Upload
jeffry-morrison
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
Student Participation in Hands on Agriculture Experiences
Institute for CTE EducatorsJuly 15, 2013
2
Today’s Objectives
Explain CTE key goals and task for the upcoming school year Explain the advantages and different options for Hands on
Experience for AFNR Students Understand the impact of Supervised Agriculture Experience
(SAE) Program Summarize and identify a quality Supervised Agriculture
Experience (SAE) Program Identify online resources Understand current Child Labor Laws in Agriculture Understand impact of data in Curriculum Development
Greetings
Casey Haugner-WrennDirector of Student Success
Tennessee Department of Education
Student Participation in Hands on Agriculture Experiences
Institute for CTE EducatorsJuly 15, 2013
Additional Sessions to Help Improve SAE programs
Agriculture Career Network (AgCN) FFA in 2013 Starting and Award Winning Chapter Agriculture Experience Tracker (AET)
Refer to the Institute program for times and locations
Type of Hands-On Agriculture Experiences
Apprenticeship (Registered) Cooperative Education Internships Job Shadowing Out-Of-School Experience School-Based Learning Service Learning Work-Based Learning (WBL) Supervised Agriculture Experience (SAE)
7
Advantages to the Student
Affords the opportunity to develop, refine, and verify occupational interest and competencies in an actual job situation.
Establishes desirable work habits and attitudes while developing a sense of responsibility
Promotes personal success which may motivate interest in other school subjects and activities.
Provides easier transition from school to the world of work Offers specialized learning experiences which could not be provided within the
confines of a classroom. Earns high school credit(s) in addition to receiving training and a salary (amount
of credit determined by the local school district) Enables classroom learning experiences to become more relevant and
meaningful. Frequently leads to permanent employment at the training station upon
graduation.
THE 7 KEYS OF LOCAL PROGRAM SUCCESS
Read this carefully!
Help Wanted: Landscape maintenance worker. Operate a lawn mower, power blower, maintain and repair equipment and work with customers. Need a person who can work without supervision. Experience required. Call 555-7777 today.
10
Looking for the right person….
Vet Assistant Needed: Mayflower Animal Hospital needs an
experienced individual to work 20 hours a
week. Duties include bathing, grooming, and feeding
of animals. Apply in person at 316 Walnut Street
Horticulture Opening Dependable person
to handle over the counter sales in a busy garden center.
Pay is $7.50 an hour. Neat appearance important, along with the ability to work
with people. Experience in working
with plants is necessary. Call 555-7777 for an interview.
Are you the ONE they are looking for?
12
What was the SAME in all three ads?
Each advertisement wanted the person to be experienced.
13
EXPERIENCE...
What can YOU do NOWto ensure your students are qualified for a job in the
future ?
How do you get experience without first having a job?
How do you get a job without first having experience?
Have 100 Percent Participation in Supervised Agriculture Experience Programs
14
Note: SAE is part of every Agriculture, Food and Natural Resources Program of Study
Make The Connections
Agricultural Education has thrived by implementing teaching methods that utilize three interconnected educational components.
It is the student’s involvement in all three Agricultural Education components: classroom instruction, FFA and SAE, that challenges the
student and develops the three skill domains.
SAE Defined
Supervised Agricultural Experience (SAE) programs consist of planned practical activities conducted outside of class time, in which students develop and apply agricultural knowledge and
skills.
SAEP – A Key for Experience
To be successful in today's world of work, students need practical skills, many of which can be learned only through hands-on, work-based situations.
The strength of your program rests on your commitment to developing opportunities for students to build these skills through the work-based learning and elements of agricultural education supervised agricultural experience programs (SAEs).
Four categories of SAE programs:
Exploratory - Learn about the big picture of agriculture and its many related careers.
Research/Experimentation and Analysis ‐ Conduct research and analyze information to discover new knowledge.
Ownership/Entrepreneurship Plan and operate an ‐agriculture related business.‐
Placement Work for a business or individual, either for pay ‐or for the experience
Five Distinctive Characteristics of an SAE
Planned: All SAEs should be carefully planned and hold educational value. SAEs should relate to what the student is learning in class. Planning a SAE can help the student’s project meet their objectives by defining what has to be done.
Developed: SAEs should reflect the agricultural and career interests of a student. SAEs should also utilize the resources available to the student.
Managed: Records should be carefully kept on SAEs in order to evaluate the progress and performance of the student, both financially and educationally
Supervised: Agriculture teachers (and/or designated individual) should supervise and provide help during all stages of the student’s SAE. Teachers should observe and assess a student’s SAE throughout the duration of the activity and provide constructive feedback.
Student receives recognition: Recognition can begin with academic recognition for SAE accomplishments and develop into FFA degree recognition
Goal Setting Techniques
SMART Goals Once students have planned their SAE project, turn their attention to developing several goals
that will enable them to be successful.
Goals should be SMART specific, measurable, agreed upon, realistic and time based
To check the progress of their goal settings the student should hold SAE project evaluation meetings with the key members of
their SAE team: teacher, parents, employer, etc.
The acronym SMART has a number of slightly different variations, which can be used to provide a more comprehensive
definition for goal setting: S - specific, significant and stretchingM - measurable, meaningful and motivationalA - agreed upon, attainable, achievable, acceptable and action-orientedR - realistic, relevant, reasonable, rewarding and results-orientedT - time-based, timely, tangible and trackable
S.M.A.R.T. Goals provides a broader definition that will help students to be successful in both their SAE and personal life.
S.M.A.R.T. GOALS
General Guidelines for SAE Must have an individual SAE training agreement• The training agreement provides:
– Safety instructions shall be given by the school and correlated by the employer and verification of safety instruction must be on file.
– The name of the student and shall be signed by the student, employer/supervisor, parent and the AFNR teacher.
• Copies of the agreement shall be kept on file by both the school and the employer.
• SAEP Reports (for non-AET teachers) must be filed annual with the Tennessee Department of Education by the agriculture teacher
What is a quality SAE?
The first step in the process would be to reaffirm a basic definition of a total SAE program. With a standard definition and description in place, determining or helping students create a total SAE program is more attainable.
The focus of SAE is to assist the student in creating a year round program.
It provides students with the opportunity to develop skills or knowledge not included in the local scope and sequence of course curriculum.
Skills learned can be recorded in student’s record book and portfolio as part of their SAE.
What is a quality SAE?
Assist the student in making career choices Provide motivation (to improve, participate in classroom
learning activities and provide recognition opportunities) Proficiency award areas do not define SAE programs Proficiency awards are an outgrowth of SAE enterprises and
learning activities conducted outside of regular class time Includes entrepreneurial enterprises Develop supplemental skills Develop learning activities Include improvement projects that impact the student’s SAE,
home, school or community.
What are some examples of questionable SAEs?
Babysitting or child care Building of stock cars and race cars Working in restaurants and fast food establishments as
servers or dish washers and other jobs related to these establishments
Serving as a king or queen for local communities or commodity groups
Working in retail stores selling non-agricultural items (clothing stores, warehouse retail outlets, etc.)
Working in general manufacturing or construction with little or no connection to agricultural industry
Differences between WBL and SAE
Work Based Learning Needs additional teacher
Training Entrepreneurship not
allowed Must be enrolled in related
course Requires WBL Training
agreements Limited number of students School release time
Supervised Agriculture Experience
Trained as part of the teacher prep program
Entrepreneurship is allowed Enrolled in a AFNR course Requires SAE training
agreement Open to all AFNR students Outside of class time
Differences between WBL and SAE
Work Based Learning At least one visit per grading
period Available to junior and senior
students Can earn up to two credits each
year Work hours limited (Child Labor
laws) Must be a licensed business
Supervised Agriculture Experience Flexible depending on student
need and type of SAE Available to all AFNR students
seventh through 12th grades Can earn one-half credit each
year with maximum of two credits
Work hours flexible (Child Labor Laws)
Family farm exempt
WBL Changes
1) Students may now earn credit for WBL activities, which include internships (must rotate positions every 9 weeks) and school-based enterprises, in addition to cooperative education placements. For course code information, please refer to the 2013-14 Correlation of Course Code Document.
WBL Changes
2) Students are no longer required to participate in both related course and WBL in the same semester. • Instead, students may now participate in WBL activities in
semesters following a related course. This will allow students on block schedules and with summer opportunities to benefit and earn credit for high quality WBL placements, which support their Programs of Study and elective focus areas.
SAE and Industry Certifications
Record Work Protection Standards (WPS) Certification in eTIGER• Only nine certified students in 2012-13
Must submit training verification form to Tennessee Department of Agriculture for student to receive certification
Training verification form will be located on the AFNR home page.
Updating list of Student Certificates (Coming soon)
Maximize Student Achievement with SAE Credit
Requirements for SAE credit: Must be an approved SAE Program Complete a minimum of 180 hours Shows an annual increase in skills, knowledge and scope Must maintain SAE records and keep an annual summary on
file in the agriculture department Can earn one half credit each year Maximum of two credits can be earned
Maximize Student Achievement with SAE Credit
Requirements for SAE credit: One credit counts toward focused elective Counts toward an elective credit for graduation Must be supervised by the agriculture teacher at least once
during the summer months Must comply with all Child Labor Laws Refer to the 2013-14 Correlation of Course Code Document
for additional information
Online Resources
Tennessee Department of Education - WBL
Georgia Agriculture Education
Minnesota FFA Association
National FFA - SAEs
National Quality Program Standards SAE Central
SAE YouTube Video
Texas FFA - SAE Resources (SAE Builder)
Questions
About SAE
34
Child Labor Requirements in Agriculture
Sipho DumasaneU.S. Department of Labor and Wage Division
36
Curriculum Revision Update
AFNR Teacher Survey – 49 teachers responded or 14 percent
41%
33%20%
16%
4% 4%4%
4% 4%
Changes Recommended by AFNR Teachers
Need more flexibility within the POSReduce the Number of POSCourses/Standards should have more RigorNeed more General POSAlign POS to CASEAlign POS to Post-SecondaryNeed Assessments (EOC/EOPS)Adv. Princ. Of Ag. in all POSLeadership/Comm & Ag. Bus in All POS
37
Curriculum Revision Update
14%
14%
12%
6%
4%
4%2% 2%
2% 2%
Recommended New Courses, POS and/or Skills
Technical Skills -Welding/GIS
Technology / Biotechnology/STEM/CASE
Green Technology
Global Agriculture
Agri-Tourism-communications
Sustainable Ag
Dual Credit/Dual Enroll. all POS
Food Safety/Processing and Butchery
Life Skills
Medical Vocabulary (Vet)
38
Curriculum Revision Update
Based on data and research findings, we are:• Increasing rigor (meatier standards)• Addressing skill gaps• Adding more flexibility • Working with curriculum writers
– Public input period for reviews More information to come via email
Questions
Contact:Steven Gass
Agriculture, Food and Natural Resources Cluster Consultant