Wednesday, October 1, 2014

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!


Tuesday, September 30, 2014

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.



Thursday, September 25, 2014

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 14th 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!

Monday, September 22, 2014

Session 8: Ag Career Network

Last Thursday we had two great speakers give a presentation on the Ag Career Network. We learned some valuable information from the two.

Responds to ticket outs:


What are you curious about?

  • How many scholarships are available through career cruising?
    • By being a high school senior or college student you may recieve one scholarship per year for a total of two years. 
  • Can students use the AgCN after they graduate?
    • As long as you are a member of your local chapter you can us AgCN for up to three years after graduation. Once graduated you can still have access if you are part of a collegiate FFA and then after graduation college you may have access as an FFA Alumni
  • Can the Learning Styles Inventory be printed out?
  • How to get students motivated to complete the career cruising test
    • This can be done by making every unit have a career section to it or just by doing a unit on careers. Students do not want to do anything unless they see the results are worth it. Just making things worth grades may help as well. 

What did you learn?

  • excel can be uploaded into AgCN, it is a websource we can use for an FFA program
  • Learning Styles

What do you want to learn more about?

  • My journey
    • I am not sure when my journey will be avaiable, however, Haley has offered for you guys to be the beta testers for the program. If you are interested please email me and I can give her your contact. 
  • Are there different types of accounts in AgCN, if so what features are available for each?
    • There is an account for teachers where rosters can be uploaded and then there are accounts for students. 
  • Can anyone access the financial aid section to search for scholarships? Is it limited to HS students?
    • This is limited to members only. Therefore, anyone who is not part of AgCN, will not have access.