SAE is one of the most unique educational tools at our
disposal as agriscience educators. SAEs have long standing impact on the lives
of students. SAEs are not optional.
Story #15 – Pennsylvania
I’ve found success in coordinating something the student
is already doing into their SAE. The freshman boy that had just joined
the fire company and didn’t really want to do an SAE project book – found
success when we made his contributions to the fire company his SAE. He
was excited to journal all the activities he was involved in, fundraisers he
helped with, trainings he attended and calls he went on. Excitement about
his junior firefighter award. His program grew as he decided to become a
first responder and then an EMT. Training hours grew and so did his involvement
in his fire company. I suggested we fill out a proficiency for Home
and Community Development. I told him I was pretty confident that he
would win at least $25 by being a state finalist because there wasn’t much
competition in that category – he agreed. He became the state winner –
and was selected as a National finalist! He was beat out at Nationals by
a new National officer.
Submitting Teacher: Ms. Raylene
Russell
SAE Theorem #13
(Moore, 2003, The Agricultural Education Magazine)
A training plan is crucial for internship (placement) types
of SAE. A training plan identifies specific skills the student is to learn on
the job. This is important in that insures the students will learn a variety of
skills and will not get stuck performing one single task all year long. The
employer, student and teacher need to be involved in developing the training
plan. This is in addition to the training agreement mentioned earlier.
You are a developing positive agent of change who will one
day help students explore and grow into their unlimited potential through
agricultural education!
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