Working with Administrators as an Ag Educator

Hey fellow AEE 311 Classmates!!

The class is coming to an end and I thought I would leave off with some tips on creating a partner and resource in your administrators. We know how important it is to create partnerships with parents, community, and we can't forget about administrators. It can be difficult to explain agricultural education to administrators that aren't aware of the benefits. It is best to be patient and show them all of the awesome things agricultural education students can accomplish!

I found this incredible resource on FFA.org called the Agricultural Teachers Manual. It is PACKED full of information as you can imagine, including tips as well forms to use in your chapter and classroom. Section 14 of this manual is dedicated to working with administrators. Do yourself a favor and download the following resource for when you start out teaching!

https://www.ffa.org/documents/edr_teachnbk.pdf

Section 14 is helpful so you can keep in mind the "best practices" for keeping administrators, counselors, and even other teachers on your team. Agricultural education and FFA is so beneficial to students and we, as future educators, need to share that with others in the school system. If a counselor sees agricultural education as a dead-end track only for students working and living on a farm, then you may find your numbers in the program dwindling. There is so much more there for all students, it is not limited to farm kids and that needs to be communicated.

Everyone likes to feel like they have a say, and administrators are no different. To open up a successful relationship with your administrators, ask them what they think of the program. Ask their opinions and any suggestions. You don't have to accommodate all of their suggestions, but asking their opinion can really go a long way: it shows you respect their position.

Once you know of any issues or new ideas for the program it is important to figure out a plan. If an administrator is concerned about the small size of the program then how can you approach recruiting more students? Make your administrators part of that plan! They want to know they have control, even if you make some of your own decisions regarding the program. Also, make sure you take accountability for any issues surrounding the program. If you constantly put the blame on others  you won't receive much repeat in return. Taking accountably for the program can really show your determination to make the program better.

I HIGHLY encourage you to save that Agricultural Teacher's Manual from the FFA. It has so many great resources you can use in the future and even in coursework. Remember to work on your communication skills to persuade administrators to support your agricultural education program. Have a great rest of the semester!

Session 22- Recruitment and Retention with Mr. Dan Chabot Ticket Outs

Hey guys! Thanks for a great session this morning. Today we learned about the difference between recruitment and retention, and why each of them are important in the success of an agricultural education program.

Next session, we will be conducting a flex period with a quiz bowl followed by a break out session for review on AET and and assignment coaching. If you have questions about this let me know!

What are we curious about?

• Are there opportunities for us to actually witness recruitment in action?
• How can I implement an SAE program if teaching overseas?
• Check out this link from the Council for Agricultural Education
• Different ideas for recruitment and retention
• As we discussed in class, this truly is case by case. But the most effective way is to talk to students personally about why they should be taking your class. Additionally, some ag educators choose to coach sports teams or becoming involved with the theatre arts program as a way to pull students from new areas.
• Other resources in Spanish (or other languages)
• These are harder to find, but I stumbled upon this blog from a chapter in Puerto Rico

What did we learn?

• The six steps of recruitment and retention

What do we want to learn more about?

• How to identify program needs
• This is all about getting to know the community your chapter is located in and pulling from there. As you continue onto AEE 413, we discuss this topic much more heavily.
• Methods to combat negative perceptions of ag classes and careers
• Again, this is something we discuss in AEE 413, but a big way to do this is through recruitment. When students and community members see that FFA members are more than just farm kids, that perception will change on it's own.

Thanks y'all! See you Thursday.

Session 21- SAE Exploration

We had a great class on Thursday with Dr. Hanagriff. Dr. Hanagriff explained SAE in depth and gave valuable resources for future SAE experiences. Thank you all for a great class!

What are you curious about?

• Are there any reformations in plan for SAE? 
• Yesterday during class it was mentioned that the record book contests are in need of change in order to encompass more student projects. 
• SAE Implementation
• If you are referring to the SAE Implementation Guide, contact Janae Bickhart for more help. As far as SAE Implementation in school programs, it is part of the three circle model so it is vital in the classroom as well.
•  The opinion and views of a teacher that grades their class by allowing 1/3 of the grade to be FFA, 1/3 of the grade is SAE and 1/3 is classroom.
•  As a side project when contacting teachers for the CDE Success Plan, try asking teachers their thoughts on the incorporation of the three circle model in class. Also maybe outside of class interview students who had teachers who implemented this.
•  SAE Projects with school resources
• SAE projects can be done with school resources, remember the student does not have to have their SAE as their own project they can keep it on anything agriculturally related. Students could keep records on the class rabbit or could work in the greenhouse, it all up to the teacher's discretion.
• How to innovate students use of SAE
•  SAE innovations is in the eyes of the teacher. To give students more opportunities, they may want to try to push students to explore projects outside their comfort zone. 
• Explaining the importance of Ag Ed to a school without an Ag Ed program.
• The best answer for this is to explain to the school what student and school benefits can come from an Ag Ed program. 

What did you learn?

•  SAE is an integral part of the three circle model
• SAE implementation in the classroom
• Ag teachers have authority!
• Resources for SAE 

What did you learn? 

• Proficiency Awards
• https://www.ffa.org/programs/awards/proficiency/Pages/default.aspx  is a link to the National FFA website that explains the different proficiency awards
• I want to learn more about local or national councils of Ag Education and job opportunities
• Here is a link to the National FFA website with links to different state job postings: https://www.ffa.org/ffaresources/career/teachingjobs/Pages/default.aspx
• Here is a link to the National Association of Agricultural Educators: http://www.naae.org/
• Here is a link to the Pennsylvania Association of Agricultural Educators: http://www.paffa.state.pa.us/PAAE/PAAE%20Home.htm
• Taxes and Accounting regarding SAE
•  The best answer for this would be to interview an accountant to ask specific questions. Would be a great side project!
• Working with school administration along with the FFA/agricultural education program
• As stressed in previous classes, communication is important. Tell the administration all the positive things that FFA and the program are doing and invite them to become involved.
• What to look for on SAE visits?
• It could be something as simple as if the students is taking pride in their project to something as complex as exploring their involvement in specific projects. This is up to the teacher discretion, there is no set way to grade.  

Session 20- Reviewing AET

For our 20th session, Dr. Roger Hanagriff, creator of AET, joined us for the second time to address specific questions we had about using AET.  Dr. Hanagriff gave some great answers and provided us with the links for accessing the mobile AET site, which are included below:


What are you curious about?

• More ways to grade student SAE's
• Dr. Hanagriff showed us some great ways to review student data in many ways, as well as informed us that a grading rubric is on the way.  Check out the recording of the class session for Dr. Hanagriff's tips for grading.
• SAE grant reviews
• Keep your eye out for an email about attending the Adobe Connect training session that will likely occur this week or next!
• What the Teacher version of AET looks like
• Check it out!  Username: PSU  Password: psu
• Can students keep records on classroom activities?
• There is an option for students to list class activities in their experiences
• Can AET be used for classes that are not Ag-related?
• Students should keep track of outside activities for things like community service hours, etc. but AET is focused on Agricultural Education courses
• Why is the mobile site difficult to get to?
• It was before but it is no longer!  Dr. Hanagriff provided us with two links to assist in finding the mobile site!  Find them below!
• Developing an SAE on AET
• Continue to play with your AET account and the teacher account.  Utilize the list in your handbook of Top 10 items to complete on AET and don't forget to utilize any of the TA's! 
• Can we play with AET on the Teacher's version?
• Absolutely!  The log-in information is listed above.

What did you learn?

• AET sweetness!
• Using the map feature to locate students' SAE's
• Using AET as a teacher
• How to view students' records, as well as grade them

What do you want to learn more about?

• Exploring the POA tools on AET
• The teacher side of AET
• Check it out with the log-in info above!
• SAE Grant Review process
• Keep your eye out for the email mentioned above
• Can we access the teacher version of AET as a student teacher?
• YES!
• SAE Implementation plan
• Janae Bickhart is the TA for this assignment.  Feel free to contact her directly with any questions you have about the assignment!

Recorded Class Session:
https://docs.google.com/spreadsheets/d/1O7_Wf_Ih4ZKfQV55mQijP-Q822R73BEeKI8YJFJrXhM/edit#gid=0

Student mobile version instructions - learn.theaet.com/F/learn/7-15-12-Students%20using%20AETmobile%20App%20Guide.pdf

 

Teacher version - learn.theaet.com/F/learn/8-22-13%20Teachers%20using%20AETmobile%20App%20Guide.pdf

Session 19- Proficiency Awards Continued!

Hey gang! Thanks for another great session! Check out responses below for what we are still itching to find out from yesterday's session!

What are we curious about?

• Other teachers' answers to our "wonders"
• Seriously Twitter is a GREAT platform for this. I tweeted out a picture from last class period and SEVEN people I have never met in the ag ed community engaged with it. Tweet out your questions with the hashtag #teachag, many ag teachers across the nation check this hashtag reguarly.
• SAEs for students with IEPs
• This is very much a case by case. I know it is frustrating at times to not have a "list" to choose from when it comes to this, but believe me when 
• How teachers can help find and allocate resources besides money? (ie land)
• This questions is also case by case. This is also why it is so important to make connections within the community, more often than not there will be people in the community who are willing to donate tracks of land, barn stalls, etc, but you have to make a partnership, not just take the resource and run.
• Specific SAEs for low resource students
• Dr. Foster may be able to chime in on this one and provide some more resources, but for now, tweet this questions out! I am sure there are lots of people out there willing to help.
• Is there a resource to connect w/ in state advisors and ag teachers?
• The PA Ag Teacher Directory. Just sign up for a username and password (Dr. Ewing approves this and you're in!)
• How many students on average keep up with their SAE's after high school?
• I do not know this statistic off the top of my head either, but all American Degree Recipients must continue to be active after high school in order to receive it. Additionally, there are many projects that turn into professions or full time businesses after graduation. Let me dig a little deeper on this to see if there is research out there.

What did we learn?

• SAE's and community involvement,
• Top 10 things we know about SAE
• To encourage other students in SAE, you need to get over stereotypes

What do we want to learn more about?

• Ways to facilitate successful SAEs with students that have IEPs
• Creating a guide for SAE help/visits
• We will share examples of past projects on Angel. And in effort to practice learning by doing, how convenient is it that you get to plan one?!
• Specific ways teachers manage SAE visits, grading, etc
• Again, we will share examples.

Thanks y'all! See you tomorrow!

Session 18- Proficiency Awards

Hello AEE 311! I hope each of you enjoyed the presentation from Mr. Kevin Keith yesterday morning. After attending National FFA Convention last week and seeing two students from my cooperating center up on the big stage for being chosen as a National Finalist in their proficiency area, I am honestly dumbfounded that more ag teacher don't utilize this method of student recognition! If you will have questions on this, PLEASE ask! Proficiencies are a great tool, especially for new teachers!

What are we curious about?

• Could we provide SAE type workshops when it comes to leadership workshops?
• Absolutely! Today actually Dr. Foster and I were discussing the concept of an SAE Fair! Students set up displays during a state-wide leadership conference and share what their SAE is and how they came about developing it! This gives us a chance to celebrate the students' success as well as educate other students on their possibilities.
• What keeps students involved in SAEs?
• The key is that an SAE needs to be student driven. One misconception that causes students to often lose interest is that SAE=Recordbook. THIS IS NOT THE CASE! SAE is the experience that a student is passionate about and is self driven. How to we find out student passion? Home visits or one on one conferences! If you start off by identifying student interests, involvement will be easy!
• Best practices for tying proficiencies in with the rest of the three circle model
• Proficiency awards can count for all three on their own! The SAE itself should stem from instruction and skills learned in the classroom (and expanded upon through the project). If a proficiency makes it to the National (and some state) levels, an interview process occurs as well, tying in the leadership/FFA component. Woohoo! Yay three-circles!
• How can we better understand students' interests?
• I noted this above, but SAE visits are CRUCIAL!!!! 
• What we will be looking for while reviewing SAE grants?
• Seriously, SAE grant review is really fun! The student responds to multiple open ended questions discussing what their SAE is, their goals and how the grant itself will assist in achieving those goals. Reviewing SAE grants IS NOT about how perfect the application, you will essentially be answering the questions "did the student really think about the use of this grant?"
• How to implement proficiency awards
• Given that SAE should be a required portion of your ag ed program, a great way to implement this would be to use a completed application as a form of assessment at the end of a class. Now that PA is at 100% AET access, if your student is keeping up with their records, this should be very simple.
• Various examples of proficiency awards
• Each of the award areas are listed here
• How to build resources for help with proficiency applications?
• Seriously, contact Kevin Keith! (kkeith@ffa.org). He has a wealth of knowledge and is always willing to help!
• How does one get the opportunity to work for the National FFA Association?
• Apply! Their job postings can be found here. They actually have multiple short term employment opportunities for college students as well! Check it out if it's something you might be interested in and let me know if you have questions! I had a blast year working for them as a 212 Conference Facilitator!

What did we learn?

• Proficiency awards
• How easy it is to fill out proficiency apps using AET
• Using proficiency awards as a class grade to help motivate students

What do we want to learn more about?

• How to turn student records into an app on AET
• See the last post from Stacia!
• Starting or working with an FFA Alumni
• I am not very well versed....but check on this link. The key part is IT IS NOT RUN BY THE ADVISOR!
• Lesson plans
• This will occur in AEE 412 :)
• Unique SAE Progams
• Check out some of the member spot lights in FFA New Horizons!
• The process of selecting award winners
• Here is the rubric that is used to judge proficiencies at the national level!

That's all folks! Thanks for a great session, see ya Thursday!

Using AET to submit a Proficiency Award Application

Hey everyone! After our discussion with Kevin Keith on Tuesday, I became very curious how you could have a student put together their application right from AET. I thought, "Wow, how convenient!" when he briefly mentioned it in conversation. Since we are required to play around on AET I thought it would be very helpful to figure out how to do it and share with everyone.

First, even before we get to the proficiency award application submission, it may be helpful to look into the many resources AET has for us as future educators. They have plenty of sections for help for students and help for teachers and frequently asked questions. If that doesn't help you, you can type in a question so they can email you an answer. One section I found can help you get your students acquainted with theAET.com. This at least gives some structure and ideas on how you can help your students (and yourself!) better understand AET. Below is a screenshot of the page showing each day how to get your students working in AET. It can be found under the SAE Resources tab on the website.

Introducing AET to students - SAE Resources

Now to the purpose: how would a student upload their records into the application on AET? First the student would need to log in to their AET account and go to their reports tabs. There are three different sections: Journal and Resume Reports, SAE and Profits Reports, and Annual Reports and FFA Apps. Under Annual Reports and FFA Apps a student would click Degree/Application Manager. From there you can see a handful of choices like the picture below. You can choose the American Degree, Keystone Degree, Proficiency Application, Research Proficiency Application, SAE Grant Application, and the Star Application.

Once a student has clicked on the Proficiency Application, They give you some tips on the application - like make sure Java Script is enabled, how it will save, and to change the finances in your finances tab instead of on the application itself. From the left hand side you can click on instructions, cover page, and the basic set up. It is already filled out from what has been inputted into the account and then you can just had more information if it's needed. There are even links right on the page to watch videos from AET on help filling out the application. It is so easy! You can see the basic set up below and the link at the top for a helpful video.

I learned a bit by just searching around AET until I found how to upload the application for future reference. I hope this quick set of directions is helpful and you can try it out yourself!

Session 18- SAE

Today in AEE 311 we had a fantastic speaker, Mr. Keith Gundlach. Mr. Gundlach gave a great presentation on how he uses SAE in his agricultural education program and gave some helpful advice for those students who will be first year teachers soon.

What are you curious about?

• Deciding what is most important when starting a new ag program or coming in as a new 1st year teacher.
• The best answer for this would be pick a few different events and activities to start with your first year and expand to new events every year. Do not expect to do everything all at once when you first start teaching or you will burn yourself out.
• Is Mr. Gundlach taking a student teacher?
• First talk with Dr. Foster about it. Mr. Gundlach did say that he has had student teachers in the past. 
• How Mr. Gundlach can be so involved with everything.
• As stated today, Mr. Gundlach said that he is very good at time management. That is a major part of being so involved. 
• SAE Project Assignment
• Janae is the TA in charge of the SAE Project. If you have any specific questions regarding the project feel free to email her. 
• How student SAEs are graded
• This is up to the teacher discretion. Many teachers have tasks assigned for each SAE and have the students complete the tasks in order to receive full credit. Others use SAE as a way to check and see how students are doing in their projects and grade based on journal entries, financial accuracy, and commitment. 
• If any other chapters do a 60 page book to send out to the community.
•  Other chapters may not do a 60 page book for say, but many chapters use their SAE projects and chapter activities to draw community interest and support.

What did you learn?

• SAE Process and program implementation
• Building an empire takes time
• The importance of documentation
• The three circle model and the importance of all three circles

What do you want to learn more about?

• SAE in general
• https://www.ffa.org/about/whoweare/sae/Pages/default.aspx   is a link to the National FFA Organization's website. This part of the website is dedicated to SAE and explanations of each type and the SAE as a whole.
• What should go into an Advisor's SAE Handbook?
• Any relevant SAE information! The SAE Handbook should include examples of each type of SAE, examples of the National Proficiencies, and ideas for projects that students could have.
• More about SAE implementation and community involvement
•  SAE implementation is part of the three circle model, so it is crucial in any agricultural education program. SAE helps students develop live skills, so incorporating SAE into the classroom can be something as simple as a student keeping records on the class rabbit to a student keeping records on their small gas engine they are repairing. SAE does not always have to be an outside of school project at first. Also to have the community become involved in the SAE implementation, have students find ways to use an SAE project to better their community. SAE projects on student jobs are another great way to make connections to community members.
• Planning an SAE visit
• SAE visits require the student, parents/guardians, employer, and teacher to all work together and find a time that all can sit down to discuss the student's project. 
• Proficiency Awards
• Follow the link below SAE in general, it links to SAE proficiencies as well. Also if you are interested in seeing proficiency applications, contact National FFA to have them send you examples of national winning proficiency awards.
•  More about Mr. Gundlach's program
• Here is the link to Randolph High School where Mr. Gundlach teaches: http://www.randolph.k12.wi.us/faculty/profile.php?id=1243946348&currentArea=3

Session 16: What is SAE?

Today we had a great guest speaker, Mr. Neil Fellenbaum, talk about what an SAE is and how this part of the total agricultural education experience is ran at Penn Manor High School.

In responses to your ticket out:

What are you curious about?

• how teachers determine the number of SAE visits for each student
• As Mr. Fellenbaum explained today, the number of SAE visits for each student is different. It is all going to depend on the type of projects they are doing along with the time and effort they put in to it. 
• Different possible SAE's
• We discussed in class today the 4 different types of SAE's. If you have more questions please check out the website Dr. Foster showed you at the end of the class. This website is great (kind of wish I knew about it before today)
• How is Tuesday going to be ran
• Here is the schedule for Tuesday 
• 8-8:10  Dr. Foster will set the context for the day
• 8:10-9:10 will be one on one between you and a student from Juniata High School. This is when you will be conducting an SAE visit. It is your job as the "teacher" to figure out what SAE will work for them and help them get started. 
• 9:10-9:30 will be open conversation time. Students will be able to ask you why you chose college and why Penn State. You will also have the chance to ask the students why they chose to take agricultural education at their high school and most importantly what do they look for in a teacher
• 9:30-9:45 is teacher talk. Dr. Foster and Mrs. Morgan will be able to answer any questions you were to ask. 
• 10:00 the students will be able to ride the trolley across AG hill for a tour. So far 3 of you have signed up to ride the trolley. It will be dropping students off at the BJC at 11
• 11-12:00 Career Fair. I will be sending out an email with who you will paired up with for your SAE visit. I am going to try and keep those pairs the same for the tour around the Career Fair. This is a great chance for students to see where their passion can take them. 
• 12:00 everyone is welcome for pizza for lunch in Ferguson 
• Resources for SAE's
• ffa.org, and the websites that Dr. Foster shared with you at the end of class

What did you learn?

• How awesome Penn Manor FFA is!!!!!!!
• The start on how to teach/implement SAE in the classroom
• The four different types of SAE's

What do you want to learn more about?

• How do teachers acquire summer contracts? How to explain the importance of a year-long teacher-student interaction.
• This is a constant battle for all teachers. It is important that when you go for an interview that you have a plan made up. You will also learn more about this in 412 and 413
• How to approach potential employers so students get the best connections through your agricultural program
• This not only relays back to the agricultural program but everyday life. It is important that you always have open contact with business around your area. All you have to do is be willing to pitch your program every chance you get. Also having a great advisory committee is a big help.
• What resources to provide for SAE visits
• If you refer to assignment number 5 you will see some of the requirements. Also contact your TA that is your coach for this assignment 
• The students that will be coming on Tuesday
• Being from Mifflin County I can give some insight on what Juniata County is like (its my neighboring county). Juniata is a small rural community with poultry production being the number one industry. From my experience with the agricultural program, it is just like any other. You have a pretty even mix of farmers and non-farmers, there is also an even mix of students who have any history of agriculture. If you come to class thinking of how you felt the first time you went to a new class then you will be fine. The main perks of being an agricultural teacher is you get to know the students on a different level then other teachers. Therefore, don't be afraid to go deeper than just getting to know them. 

For next class:

• Be sure to come with all materials ready to go. Jane will send you a link for the google doc to help make up the packet. Also, please bring a laptop or something that you will be able to access the internet with. Mrs. Morgan is bringing the students log in information with her, if we have time you can show the students about AET. Also please be on time or at least early. We need to get the room set up before they arrive at 8

Session 12- What does Inclusion mean?

Today we heard from Mr. Charlie Bennett from the Mineral County Technical Center in Keyser, West Virginia. He gave a fantastic presentation on inclusion and allowed everyone to test out their inclusion strategies through scenarios. Thank you everyone for the great questions and class discussion!

What are you curious about?

•         Being a student teacher in West Virginia.

o   Talk to Dr. Foster about this opportunity!

•        Teaching urban agriculture.

o   I would encourage you to talk with an educator who teaches lessons on urban agriculture and also research lesson plans and guides for teaching those lessons. The Kentucky Farm Bureau has quite the list of lesson plans compiled to encompass all areas of agriculture, so maybe explore some of them at this link: https://www.kyfb.com/federation/program-links/ag-in-the-classroom/classroom-lesson-plans/ .

• ·         To hear from the COO of National FFA

o   Mr. Josh Bledshoe will be with us on Tuesday, October 7^th!

• ·         Tactics to better include all students.

o   Hopefully from today’s lecture you have learned some of the strategies to include all students. It is important for you to come up with your own ways as well.

• ·         Scenario #3 from the handout that Mr. Bennett gave the class.

o   There are a number of ways that this situation can best be handled. It is important that you come to a conclusion on your own as there is no definite right or wrong answer.

• ·         Inclusion policies, tactics and their uses.

o   School districts differ in their policies which makes it hard to touch on the inclusion policies. Tactics that could be used in agricultural education were discussed in class and could include doing home visits for all students in your classrooms.

• ·         Scenario #2 from the handout: If members of the faculty are your superiors, how do you discuss this issue with your superiors f they hold a bias.

o   Again there are a number of ways that this situation can be handled. One option could be discuss the issue with a faculty member who is not personally involved in the situation or go to the district office and discuss it with them.

• ·         Setting up home visits.

o   This would require both student and parent cooperation. The best way to first go about a home visit would probably be contact the parents directly and explain to them the reason behind doing a home visit and why it would be beneficial to their student. Then set up a time that would be best for the parent, child and yourself.

• ·         Point system for practicing CDE Events.

o   Point systems can vary for event but can be set up as the following example:

§  4 positions are available on the dairy judging team, there are 6 members signed up for the event. Every Thursday morning for two weeks before the contest there will be practices held for students. Students get 10 points for attending each practice. At each practice there will be a practice exam and one class of judging to be completed for a score, each exam will be worth a possible 20 points, each judging score will be worth a total of 10 points. By the end of the two weeks the top four students will be placed on the team. This ensures that only students who are actively studying and wanting to participate are getting a spot on the team and gives everyone a fair chance.

• ·         Is there a simple guide/ book that helps explain legalities and documentation?

o   I do not believe there is one specific book or guide that explains all the legalities and documentation needed for teaching agriculture at the high school level. The best practice would be talk to other agricultural educators, the district office, principle, and other teachers within your school to determine what is the best practices to be used for your specific situation.

What did you learn?

•         I learned that teachers need to be careful about what they say and do.
•         Addressing inclusion in the classroom.
•        Strategies for picking students for events/ activities when the numbers of available spots are limited.
•         I learned more about those in my pods through their poems.
•        The importance of formal communication with parents, students, and administrators.
•        There are currently four job openings in West Virginia.

What do you want to learn more about?

• ·         Mr. Charlie Bennett’s ag program.

o   This is the link to the Mineral County Technical Center where Mr. Bennett teaches: http://mctc.mine.tec.wv.us/index.htm . Under that link there are numerous side tabs containing information about the school and the different opportunities students have. If interested in seeing the program requirements for Mr. Bennett’s classes, view the tab titled Program Requirements.

• ·         How to start an ag program at a high school.

o   Starting an ag program will require community, administration, and student support before it can begin. For more information on starting an ag program at a specific high school talk to Dr. Foster.

• ·         I want to learn more about being an inclusive educator in various environments beyond the classroom.

o   Talk to other agricultural educators about their experiences and what they found works best. The best knowledge can come from personal experiences as well.

• ·         CDE’s and the CDE Success Plan

o   CDE’s ( Career Development Events) and the CDE Success Plan will be discussed in further detail on Tuesday, October 14^th. Also if you have any questions please feel free to contact Valerie.

• ·         Ways to talk to administrators about sticky situations.

o   It is important to have a working relationship with administrators. Do not just go to administrators when there is a problem in your program but rather go visit your administrators when there is something exciting to report from the program. Administrators look forward to hearing the positives coming from programs in their school and it creates a positive relationship between you and your administrator so when sticky situations do come up, both parties feel comfortable discussing it with each other.

• ·         Other teaching styles.

o   Teaching styles are discussed in later AEE programs, but also it could be beneficial to job shadow different agricultural educators to see how they approach teaching.

• ·         Are there any National FFA Programs that help promote inclusion?

o   While there are no specific programs through National FFA that are for inclusion specifically, here is a link to the Diversity and Inclusion pages on the National FFA website: https://www.ffa.org/about/NationalFFA/diversity_and_inclusion/Pages/default.aspx

• ·         Where to find school district rules and policies.

o   School district rules and policies should be available upon request from the district office of that specific school. They also should be available in the office of every school in that district as well.

Using a Newsletter in an FFA Chapter

Hey fellow AEE311 classmates! I thought I would add my two cents on informing the community about the FFA and its importance to students in the program. We all are aware of the importance of FFA for the success of our programs, but we need to share that with the other people looking in who don't quite understand. I, myself, didn't have the opportunity to join FFA and a lot of people I talk to have never heard of FFA. When telling my aunt that it is the Future Farmers of America I was asked, "So it's a club for kids that want to be farmers?" with a puzzled look of why there would even be a program like that. The problem is that she, and many other, have no idea what it's all about and it's our job as possible FFA advisors to spread the word! It is so important that people, especially those having a hand in the success of the program, understand the goals of FFA, what students accomplish through the FFA, and how students help the community through the program.

According to Linden and Fertman, authors of Youth Leadership: A Guide to Understanding Leadership Development in Adolescents, a great way to get a chapters accomplishments out is through a newsletter. There are so many benefits to a chapter that develops a newsletter. First, a newsletter itself is a great way to develop leadership since you can have the students organize and develop the newsletter themselves with your assistance. Any writing for the newsletter will also help them brush up on their professional writing skills. So already you're helping them develop organization skills, collaboration with other students, and writing skills. If you remember Stephanie Joliff mentioning the importance of working with other teachers across all departments, this is the perfect opportunity to work with an English teacher in the school!

 Killingly FFA Newsletter

Now to the main focus though, reaching out to the community is really the goal of the newsletter. It can make your students feel proud of their chapter by sharing their accomplishments and community events. It's really their chance to shine and show what FFA has done for them. When other students see the accomplishments, it gives them something to strive for as well and who knows, maybe it can make some other students interested in joining FFA. BAM! So now you have developed numerous skills AND encouraged members to do better and maybe recruited new ones! When the community is able to see exactly what the FFA chapter is accomplishing, it will really make them feel involved. Those community members involved will appreciate learning more and it serves as a great tool to get other community members involved once they see the importance of the chapter for youth. Once you have the community involved, your job as an FFA advisor could be a lot easier with all the help!

Session 11: What Does Inclusion Mean?

Today in AEE 311 we talked all about inclusion!  Ms. Megan Tanaka spoke with us today about making an effort toward "intentional inclusion", a powerful concept!  Finally, we wrapped class up with 6 different lists to help us create a poem based on our own personal culture; as we know, we can't fully understand the culture of our students without first understanding our own culture!

What are you curious about?

• Is the data collected at National Convention made public?
• Lessons that I could use the sunglasses activities for?
• Be creative!  Inclusion is important in any class but maybe an FFA Leadership class would be a great fit for the lesson!  Or, consider this for a segment on inclusion in the FFA during your FFA Officer retreat. 
• How can we get the "We Are FFA" experience at our state convention?
• To see how my poem will turn out
• We can't wait to hear them all!
• The "We Are FFA" program
• Why did the "We Are FFA" program start?
• Can you change a student's views on diversity when they grew up in a racist household?
• This is a tough questions.  I believe that as teachers we may not always have the ability to change a student's circumstances but we can always provide a safe, constructive, culturally rich learning environment for each one of our students.
• Student recruitment ideas
• Is there a proper network for teacher and students to put program information and share ideas?
• Why yes there is!  Check out this blog about using NAAE Communities of Practice as an AEE 311 student!
• Are members or officers supposed to create the POA?
• Officers should consider the needs and desires of the members but the POA should be developed by the officer team, likely at the officer retreat 
• Can we have more peer to peer or big group discussions?

What did you learn?

• More about intentional inclusion at the national level
• Equity & Anti-racism
• About Megan Tanaka's role at National FFA
• "We Are FFA"
• Diversity in the classroom
• Local involvement with the "We Are FFA" program
• Not to put Vaseline on sunglasses...
• Empathizing with students with disabilities

What do you want to learn more about?

• How to use the "We Are FFA" program locally?
• What is an example lesson of inclusion?
• How did Dr. Foster include others and their diversity into his FFA chapter?
• More about Ms. Tanaka's position
• More about reaching the needs of all students
• Strategies for classroom inclusion
• Ms. Tanaka's Contact info
• mtanaka@ffa.org 

This week there was a lot of great questions about inclusion and the "We Are FFA" program!  I think that the resources listed below can answer a lot of these questions and I encourage you to really dig in and check them out!

FFA LifeKnowledge: Check out this link to a list of a ton of lesson plans that include elements of diversity and inclusion.  One of my favorites is the HS.72 : Appreciating Cultural Diversity lesson


Student Recruitment: Check out some of the resources that National FFA provides for student recruitment strategies 

Check out this video on the "We Are FFA" Program for some more info!

NAAE CoP: Learning the Basics

As students in AEE 311, future teachers, and future professionals, it is important to constantly add to the list of resources you have available to you for materials and networking.  A great place to start, especially for those in Agriculture Education is NAAE's Community of Practice.

NAAE's Community of Practice, or CoP, is a great networking site for agriculture educators to explore what other educators are doing in their classrooms, collaborate with other professionals, and to share the  innovative ideas, lessons, and experiences they have to offer.

CoP offers a wide variety of tools and methods for communication.  Users can create blog posts, post questions for any teacher or professional to answer, upload documents and videos, and even create surveys and polls.



Another neat feature of CoP is the ability to create private groups.  For example, during your student teaching year, all of the information you will need (i.e. assignments, blogs, documents, etc.) will be available for you on in your cohort's CoP group.

So how can you as an AEE 311 student utilize this tool?  The opportunities are endless!  Begin networking with teachers from around the nation, search for chapter officer selection plans and POA's, or find resources for training a stellar CDE team!  Communities of Practice would be a great place for you start or to get some motivation on our AEE 311 projects this year.
For more information, check out this link to head to the CoP Home Page.  Also, check out the video below for some more information on using NAAE's Community of Practice.

Dr. Baggett Responses to Your Questions!

Hello all! As I had stated in the answers to the ticket out questions in an earlier session, Dr. Baggett has responded to your questions for here. Below are your questions and his responses!

Did Brown vs. Board of Education help improve vocational education for African Americans?

The Brown vs. Board of Education sat the judicial precedent for integration—that separate but equal was unconstitutional according to the 14^th Amendment of the Constitution.  Very little changed in the real world of secondary education with this decision.  It wasn’t until the Civil Right Act of 1964 that real changes began to take place.  The “Cotton Belt States” still resisted change and the US Government had to use military force to make sure the law was enforced.  Hence, there were turbulent times in this region between 1965 and 1969. The majority population knew that African American schools were not equal because they did not support these schools appropriately compared with the other schools.  However, given the limited resources available, minority schools did an excellent job!  Desegregation helped to level the playing fields relative to the availability of resources.  

After 1964, minority schools were closed and minority students were integrated into majority schools.  There was a huge emotional letdown among minority high school graduates when they found that their alma mater no longer existed.

How did you feel about the FFA and NFA merge?  

Most NFA members were not happy with the merger and I was not exception.  Many NFA members felt that the merger was really a hostile take-over.  There was a vacuum of identity.  NFA members did not have an affinity for FFA.  The 1890 Land grant colleges and universities struggled in accepting FFA and did not embrace collegiate FFA chapters to replace NFA.  Few, if any, 1890 institutions developed collegiate FFA chapters.  My alma mater, NC A & T State University, developed the Ag Ed Association as a replacement for collegiate NFA.

Would things have been better if there would not have been segregated school, or would minorities have suffered more "persecution"?

Segregation was wrong on so many levels and it made a lie of the statement “One nation under God…” because the United States was two nations—one African American and a white.  Segregation was institutional racism in the truest sense of the word and everyone paid dearly.  Slavery was wrong and precipitated segregation where African men, women, and children were treated as property.  Persecution and abuse was used to keep slaves and eventual African Americans in their place as second class people not worthy of citizenship.

Life and education definitely would have been better if schools were not segregated.  Integrated schools exposed the races to one another and fostered racial harmony and respect.  Children of all races grow up, experience the same environment, face similar challenges, and achieve success or failure together.  These children see that the old stereotype are invalid and that skin color does not make a lot of difference.  Having equal access to the resources allows all to develop and grow at one’s interest and capability.  Some, both black and white, will make the most of these opportunities and excel while others will do the minimum.

AEE 311 Session 10 Ticket Out: What is a Program of Activities?

Thanks for a great "Jill Gordon Day" session this morning ;). Check out the ticket out answers below! I have sent to link to Stephanie as well, so hopefully any questions that are geared towards her will be answered! I will try my best to answer from what I know already :).

Other important information: There are currently 3 POA examples loaded onto Angel as well as my own assignment from last year. Seriously, let me know if you have any questions about the assignment! You can reach me on Angel mail, email (jag5750@psu.edu) or Twitter (@jillianpsu).

Also feel free to contact Mrs. Jolliff in regard to any resources. You can reach her at jolliff@ridgemont.k12.oh.us

What are we curious about?

• National FFA
• This is quite the broad question, check out their website (ffa.org) to see the different programs, activities and resources that are available (both as a collegiate student and an ag teacher) if you have a more specific question, comment below or tweet out and I will get back to you!
• How the built in grade works for tying FFA into the classroom
• Given that FFA in an INTRAcurricular activity (built INTO the classroom) and that Pennsylvania is an affiliate state (meaning all ag ed students are FFA members) many programs now give grades for FFA involvement. So if you are enrolled in an Ag course, a portion of your total grade will go to the activities you attend. Linked here is the sheet that Stephanie gives her students to keep track of involvement.
• What makes Jolliff's banquet different from others?
• Going to lobby this one to Stephanie! (I have a copy of last year's program if anyone is interested)
• How do I initially start creating a POA?
• Remember that this assignment is NOT about creating a POA! It's about figuring out how to start a program in your school. See the examples on Angel to get a better understanding. Personally, I think a good place to start is looking at committee structure!

What did we learn?

• Many components of implementing POA
• How to get more student involvement
• Ridgemont FFA Chapter
• What characteristics make an effective POA
• Jolliff is super woman
• How to get students involved in POA

What do we want to learn more about?

• A successful POA
• Check out Stephanie's website to get more info on the structure of theirs. Remember, it will only be successful if it is student centered and student driven!!!!!
• How to phase out "sacred cows"
• I am going to let Stephanie give her input on this as well :)
• How long did it take to get Ridgemont where it is today? What other growth would you like to see?
• Getting a high school as a whole more involved with an Ag program?

If you missed the session or want to watch it again, click here!

Stephanie's Website (with Ridgemont Info)

Click here to check out the Ridgemont FFA Pinterest page!

Session 9: What is a Program of Activities?

Session 9 was a session of awesomeness! Ms. Jenna Genson was with us today speaking about Program of Activities!

Here is the link to the recorded session with Jenna! https://meeting.psu.edu/p84sjvot0ly/
What are you curious about?

• What are the hours that you work to judge the chapter awards?
• There are several options for Penn State students to judge National Chapter awards!  Email Janae Herr kjh5370@psu.edu for more information!
• How to format our expectations of the POA
• 3 examples of past AEE 311 POA's have been uploaded to ANGEL so check them out!  Also, this week's Weekly Web Wonder has lots of example POA's.
• Job opportunities at National FFA
• Check out this link for information on job opportunities at National FFA
• How do I create a blog?
• Great question!  There are lots of platforms for blog, our favorite is Blogger.  It is through Google so all you need is a gmail account and you are ready to go.  One of the first steps will be naming your blog, which can be tricky but is essential!  Check out this link for some tips.
• Does each state have enough people to apply for the National Chapter Award each year?
• Check out this link to see all of the 2014 National Chapter Award Recipients from each state!
• Continuing to learn about FFA
• How do I do all of this as an Ag Teacher and FFA advisor and still have time for life outside of my job?
• This would be a great question for Ms. Stephanie Joliff during our next session.  Ms. Joliff has an incredible program in Ridgemont,OH and balances a family in there as well!
• How in depth is the budget in a POA?
• Check out the ANGEL & Web Wonder examples.  The budget is usually the chapter's budget for the entire year so you will need to anticipate any income or expenses. 
• All of the work I need to do
• Review the syllabus and utilize your TA's!
• Working with my cooperating center on their POA
• A great place to really get a handle on what implementation of a POA looks like!
• I am still a little confused as to what is required in a POA
• Check out the examples and email your TA's!
• Who in PA has qualified or been awarded the National Chapter Award?

What did you learn?

• Program of Activities (POA)
• Committees included in a POA
• Student, Chapter and Community Development Committees
• National Chapter Awards
• Application Process
• Creating a successful POA
• Importance of a POA
• "You are a coach, not a parent!"
• POA implementation in the community
• POA resources
• Duties of the Sentinel

What do you want to learn more about?

• Next week's guest speaker
• Ms. Stephanie Joliff from Ridgemont, OH, speaking about POA Implementation.  Come with great questions!
• Format of the officer selection plan
• Check out the ANGEL examples
• Opportunities on the National FFA trip
• Talk to one of our coordinators about opportunities for PSU students at National Convention! kjh5370@psu.edu
• What does the National Chapter Award application look like?
• Check out this link to the Application for the National Chapter Award
• Georgia & Texas Agriculture Programs
• Here are links to some information on Agriculture Education in Georgia and Texas!