YDAE 31800: Coordination of Supervised Agricultural Experience Programs Fall Semester 2015, TTh 1:30 – 2:45 p.m., PFEN 103, BRNG B286 (9/ 29 – 11/3, 2015)
B. Allen Talbert, Professor, E-mail: btalbert@purdue.edu 615 State Street, Agricultural Administration Building Room 224
West Lafayette, IN 47907-2053
Office Phone: 765-494-7316, Secretary: 765-494-8423 Office Hours: Tuesdays 8-10 a.m. or by appointment
INDIANA CONTENT STANDARDS ADDRESSED IN COURSE
1.11 career opportunities in agricultural business, marketing, and related fields and knowledge and skills, including leadership skills, required for employment in these fields
8.1. the structure and delivery of career and technical education in the United States and Indiana and state and federal laws and regulations pertaining to career and technical education
8.4 important events and developments in the history of agriculture, career and technical education, and agricultural education
8.5 social, political, legal, and ethical issues in agriculture education and current trends in agriculture-related fields
8.7 principles and practices for ensuring the safety of students in the classroom, field, laboratory, and supervised agricultural experiences (SAEs)
8.8 personal characteristics and professional skills necessary for success in the workplace 8.9 strategies and techniques for helping students analyze career pathways and carry out
self-assessment, self-improvement, career exploration, and career planning and for encouraging students to be lifelong learners
8.11 strategies for professional development through participation in professional
organizations in agriculture and agriculture education, including the National Association of Agricultural Educators (NAAE)
9.1 elements of the three-part agriculture education program model and how these elements complement each other to provide a total program approach to agriculture education 9.2 relationships among classroom and laboratory learning, supervised agricultural
experiences (SAEs), and active participation in FFA
9.4 goals and purposes of SAEs and characteristics of different types of SAEs
9.5 strategies and procedures for assisting students in planning and selecting SAEs and for creating SAE opportunities by establishing and maintaining partnerships with local businesses and community members
9.6 strategies and procedures for coordinating and supervising students' SAEs and for assessing student learning during their SAEs
9.7 purposes and goals of the National FFA Organization and the role of local FFA chapters in helping students develop leadership, communication, citizenship, teamwork, and competitive skills
9.10 role and responsibilities of FFA advisors in helping ensure the success of an FFA chapter 10.8 communication methods that promote student learning and foster active inquiry,
interaction, and collaboration in the agriculture education classroom
10.9 strategies and skills for selecting, adapting and using technological resources to enhance teaching and learning about agriculture
10.10 strategies for promoting students' skills and knowledge required for future success in the workplace, in agricultural occupations, and in post-secondary education
TEXTS (Required)
Agricultural Experience Tracker (AET) Online Record Keeping System. Username and password available from faculty. Additional electronic access may be ordered: http://www.theaet.com/
Farmer’s Tax Guide for use in preparing 2014 Returns (Publication 225). Available in .pdf format at
http://www.irs.ustreas.gov/formspubs/index.html
National FFA Organization. (2005). Agricultural Proficiency Award Handbook (for use 2006-2014). Indianapolis, IN: Author. Available on National FFA Website.
National FFA Organization. (2012). Advisor and Educator Resources (Local Program Success).
Available on National FFA Website.
Talbert, B. A., Vaughn, R., Croom, B. D., & Lee, J. S. (2014). Foundations of Agricultural Education. Columbus, OH: Pearson Education.
BIBLIOGRAPHY (References)
Indiana Agricultural Education Course Descriptions. For current version:
http://www.doe.in.gov/achievement/career-education/cluster-agriculture
National FFA Organization. (2011). Official FFA Student Handbook Advisor’s Guide DVD. Indianapolis, IN: Author. Available http://shop.ffa.org/
National FFA Organization. (2011). Official FFA Student Handbook (15th Edition). Indianapolis, IN: Author. Available http://shop.ffa.org/
National FFA Organization. (2012). 2012-2013 Official FFA Manual. Indianapolis, IN: Author. Available http://shop.ffa.org/
Phipps, Lloyd J. Osborne, E., Dyer, J.E., & Ball, A. (2008). Handbook on Agricultural Education in Public Schools (6th Edition). Clifton Park, NY: Thomson Delmar Learning.
e-Portfolio Requirement
The TaskStream Artifact is the SAE Case Study. COE Themes and InTASC (Interstate Teacher Assessment and Support Consortium) Principles addressed by these artifacts are:
COE Theme #1: Attention to Learners.
InTASC Standard #4: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful to learners to assure mastery of the content. InTASC Standard #6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
InTASC Standard # 7: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
CLASS EVALUATION
Individual assignments will be scored individually and team assignments as a team with some modification of team reports for effort and degree of participation.
Due Date by
Assignment Points Individual Team
FFA Knowledge (myCAERT) 100 9/10 (12/4)
Report on SAE Case Study (Taskstream Artifact) 100 9/29
Resume` for Potential Student Teaching Site 0 9/29
Computerized Record Book Entries 100 11/12
Proficiency Award Application 100 11/24
FFA Degree Application 100 11/24
Class attendance and participation 100
Tests (2) 200 09/22, 11/10
Final Exam 100 TBA (Cumulative)
Attend/participate in two IAAE-Purdue activities (15/10) 25 1 week after event Turn in an activity report form for each activity.
(Chicken BBQ on 8/30/15 is the required 15 point activity for this section)
National FFA Resources Mini – Presentation 75 TBA
GRADING BASIS AND PROCEDURE
Late assignments accrue a 3% per day penalty for each weekday late. When a resubmit is requested, assignments must be resubmitted within one week of date of instructor returning the assignment to the student.
A+ A A- B+ B B- C+ C C- D+ D D- F 970-1000 940-969 900-939 870-899 840-869 800-839 770-799 740-769 700-739 670-699 640-669 600-639 0-599 Office Hours: See instructor or call 765-494-8423 for an appointment time.
COURSE SCHEDULE
SESSION TOPIC
Introduction to Supervised Agricultural Experience Programs 08/25 The three-part Agricultural Education Program Model;
Structure and delivery of agricultural education and career - technical education. Foundations chapters 4 and 12.
08/27 Important events and developments in history of agriculture, career - technical education, and agricultural education;
Legislative History. Foundations chapters 4 and 12.
09/01 Goals and Purposes of SAEs; Characteristics of the Types of SAEs.
Foundations chapter 22.
09/03 The Teacher's Role in SAE including career guidance for the agriculture, food, and natural resources career cluster.
09/08 Relationship Among Classroom Learning, SAE and FFA;
Purposes and Goals of FFA. Foundations chap 22, 23, FFA Proficiency Handbook, pg 1-9.
09/10 Child Labor Laws, SAE, and Cooperative Education Utilizing an Appropriate SAE Record Book System
09/15 Strategies and Procedures for Coordinating, Supervising, and Assessing Student SAEs;
SAE Record Keeping Systems. Foundations chap 22.
09/17 Assisting Students in Planning SAEs: Conducting inventory, Selecting an SAE, Agreements and Plans, Improving Students’ Record Keeping Skills 09/22 Test #1 (Material covering August 26 – September 18)
09/24 Keeping records: Comparison of Recording Keeping Systems, Inventory, Capital Items, Income and Expenses, Net Worth, Profit and Loss
Statements
09/29 Using the Electronic Record Book in ASB programs- BRNG B286 10/01 Using the Electronic Record Book in ASB programs- BRNG B286
10/06 Coordinating FFA: Using a POA – Seth Swallow, Brittany Kloer, Cody Linville and Melissa Wolters; Agricultural Science and Business
Instructors, Jay County High School; bbridges@jayschools.k12.in.us – BRNG B286
Utilizing an SAE Record Book to Document Proficiency
10/15 Using the National FFA website and advisor services: Guest Speaker: Jim Armbruster, LPS Specialist, National FFA - BRNG B286 10/20 Using the National FFA website and advisor services - BRNG B286
Turn in Selections for Early Field Experiences
10/22 Completing FFA proficiency award applications: Using SAE record books for local, state, and national award documentation BRNG B286
10/27 Assessing Student Learning BRNG B286
10/29 National FFA Convention: Louisville, Kentucky – No Class Planning an SAE Program
11/03 Partnerships with Local Businesses and Community Members
11/05 Role of Local FFA Chapters in developing leadership, communication, citizenship, teamwork, and competitive skills – Guest Speaker: Haley Hampton and ___________, Educational Specialist, National FFA Organization; hhampton@ffa.org 317-802-4372 - BRNG B286 11/10 Test #2 (Material since Test #1)
11/12 Career Opportunities, Exploration and Planning through SAEs (How does a first year teacher include SAE in their teaching): Guest Speaker: Duane Huge; Agricultural Science and Business Instructor, Danville High
School; (317) 745-6431, dhuge@danville.k12.in.us Conducting an SAE Visitation Program
11/17 Agricultural Education Recruitment Day – STEW 206
11/19 Developing a Contemporary Philosophy of Agricultural Education.
Foundations chapter 3.
11/24 Planning summer programs to emphasize SAE, Conducting On-site visitations, Developing a Year-Round SAE Supervision Plan
11/26 THANKSGIVING HOLIDAY
12/01 Promoting Student Learning (inquiry, interaction, collaboration) through SAEs – Guest Speaker: Mr. Jeff Maierhofer, Agriculture Teacher, Seneca High School, Illinois
12/03 National FFA Resources Mini - Presentation 12/08 National FFA Resources Mini - Presentation 12/10 National FFA Resources Mini - Presentation
EMERGENCY PROCEDURES
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Here are ways to get information about changes in this course. Blackboard webpage, my email address: btalbert@purdue.edu, and my office phone: 765-494-8423. For information go to
https://www.purdue.edu/ehps/emergency_preparedness/
“Students are required to visit http://www.education.purdue.edu/emergency/ and review the response procedures for emergencies in Beering Hall (BRNG). It is necessary that you review these directions within the first week of your Beering (BRNG) classes. If you have any questions see your instructor.”
ADAPTIVE PROGRAMS
Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.
ACADEMIC DISHONESTY STATEMENT
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]
CLASS ATTENDANCE STATEMENT
Purdue University policy states that all students are expected to be present for every meeting of classes in which they are enrolled. All matters relative to attendance, including the make-up of missed work, are to be arranged between you and the instructor. Only the instructor can excuse you from classes or course responsibilities. In the case of an illness, accident, or an emergency, you should make direct contact with your instructor as soon as possible, preferably before the class. If the instructor cannot be reached directly a message should be left in the instructor’s department mailbox or with the instructor’s secretary. If you will be absent for more than five days, have not been able to reach the instructor in person or by telephone or through leaving notification of your circumstances with the instructor's secretary, you or your representative should notify the Office of the Dean of Students (765-494-1254) as soon as possible after becoming aware that the absence is necessary. Be advised, you may be asked to provide documentation from an authorized professional or agency which supports an explanation for your absence. COURSE EVALUATION STATEMENT
During the last two weeks of the semester, you will be provided with an opportunity to evaluate this course and your instructor(s). Purdue now uses an online course evaluation system. Near the end of classes, you will receive an official e-mail from evaluation administrators with a link to the online evaluation site. You will have up to two weeks to complete this evaluation. Your participation is an integral part of this course, and your feedback is vital to improving education at Purdue University. I strongly urge you to participate in the evaluation system.
GRADED STUDENT WORK
The policy for handing back graded work to students for YDAE 31800 will be to directly return the work to the student either in class or at a designated time such as office hours. Graded student work that is not picked up by a student at the end of the semester will only be kept for 30 days into the next semester (excluding summer session). ASSIGNMENT HEADER
SAE PLACEMENT CASE STUDY
BACKGROUND
Choose a high school with an agricultural education program.
http://www.indianaaged.org/
Find out data about this school (graduation rate, ECA pass rate, free/reduced lunch, ethnic breakdown, rural/urban type…….)
http://www.doe.in.gov/accountability/annual-school-performance-reports http://www.doe.in.gov/accountability/data-center
http://nces.ed.gov/ccd/schoolsearch/ or http://nces.ed.gov/ccd/
Find out data about this community (businesses, agricultural crops, livestock, ag employment…)
http://www.nass.usda.gov/Statistics_by_State/Indiana/index.asp http://quickfacts.census.gov/qfd/index.html
• Juanita Menendez is a 10th grade agricultural science student. She works hard in her schoolwork as she has a math and reading learning disability. She reads at the 7th grade level. She is not sure she is ready for college so probably wants to attend an Ivy Tech after high school graduation. She may be interested in something in agriculture.
• She lives with her dad and stepmom in a subdivision; however, she is with her mother every other weekend at her home where Juanita has access to a garden plot, strawberry field, and apple orchard on 5 acres.
• Juanita is a member of the environmental club at her high school.
• She attended SOAR (Seeking Opportunities and Achieving Results) camp at the Indiana FFA Leadership Center as an 8th grader. Her SAE in Introduction to AFNR last year was keeping records on the strawberries and apples that her mom owns.
• She has access to an older vehicle. She is open to an SAE, but needs your help.
Your report should include: (1) a narrative that answers the questions below; (2) a completed placement training agreement (including who, what, where, why, and when that should be included in any agreement) for the SAE you would advise Juanita to pursue; and (3) a training plan for the SAE you would advise Juanita to pursue.
QUESTIONS TO CONSIDER:
1. In 2 paragraphs or more, describe the school and community. In 3-4 paragraphs describe Juanita’s characteristics and how these impact her SAE.
2. What types of SAE programs would be a fit for Juanita (give overall type and specific examples? Make sure at least one is a placement SAE.
3. Given the types of SAE programs you described in Question 2, what community organizations, companies, and other resources could assist Juanita?
4. For a placement training agreement for Juanita, what items must be included or taken into consideration?
SAE Case Study Artifact Rubric
The TaskStream Artifact from this course is the SAE Case Study. This artifact addresses: COE Theme #1: Attention to Learners.
InTASC Standard #4: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful to learners to assure mastery of the content.
InTASC Standard #6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
InTASC Standard # 7: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Standard #10: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Area of Interest Point
Value
Points Assigned 1. Knowledge of Students’ Learning Needs and Interests: specific and relevant
understanding of student characteristics (e.g., development, academic learning needs and interests, culture, abilities/disabilities), approaches to learning, or skills and prior learning related to learning goals.
10
2. What type of SAE programs do you feel would be a fit for Juanita? Knowledge of Students’ Learning Needs and Interests: See #1.
10 3. What should be taken into consideration in Juanita’s placement agreement? 20 4. What community resources would assist Juanita?
Strategies and resources, including technology, to support student learning: Aligned with learning goals & all goals are covered in the design. Significant variety makes a clear contribution to learning. Most references to contextual factors & prior learning data appear productive & appropriate for each student. Appropriately integrated technology makes a significant contribution OR teacher provides a strong rationale for not using technology.
20
5. With Juanita’s learning disabilities, what could be done to address this obstacle?
10 6. Why should Juanita have a training plan for her placement SAE? 10 7. Placement Training Agreement
Focus of student assessments: assessments are congruent with learning goals in content and cognitive complexity. Criteria are clear and explicitly linked to goals. Plan includes multiple modes (e.g., performance) and assesses students throughout instructional sequence. Assessments appear to be valid; directions, scoring procedures and most items are clearly written for explaining to students. Adaptations are appropriate for individual needs of most students.
COMPLETION OF A PROFICIENCY AWARD APPLICATION
One of the more time consuming aspects of record keeping is completing award applications and documenting their accuracy and completeness. This can also be one of the more rewarding aspects when students are recognized on district, state, and national levels.
Using the records given in class, you are to complete the proficiency award application for the appropriate area. This is a team assignment, so only one application needs to be turned in. However, all team members should keep a copy of the completed application.
Instructions for accessing the National FFA Organization Proficiency applications: Go online to www.ffa.org and access the Proficiency Program page
You now have access to the following related resources: Proficiency Award Introduction
Proficiency Award Handbook Proficiency Award Lessons Proficiency Award Review Sheets
Proficiency Award Entrepreneurship Application Proficiency Award Placement Application
Completion of a State/American FFA Degree Application
Closely associated with a student's SAE program are the requirements for obtaining FFA degrees. Without accurate SAE records, a student cannot obtain his/her degrees above Chapter FFA degree.
Using the records given in class, you are to complete the Hoosier FFA Degree application. This is a team assignment, so only one application needs to be turned in. However, all team members should keep a copy of the completed application.
YDAE 31800: Activity Form
Due: One week after activity
(copy this form as needed)
Student Name:________________________________Activity:_____________________________________
Date Completed:______________________________
Summary of Activity:
What is/are potential ways that as an Agricultural Science and Business instructor you could use this activity to foster SAE development and/or tie this in to SAE instruction?
