As we get closer to finishing our junior year at Penn State University, it is time to start looking toward the future. A time to reflect on who we want to be as agricultural or extension educators and where or who we learn from. In some areas, you just know what you want, but in other areas, it takes time to know what those needs are. Not because you don't know or haven't thought about that area of concern, but because sometimes you just need to see agricultural programs in action before knowing what works for you or not. Therefore, this is why student teaching site observations are necessary before deciding where we want to student teach for the spring of 2024.
Now that I vocalized what I wanted in a cooperating teaching site in the previous blog, it was time to go observe some agricultural programs in action! Those that I visited were Big Spring High School and Middle School FFA/ag programs and Athens High School FFA/ag program. These two schools were chosen due to suggestions given based on my wants within agricultural programs that I discussed earlier. However, the main reason for these two school district selections was the ability to experience both a well-developed high school and middle school ag program. So, what did I learn or observe at each place?
Big Spring High School
The day I traveled to the Big Spring area (which is in Newville, PA) I spent half the day observing the high school and half the day observing the middle school. While I was at the high school, I was able to observe Mrs. Fulton's plant science and ag mechanics classes. In the plant science class, the students were starting to transfer seedling trays of vegetables that were bought to bigger commercial trays in order to start growing such plants in their greenhouse for their plant sale fundraiser in the spring. It was truly exciting to see how many of the students were jumping at the bit to help out and volunteer to manage tasks. Not one person was slacking or goofing off! As for ag mechanics, I was able to observe the students' electrical wiring unit. At the time, the juniors at Penn State were also going through the same unit so I was able to brush up on my skills as well as understand how another ag teacher approaches the same unit in a different way. For the class, everyone could choose who they wanted to partner up with. Once groups were made, each group could start to work at their own pace to accomplish a series of wiring tasks, like lighting a switch to a light or a switch to a duplex to a light. Also, in between Fulton helping students within a class, I was able to ask her many questions about these specific classes, but also about how their program runs. Here, I was able to learn about how the teachers deal with students that IEPs, what FFA and program events that they participate in, what type of technology they use to take attendance or build assignments on, and much more. Plus, I received a tour of all their facilities, which include two classrooms, a shop area, a greenhouse, and a food science lab. It was also National FFA Week and so I was able to see a short officer meeting that they try to do at least once a week. It was through this experience that I was able to see how Fulton handled the situation where one officer was blocking another officer from the group messaging system. Overall, I learned a lot of information about the high school program that I will take with me in the future and wherever I end up for student teaching! However, the one thing that I wish I could have seen would have been to observe Mrs. Nailor's classes because she was absent due to an educational trip.
Big Spring Middle School
Here, I was able to observe two different classes, which at the moment I can't remember their specific names. The first class used a CASE curriculum lesson where the students were measuring, folding, and tapping boxes made out of paper, which helped them work on specific measurements. The second class ended up sharing some of their Supervised Agricultural Experience (SAE) projects. One student built a cat playground from materials around the house! During my tour of the facilities, I was able to take a look at their hydroponics towers, where students were planting a mysterious crop to observe, identify, and care for. Plus, I was made aware of this interesting program called PA Trout in the Classroom. Mrs. McIntire is able to purchase trout that was just hatched or about to in order for the students to observe the life cycle of trout. Once the trout are too large for the classroom tanks, the class and program create an event to invite the community to come and learn about trout and watch their release. This is a program that I never knew existed, but would love to implement it in my own program in the future. What a great way to educate the students and the community about agriculture! Continuing the observation, I also asked many questions to get a better sense of the program. I loved the fact that Mrs. McIntire is dedicated to her students first and foremost, wanting them to succeed and reach their full potential!
As for both middle school and high school, I love the fact that they try to include each other in as many events as possible. For instance, due to it being National FFA Week, the high school invited the middle school over for a movie night.
Athens Area High School
Then, I went to Athens Area High School, where I got to observe ag mechanics (both an intro and more advanced class), animal science classes, and an AFNR class. I was also able to see both Mr. Steinfelt and Mrs. Alderfer teach courses to see how differently they teach subjects. Interestingly enough, both informed me that they usually don't assign homework for the students unless it is about bringing something in for class. I found this intriguing because as someone that was always used to homework, I never thought about that being an option within the classroom. It could make lesson planning more challenging in order to figure out other ways to make sure that they are understanding the materials and expanding upon them. How could I measure success in a unit? Other things that I loved to see on my visit were the hydroponics and aquaponics systems, seeing so many pets in a classroom, and the beginnings of a greenhouse plant sale. The one ag mechanics class was also working on electrical wiring, which (like Big Spring) was great to refresh my own knowledge on the subject as well as how others teach the material. The other ag mechanics course was finishing up their unit on plumbing. I think this would be a great unit to add to my unit plans in the fall for ag mechanics! In addition, Steinfelt mentioned an event that the high schoolers were signing up to do, which was having an ag literacy day by reading a book to the elementary schoolers. This is a great way to add ag curriculum and knowledge to younger generations (something that I am supper passionate about)! On the other hand, one drawback is that I was not able to visit the middle school agricultural program to see how it runs.
Overall, all sites were a blast to go visit, wishing that I could student teach at either placement! It was after these reflections of each visit that I was required to fill out a student teaching application to explain my wants, rank my potential student teaching sites, and explain why. Then, within a week of application submissions, all juniors prepare for student teaching interviews. The interviews are with all staff members of the agricultural and extension education major in order to help place us at our student teaching site, but also to help us get at least one practice of how agricultural education job interviews will look like. As for mine, I did pretty well. Although, I did learn that during interviews I need to focus on eye contact, asking questions, not rambling on in my answers, and always bring a portfolio. Now, all of us are just waiting to hear our final student teaching placements in order to start the next step of this process! Can't wait to share it with you all soon!
Keeping It Veal,
Emily Jay
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