Wednesday, October 2, 2013

Session 10 - What is a great POA with Stephanie Joliff!

Here is a link to the video recording of Ms. Joliff: https://meeting.psu.edu/p4eg5jxicif/

Instructor Notes:
1) Please do your Weekly Web Wonders prior to the 8am Tuesday class!!
2) Please keep your AET Books updated!
3) Don't forget to grade your self with the rubric and turn it in with major assignments.

Responses to Ticket Out
What are you curious about?

  • Doing virtual lessons/meetings, etc for FFA Chapters and classes.
    • Technology opens boundless doors of opportunities!
  • If I have students who want to start an event or activity that demands government assistance, How do I support them?
    • I need more details to help here!
  • How would you engage a student who just has a few interests?
    • It is part of our job to help students develop their interests!
  • Let Them Eat Cake Program.
  • Grant Writing
    • You will learn in AEE 413, but I think Teach Ag Society should do a professoinal development workshop on this!
  • bie.org and serviced based, project based learning models
    • We discuss in AEE 412 and AEE 313, but get your google on!
  • How do we work with other teachers? (music, art, etc)
    • You must clearly articulate what you are trying to accomplish. Have a plan!
  • What should we do for our POA?
    • What is best for your students and community
  • Are 100% of Ms. Joliff's students in FFA?
    • Don't know. Maybe she will see this and comment in the blog!
  • Who created National Teach Ag Day?
    • The National Association for Agricultural Educators (NAAE)
  • What is Stephanie's Husband's program like?
    • I will let her share!
  • Mind Blown
    • We like that :)

What did you learn?

  1. POA - Can link curriculum and bring a community together
  2. Learning more about how to let students "own" their program
  3. POA is not just a bunch of activities. We need to be challenged to connect student learning needs to our POA
  4. Small Programs can accomplish BIG things
  5. Students and administrators can see value if you take time to link your POA to the common core.
  6. How to empower students with POA
  7. Keeping statistics on attendance of events seems like a great way to gauge your chapter involvement.
  8. How great ag teachers can be!
  9. We cannot force POA onto anyone. Let kids take the driver's seat to fulfill a need they want is the key to a successful POA and chapter
  10. You can discuss POA and student development during a home visit in the summer!
  11. Reflection is critical for Chapter Success
  12. You must have life balance!

What do you want to learn more about?

  • Grant Writing
    • Perhaps this is something that Teach Ag Society can have  a Professional Development Session on?
  • Setting up Community Events for Student Teaching
    • Tell me more? It is  a good idea, your cooperating teacher can help guide, what do you want to know?
  • Putting a POA together that is 100% focused on students and their achievements
    • Sometimes you just have to role up your sleeves
  • I would like to know more about Ms. Joliff's POA..what does it look like? How is it structured?
    • Maybe she will see this and share!
  • How to fit your FFA Alumni into your POA?
    • You share your POA with your partners like Alumni to help you. You do not "fit" them into it.
  • I want to learn more about other successful programs across the nation!
    • Be sure to join the PSU Great Teacher Chats/Webinars!
  • How to delegate with my future HS students!
    • Takes practice
  • Online Meetings!
    • Technology is a powerful tool!
  • I want to look at the 21st century learning and common core standards to tie them to ag better!
  • Community Engagement.
    • We will keep discussing, but this is Ewing's AEE 413!
  • How does Ms. Joliff select her Chapter FFA Officers?
    • Maybe she will tell us!

3 comments:

  1. • Doing virtual lessons/meetings, etc for FFA Chapters and classes.
    o I use edmodo.com and set up a Ridgemont FFA class that has our meeting agenda. Students can discuss the motions posted by the FFA secretary.
    • How would you engage a student who just has a few interests?
    o Take time to talk with them and their parents and really get to know them. It may take a bit for them to gain rapport with you – but it will come!!
    • Let Them Eat Cake Program.
    o This is the web site my students used: http://rprogress.org/training_manual/eat-cake.pdf
    • bie.org and serviced based, project based learning models
    o Look at the tools at bie.org – it has great rubrics and lessons that have been vetted by professionals!
    • How do we work with other teachers? (music, art, etc)
    o You must clearly articulate what you are trying to accomplish. Have a plan! – Agreed!!
    o I also believe if you go to them willing to do a lot of the legwork to connect their curriculum many will come along and buy-in to the concept of collaboration over time!
    • What should we do for our POA?
    o What is best for your students and community – Agreed!
    • Are 100% of Ms. Joliff's students in FFA?
    o Yes – they are FFA members! I explain the 3 circle model and the fact that intra-curricular events in FFA and SAEs are what complete this program and make it the place where they will gain career and college readiness strategies!
    • What is Stephanie's Husband's program like?
    o My husband teaches at North Union high school. It is a two teacher program that is very strong in CDEs – they have many teams that are in the top 5 in the state year after year. They also work on service-learning projects and helping their community fill needs through POA projects. North Union’s community engagement is strong and in 50+ years they have only had 3 ag teachers! This means their community respect is strong and the ag program is a cornerstone to the school’s identity. Their web site is: http://www.nuffa.org/index.asp
    • POA is not just a bunch of activities. We need to be challenged to connect student learning needs to our POA
    o I am glad you understand this! Unfortunately it took me my first few years of teaching to discover this. Once I did students engagement skyrocketed and curricular connections made activities stronger.

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  2. • I would like to know more about Ms. Joliff's POA..what does it look like? How is it structured?
    o Ridgemont FFA’s POA is created on Google Docs so all FFA members on the committee can access the digital copy. Each activity has a culminating sheet for it. The sheet includes: Planning sections (measurable outcomes expected, academic connections, community/business partners, grant/partner funding, action steps for each step, timeline, student responsible for each step, progress monitoring steps, evaluation/measurement tools, reflection method) and Post sections (achieved measurable outcomes; activity plus, minus and delta; budget)
    o Students print out their Culminating Sheet and place them in one of 15 committee notebooks on the notebook rack. This allows members and officers to progress monitor each committee and activity.
    o I teach 5 classes during the day so each committee has 3 committees in it to balance the work. Officers determine which committee is in each class. This is determined during officer retreat during the summer.
    • How to delegate with my future HS students!
    o Trust their abilities and realize most of them have not had the opportunity to plan an event. They need to be progress monitored and encouraged by celebrating success they achieve!
    • How does Ms. Joliff select her Chapter FFA Officers?
    o According to Ridgemont FFA’s constitution elections operate by the following process. Interested FFA members fill out an application that is designed by senior officers. Elections are done in class during the school day. On day one the president is elected, the next the vice president, the next the secretary and so on until the last officer is elected. This process takes 10 class days to complete because we have 10 officers. Any FFA member not elected to office on the previous day can drop down to the next office elected the next day. Potential officers check boxes on their application to designate which office they are interested in filling. Each day the officer’s responsibilities are read by the class and reinforced by the teacher. This method seems to reduce the “popularity” process, but still gives the members control over the democracy of electing officers. This is only one way of many that are effective strategies to elect officers. It has worked for our chapter and I like it, however I can see how other systems could work.
    • Thank you for the opportunity to share with you.


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  3. I am willing to share the culminating sheets Ridgemont FFA officers created. Just email and I will send it to you! Best of luck!

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