various confectionary ingredients.

Managing the Classroom

Ms. Kibbe is vigilant with her class management strategies. A novice such as myself typically struggles with this job requirement. Kibbe is fire on her feet when assisting one student while another grabs her attention to use the restroom. Furthermore, she is sure to practice effective proximity which allows her to exercise authority to the class and build relationships with the individual.

A Creative Professional

Ms. Kibbe is an excellent example of a business like attitude in the classroom. She holds herself and students to a higher standard by expecting students to be creative when meeting academic and personal goals. I believe Jenna Kibbe is the epitome of what a young creative professional educator looks like.

 

Week 7 As the Intern - Growth Requires Heat (ENERGY)

 Plants Need Heat to Grow and So Do I 

Last Week's Heat Forges This Week's Reward 

Admittedly, I didn't perform to the best of my abilities last week. Like a primrose in the frost, I failed to grow as a teacher. By this, I mean, I got lazy. Planning was reduced to 10 minutes per class and classroom management was put on the back burner. 

Thankfully, I work with nurturing master educators that are preparing me like a garden in winter. Both of my cooperating teachers noticed areas for growth and provided means that prompted my flowers to bloom. 

This week has been a success because my apical meristem was booming with auxin for upward growth. One cooperating teacher applied a product called Plan-Power. Plan-Power is an aqueous solution of love, time, and thoughtfulness that prompts a young teacher to spend at least 30 minutes to plan each class.

In addition I was treated with Variable Assessment which is a granular supplement mixed with a solution of Curriculum concentrate. This prompts a student teacher to holistically assess students with real-world situations.

Lastly, I was provided Love, the strongest growing supplement of all. The Big Spring School District community has been supportive of my mission to develop as a professional. My cooperating teachers are the main residual agent to keep this supplement readily available to me on a recurring basis.

Next week's growth requires even more energy for me to sustain my current progress in addition to spreading my roots and continuing to reach for the sun.

Week 5 As the Intern - Teaching Includes Planning for Next Year

Could Ag Teachers Be Required to Submit Annual Curriculum Plans to School Admin?

Yes. 

Why?

Time = Money With Good Curriculum (At least in Agricultural Education)

Now I'm no professional educator. I'm a teacher candidate with 5 weeks of student teaching internship experience under my belt, so I'm only getting greased up. 
But here's what I know:

The Federal Government Has Allocated Money to Vocational Education (Such as Ag Ed)

In 1917, U.S. Congress passed the Smith Hughes Act, formally know as the National Vocational Education Act. This act allocated funding to public vocational instruction, which would in turn educate and foster the next generation of America's workforce. Additionally, agricultural education was now freely provided in the public school system. I am proud to live in a country that values future generations.

In 2006, the Smith Hughes act became known as Perkins V (Title I Carl D. Perkins Career and Technical Education Improvement Act) and continues to fund public agricultural and vocational education. 

Through the act, funding is allocated via the United States Department of Education (USDE) to every state by considering the Census Bureau's estimated number of individuals aged 5-17, and the estimated number of individuals aged 5-17 living under the poverty threshold. 

That Funding Comes With Conditions

In Pennsylvania, Perkins V funding is distributed by the Pennsylvania Department of Education (PDE) amongst schools. School districts receiving this funding must complete what is known as a Chapter 339 Evaluation. The criteria of this evaluation can be found within the lines of Pennsylvania Title 22, 339.4. These evaluations are done "at intervals of no more than 5 years" and consist of various assessments, including proof of adequate CTE teacher certification, materials to accomplish curriculum goals, and evidence of correspondence with industry standards. 

Here's What I Think

I think when a school administrator can provide PDE with at least a year of curriculum, course, and unit plans, it will be obvious that the program fulfilled Chapter 339 Evaluation requirements. Does it seem overreaching to require that teachers to supply next year's lesson plans for school administrators? Yes. Lessons are the day to day classes that are variable because life is variable.

However, I do believe that school administrators have valid reason for asking teachers to provide next year's curriculum, course, and unit outlines. 

It Won't Be Easy, But It's Worth It

Last semester I was privileged to create only a sample of these curriculum, course, and unit outlines that I am currently utilizing in my student teaching internship. I'm grateful that I planned ahead because having a plan of action pays off in the end. The end result may be different from the plan, but you'll be ahead of the game when that time comes. At least, that's what I Believe. 

Ask your school administrators how you can help them with the Chapter 339 Evaluation. Prior planning may be beneficial for you and admin.

Week 4 As the Intern - Mr. Kurtz Goes to ACES

 This week I attended the Pennsylvania FFA Agricultural Cooperation Establishes Success (ACES) Conference and got a new perspective on old memories

Professional Development

Pennsylvania Ag Ed is impressive because even after graduation, The Center for Professional Personnel Development and #teachagpsu continue to foster the growth of educators. I had the privilege of attending a PD workshop on greenhouse/ nursery entrepreneurial learning activities while my students rushed away to their leadership workshops. This PD was top notch and included content subject matter experts from Penn State College of Agricultural Sciences.

Courtesy Corp

Thankfully I have a cooperating teacher that pushes me to do more and be better. Sherisa signed me up to help out with Courtesy Corp which means I will be staying up and making sure that no kids do anything silly. This is exciting because I remember what it was like to be a student at this conference trying to keep it down after 11 PM as to evade trouble. Now I'm the big dog keeping these kids in line which is rewarding. 

Ag Ed is A Family

The people around me have known me for about 5 years since I was a PA FFA State Officer. Even as a young buck of 18 years old, PA Ag teachers have always been a warm group of people to be around. Now I am one of those Ag teachers which means I can relate to these people on a more personal level and perhaps even address them by their name.

Overall

This week has gone well and the heat is turning up because I'm starting to teach material that requires me to allot more time for planning. Regardless, I'm enjoying the gig and look forward to even more growth.