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.

SAE Success - Brain Hendrickson

This morning Mr. Brian Hendrickson from Catocin High School joined the AEE 311 class and discussed SAE proficiency awards. Watch the video below to learn about the 33 years of experience Mr. Hendrickson had to share with the class:

Contact Information:  

Brian Hendrickson

Catoctin High School

14745 Sabillasville Road

Thurmont, MD 21788

School phone number: 240236-8117 

Cell phone number 240-357-1544

Mr. Hendrickson said,"Students are always welcome to come down and visit any time in our program!" (Pink time idea?) Please reach out with questions because he will be more then willing to answer.

Today in AEE 311: Reflection and Expansion

What happened today?

• Reflection and unpacking: What happened on SAE day? What's the 3 most important things that happened on Tuesday?
• Had a great time with kids! Preparation is definitely important.
• Learning how to adapt and change your plan early.
• Learning had by all! College and high school students.
• How do you incorporate students with IEP's that may not be the most talkative?
• "It's never too late to learn playground skills."
• How do you develop energy? When you're excited and passionate, how do you get students passionate?
• It takes a relationship to get students to open up!
• Find what interests the students.
• Never be afraid to learn as the teacher!
• Kids don't know, what they don't know.

• Digital Citizenship!!!! Don't put anything up you wouldn't show grandma :)

• Talking with Mr. Gundlach! 40 year veteran teacher with tons of knowledge to share.
• How do you balance it all?
• How do you run a land lab, greenhouse and classroom?
• How do you build your program?

Reminders:

• Extensions are granted on an individual basis.
• Pink Time: Make the most of it!!!

Speaker Recording:

Resources:

• http://www.exploresae.com/

Let's teach SAE!

In class yesterday the AEE 311 students had the opportunity to, individually or within pairs, work with 9th grade high school students. The students visited from Juniata High School and Mifflin County High Schools and were on Penn State campus from 8am to 1pm.

The students started their day learning from the AEE 311 students about SAE. Each student came in with an interest or idea of something they wanted to do their SAE on. The AEE 311 students educated them on SAEs, helped each student layout an SAE plan, and answered any questions that remained about SAE or AET.

AEE 311 students working with the high school students

After class the students attended the annual College of Agricultural Sciences Career Fair. They were guided around career fair by AEE 311 students and were exposed to the potential careers in agriculture. To get to and from the career fair they rode the famous Penn State Trolley. The students then got a tour of Penn State's campus and Ag Hill from Janae Herr, 2015 Teach Ag! Avenger. Lastly they were fed lunch while Nate Repetz, 2015 Teach Ag! Avenger talked to the students about teaching agriculture as a career option. 

The day was an overall success and we look forward to partnering with these high schools in the future. 

Lets Learn S, SA, and SAE!

Joining us in class today is one of Penn Manor's Agriscience teachers, Mr. Neil Fellenbaum.

 

Mr Fellenbaum driving his "crew" to the Lampeter Fair

Mr. Fellenbaum is discussing the topic of Supervised Agricultural Experiences (SAE). In preparation for 19 ninth high school students attending our AEE311 class next Tuesday, Mr. Fellenbaum is going to guide the AEE311 class to be prepared. 

Goals of the class: 

1. Explore how to facilitate students internal excitement and inventory

2. How do we describe an SAE visit? 

3. What resources are there for us to utilize?

4. Connect career fair to majors at Penn State that student's SAE interests are formulated around 

Below I captured several comments, resources, and advice Mr. Fellenbaum shared during class:

- Start introducing SAE in introductory agriculture class

- Show exploresae.com to spark interest and expose the students to their options

- Once they are exposed, ask what students want to learn?

- SAE ID Card Set - all 7 pathways divided up (Dr. Foster has a set so check them out)

- Create and use an SAE Inventory/Planning Sheet (remember Mr. Fellenbuam's example?)

For more information: 

- Explore the AEE 311 Google Drive

- Email Mr. Neil Fellenbuam at neil.fellenbaum@pennmanor.net

- Tweet at Mr. Neil Fellenbuam at @neilfell

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 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!

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 Five: Where did it all begin?

While I wasn't present this morning, it looked like an AWESOME session! Way to rock out the quiz bowl. Check out below for responses to unanswered questions following session 5!

What are we curious about?

• Does it look like AET will become a national standard?
• I hope Dr. Foster chimes in on this one! But given that many states are going to affiliate membership and in turn with affiliate memberships comes an AET subscription, yes.

• How do we assess teacher candidate competency in the area of SAE?
• First, through the SAE implementation assignment it is hoped that teacher candidates gain the background knowledge and critical ideas behind SAE and incorporate it in their implementation program. Additionally, AEE 295 and AEE 413, two courses that you will take in the fall of your senior year cover quite a bit of material relating to SAE, including engaging in an actual SAE visit with our cooperating centers. I've linked a few examples of blogs my cohort has written (including mine) below!
• http://travelingteachertales.wordpress.com/2014/08/17/saevisit-ridgemont-high-school-edition-turning-an-sae-visit-into-a-true-home-visit/
• http://readysetteachag.blogspot.com/2014/07/first-ever-sae-visits.html

• Do teachers go through National Quality Program Standards evaluations everywhere?
• This varies by state. For example, here is a link to Pennsylvania's program evalutaion

• More on the NFA
• We'll get this on Thursday with Dr. Bagget! Come with prepared with questions!

• Online lesson plans like the ones on leadership and other areas?
• Check out LifeKnowledge!

• Past Ag Ed Magazines
• Check out this link!

• National FFA Convention
• Dr. Foster should be sending out an email here soon! If you have more pressing questions, contact your fellow classmates Janae Herr and Stacia Creed!

• What are other fun ways to provide information to students?
• You'll learn more about this in AEE 412, but for now here are some sweet links I use as a resource when lesson planning!
• 50 Ways to Lose Your Lecture

• When is Ag Career Days and are there AEE internships?
• College of Ag Sci Career Fair

• Will FFA and all of the associated programs ever make sense? Having no ag ed or FFA background, I find it all very confusing.

• A wonderful and fellow 2015 cohort member Carly-Jean Schaefer has previously expressed the exact same sentiments to me when starting out in AEE. Now as we prepare to embark on our student teaching journey, Carly-Jean has grown leaps and bounds in her knowledge. She "drank the Kool-Aid" as I like to call her. Her email is cjs5582@psu.edu, feel free to reach out, I am sure she would be happy to help!

What did we learn?

• Why the 33 delegates were in Kansas City, Missouri for the first FFA convention
• More about ag ed
• National FFA website has lesson plans
• Resource to find standards that we should be meeting as ag teachers
• National Standards for Ag Programs
• How to implement a fun way to learn classroom material
• Quiz bowls are awesome!

What do we want to learn more about?

• When a program is audited by the state are they held to the NQPS?
• Pennsylvania actually has their own program approval standards. You can find them here 
• Getting more diversity in the classroom?
• We will be learning a lot more about this in sesssion 11, but for now check out the diversity inclusion section of the National FFA Website
• How the FFA and NFA merged
• Save this question for Thursday! :)
• Who are other prominent figures in the ag ed community?
• Well... this could warrant another lengthy answer, but this is a good place to start!
• Are there quiz bowl FFA questions already made online?
• Well even if there were...having students look for the quiz bowl questions allows for additional learning for students and prepares them to answer the questions correctly.
• What AET looks like from the teacher side?
• All four TAs have teacher access, stop one of us in the beginning of class and we can let you take a peek!
• What would a typical day be like an ag teacher?
• The National Teach Ag Campaign has a great blog about this, check it out! 

Peace out Girl Scouts, see ya Thursday!

SAE Student Success Story #22 - Indiana

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 #21 – Indiana

A student of mine from a very low-income family started by enjoying houseplants his family was given.  He continued working with plants and began his SAE by mowing lawns and tilling gardens for others in the community as well as starting his own garden for his family.  By his junior year, he was hired by the local garden center and worked there utilizing and expanding on his plant science knowledge. This student averaged Cs in school and despised English class, but was motivated to win his proficiency area.  With his creativity and knowledge (and a little encouragement and about 10 revisions of his award app!) he completed his proficiency award application and placed first at the district and state level.  He was so proud, as was his FFA advisors and school administrators.  While college remained out of his financial capability, he went on to work in the Horticulture Department at the Toledo Zoo.

Submitting Teacher: Ms. Mariah Roberts

Four (13-16) of Sixteen SAE Best Practices (The Council, 2012)

13.  Program is supervised year-round

·         A year-round program requires 12-month employment of the teacher

·         The teacher, parents, administrators, employers, alumni and mentors can be involved in supervising experience programs

14.  Parents are informed and supportive of student involvement

·         Parents must be engaged, involved, informed

15.  Students invest time, energy and/or money

·         Students need to take ownership of experience

·         Students should invest in their learning

16.  Student programs are recognized

·         Recognition system necessary

·         Recognition should match purpose of SAE; currently awards drive program

In the month of November, You have read 22 different student SAE success stories from 10 states over the month of November. It is on a small sliver of the thousands of student lives impacted every year from well supervised programs. You have been reminded of 16 Theorems on SAE by Dr. Moore and reviewed 16 best practices of SAE by the Council.

You can do this. I look forward to sharing your “Student SAE Success Stories” in future years.

SAE Student Success Story #21 - Pennsylvania

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 #21 – Pennsylvania

We had a student who lived on a small farm with horses, but had absolutely no interest in horses being his SAE project.  We directed him towards Agriscience (which is out go-to around here).  The next thing that we knew, he was at Penn State working with a professor in the Meats Lab working on a meat tenderizing experiment.  He went onto to win Best of Show at the Farm Show that year.  He participated in the National Agriscience Fair 3 times, was named the State Star in Agriscience last year and now is at the University of Maine majoring in Wildlife Veterinary Sciences. 

Submitting Teacher: Ms. Krista Pontius

Four (9-12) of Sixteen SAE Best Practices (The Council, 2012)

9.      Programs differ between students studying in agriculture and those studying about agriculture

·         Career exploration for students studying about agriculture

·         Experience and instruction in agriculture for those studying in agriculture

10.  Instructor prepared for and supportive of experience programs

·         Teachers define SAE that is appropriate for school and community

·         Teachers must be adequately prepared to teach the SAE component of the agriscience program

11.  Approved by school administration

·         SAE programs must be ethical/legal/within school policy

·         Administration should be involved in local decisions regarding SAE policies

12.  Supported by program advisory committee

·         Industry board/feedback should help guide standards

·         Local business/industry should be involved in local decisions regarding SAE

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Success Story #20 - Pennsylvania

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 #20 – Pennsylvania

A male freshman student takes on a SAE project dealing with the work involved with an excavation business.  Continues with his SAE throughout his high school career.  Participates in a work release experience during his senior year of high school.  Graduates from high school and becomes part owner of this excavation business and is a member of the Central Columbia Ag Advisory Council. 

Submitting Teacher: Mr. Doug Brown

Four (5-8) of Sixteen SAE Best Practices (The Council, 2012)

5.      Evidence of skill/competency/knowledge/expertise development

·         Should measure student skill learning and development

·         Develop knowledge/skills that relate to content standards, including technical as well as business skills

6.      Related to state-approved agricultural content standards

·         Teachers must determine and maintain standards where no state standards exist

·         Should be connected to agriculture content standards and career clusters

7.      A part of the curriculum, extending beyond classroom and laboratory instruction

·         SAE is application of what’s taught in class – extension of the classroom

·         Should be supported by curriculum/instruction

8.      Required of all students

·         100% student participation in experiential learning program and recordkeeping

·         Experience program part of instructional program and therefore must be graded

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Success Story #19 - Iowa

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 #19– Iowa

This summer I used my personal equine business at home to allow five young women to ride/show horses for the first time in their lives - in exchange for a few hours a week doing chores and work on the farm, they got to "use" horses and equipment.  Boy, did they have a good time and learned a whole lot, too.  A former student of mine did something similar with a sheep project, so we had 8 "town" kids that showed at the county fair this year who'd never shown an animal before.  Both projects look to expand next summer as there are quite a few more students interested. 

Submitting Teacher: Ms. Melanie Bloom

Four (1-4) of Sixteen SAE Best Practices (The Council, 2012)

1.      Viewed as a program, not a project

·         SAE should be a year-round, continuous program

·         The program should emphasize ongoing and advancing/additional skills

2.      Planned, with learning objectives and agreements among parties involved

·         Must be planned in conjunction with parents, teacher, administration, employers

·         Must be based on student’s career interest in agriculture; goal is student learning not winning FFA awards

3.      Records/ portfolio of experiences are kept by student and teacher and are part of instruction and evaluation

·         Student records are essential and are used to document and record experiences (skills developed and knowledge gained) and include supervision summaries

4.      Shows evidence of growth in size and scope

·         Program should be progressive in size and scope (skills, financial involvement)

·         Evidence should be outcome based, not just financial based

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Success Story #18 - Washington

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 #18 –

HI Dan, here is one of my favorite SAE stories: About 13 years ago, one of my former teachers (and one of my favorites) at Ferndale High School had lost his battle to cancer.  I attended his memorial with my dad (30 year Ag teacher) who was one of his best friends.  I was in my 7^th year teaching.  I watched as a 13 year old gave a phenomenal eulogy for his uncle.  He was so composed, articulate, and compassionate.  He had the 1000 person crowd hanging on his every word.  My dad looked at me and said, “You gotta get that kid in FFA.”  I agreed, not even realizing he lived in our district.   A few years later, Lange Solberg entered high school.  I had a few of his friends in class and active in FFA.  Lange was a football player, class president, competitive ski racer, track athlete, and incredible kid.  I talked to him at the end of his freshman year after trying to recruit him through his friends.  I told him he needed to give FFA a shot and see what it is all about, I asked about his interests after HS, etc.  He said he was hoping to go into business after going to college.  I told him we could help him with that and he should sign up for my Advanced Ag class 2^nd semester where we cover Agribusiness. He agreed.  He had joined FFA, attended a few meetings, done some community service and fundraising.  He couldn’t fit CDE’s into his busy schedule.  Once he came to my class, we spent a couple days talking about SAE projects.  I showed a Stars over America video from the 1990’s which featured one of my dad’s students who was a Star American Agribusinessman in the early 1990s with his Sand and Gravel operation he started as a freshman and was still operating up to 2 years ago. 

After class, Lange stayed in my office for a half an hour figuring out how he can do that.  I called Farm Service Agency to inquire about their loans for youth SAE projects.  In class Lange worked on a Business plan or “Yacht Serv”.  Since Lange fished every summer since he was 12 up in Alaska, he loved the water so his business was going to be servicing yachts at Squalicum Marina, running errands for visitors (food, etc), fixing boats, deck work, cleaning, etc.  He applied for a $5000 FSA loan and received it. He bought a boat motor for his skiff, pressure washer, and some other tools.  He spent spring days after track, weekends, and the summer working with the Port of Bellingham, developing  a website, advertisement, etc.  He soon was hiring other students to help him.  He usually had 5-6 major projects going on at any one time. His loan was paid off within 18 months and established a great credit rating as a 17 year old. He was too busy and learned how to lead his employees and manage his time.  His senior year he was ASB President, football and track athlete, FFA Vice President, and working 30 hours a week with his business even during the winter.  He applied for his State FFA Degree and the Star Battery for Agribusiness.  His senior year I talked him into coming to state convention with his family for a day to receive the District 1 Star Agribusinessman.  The state FFA sent state officers out to video his business to show at the State FFA Convention.  He showed up at state for that ceremony and was blown away by the excitement and enthusiasm of the convention.  That evening on stage he didn’t really understand how big of a deal this was.  After they had mentioned all of the other districts and shown the video, he was named the State Star in Agribusiness. He also watched his best friend get elected as State FFA Secretary. This kid had never touched an animal, yet his project was named the best agribusiness project in the state.  He and his parents were absolutely blown away. 

He came back and went to the junior high and asked teachers if he could talk about HS and the opportunities he had in FFA and those that he missed out on.  This led to the biggest group of FFA members we had and probably the most successful (the 8^th graders he talked to).  He also went on to Gonzaga University in their business program on a scholarship for his business activities in high school.  His business became the business department’s business project for his classmates and him.  They developed a marketing plan, business plan, worked with the law school on legal paperwork. His business and fishing in Alaska paid for college with little student debt. He graduated Gonzaga in 2011 and is still operating his business part-time.  Sorry this is long, but needed to articulate how I got this kid involved (probably a year late). 

Submitting Teacher: Mr. Todd Rightmire

SAE Theorem #16 (Moore, 2003, The Agricultural Education Magazine)

Administrators must be educated about SAE. Most school administrators don’t know the details of how an agricultural education program operates. Therefore, they need to be educated. This can be as simply as sitting down with your administration from time to time and simply telling them about the components of agricultural education and why they are important. Highlighting student SAE programs at the annual banquet or in a chapter newsletter is another way to keep administration and community leaders informed of SAE. You need the support of your administration in order to have a strong SAE program. Open, direct communications about SAE is one way to achieve this.

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Success Story #17 - Arizona

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 #17 – Arizona

Special Ed student living in inner-city Tucson(Freshman).  She was placed in our Ag program(Dumped), because after all we are not academic at all and most students usually succeed.  Student was mentally and physically Handicapped do to physical abuse inflicted by her  “drunk” father.  He  picked  her up and threw her against the wall because she was crying; when she was 9 months old.  Anyhow, this student had a little “Chihuahua “ dog and this was to be her SAE.  Mind you, this student had never been asked to do anything at all, because no one expected her to succeed at anything.  Well let me share with you the power of  SAE, FFA, and inclusion.  This student  was a 7 year student of our program raised 6 market lambs and sold at our county fair, learned and recited the creed at our parent-member banquet her senior year, and is now self sufficient and has a job-lives alone nonetheless!!!

Submitting Teacher: Mr. Jose Bernal

SAE Theorem #15 (Moore, 2003, The Agricultural Education Magazine)

Teachers should think outside of the box in regards to what constitutes a SAE program. In the early days of SAE, the federal official determined what constituted a valid SAE. Most of us are familiar with the “traditional” types of SAE such as entrepreneurship and placement. However, we should be open to other types of experiential learning activities. Conducting agricultural research or carrying out an in-depth investigation of an agricultural issues and preparing a series of newspaper articles or a video about the issue may be just as educational, if not more, than raising as show lamb.

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Success Story #16 - Georgia

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 #16 – Georgia

A pear tree I planted at my home as a part of my Supervised Agriculture Experience Program (SAE) in the fall of 1966 has produced a bumper crop of pears for forty-six years, including the current season. As in most years, the tree produced over 500 pounds of pears in the fall of 2012. My ninth grade Agriculture Education teacher at Swainsboro High School, Mr. Austin Avery, assisted me and my classmates in ordering fruit trees from a nursery in Tennessee and establishing the trees at our homes. Only later did I realize the many lessons Mr. Avery taught us through this simple project. We learned to compare prices, varieties, and companies that sell fruit trees. We also learned to complete order forms with percent tax, shipping costs and totals, the advantage of pooling orders cooperatively, the difference in wholesale and retail businesses, to select planting sites, plant and care for the trees, as well as recordkeeping.

This pear tree may be the oldest, continuously producing SAE project in Georgia – at least I am claiming the title until older projects are recognized. However, my Uncle SD Flanders has me beat if you count the cork tree he planted in front of his home about 1950 as a part of his AgEd SAE. During this time period, AgEd students from across the state were asked to plant cork trees as a part of a research project. The production of cork would hopefully be a new cash crop for Georgia. The cork trees were never productive, but Uncle SD’s tree is still living.  

Submitting Teacher: Dr. Frank Flanders

SAE Theorem #14 (Moore, 2003, The Agricultural Education Magazine)

The SAE should be evaluated. At least once a year or once a semester in block settings, the teacher and student should sit down and evaluate the SAE. The teacher merely asks a series of questions about what the student has learned and what could have been done differently in the SAE program. The final step is to ask the student what he or she plans to do in the future regarding the SAE.

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Success Story #15 - Pennsylvania

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!