Follow up to Session 2 - What are our Professional Expectations?

To address the Ticket Outs from Session 2:

• What are we curious about?
• Connecting with Advisor's throughout the country.
• Three Options:
• PA Ag Teacher Directory (See Dr. Ewing's Blog post here: http://psuaee311.blogspot.com/2013/08/access-to-pa-agriculture-teachers.html)
• NAAE Communities of Practice! http://communities.naae.org/welcome
• Guest Speakers in Class! Ask Away!
• What will I record in AET? How does AET work?
• It can really be anything! Maybe start with "hours studying!" We just want you to play with the program and get a feel for it so you can help future students (who will probably be asking the same question at first to themselves!)
• Just start "Cruising" http://theaet.com/
• I would highly recommend attending our first Thursday TeachAg! Technical Update Webinar on AET by John Hines (West Perry) and Neil Fellenbaum (Penn Manor) on Thursday, Sept 5th from 3:30-4:40. Just click on http://meeting.psu.edu/teachag
• How the Theories Work/Connect/Everything! (including who is Bronfenbrenner!)
• Read and comment on this blog post about the theories. Let's keep the conversation going! http://psuaee311.blogspot.com/2013/08/three-theories-of-adolescent-youth.html
• How am I going to create a POA?
• Well, the lessons in session 9 (September 24th) and session 10 (September 26th) will help! Sometimes you just have to "start". Remember!! You are not creating a POA, you are creating a POA implementation plan!
• All these Acronyms!!
• Yes, sometimes it appears we have our own language! Please call me out whenever I use one you are not familiar with! No fear!
• Will we be offered student membership in NAAE and PAAE in AEE 311?
• Yes, go talk to Renee Miller in 207a, rgm13@psu.edu

• Still curious about FFA...all new to me!
• No worries. Just cruise your manual, handbook, and website and bring out questions in class!
• SAE programs and Organizing Them
• Session 16 (October 17th), Session 17 (October 22nd) and Session 18 (October 24th) will be awesome!
• Weekly Wonders
• What are you curious about? Please let us know! They are listed in your assignment handbook. They are on the Angel Lessons Page, and you can work as far as ahead as you wish!
• How people think about what they are going to do through life?
• Us too!
• Foster's Blog
• Hmm, well let's make sure we are all on the same page here:
• Personal Blog:  http://exponentiallyimpactful.blogspot.com/
• Advising Blog: http://nittanyowl.blogspot.com/
• Course (AEE 311) Blog:  http://psuaee311.blogspot.com/
• Program Blog: http://teachagpsu.blogspot.com/
• Do we need to bring our FFA Manual's to class every trip
• Not required (unless specifically requested), but look at the syllabus and determine if YOU think they might be helpful that day!
• If I will get my moodles done on time
• of course you will! Just start!
• How to recruit members into an FFA program?
• Session 27 on December 3rd!

• What did you learn?

• More about classmates
• How much Ag Ed does Youth Development!
• AET stands for Ag Experience Tracker, which is an online recordbook
• The 7 Factors of Adolescent Development!
• How to pass this class this semester
• Not just pass! Thrive!
• More about Weekly Web Wonders (they can be done in advance!)
• Youth need great leaders RIGHT NOW
• That the class is based/includes information on what is expected of me as an Ag Teacher, specifically when supervising SAEs!
• Fun information on Adolescent Behavior!
• Standards for Ag Teachers are Extensive, but that probably is best!
• A multitude of factors go into a successful FFA chapter
• There are common threads we can connect to Ag Science Classes and organizations like 4H and FFA
• I can log on AET and play!!! Woo hoo!!
• Challenges of Youth Development
• What to Expect!

• What do you want to learn more about?
• AET!!
• Just start "Cruising" http://theaet.com/
• I would highly recommend attending our first Thursday TeachAg! Technical Update Webinar on AET by John Hines (West Perry) and Neil Fellenbaum (Penn Manor) on Thursday, Sept 5th from 3:30-4:40. Just click on http://meeting.psu.edu/teachag
• Moodle Modules!
• See: http://psuaee311.blogspot.com/2013/08/49-2-mandates-moodle-module.html
• The Theories!
• SEE: http://psuaee311.blogspot.com/2013/08/three-theories-of-adolescent-youth.html
• The Acronyms
• See: http://psuaee311.blogspot.com/2013/08/what-does-our-profession-expect-of-us.html
• and http://psuaee311.blogspot.com/2013/08/what-is-total-agricultural-education.html
• Enhancing the family context of students with dysfunctional families
• Here is a great resource website: http://www.preparerespondrecover.com/childrensneeds/strategies.html
• Requirements to Teach
• This is covered in depth in AEE 100. If you are not in AEE 100, schedule a time with Dr. Ewing or Dr. Foster to discuss or visit: http://aese.psu.edu/students/teaching-certification
• More about SAE & POA
• The Future class sessions will be awesome
• How to conduct and engage my classroom!
• See AEE 412, Senior Fall :)
• FFA in general
• review handbook and manual provided (as well as required reading for class)
• Check out https://www.ffa.org in the meantime
• Where do I get my renewal membership form for PAAE?
• See Renee Miller, rgm13@psu.edu, 207a

What do you want from this class?

In the second class session of AEE 311, The Bellwork (or Do Now) was to identify three items. One of those items on the Salmon Cards was to identify what you want to learn after reading the professional expectations re: SAE & FFA.

Here is what you listed and where you can best get that information:

• Every opportunity available for AEE
• Well, there is a lot :), hopefully you are in AEE 100 as well, if not, keep your eye peeled for the Teach Ag! Tuesday Email Blasts
• Record books in FFA
• Assignment #5 specifically addresses this
• Spend time on http://theaet.com/
• Class session 23 on 11/12 and Class session 25 on 11/19 address
• Teaching Methods & Lesson Plans
• These topics are primarly in AEE 412 - Methods of Teaching Ag (Senior Fall)
• SAE (the In's and Outs!) At least half the class :). Check out http://saebuilder.com/ in the meantime
• FFA & FFA programs offered
• At least half the class :-). Check out https://www.ffa.org in the meantime
• Being an FFA Advisor
• Yay! We are doing this next week in Session 3 on 9/3 and Session 4 on 9/5
• The process up to student teaching. What do I need to be doing?
• This is covered in depth in AEE 100. If you are not in AEE 100, schedule a time with Dr. Ewing or Dr. Foster to discuss or visit: http://aese.psu.edu/students/teaching-certification
• Generating student interest in agriculture who have not had any experience with it.
• We will discuss as we talk about creating engaging programs through FFA & SAE, these tend to be big draws to students!!! Also will be discussed in AEE 412
• Organization skills for FFA programs
• Yay! Actually, we feel the assignments for AEE 311 really highlights this skills, especially assignments #2, #3, #4, and #7!
• Planning and implementing successful programs
• AEE 413 with Dr. Ewing in the Senior Fall. But, obviously some of the assignments in AEE 311 will directly address two of the three components of the total agricultural education program (SAE & FFA)
• Differences between different states FFA programs
• Luckily, we have awesome guest speakers from across the nation "skyping" in! Be sure to be ready with specific questions about the state they are from! Google Stalk them :)
• Standards of an Excellent Program
• Yay! We started talking about this today, but AEE 413 will also address
• Working with Administration to find program success
• We will talk about specific targeted language that will help. AEE 413 goes IN DEPTH with this as well (as well as AEE 313 experiences in the Senior Spring)

Thank you for being Awesome!

What is the Total Agricultural Education Program? A recap from AEE 100

Agricultural education is a systematic program of instruction available to students desiring to learn about the science, business, technology of plant and animal production and/or about the environmental and natural resources systems. Agricultural education first became a part of the public education system in 1917 when the U.S. Congress passed the Smith-Hughes Act. Today, over 800,000 students participate in formal agricultural education instructional programs offered in grades seven-adult throughout the 50 states and three U. S. territories.

Through agricultural education, students are provided opportunities for leadership development, personal growth and career success. Agricultural education instruction is delivered through three major components:

1) classroom/laboratory instruction (contextual learning)

2) supervised agricultural experience programs (work-based learning)

3) student leadership organizations (National FFA Organization, National Young Farmer Educational Association, and National Postsecondary Agricultural Student Organization).

The magic happens when all three components are present. This means:

* Yes, you teach about FFA in class

* Yes, FFA helps with student recognition of SAE programs

* Yes, FFA is an outside of classroom application of in class content

* Yes, SAE program development is critical for the success at the highest level for FFA members

* Yes, instruction about SAE should occur in class time and should be part of the course grade

* Yes, all students in agricultural education courses should participate in FFA activities (as the leadership laboratory of the course) and have an SAE that they keep records on.

What does our profession expect of us?

In the second class session of AEE 311, The Bellwork (or Do Now) was to identify three items. One of those items on the White Cards was to identify the "expectations" of Agriscience Teachers regarding SAE and FFA. This was to be influenced by your assigned reading of National Quality Program Standards for Agricultural Education and Candidate Proficiency Statements from AAAE.

To recap some acronyms thrown around:

• The Council for Agricultural Education:  A think tank for agricultural education as a whole
• National Association of Agricultural Educators (NAAE): Organization for secondary agriscience teachers
• American Association for Agricultural Education (AAAE): Organization for Agricultural Teacher Educators (ie Dr. Ewing & Dr. Foster)
• The National FFA Organization: Youth Organization for Agricultural Education Students

I found very interesting the list of "expectations" you identified/remembered after the reading. They included, The Agriscience Teacher:

• must make sure record books are kept up to date.
• must serve as the FFA Advisor.
• must have knowledge of how FFA record books work and to ensure each student has a well prepared SAE
• must have knowledge of what an SAE is
• educate about agriculture and live the creed (Click here for the Ag Teacher Creed)
• capacity to submit an annual summary of students' SAE programs
• serve as a role model for the FFA chapter and actively involve students
• capacity to teacher students leadership qualities
• design record keeping formats appropriate for each of the four types of SAE (to learn about the four types: click here)
• have knowledge of the FFA programs
• Formulate a record keeping strategy to document student SAE program outcomes based upon the concept of career pathway progression (To learn about Career Pathways: click here)
• be able to supervised a planned Program of Activities (POA)
• Be prepared for every class [no throwing in movies]
• Take a team to National Convention
• Has an SAE experience in a career/pathway
• Be supportive of student and do everything possible to hep them be successful
• must develop lesson plans
• Create curriculum that will guide students through SAE program selection with good examples
• Conduct SAE visits
• Design a curriculum unit and lesson plans in which students learn the basics of record keeping and management

After reading all of those...


I think that some might not have had time to complete the reading!

Some of you are on the right path, but some are not exactly there. Look again at required readings (also found on Angel Session 1!) on the National Quality Program Standards for FFA & SAE in secondary ag programs and the SAE teacher candidate statements from AAAE (bright pink).

Three quotes on expectations to think about:

High Expectations are Key to Everything. - Sam Walton

High Achievement always take place in the framework of high expectation - Charles F. Kettering

If you paint in your mind a picture of bright and happy expectations, you put yourself into a condition conducive to your goal. - Norman Vincent Peale

Access to the PA Agriculture Teachers' Directory

It was mentioned in class today that you may need to contact PA agricultural education teachers from time to time. Following are the steps to access the directory.

1. Go to http://aese.psu.edu/

2. Click on the box along the left side of the screen that says "Center for Professional Personnel Development".

3. Click on the Ag Teacher Directory along the left hand side of the page.

4. Click on "please register" and create a new account.

5. Once you have followed these steps, you will be able to access the Ag. Teacher directory for PA using your User ID and Password. You will be able to see schools in PA that have agricultural education programs, as well as look up specific teachers to get their email addresses/phone numbers so that you can contact them when necessary.

Three Theories of Adolescent Youth Development

These interactions with youth through our programming foster the development of a sense of industry and competency; connectedness to other persons and through them to community and society; control over one's fate in life; and identity.

The presence of these psycho-social characteristics in an individual has been found to be associated with positive school performances, pro-social behaviors during adolescence, membership in non-deviant peer groups, and positive relationships with parents and peers.

Below are three theories that are common for you to review and contemplate their connection to our youth programming.

Uri Bronfenbrenner

1. Uri Bronfenbrenner (1986) has proposed a theory of development that is consistent with the conceptual model, although the model does not use Bronfenbrenner's terminology or classification system. Bronfenbrenner views individuals as developing within a set of embedded contexts. In his theory, a "microsystem" represents the community context with which a child has direct contact. A child's microsystem includes family, friends, teachers, coaches, and other persons important to the child. The term "mesosystem" refers to the aspects of the community context that have an indirect impact on the child through their effects on key microsystems. Examples of mesosystem factors include the parents' workplace, parents' friends, and teachers' colleagues and supervisors. The "exosystem" is composed of the institutions and organizations in the community that are relevant to child development, such as child care or educational institutions. Finally, the "macrosystem" comprises the mores, beliefs, and values of a society that influence child and family life. For Bronfenbrenner, these systems have interrelated and interactive effects on a child's development because they determine the nature of the child's experiences in the world.

Figure 1: Brofenbrenner's model

The conceptual model for understanding youth development addresses the levels noted in Bronfenbrenner's system, with the exception of the mesosystem. The exclusion of this contextual aspect was based on a lack of sufficient research indicating the relationship between aspects of this context and youth development. The microsystem context is broken down in the model into community, family, and peer factors because research on these factors indicates that each has a unique impact on developmental pathways.

2. Social Learning Theory

Albert Bandura

Social learning theory provides a perspective of how behavior is acquired, maintained, and modified by individuals in society, regardless of their age or developmental status. Bandura (1982, 1986), a prominent social learning theorist, has proposed that behavior is shaped primarily through modeling, or observing behaviors, and reinforcement, or experiencing positive consequences to behaviors. Cognitive processes exist that mediate behavior change, including a sense of self-efficacy, which is developed through experiences of mastery of skills or tasks.

Acquiring and improving skills occurs when an individual is exposed to performance opportunities, observes others successfully performing the desired behavior, is provided with self-instruction experiences, or is exposed to verbal persuasion. Modeling can produce novel responses by providing cues for new behaviors, can inhibit or encourage existing behavioral patterns, or can facilitate performance of previously learned behaviors. Modeling also affects the acquisition of both social and antisocial behaviors.

Figure 2: Social Learning Theory by Albert Bandura

Aspects of social learning theory are consistent with the youth development framework. The notion of self-efficacy, for example, is somewhat consistent with the idea of the development of a sense of industry or competency. However, in the conceptual model, a sense of industry and competency is viewed as less task specific than self-efficacy and as a more generalizable characteristic of an individual. The social learning concept of reinforcement is a part of the model's emphasis on the importance of winning recognition for accomplishments and residing in family environments in which pro-social behaviors are rewarded and antisocial behaviors are controlled through negative sanctions.


3. All psychoanalytic theories have their origins in Freudian theory, they do not represent a single theoretical approach. Instead, the major psychoanalytic theorists of the current century developed varying conceptions of the influences on human development and its course throughout the lifespan. These theorists include Carl Jung, Alfred Adler, Peter Blos, Anna Freud, Harry Stack Sullivan, Eric Fromm, and Erik Erikson.

According to most psychoanalytic theories, the latency stage of development, which begins as the child enters school, is characterized by the accomplishment of several developmental tasks; primary tasks include increased control over instinctual (i.e., biologically determined) impulses and increased independence from parents. In psychoanalytic theories, increased control is facilitated by the development of a conscience based on the internalization of, and the identification with, parental authority. With it, the child's respect for law and order assumes a dominant place. As a result of achieving greater independence from parents, the child is less likely to be frustrated by the parent, and this produces greater emotional stability.

Erik Erikson

Unlike most developmental theories, psychoanalytic theory views adolescence as a time of regression rather than progression, at least at its onset. From the perspective of many psychoanalytic theories, the biological changes that occur with puberty bring about a regression from the emotional stability of the middle childhood period. The adolescent begins to show signs of experiencing stress and of giving up some of the accomplishments in education and social conformity that were achieved during the latency period. As a result, the adolescent manifests not only regressive tendencies but also a variety of defensive maneuvers to ward off the regressive pull.

Eric Fromm's perspective on adolescence has some unique features that have implications for understanding youth development. Fromm (1941) describes youth as being caught between their need for autonomy and their need for continued dependence. To escape this dilemma, they attempt to reduce freedom. They may do this by joining organizations that have specific behavioral expectations and demand conformity to those expectations; such organizations might include fraternities, gangs, religious sects, or the military. Youth also may attempt to reduce their freedom by engaging in actions that result in constraints or restrictions on their behaviors, such as marriage or parenthood.

Some aspects of psychoanalytic theory have been incorporated into the youth development model. For one, Erikson's (1963, 1968) propositions regarding the development of a sense of industry or competency and a stable identity are key features to understanding youth development and therefore feature prominently in the model. Fromm's (1941) description of the need for adolescents to experience both autonomy and a sense of connectedness with significant others in their lives is consistent with the concept of individuation in the conceptual model.

Figure 3: Erik Ericson's Eight Psycho-social Stages of Human Development

The question that I would LOVE for you to address after reading this theories:

How does Ag Edu address these theories?
[Please comment on this blog post!]

Session 1 - What we get to do!

2013 AEE 311 Rock Stars!

I really loved starting off today! I think the class has a great deal of potential! I would love to continue to hear your thoughts if you want to tweet to the hashtag #AEE311.

As we work on our capacity as leaders of youth, let's not forget what you shared on why we join and why we stay in organizations (btw, I would love comments to be left adding to this question)

Why We Join

• Some one asked
• Family
• Skill Sets
• Interest
• Low barriers to involvement
• Something new
• Sense of accomplishment

Why We Stay

• Activity
• Sense of accomplishment
• Similar interest
• Growth of Skills
• Sense of Give Back
• Friends/People
• Sense of Purpose

To address the Ticket Outs:

• What are we curious about?
• The assignments I will have to do in class
• Make sure to closely review the assignment handbook! It is all there!!
• What the speakers are going to talk to us about?
• A critical element of having guest speakers is being ready with great questions to make sure you learn and get the information you want!
• Will this class contribute to my individual leadership development?
• While that is not the exact focus of this course, I can not see how you could help others grow and not help yourself!
• What is the Blue Book For?
• The blue book is where you will capture your daily "Do Nows" or Bellwork and you can also keep notes in their if you wish!
• The comments section in the FOLDER?
• Some times, in the middle of class, a question pops in your head and you want to ask it but it does not "fit". Use the comments page as another way to communicate with your professors.
• Anything and Everything about AEE!
• That is a lot! You would be well served to follow us on our social networking sites:

Fan, Follow , Like, watch our Program! Penn State Teach Ag! is on the web!

• Blog: http://teachagpsu.blogspot.com 
  NAAE CoP: http://communities.naae.org/community/prodev/preservice/pennstate 
  Twitter: @TeachAgPSU
  Facebook: http://www.facebook.com/PSUTeachAg
  Pintrest: http://pinterest.com/psuteachag/  
• How to be a GREAT teacher?
• Keep coming to class!
• Will my inch and half binder be big enough for all class materials?
• Not if you print everything!
• I am anxious to learn from students who were not heavily involved in FFA. I love new perspectives!
• How my college education would have been different if I did FFA
• Maybe, Maybe not :)
• How to develop programs that foster these good leaders!
• Keep coming to class!
• The future for this class this semester, this year!
• Look at the Syllabus and the Assignment Handbook

• Reading the Handouts!
• Have FUN!

• More about FFA and understanding everything involved with it and how to connect with youth!
• Why we have the class!
• Developing Teaching Skills and Methods, revisiting my passion for FFA and fueling my passion to teach!
• This class will help some, but AEE 412 will be the focused methods course, BUT we LOVE passion!

• What did you learn?

• I learned about my classmates today and the diverse involvement that really influenced the reasons why they are sitting in this classroom, Very exciting!
• Leadership is not only important for our youth...it's critical
• This class is going to be FUN and challenging.
• What people think about leadership skills and where they got them.
• That the experience I had previously had much more value than I realized.
• Why Youth Leadership Development is Important
• The Common Characteristics of a good leader
• This class is going to be all about what you make of it
• To keep membership, you must have a draw-in aspect, and have a keep-in aspect.
• 12 credits is considered a full-time job, so 19 is overtime!
• The importance of student interests in program retention
• We are using the same book as AEE 100 and will use it again in AEE 413
• People always have some unique characteristic that you cannot guess by looking at them
• Even Hello can change a life!
• What we do can impact youth leadership
• I learned an activity idea to use with my 4H kids in the Spring!
• Class expectations are none less than a boss would expect out of all of us
• NEW People!! Love it!

• What do you want to learn more about?
• I want to learn more about the ins and outs of FFA
• I would start with www.ffa.org very informative!
• How to be the best educator I can be!
• Seek out opportunities for engagement! Stay connected! Come to Class!
• I want to learn what will be expected of me as a professional!
• Class on Thursday, August 29th should help!
• Program Development
• How so? Provide us more specific question and we will get resources to help
• FFA's impact in Urban Areas.
• FFA chapters are in 18 of the 20 largest U.S. cities, including New York, Chicago and Philadelphia.
• Here is an interesting article: Agriculture For Everyone: Urban and Rural Ag Ed Programs
• We will keep talking about this!
• SAE Programs!!! What? Who? How?
• Breathe deeply :) The following classes are dedicated to this: October 17th; October 22nd, October 24th, November 5th, November 7th, November 12th, November 14, November 19th!!
• Blogging...The Do's and Don'ts
• I assume you are talking about your own personal professional blog (which I HIGHLY recommend) Here is neat link: http://theteacherwife.blogspot.com/2011/07/teacher-blogging-dos-and-donts.html
• Stuff! Everything! Jeopardy Help!
• Yo! We can't provide specific help if you do not provide specific questions, but for your jeopardy fix, I will provide the following statistics:
• Over 90% of all rural residents live in less developed regions
• Almost a third of the world population, is age 15 or younger and half are under age 25
• 85% of all youth live in less developed countries
• Civically engaged youth
• 22% more likely to graduate college
• 4 times less likely to exhibit "risky behavior" (ie drug use, etc)
• 8 times more likely to believe they can influence decision making

For Next Time:

1. Make sure you review the syllabus and assignment handbook and come with specific questions

2. Read three handouts: Adolescent Theories; AAAE SAE Teacher Candidate Competencies; National Quality Program Standards. Come prepared to present "meaning"

3. Bring a Digital Devise (ipad, laptop) with wireless capability to explore AET.