Session 25 - Partner Mgmt - Videos

Zoom Session with National FFA Alumni 

 

 New Richmond Perspective

   

 Confessions of an AgriTeacher Educator

Foster Feedback - Responses to Lingering WBL questions

I reviewed the very creative stories with particular attention to the feedback and questions.

I appreciate your courage in being the "pioneers" of this learning activity. Your feedback has helped me ensure that it will be more successful in the future with some refinement and tweaking.

You had great questions that I wanted to respond to here. I strongly suggest you take time to review!

1. If you "push" a child to do something you think they will be good at and they fail, are you/can you still give them positive influence? Will they see you that way?
1. If you focus on the learning, are we failing if we are learning? Even if we are learning what not to do or what we do not enjoy!
2. What could be done in the situation of a "bully" student? What could the advisor say to a student who might be turned away because of the attitude of another?
1. This is a critical responsibility of a youth leader! You are responsible for ensuring a positive learning environment and a one-on-one conversation about positive expectations would need to occur with the accused bully and perhaps parents to see how we can help everyone be successful.
3. Are degrees and proficiencies the best way to measure the success of a student's SAE?
1. No, progress towards pre-developed learning outcomes is, but degrees and proficiency awards can assist us in benchmarks and formative assessment/feedback :)
4. If not all SAE's fit an award category, does that mean any idea centered around work-based learning can be an SAE project?
1. Any idea that advances a students learning and career exploration.
5. How can work-based learning be applied in the classroom without SAE inclusion?
1. Hmm...work-based learning is usually application of learning beyond the traditional classroom setting. Learn more here: https://www.careerwise.mnscu.edu/education/whatworkbased.html 
6. How do we help someone not in agriculture feel comfortable with SAE projects?
1. Provide proper scaffolding of expectations and exploration opportunities! SAE is not just for those in agriculture, but also to help students discover agriculture!
7. How can we provide students the necessary resources to grow their projects?
1. I think it is critical do the visits to be AWARE of needs and opportunities and than be creative with engaging partner/community volunteers through alumni groups and advisory boards. Our guest Speaker, Mr. Josh Rusk, in a week can help with this!
8. Why do we spend so much time on SAE when only one major assignment directly relates to SAE?
1. Actually, Assignments 4, 6, 7 and 8 all relate to SAE equaling 35% of the final grade. SAE is a MAJOR critical component of successful youth development through agricultural education.
9. Can a student have the opportunity to work in several different fields to test the ground and see what the different occupations are like?
1. ABSOLUTELY!! (this is really a primary purpose of our work-based learning in ag (SAE), CAREER EXPLORATION)
10. How long should an SAE be?
1. As long as needed for a student achieve desired learning outcomes.
11. How could you encourage other teachers (other subjects) to use WBL in their class? Examples of how WBL would look in a Math class?
1. You know, this is a very, very tough question to answer. The key to WBL learning is application to careers in authentic settings.
12. What is the 1st step in beginning successful work-based learning programs?
1. I believe it involves two things:
1. Clarity of Expectations - What are trying to accomplish...answering the WHY
2. Accountability - Follow through with meeting expectations
13. Does a failed project really mean you did not learn?
1. Absolutely NOT, we learn so much when we learn what "does not work"!
14. If a Student does not enjoy SAE (hates it) do you push them to continue?
1. I think it is about making sure that a Student is focused on the WHY of SAE and helping them find that success. Who can hate doing something that helps yourself? If a Student "hates" SAE, maybe the teacher has not connected the WHY enough
15. Is WBL only about the 3-circle model?
1. Nope. WBL occurs in many disciplines
16. Are there Career Technical Centers (or vocational schools) geared more towards agriculture?
1. Sure! There are great CTCs focused on Vet Science or Horticulture. Here is one example: http://www.essextech.net/cte/animal-and-plant-sciences/ 
17. How many projects can a student have at one time?
1. As many as needed to accomplish desired learning outcomes.
18. Do all SAEs have to be directly connected to lessons taught in the classroom?
1. I decided to take this one to Facebook Peeps. See Answers Below.

Google Hangout: Dr. Nina Crutchfield, National FFA LPS - CDES

Confessions of An Agri Teacher Educator- Episode 19 - Real People

Confessions of an Agri Teacher Educator - AEE 311 Week 8

Google Hangout Class Guest: Keith Gundlach, Wisconsin

Confessions of Ag Teacher Educator - Episode 14: Felt Need w/ Neil Fellenbaum

National FFA SAE Videos (2016)

We’re excited to share that new supervised agricultural experience (SAE) videos are now available on FFA.org!

Use the videos below as introductory educational and promotional resources that highlight SAEs and the FFA experience.

These videos were filmed at two locations. The first six are compiled interviews with teachers and members who attended the 88th National FFA Convention & Expo. FFA member Tiffany Heishman gave such a great interview, we decided to visit her in Virginia to learn more about her smaller, unique SAE and share her story with other FFA members. Tiffany, along with members from Strasburg FFA, helped us film the six subsequent SAE profiles. Her FFA advisor is featured in the last.

SAEs: Project Ideas

SAEs: The Discomforts (Challenges)

SAEs: The Joys (Highlights)

How FFA and SAE Impact Our Futures: Preparing Us

How FFA and SAE Impact Our Futures: The Experience

What Does Agriculture Mean?

Tiffany Heishman – SAE – Goats

Nathan McDonald – SAE – Woodworking

McKenzie Kline – SAE – Rabbits

Abbey Rinker – SAE – Horse Showing

Hannah Orndorff – SAE – Aeroponics

Ashley Yanego – SAE – Floral Shop

Brian Fisher – SAEs – An Advisor’s Perspective

With the last seven videos, viewers will see a brief description and follow-up questions they can use to process the information. These videos can also be accessed by going to the Classroom Videos section under Educational Resources on FFA.org. We hope to be able to create more spotlight videos in the near future.

If you have any questions, please reach out to education@ffa.org.

Confessions of an Agricultural Teacher Educator - Episode 12

Google Hangout with Dr. Erica Thieman: Inclusion

Week 5 Ticket Out Response

Week 5 Ticket Out Responses

What are you curious about?

• I am curious about the development of a POA
• Great! Doing assignment 3 will help and you can discuss at Recitation.
• The line between a "guide" and a "director"
• Comes from experience but you can accelerate by asking current ag teachers!
• How do you make a POA fun?
• If you think it is fun and you have fun, you students will probably have fun
• How to effectively write Grant Applications
• You know..that would be an AWESOME PINK TIME idea.
• How many fundraisers are too many?
• When it does not have educational value
• What is the most important part of the POA?
• Student Involvement
• When did "National Teach Ag Day" Begin?
• 2010
• Would a good model of a POA have one officer at head of each committees?
• Maybe...it depends :)
• How much do you talk to Administration about POA?
• You keep them in the loop! They love knowing and hate surprises!

What did you learn?

1. Chapters build their POA around a committee structure
2. Must Give Ownership to the the Students!
3. Purpose of POA
4. POA Resource Guide
5. Google Hangout can provide challenges
6. NFFA revised the Chapter Award Program for 2017
7. Student Voice drives Student Agency
8. POA = Transparency with Partners!

What do you want to learn more about?

• I want learn more about each of the areas of POA (divisions, standards, etc)!!
• Check out the resources provided by Ms. Genson for 2017 and ahead: https://drive.google.com/open?id=0B9rwwS2lj61cMkZsM2Nkbmh1TUU 
• Why NFFA decided to change their divisions?
• hmm...why don't you email or call Ms. Genson? jgenson@ffa.org
• Unique Student SAEs and how they connect to curriculum
• We have a great deal of instruction in October on this, guest bloggers, and here is a cool website: http://www.offincome.com/category/ffa-sae-2/

Guest Blogger Series: Why, How, What? Program of Activities

The classic FFA activities: fundraisers, recruitment events, food drives, annual chapter banquet, etc. What's the purpose? It's not about what we do, it's about why we do it. Simon Sinek's golden circle is a great way to put this into perspective.

Why?
FFA activities and events are catalysts of change that transform perspectives, habits, career ambitions, and relationships in an authentic and intentional way. Our purpose is to grow and empower students. With guidance, students develop and deliver their own learning experiences through a chapter's program of activities (POA). Planning and executing a quality POA at the local level is powerful.

How?
Success is the result of creative planning and detailed preparation. To invest in chapter success, students set goals and plan the necessary steps to accomplish these goals. By engaging in the development and delivery of a quality POA, students develop leadership and planning skills which are essential in all careers. The key to a quality POA is getting every member involved. The steps to develop and implement a successful POA are outlined in four steps:

• Plan: The POA should be organized by using student committees. The number of committees and committee structure varies by chapter. The chapter vice president is tasked with coordinating the work of committees and every member should serve on at least one committee.
• Develop: Once committees are formed, the POA can be developed. Planning forms are available to aid in the development of the POA. These forms make it easy to write the rough draft by hand, present the plan to the chapter for approval or amendment and prepare the POA for distribution.
• Do: Once the POA is developed and approved by members, the next step is for committees to plan each activity and event. What steps are necessary to achieve the goals approved by members? Make it happen!
• Reflect: Plans are useless without implementation. The POA is a tool used to help the chapter meet members' needs and interests. Reflection is an ongoing process. The POA should be reviewed and reflected upon regularly.

What?
The POA assists in defining chapter goals, outlining steps needed to meet those goals and acts as a written guide to provide a calendar of events the chapter will follow in the year ahead for administrators, advisory committees, alumni and other stakeholders. Every year each FFA chapter takes time to plan ways to provide engaging opportunities focused on growing leaders, building communities and strengthening agriculture.

There are a variety of resources available to aid in the planning, development and delivery of a local program of activities. These include:

• POA Resource Guide - 15 page resource that walks a user through planning, developing, doing and reflecting on a program of activities.
• POA Planning Forms - these four forms are available in PDF and Word. Examples and instructions are included in the POA Resource Guide.
• National Chapter Award Program handbook - this includes information, a scoresheet and rubric for the National Quality FFA Chapter Standards as well as everything needed to be successful in the National Chapter Award Program.
• Chapter Success Guides - each year, a magazine is created to showcase the national finalists in the national chapter award program. These exceptional chapters are planning, developing, delivering a quality program of activities and reflecting on their experiences in a purposeful way. The 2015 guide is a great immediate resource. The 2016 guide will be available in the spring of 2017 and will feature Midd-West FFA of Pennsylvania!

For more information  please visit www.ffa.org/nationalchapter or contact nationalchapter@ffa.org.

Foster Feedback - Assignment 3 (POA Implementation) Clarification

Google Hangout w/ Jenna Genson, National FFA - Chapter Award

Confessions of an Agri Teacher Educator - Episode 10: Keeping On

Confessions of an Agri Teacher Educator - Activating Agency

Google Hangout with Ms. Stephanie Joliff - POA

Responses to Questions on 2016 Officer Selection & Development Plan

Confessions of Agricultural Teacher Educator - Episode 8 - Flexibility

Confession of an Agri Teacher Educator - Episode 7: Shared Responsibility