Implement the business plan - February 1, 2002 Dear Agricultural Educator/FFA Advisor

SCANSSCANS

12. Implement the business plan

For a complete guide to cooperative SAEs, call the National FFA Teacher Services Team, (703) 360-3600, ext. 254.

Secure Collateral for Student Projects

Teacher Dale Glazier, Thomas,

Okla., secured reduced interest loans

through a local bank for students.

Members start with a credit limit of

$1,500. “After proving themselves, some students have $30,000 to $40,000 loans with the bank,” he says. “We tell students the only limiting factor when they’re starting a project is their imagi- nation.”

Results: Ninety percent of agri-

culture students have SAEs, ranging from beef to rodent production.

Dale Glazier and Jim Maddox, (405) 661-3200

SAEs help students function in today’s workplace and make independent decisions based on problem- solving skills learned through placement, entrepreneurship and cooperative

work-based learning.

SAE Cooperative Examples

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Fruit sales (and other fund-raisers)

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Bedding plant retail sales

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Broiler production

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Finishing feeder pigs

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Aquaculture production (tropical fish for pets or fish for food)

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Bait shop

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Lawn care or landscaping service

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Firewood

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Small animal care

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Maple syrup production

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Tree nursery

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Greenhouse operation

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Soil testing

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Crop scouting

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Farm and home supplies

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Document the SAE by using recordkeeping and analysis.

Recordkeeping is key to well- documented SAEs, which teach students to evaluate practices and identify alternatives based on their records. The information students gather—such as work samples, assignments, grades and SAE eval- uations—can be used to update their portfolios and to market their skills for post-high school educa- tion and careers. The Agricultural Proficiency Award application is an excellent format for student portfolios. Order the Decisions and Dollars instructional material to provide guidance in docu- menting SAEs.

SAE Portfolios and Career Fair Demonstrating career competency is a priority

for students at Riverside

High School, Durham, N.C.

Former teacher James McLamb

required students to maintain portfolios on all

SAE records, including photos of events they attend, awards they win and competitions they enter.

Students provide narratives of the SAE or classroom activities that relate to their project area.

Results: Portfolios provide an

excellent example of student work.

Students use them to showcase learning in agriculture at an SAE fair and possibly later in employ- ment interviews.

James McLamb, (919) 677-9440

Career Passport

Students at Miami Valley

Career Technology Center, Clayton, Ohio, fill out an SAE

agreement letter, outlining their goals. They keep daily SAE work journals and have worksite men- tors fill out evaluation forms each quarter. Students assemble these forms, along with the descriptions of skills learned and work experi- ences gained, into a Career Passport—a portfolio of perfor- mance information which can be used as a tool in seeking post-high school education or employment.

You can even use proficiency award applications—which require a resume and recommendations—

as part of students’ portfolios.

Results: Students possess a

ready-made tool to market to prospective employers or college recruiters.

Tom Vranesic, (937) 837-7781

Take an active role as supervisor of SAEs.

SAE activities are controlled, supervised and evaluated by agri- culture instructors, employers, parents and others involved with the experiences. The National FFA Organization does not select, con- trol or supervise student SAE activi- ties. Teacher involvement is key to SAE quality and student success.

❏ Provide year-round, worksite SAE instruction for students.

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Visit each student individually at his or her SAE site.

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If individual visits are not possible for each student, consider these alternatives:

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cooperative group SAE instruction

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small group instruction and supervision for students with related SAEs

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use of paraprofessionals and workplace mentors trained by the agriculture teacher

(These alternatives should not be used to eliminate extended contracts for agriculture instructors or support for SAE teacher supervision.)

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Visit students with SAE prob- lems promptly and frequently.

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Discuss students’ progress with parents/guardians and/or employers.

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Between personal worksite visits, phone employers and students while they are on the job to check on progress.

❏ Keep SAE visit records.

❏ Have the local advisory commit- tee help plan and supervise SAEs.

❏ Inform state supervisory staff and teacher educators of progress and ask for assistance when needed.

James McLamb 7-1

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Recognize students for their SAEs.

Find ways to reward quality SAEs. Encouraging students to apply for recognition above the chapter level and publicizing results in the media are great motivators for increased achieve- ment. Without SAEs, many stu- dents may be denied valuable learning experiences available through FFA recognition programs.

Let students know early on about the National FFA

Agricultural Proficiency Award Programs as well as chapter, state and American FFA Degrees and the Star Farmer and Star in Agribusiness Awards. Use these awards as a way to motivate and reward members for high-quality SAE work. Base student recogni- tion on skills learned, application of classroom and individual instruction and record books.

Promote student SAEs to key partners with these steps:

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Invite partners to come along on tours, or teaching visits, to observe SAEs.

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Feature SAEs at the annual ban- quet or other public events such as the school board meeting. Invite

employers, parents, school officials, students and other partners to par- ticipate.

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Prepare monthly SAE visit reports, complete with pho- tographs, for administrators and board members to review.

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Be sure partners receive copies of SAE articles published in the local newspaper.

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Invite administrators or school counselors to attend classes or labs, especially when students are work- ing on aspects of SAEs such as career research or record books.

Create Innovative Award Programs

Schuyler Central, Neb., stu-

dents who average 80 percent or better on their record book for three

months qualify for a steak dinner and travel on an SAE tour.

Besides having proud par-

ents and other students recognize their efforts, “we also publicize the event in the local paper,” says teacher Tom Wheeldon.

Results: Eighty-five percent of

students have SAEs and three- fourths make the grade for the SAE tour.

Tom Wheeldon, (402) 352-5838

Below are ideas from teachers across the nation that will help you develop a successful SAE program.

Plan comprehensive SAEs:

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Network for new contacts by distributing business cards to area organizations and companies you buy from and let them know your students are available for job placement.

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Schedule summer visits by sending a letter ahead with these details:

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A schedule listing the days you plan to evaluate each stu- dent’s program.

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A request for students to call you as soon as possible if they will not be home on the date you have chosen to visit. Send a response card two weeks prior to the appointment as a reminder.

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A request that students have their record books filled out and available when you visit.

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Have students write a letter to themselves at the beginning of the year, defining SAE goals they hope to achieve by school’s end or grad- uation. Give the letters back to them at the end of the year so they can evaluate their progress.

Link SAEs to the

curriculum and a career:

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Give classroom grades based partially on completion of record books.

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Use FFA activities to assess the performance of work-based skills.

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Conduct shadowing or exploratory SAEs as a part of key courses.

Let students manage their SAEs:

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Offer financial and mentoring resources to encourage research and imagination when students are designing their SAEs.

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The SAE Handbook is your guide for planning and carrying out suc- cessful SAEs. It includes tem- plates to help establish and manage student

SAEs. 7-1

Tom Wheeldon

2-7

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Invite business people and former members who credit recordkeeping or SAEs with their career success to speak to students during class or FFA meetings or to serve as mentors.

Document the SAE by using recordkeeping and analysis:

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Require students to sub- mit a daily journal as a part of the grade, describing what they learned. Place these logs in their portfolios.

Take an active role as supervisor of SAEs:

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Provide administration a calen- dar of scheduled supervisory activities. Report regularly on your progress.

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Schedule classroom time and in- school conferences to teach students skills they need for successful SAEs and to plan and supervise them. Use information gained on worksite vis- its during classroom instruction.

Recognize students for their SAEs:

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Join the local chamber of com- merce. Have your students attend meetings and present their SAEs.

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Use FFA achievement award certificates (as featured in the FFA Official Chapter Catalog). Have stu- dents set a goal, and if they achieve it, present them with a certificate.

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Highlight an “SAE of the Week”

on your classroom bulletin board, in school announcements, to the local paper and radio station. Take pic- tures and have students write a brief summary on the career field they’re interested in, how they got started and skills learned.

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Hold an SAE/career fair where students highlight the career path- ways they are interested in and demonstrate to parents, adminis- tration and other students what they learn through SAE activities.

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Consider record book accuracy and completeness when selecting stu- dents for awards and degrees to moti- vate them to complete their records.

The following are key resources needed to build quality work-based learning opportunities or SAEs.

A large variety of FFA posters, brochures, videos and recruitment materials are available in the

"Educational Resources" section of the FFA Official Chapter Catalog, which is produced annually.

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Achievement Certificate

(FFA)

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Agriculture’s New Professionals video

(FFA)

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Agriculture: An Industry Too Big To Ignore brochure

(FFA)

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Agri-Entrepreneurship recognition materials

(National Council for Agricultural Education—The Council)

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Chronicle of Agricultural Occupations Guidebook

(FFA)

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Decisions & Dollars instructional materials

(The Council)

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Guide to Cooperative SAEs

(Call the National FFA Teacher Services Team, (703) 360-3600, ext. 254)

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Leadership: Personal Development and Career Success

(By Cliff Ricketts, Delmar, 1997)

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Open Door career booklet

(FFA)

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Proficiency Award Handbook

(FFA)

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SAE Handbook

(FFA)

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SAE, It’s More Than You Think video

(FFA)

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SAE Record Book

(North Carolina State University, call Dr. James Flowers, (919) 515-1758)

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Think About It brochure

(FFA)

Use the following worksheets for building quality work-based learning opportunities or SAEs:

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Work-based Learning/SAE Action Plan, 2-10.

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Work-based Learning SAE Rating Sheet, 2-12.

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SAE Program Agreement Form, 2-14.

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SAE Visitation Form, 2-15.

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Student Journal Worksheet, 2-16.

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Worksite Survey Form, 2-17.

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SAE Supervision Report, 2-19.

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Supervised Agricultural Experience Documentation Form, 2-20.

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On Site Instruction and SAE Evaluation Form, 2-21.

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SAE Contact Report, 2-22.

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My Notes:

Write: Who you’re going to contact, potential meeting dates, next steps and ideas you want to implement immediately.

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Chapter 2—SAE (Work-based

Learning): Providing Hands-on

Experience and Career Exploration

Dalam dokumen February 1, 2002 Dear Agricultural Educator/FFA Advisor (Halaman 41-45)