Right now

●

If I could do anything I wanted and get paid for it, I would:

__________________________________________________________________________________________

●

The five things I enjoy doing most are:

__________________________________________________________________________________________

●

If someone told me I could only work for one year, I would:

__________________________________________________________________________________________

●

Given the choice, this is why I would like to work for myself:

__________________________________________________________________________________________

●

Given the choice, this is why I’d rather work for someone else:

__________________________________________________________________________________________

4. “Complete the SAE Connection”

●

Review your answers to these questions.

●

Survey the Chronicle of Agricultural Occupations Guidebook, library resources, professional

magazines, university extension service and the Internet for more details on agricultural careers.

●

Make a list of the agricultural careers that closely match your interests.

●

Visit a local agribusiness that relates to what you’re interested in once you have a list of potential careers and SAEs.

Source: FFA Advisors Making A Difference, October 1996 issue, p. 16

2-11

W W ork-based Learning ork-based Learning SAE Rating Sheet

SAE Rating Sheet

Teachers: Use this form to evaluate the progress of student SAE and skill development.

Defining SAE Quality

The five factors that define a quality supervised agricultural experience (SAE) program are listed below. There are three levels of quality in each of the five factors. Using the narrative descriptions you can assess the quality of a student’s SAE. To be considered in one of the three levels (initial, commendable or superior) a student’s SAE must achieve that level’s entire narrative description.

1. The SAE is planned and comprehensive.

Initial Student experiences a limited range of activities; focuses on limited skills; sets short-term goals. SAE is teacher-driven and planned.

Commendable Student experiences skills which meet curricular expectations; accomplishes short-term goals; uses both managed and independent activities.

Superior Student experiences a wide range of skills which exceeds curricular expectations;

accomplishes previous goals and sets new long-term ones; works independently.

2. The SAE is linked to curriculum and a career.

Initial Information (knowledge): Student uses knowledge gained from instruction in planning SAE; marginal portions of curriculum are included in the SAE.

Commendable Skill and Application: Student uses curriculum skills in carrying out SAE; student can apply information and skills in varied situations, major portions of the

curriculum included in the SAE.

Superior Integration and Synthesis: Student uses agricultural and academic principles to arrive at end products; assesses new situations and selects appropriate knowledge and skills from curriculum. The entire curriculum is included in the SAE.

3. The SAE is student managed.

Initial Student applies a limited number of classroom learned skills in real-world settings with direct assistance; student does not control decisions.

Commendable Student applies an increased number of skills learned in the classroom in real- world settings with little direct assistance; student may control some decisions.

Superior Student applies classroom learned skills in real-world settings with self- initiated assistance; initiates and controls decisions.

4. The SAE is documented by using recordkeeping and analysis.

Initial Student begins a record system and keeps appropriate records in a timely fashion with assistance; begins résumé.

Commendable Student maintains accurate records with some assistance; understands and summarizes records; updates résumé.

Superior Student analyzes records, evaluates practices and identifies alternatives based on his/her records with little assistance; updates résumé.

continued...

2-12

Work-based Learning SAE Rating Sheet continued

5. Student receives recognition for SAE.

Initial Student receives peer and teacher, parent and/or employer recognition for SAE accomplishments.

Commendable Student receives certificates and local membership degrees and receives public and school media recognition.

Superior Student receives recognition based on SAE above the chapter level and is recognized through public media.

SAE Rating Sheet Student Name: ___________________________________

Quality Indicator Initial Commendable Superior

❏

SAE is planned and comprehensive.

❏

SAE is linked to curriculum and a career.

❏

SAE is student managed.

❏

SAE is documented by using

recordkeeping and analysis.

❏

Student receives recognition.

Source: Local Program Success SAE Work Group

2-13

SAE Program SAE Program

Agreement Form Agreement Form

Teachers: Have all parties involved with each student’s SAE program sign the following agreement to help them understand exactly what has been planned.

The SAE program is an integral part of the total agricultural education program. The purpose of the SAE is to provide real-world experiences to help the student select a career, secure employment or prepare for further education. A quality SAE program contains a variety of experiences.

This agreement shall be in effect for the ________________ school year.

The student’s SAE program will consist of: (List all the activities in which the student will be involved.

Be specific. Examples: Shadow a local business leader for a day, develop a marketing plan for an agricultural commodity, observe and/or assist a florist, cut firewood with a chain saw, raise a 20’ by 20’ garden, work 20 hours a week at Johnson’s supply store, landscape the home lawn.)

__________________________________________________________________________________________________

The materials and resources for each of the SAE activities will be provided by: (List who will provide the mate- rials and resources required for each activity.)

__________________________________________________________________________________________________

For activities in which a profit (or loss) might occur, describe who will receive the gain (or loss) or how it will be divided:

__________________________________________________________________________________________________

Signature: Date: ______________________

Student: _________________________________________________________________________________________

Parent/Guardian: _________________________________________________________________________________

Other people who might be involved: ______________________________________________________________

Agriculture Teacher: ______________________________________________________________________________

Source: North Carolina State University SAE Record Book, Dr. Gary Moore, professor of agricultural education 2-14

SAE V

Dalam dokumen A Guide To Local Program Success (Halaman 51-55)

If I could do anything I wanted and get paid for it, I would:

__________________________________________________________________________________________

__________________________________________________________________________________________

The five things I enjoy doing most are:

__________________________________________________________________________________________

__________________________________________________________________________________________

If someone told me I could only work for one year, I would:

__________________________________________________________________________________________

__________________________________________________________________________________________

Given the choice, this is why I would like to work for myself:

__________________________________________________________________________________________

__________________________________________________________________________________________

Given the choice, this is why I’d rather work for someone else:

__________________________________________________________________________________________

__________________________________________________________________________________________

Review your answers to these questions.

Survey the Chronicle of Agricultural Occupations Guidebook, library resources, professional

magazines, university extension service and the Internet for more details on agricultural careers.

Make a list of the agricultural careers that closely match your interests.

Visit a local agribusiness that relates to what you’re interested in once you have a list of potential careers and SAEs.

W W ork-based Learning ork-based Learning SAE Rating Sheet

SAE Rating Sheet

Initial Student experiences a limited range of activities; focuses on limited skills; sets short-term goals. SAE is teacher-driven and planned.

Commendable Student experiences skills which meet curricular expectations; accomplishes short-term goals; uses both managed and independent activities.

Superior Student experiences a wide range of skills which exceeds curricular expectations;

accomplishes previous goals and sets new long-term ones; works independently.

Initial Information (knowledge): Student uses knowledge gained from instruction in planning SAE; marginal portions of curriculum are included in the SAE.

Commendable Skill and Application: Student uses curriculum skills in carrying out SAE; student can apply information and skills in varied situations, major portions of the

curriculum included in the SAE.

Superior Integration and Synthesis: Student uses agricultural and academic principles to arrive at end products; assesses new situations and selects appropriate knowledge and skills from curriculum. The entire curriculum is included in the SAE.

Initial Student applies a limited number of classroom learned skills in real-world settings with direct assistance; student does not control decisions.

Commendable Student applies an increased number of skills learned in the classroom in real- world settings with little direct assistance; student may control some decisions.

Superior Student applies classroom learned skills in real-world settings with self- initiated assistance; initiates and controls decisions.

Initial Student begins a record system and keeps appropriate records in a timely fashion with assistance; begins résumé.

Commendable Student maintains accurate records with some assistance; understands and summarizes records; updates résumé.

Superior Student analyzes records, evaluates practices and identifies alternatives based on his/her records with little assistance; updates résumé.

Initial Student receives peer and teacher, parent and/or employer recognition for SAE accomplishments.

Commendable Student receives certificates and local membership degrees and receives public and school media recognition.

Superior Student receives recognition based on SAE above the chapter level and is recognized through public media.

SAE Rating Sheet Student Name: ___________________________________

SAE is planned and comprehensive. ____ ____ ____

SAE is linked to curriculum and a career. ____ ____ ____

SAE is student managed. ____ ____ ____

SAE is documented by using ____ ____ ____

recordkeeping and analysis.

Student receives recognition. ____ ____ ____

SAE Program SAE Program

Agreement Form Agreement Form

The SAE program is an integral part of the total agricultural education program. The purpose of the SAE is to provide real-world experiences to help the student select a career, secure employment or prepare for further education. A quality SAE program contains a variety of experiences.

This agreement shall be in effect for the ________________ school year.

The student’s SAE program will consist of: (List all the activities in which the student will be involved.

Be specific. Examples: Shadow a local business leader for a day, develop a marketing plan for an agricultural commodity, observe and/or assist a florist, cut firewood with a chain saw, raise a 20’ by 20’ garden, work 20 hours a week at Johnson’s supply store, landscape the home lawn.)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

The materials and resources for each of the SAE activities will be provided by: (List who will provide the mate- rials and resources required for each activity.)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

For activities in which a profit (or loss) might occur, describe who will receive the gain (or loss) or how it will be divided:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Signature: Date: ______________________

Student: _________________________________________________________________________________________

Parent/Guardian: _________________________________________________________________________________

Other people who might be involved: ______________________________________________________________

Agriculture Teacher: ______________________________________________________________________________

SAE V

SAE is planned and comprehensive.

SAE is linked to curriculum and a career.

SAE is student managed.

SAE is documented by using

Student receives recognition.