SAE
Competency / Each agriculture student maintains up-to-date and accurate SAEP records and data.
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Course Objective 4:Agriculture teacher candidates will be able to record time spent in managing and supervising SAEPs.
Lesson Objectives: Students will be able to:
  1. identify key stakeholders of SAEPs.
  2. select appropriate strategies for engaging key stakeholders.
  3. differentiate between in school assignments/projects and student SAEPs.
  4. create a reporting system (monthly calendar, summer program of work) highlighting management and supervision of SAE.

Equipment, Supplies, References, and Other Resources:
References:
  • Phipps, L. J., Osborne, E. W., Dyer, J. E., & Ball, A. (2008). Handbook on Agricultural Education in Public Schools(6thed.). Thomson Delmar Publishing, Clifton Park, NY
  • National Council for Agricultural Education, SAE Renewal Task Force (2014). Philosophy and Guiding Principles for Execution of the Supervised Agricultural Experience Component of the Total School Based Agricultural Education Program.
  • Link:
  • Explore SAE Website:
Handouts:
  • Assignment Sheet
  • Example Calendar of Events
Computer and video projection equipment:
  • LCD projector and internet access
Equipment & Supplies:
  • Whiteboard, markers
Other Resources:
  • Calendar template, school calendar, membership roster

Teacher Directions / Content Outline and/or Procedures
REVIEW / Previous objective, Devise a plan to incorporate student SAEP involvement into the school-based agricultural education program grading system. Using probing questions, determine student’s recall of artifacts that can represent assessable data in the different types of SAE. Probe students to recall the general criterion that is used to assess SAE programs.
INTEREST APPROACH / Role-play a coach that is building his game plan for the Friday night football game. Highlight the process that coaches use to identify key players on the football team and make the connection to the value those key players have when playing the game.
OBJECTIVES AND TEACHING STRATEGIES
Objective
a. identify key stakeholders of SAEPs
Brainstorming Activity
Explore SAE Website: / Overview:
SAE reflects the individual student’s interest. To implement the SAEP, stakeholders must maintain a positive working relationship. When establishing SAEP cooperation, the following persons should be solicited: school administrators, parents or guardians, students, and employers, prospective employers or other supervisors. Teachers are responsible for communicating the role SAEPs play in the agricultural education program. School administrators must understand the opportunity that SAE has to extend the learning that occurs in the classroom.
Procedure:
Using the SAE Explore videos, identify student goals in each of the four SAE program areas. Determine how the students’ goals are different and how they are similar. Discuss the diverse nature of students’ interest and help students make connections to the community resources available (stakeholders), which may provide an opportunity for students to explore their interests.
Objective
b. select appropriate strategies for engaging key stakeholders
Brainstorm SAE talking points and education Opportunities. / Overview:
Ultimately it is the teacher’s responsibility to educate stakeholder groups and foster SAE relationships. Administrators need to be convinced that supervision is necessary and that adequate time and resources are needed. Parents must also be informed of the benefits an SAEP can provide, the nature of an SAE allows for a lot of parent teacher interaction, so teachers need to be prepared to share their philosophy concerning SAEs.
Procedure:
Brainstorm opportunities to help school administrators and parents understand the value of SAEs. Let students role-play as administrators, parents, employers, and teachers. Based on the students’ SAE philosophy, develop talking points that can be shared with each group. Once the talking points are developed, brainstorm opportunities that occur during the school year where teachers can share these talking points. At the end of the exercisestudents should have talking points and opportunities to share these talking points with future school administrators, parents, and students.
Objective
c. differentiate between in school assignments/projects and student SAEPs
Handout Assignment Sheet / Overview:
Agricultural educators provide experiential learning on a daily basis through inquiry-based methods, directed laboratory instruction in school facilities, field trips, and FFA competitive events. What makes the SAE component different is that the activity ties back to some level of career planning, is student rather than teacher managed, happens outside of formal classroom instruction, and takes place in a real world environment (i.e., farm, ranch or agricultural enterprise) or simulated workplace environment (i.e., virtual program or school farm/greenhouse/lab). This does not mean that SAE cannot happen on the school campus or even during the school day, but rather serves as a distinction to help teachers understand the difference between the classroom/laboratory instruction program component and the SAE program component. In reality, in order to engage all students in SAE, some use of simulated work environments would be necessary.
Procedure:
Provide students with the handout, Assignment Sheet.
Students will match the listed examples as either school assignment or SAE project.
Objective
d. create a reporting system (monthly calendar, summer program of work) highlighting management and supervision of SAE.
Handout Example Calendar of Events / Overview:
Accountability is an important skill and disposition for school-based agricultural education teachers. Reporting the management and supervision of SAEPs is important to all stakeholders. Teachers are encouraged to keep a calendar of visits and build SAE supervision and management of SAE into the summer months or extended days of their contracts. The record of management and supervision can be valuable data when communicating the need for time and resources committed to SAE implementation. State Departments of Career and Technical Education that provide resources to agricultural education programs require documentation of the teacher’s time allotted for SAE supervision.
Procedure:
Provide students with a blank calendar representing two summer months, a membership roster, school calendar, and FFA Calendar of Events. Ask students to plan their scope of work for two summer months with an emphasis on SAE management and supervision. The calendar should also reflect two weeks of vacation.
REVIEW/SUMMARY / SAEs reflect the individual interests of students. As such, multiple stakeholders are involved in the implementation and support of student and teacher efforts to facilitate the SAEP. Effective implementation requires stakeholder support; teachers have the responsibility of educating stakeholders on the value of SAE. The evolution of SAE also includes a more inclusive approach to supervision of SAEPs, specifically the opportunity for students to conduct SAEs on school campus or during the school day. Documenting teacher time and effort focused on SAE provides accountability for resources that are available for SAE supervision.
EVALUATION
Answers:
1. Local school administrators, parents or guardians, students, employers or supervisors.
2. Communicate the role of SAE programs in experiential learning; educate administrators about SAE programs, so they realize effective teaching can take place outside of the classroom.
3. SAE ties back to some level of career planning, is student rather than teacher managed, happens outside of formal classroom instruction, and takes place in a real world environment (i.e., farm, ranch or agricultural enterprise) or simulated workplace environment (i.e., virtual program or school farm/greenhouse/lab).
4. False
5. Create a monthly schedule of SAE visits and develop a summer program of work. / Formative assessment via a quiz.
  1. List four key stakeholder groups
  2. Describe the teacher’s role in fostering relationships with SAE stakeholders
  3. Differentiate between in-school assignments/projects and student SAEPs
  4. True or False: Student SAEs cannot occur during the school day or take place on the school campus.
  5. List two approaches teachers can take to document their use of time and resources focused on SAE.

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