Transcript Student Participation in Hands on Agriculture Experiences

Student Participation in Hands on Agriculture
Experiences
Institute for CTE Educators
July 15, 2013
Today’s Objectives
 Explain CTE key goals and task for the upcoming school year
 Explain the advantages and different options for Hands on
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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
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Greetings
Casey Haugner-Wrenn
Director of Student Success
Tennessee Department of Education
Student Participation in Hands on Agriculture
Experiences
Institute for CTE Educators
July 15, 2013
Additional Sessions to Help Improve SAE programs
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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
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Apprenticeship (Registered)
Cooperative Education
Internships
Job Shadowing
Out-Of-School Experience
School-Based Learning
Service Learning
Work-Based Learning (WBL)
Supervised Agriculture Experience (SAE)
Advantages to the Student
 Affords the opportunity to develop, refine, and verify occupational interest
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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.
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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.
Looking for the right person….
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Are you the ONE they are looking for?
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.
What was the SAME in all three ads?
Each advertisement wanted
the person to be experienced.
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EXPERIENCE...
How do you get experience
without first having a job?
How do you get a job
without first having experience?
What can YOU do NOW
to ensure your students are qualified for a job in the
future ?
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Have 100 Percent Participation in
Supervised Agriculture Experience Programs
Note: SAE is part of every Agriculture, Food and Natural
Resources Program of Study
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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.
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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.
S.M.A.R.T. GOALS
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 stretching
M - measurable, meaningful and motivational
A - agreed upon, attainable, achievable, acceptable and action-oriented
R - realistic, relevant, reasonable, rewarding and results-oriented
T - 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.
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
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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
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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
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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
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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
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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
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Child Labor Requirements in Agriculture
Sipho Dumasane
U.S. Department of Labor and Wage Division
Curriculum Revision Update
 AFNR Teacher Survey – 49 teachers responded or 14 percent
Changes Recommended by AFNR Teachers
4%
4%
4%
4%
4%
41%
Need more flexibility within the POS
Reduce the Number of POS
16%
Courses/Standards should have more Rigor
Need more General POS
Align POS to CASE
20%
Align POS to Post-Secondary
33%
Need Assessments (EOC/EOPS)
Adv. Princ. Of Ag. in all POS
Leadership/Comm & Ag. Bus in All POS
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Curriculum Revision Update
Recommended New Courses, POS and/or Skills
Technical Skills -Welding/GIS
2%
2%
2%
Technology / Biotechnology/STEM/CASE
2%
14%
4%
Green Technology
4%
Global Agriculture
Agri-Tourism-communications
6%
14%
Sustainable Ag
12%
Dual Credit/Dual Enroll. all POS
Food Safety/Processing and Butchery
Life Skills
Medical Vocabulary (Vet)
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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
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Questions
Contact:
Steven Gass
Agriculture, Food and Natural Resources
Cluster Consultant
[email protected]
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