Local Program Success is a national initiative launched by the National Council for Agricultural Education and the US. To tailor your experiences to the requirements of a position, build your portfolio around the elements that make up a successful agricultural education program and an FFA chapter.
AGRICULTURAL EDUCATION PROGRAM MARKETING
PROGRAM DEVELOPMENT AND EVALUATION
QUESTIONS TO ASK WHEN INVESTIGATING OPENINGS
MAKING THE CALL
QUESTIONS TO ASK WHEN CALLING FOR AN INTERVIEW
THINGS TO CHECK BEFORE THE INTERVIEW
INTERVIEW TIME
QUESTIONS FOR THE INTERVIEW
Talk about them with your university's placement department or an experienced agriculture instructor before the interview. If the former agriculture instructor is present at the interview, you may want to ask the following questions, perhaps while touring the facilities.
QUESTIONS FOR THE FORMER AGRICULTURE INSTRUCTOR
Regarding students with special needs in the program, what types of disabilities or limitations did you encounter? Have you held any other volunteer positions in the community (4-H leader, fair committee member, etc.).
QUESTIONS TO ASK AFTER ACCEPTING THE POSITION
If the details are non-negotiable, and it's the job you want, all you have to do is say, "I'll take it!" Ask when you need to come in again to sign papers and/or meet with other faculty. Visit the secretary you befriended when you first called, if you have the job in hand, or the principal or superintendent, if you see one of them to accept an offer.
IN CONCLUSION
If the district has a flexible contract situation, set up a second meeting to negotiate the details of your contract. Know exactly what you want going in and what you'll actually settle for when what you want is out of reach.
STEPS TO SUCCESS
Obtain employee directories for your school and school system with employee names and phone numbers. Provide a map or layout of your school that shows the school's departments, offices, and room numbers.
STATE STAFF
SUPERINTENDENT/OTHER SCHOOL SYSTEM PERSONNEL
BUSINESS OFFICER
PARENTS
CHAMBER OF COMMERCE EXECUTIVE DIRECTOR
RETAIL MERCHANTS ASSOCIATION EXECUTIVE DIRECTOR
EMPLOYERS
BUSINESS PERSONNEL
PRINCIPAL
ASSISTANT PRINCIPALS
FACULTY
GUIDANCE PERSONNEL
CLINIC PERSONNEL
LIBRARIAN(S)
SECRETARIAL STAFF
CAFETERIA PERSONNEL
TRANSPORTATION STAFF
CUSTODIANS
SUPPORT STAFF
The information and forms in this section will help you deal with the administrative aspects of your job. Obtain a copy of the school handbook and/or other materials containing policies and procedures.
SCHOOL SYSTEM
STATE EDUCATION DEPARTMENT AND STATE PROFESSIONAL ORGANIZATIONS
FFA ORGANIZATION
MISCELLANEOUS
TIME FRAMESCHOOL CALENDARPROGRAM ACTIVITIESFFA ACTIVITIES
SCHOOL CALENDARPROGRAM ACTIVITIESFFA ACTIVITIES NOVEMBER DECEMBER JANUARY FEBRUARY
TIME FRAMESCHOOL CALENDARPROGRAM ACTIVITIESFFA ACTIVITIES MARCH APRIL MAY JUNE JULY
SCHOOL CALENDARPROGRAM ACTIVITIESFFA ACTIVITIES
TIME FRAMESCHOOL CALENDARPROGRAM ACTIVITIESFFA ACTIVITIES NOVEMBER DECEMBER JANUARY FEBRUARY
SCHOOL CALENDARPROGRAM ACTIVITIESFFA ACTIVITIES MARCH APRIL MAY JUNE JULY
Faculty meetings are held periodically during the school year and you will probably be required to attend.
REASONS FOR FACULTY MEETINGS
OPPORTUNITIES FOR NEW TEACHERS AT STAFF MEETINGS
MAKE THE MOST OF IT!
Focus on core content and exciting things to do the first three weeks of class (pp. 5-4). Students will decide very early on - often on the first day - whether they will like the course, its content, you and their fellow students.
HELP STUDENTS MAKE THE TRANSITION
Not only the first day, but the first three weeks are particularly important for retaining talented students. Although the curriculum is printed and ready to use, you can make adjustments in teaching methods as the course unfolds and you get to know the characteristics of the students.
DIRECT STUDENTS’ ATTENTION
CHALLENGE STUDENTS
PROVIDE SUPPORT
Find out about student jobs; if they work, how many hours a week and what kind of jobs. Stop work at times just to find out what students are thinking, feeling and doing in their lives.
ENCOURAGE ACTIVE LEARNING
FEEDBACK ON TEACHING
Explore the power of a mission statement (p. 6-2) and the role that written mission statements can play in your success. The best teachers have a clear mission statement—they know exactly what they want to accomplish each day, in and out of the classroom.
WHY IS MISSION SO IMPORTANT?
QUESTIONS TO ASK ABOUT WORKING TOWARD YOUR MISSION
My mission is to help
SELF-ESTEEM and ATTITUDE
I will ENTHUSIASTICALLY MOTIVATE
HIGHEST POTENTIAL and ACHIEVE SUCCESS
IN THEIR LIVES
The goal of the program is to prepare students to pursue, earn and succeed in entry-level jobs or entrepreneurship in agriculture or in their further education. Your program's mission statement defines the reasons for your program and lays the foundation for the actions you will take to turn those expectations into reality.
BENEFITS OF DEVELOPMENTAL GOALS
Using identified weaknesses, needs, or wants, identify the goals for your program by completing the "Program Goals" sheet (pp. 6-6). Using the “Program Objectives” sheet as a reference, complete the “Program Objective Achievement Plan” for each objective.
QUESTIONS TO DETERMINE THE ORGANIZATION’S MAJOR GOALS (must be answered yes)
LIST OF PROGRAM GOALS
If you did not receive this during your college preparation, you can obtain it from the previous instructor in your position or from the state education department. If the state you teach in does not have curriculum guides, research what has been done previously at this school.
USE QUESTIONING DURING A CLASS TO—
QUESTIONING SKILLS GUIDELINES
SHIFT INTERACTION
PROBING
QUESTIONING EXAMPLES
Keep a written or tape-recorded journal each day, using the questions here as a guide. Participating in reflective self-review will give you the opportunity to analyze the planning and delivery of your previous lessons and use the results to improve your teaching.
OBSERVE YOURSELF
OBSERVE OTHERS
A local FFA association can provide motivation, fun and recognition for your students, your program and you. The local FFA is an integral part of your agricultural education program, providing students with a variety of opportunities to develop leadership and take ownership of their own learning.
BENEFITS
The National FFA organization makes a positive difference in student life by developing their potential for outstanding leadership, personal growth and career success through agricultural education.
THE ADVISOR’S ROLE
KEY RESOURCES
A successful FFA chapter offers a variety of activities and experiences that interest students, give them leadership responsibilities and help them explore careers and community involvement.
CHAPTER ACTIVITIES
CHAPTER PROGRAM OF ACTIVITIES (POA)
RECOGNITION OPPORTUNITIES
Check off these steps to ensure your FFA chapter is ready for a year of exciting action.
EXISTING CHAPTER
NEW CHAPTER
ADVISOR(S)
PRESIDENT
VICE-PRESIDENT
SECRETARY
TREASURER
REPORTER
SENTINEL
PARLIAMENTARIAN
HISTORIAN
The National FFA Organization is one of ten student vocational education organizations (VSOs) affiliated with vocational education programs. As with FFA, other VSOs are major curricular components of their educational programs.
MAKE THE VSO CONNECTION
Use written materials, training sessions, and insights from experienced agricultural educators to provide an overview of supervised agricultural experiential programs (pp. 10-2). Supervised agricultural experience (SAE) programs are teacher-supervised, individualized, hands-on, student-developed projects that give students real-world experience in agriculture.
AN SAE MAY INVOLVE—
THE INSTRUCTOR’S ROLE
Inform school administrators, the school board, advisory groups, and the general public about SAE programs and gain their support.
QUALITY INDICATORS
KEY RESOURCE
In addition to these active partners, support is needed from the school administration, guidance staff, advisory committees, community groups, local and state supervisors, and teacher educators. The best SAE programs include partners with the following attitudes, skills, knowledge and support.
AN AGRICULTURE INSTRUCTOR WITH—
STUDENTS WITH—
PARENT(S)/GUARDIAN(S) WHO—
EMPLOYERS WHO—
SCHOOL BOARDS AND ADMINISTRA- TORS WHO—
BUSINESS, INDUSTRY AND COMMUN- ITY SUPPORTERS WHO—
OTHER NECESSARY FACTORS
- The SAE is documented
- The SAE is curriculum based
- The SAE is student managed
- The SAE is planned and comprehensive
- Student receives recognition for SAE
To be considered at one of the three levels—introductory, commendable, or superior—a student's SAE must achieve that level's entire narrative description. Skills and Application: The student uses curriculum skills to perform SAE; students can apply information and skills in different situations; large parts of the curriculum included in SAE.
EXTENDED PROGRAM OBJECTIVES
EXTENDED PROGRAM RECOMMENDATIONS
This allows for year-round instruction, which many instructors and administrators feel is the key to agricultural education success. Many different activities fill this summer schedule, with visits to the Supervised Agricultural Experience (SAE) program taking up the most time.
ADVISE SUPERVISED AGRICULTURAL EXPERIENCE PROGRAMS
CONDUCT AND/OR FOLLOW UP ON OUT-OF-SCHOOL EDUCATIONAL
PLAN NEXT YEAR’S PROGRAM
CONDUCT FFA ACTIVITIES
The main purpose of the expanded program is to ensure quality education for students enrolled in agricultural majors. Activities in each of the six sections are essential to the development of a successful agricultural science/FFA program in the Hastings Area Public Schools.
PROGRAM OPERATION
The summer months of the agricultural instructor/FFA advisor were legally and traditionally months of supervision, teaching and learning. Since the passage of the Smith–Hughes Act in 1917, vocational agricultural instructors have been employed for a longer period than other high school teachers (originally 12 months).
SUPERVISED AGRICULTURAL EXPERIENCE
The expanded program offers the opportunity to conduct summer educational activities and experiences through "directed and supervised internship." Agricultural internships, agriculture/farming programs, and Supervised Agricultural Experience (SAE) programs are in full operation during the summer and these students need supervision.
INSTRUCTION AND SUPERVISION
PROFESSIONAL DEVELOPMENT
PROMOTION AND SERVICE
ACCOUNTABILITY
ESTIMATE OF EXTENDED PROGRAM ACTIVITIES
Students will be the first to realize when an instructor does not follow up with action. Learn all you can about your students' past school experiences (but don't let this information bias you).
TASK-ORIENTED BENEFICIAL GROUP ROLES
GROUP-BUILDING AND MAINTENANCE- ORIENTED BENEFICIAL ROLES
INDIVIDUALLY ORIENTED QUESTIONABLE ROLES
Review your studies and experiences that reveal common characteristics of high school students (pages 13-2 and 13-3). Agricultural education and FFA involvement can help high school students navigate the maze of vocational, academic, and social demands.
STUDENT
PARENT/GUARDIAN
INFORMATION RECORD
It's easy to give the false impression that you consider your program and department separate rather than an integral part of the school. Train your students to be goodwill ambassadors for the school as well as the agricultural education program and FFA chapter.
INTRODUCTORY LETTER TO PARENTS/GUARDIANS
Always start with a positive statement about the student - his or her warm smile, sense of humor, good manual skills, etc. Use this form to plan your contact with a student's parents at the first sign of a problem.
REASON FOR CALLING PARENTS
STATEMENT OF GOAL
STATEMENT OF OBJECTIVES
RATIONALE
CONSEQUENCE
FOLLOW-UP/RESULTS
Learn about students with disabilities and work with special needs teachers (pp. 16-3) to meet their needs. Point out to other teachers the lessons their students can learn in the agricultural labs.
PARTNER WITH SPECIAL NEEDS TEACHERS
RESOURCE PEOPLE
Becoming familiar with and with members of the business community can be critical to your success. Discover your business community (p. 17-2) by researching and/or visiting companies and industries in your area.
CONTACT OPPORTUNITIES
CONTACT PERSONS
Even if your program's advisory committee is already in place, review the steps to make sure everything is covered. The members of your agricultural education advisory committee play an important and indispensable role in developing a successful agricultural education program.
BE CONVINCED OF THE NEED FOR AN ADVISORY COMMITTEE
SECURE APPROVAL
SELECT AND CONTACT COMMITTEE MEMBERS
CALL THE FIRST MEETING
Learn more about the National FFA Alumni Association and what it can do for your program (see overview, p. 19-2). The National FFA Alumni Association provides assistance and information to local FFA Alumni Instructors and Affiliates.
PROGRAMS AND SERVICES
The mission of the National Young Farmer Education Association (NYFEA) - "The Association for EDUCATING AGRICULTURAL LEADERS" - is to promote the personal and professional growth of all people involved in agriculture. An active NYFEA affiliate can strengthen your agricultural education program in several ways, including—.
COMMUNITY SERVICE
PUBLIC RELATIONS
STATE AGRICULTURAL EDUCATION SUPPORT
NATIONAL ASSOCIATION SUPPORT
SAMPLE PROJECTS
A strong program and chapter can be improved immeasurably by administrators who recognize its value; students who want to participate; and parents, community leaders, and others willing to support and enhance related activities. Leverage various schools and community channels to build support for your agricultural education program and FFA chapter.
MARKETING STRATEGIES
CAN YOU ANSWER YES TO THE FOLLOWING QUESTIONS?
Prospective students, parents, administrators, industry supporters, and others can only know what's happening in your program if you tell them. Like a sports team, your agricultural education program and FFA chapter are constantly in need of new recruits to replace those who graduate and move on.
TARGET POTENTIAL MEMBERS
START WHERE PROSPECTS’
INTERESTS LIE
EDUCATE COUNSELORS AND ADMINISTRATORS
We are conducting a student survey to determine interest and attitudes regarding agriculture, natural resources, and environmental education.
ACTIVITIES AND HOBBIES
CAREER INTERESTS
AGRISCIENCE, NATURAL RESOURCES AND ENVIRONMENTAL EDUCATION
CHECK WHICH OF THE FOLLOWING LEADERSHIP SKILLS INTEREST YOU (CHECK ALL THAT APPLY)
A FUTURE IN AGRISCIENCE?
WHY AGRISCIENCE?
AGRISCIENCE COURSES
ETHICS
PUBLIC IMAGE
It also provides the instructor with an opportunity to model the leadership style used by effective managers in a variety of work environments. Your goal is to empower group members to work together to find their own solutions and manage their own efforts.
DELEGATION
A "facilitator" leadership style works well with students and adults and produces desirable results in terms of both activities completed and goodwill generated.
MY CREED
NATIONAL ASSOCIATION OF AGRICULTURAL EDUCATORS
Using the "Professional Goals" sheet as a reference, completely fill out the "Career Goals Achievement Plan" for each goal.
BENEFITS OF PROFESSIONAL GOALS
QUESTIONS TO DETERMINE YOUR MAJOR PROFESSIONAL GOALS (must be answered yes)
LIST OF PROFESSIONAL GOALS
CONTROL THE SITUATION
OPEN UP TO OTHERS
PACE YOURSELF
EXERCISE AND RELAX
It is essential that you answer these statements based on how you actually feel or behave, not based on any concepts you have about how you "should" or "shouldn't" feel or behave. To find your Personal Stress Index (PSI), simply add up your scores on the 25 stress statements.
SCORE INDICATIONS
With any luck, your FFA program and chapter will never reach the point of being "the best they'll ever be." The Total Quality Management (TQM) business improvement process can be used in the FFA class and chapter.
DEVELOP CLASS VISION
When used properly, it increases student engagement in coursework and prepares students for quality workplace experiences. The TQM “Walk the Talk” classroom model* uses the following steps to implement TQM in the classroom.
DETERMINE AND LIVE UNDER A SET OF CLASS “VALUES”
WORK AS TEAMS
IDENTIFY CUSTOMERS
DEFINE AND MEASURE CLASS QUALITY
FFA chapter leaders can run a parallel process by involving all members in setting chapter standards.
STRESS CONTINUOUS IMPROVEMENT
CONTINUOUS IMPROVEMENT PROCESS
Learned This Year That I Can Use Next Year
Your focus on the year's achievements and goals for the future, curriculum changes, facility or structure improvements, etc. Write an article for the state agriculture teachers association newsletter about the results and how you applied them to your local program.
INITIAL PREPARATION STAGE
INDUCTION STAGE
CONTINUING DEVELOPMENT STAGE
RENEWAL STAGE
RECRUITMENT AND SELECTION STAGE
A MODEL FOR TEACHER PROFESSIONAL DEVELOPMENT IN AGRICULTURAL
EDUCATION
High-performing teachers have learned valuable strategies and skills that give them the confidence they need to rise above the challenges they face, make a difference in the lives of their students, and be successful as teachers. in today's society. High-performing teachers set goals to improve classroom effectiveness and understand that they must take risks and seek help to achieve this.
ESTABLISHING A PEER TEACHER SUPPORT GROUP
A peer teacher support group is a group of teachers who meet regularly to provide support to each other. Even if you don't start a formal group, stay in touch with other nearby instructors on a regular basis.
PEER TEACHER SUPPORT GROUP FUNCTIONS
The active participation of all group members will be important to the success of the peer teacher support group. Improving group members' teaching abilities should be an important outcome of the peer teacher support meetings.
CLASSROOM/LABORATORY INSTRUCTION
AGRICULTURAL EDUCATION STUDENTS’
EXPERIENTIAL LEARNING
AGRICULTURAL EDUCATION STUDENT ORGANIZATION(S)
BUILDING PARTNERSHIPS IN AGRICULTURAL EDUCATION
AGRICULTURAL EDUCATION PROGRAM DEVELOPMENT AND EVALUATION
National Chapter Award Program - A national FFA program that recognizes FFA chapters for achievement in the development and use of a program of activities. The National FFA Organization offers a wide variety of resources to assist FFA chapters and agricultural education programs.
PERIODICALS
FFA-RELATED HANDBOOKS AND INSTRUCTIONAL MATERIALS
LEADERSHIP AND PERSONAL GROWTH VIDEOS
CURRICULUM-RELATED HANDBOOKS AND INSTRUCTIONAL MATERIALS
INSTRUCTIONAL VIDEOS
CAREERS
AGRICULTURAL SAFETY
RECRUITMENT
SCHOOL, COMMUNITY AND BUSINESS SUPPORT
NAAE
NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION
ACTE
INFORMATION ON TEACHING AND EDUCATIONAL ISSUES
INTERNET WEB SITE ADDRESSES
AGRICULTURE AND NATURAL RESOURCES
AUDIOVISUALS, BOOKS, SOFTWARE, ETC
CLASSROOM/LAB MATERIALS
AG. MECHANICS;
DRAFTING AND POWER UNITS; WOOD AND
AGRICULTURAL PRODUCT ASSOCIATIONS
AQUACULTURE
BUSINESS MANAGEMENT
BREED ASSOCIATIONS
CAREER PLANNING, SKILL DEVELOPMENT
ENVIRONMENT/IPM AND FORESTRY
GARDEN,
HORTICULTURAL, LANDSCAPING AND
GREENHOUSE/HYDRO- PONIC MATERIALS
SMALL ANIMAL; PETS
SAFETY SUPPLIES
