Agriculture Teacher's Handbook - National FFA Organization

AgricultureTeacher’sManualA guide to local program success for preservice, new and experienced agriculture instructorsDeveloped through the collaborative effort of: NAAE(National Vocational Agricultural Teachers’ Association),the National Council for Agricultural Education, AAAE(American Association for Agricultural Education), NASAE(National Association of Supervisors of AgriculturalEducation) and the National FFA Organization.

AgricultureTeacher’s ManualA guide for preservice, new and experienced agriculture instructors/FFA advisorsHOW TO USE THIS MANUALThis Manual has been developed to provide informationand guidance for agriculture instructors as theybegin their teaching careers. Use it before and afteryou land your first position as an agriculture instructor.Continue to use it your first years of teaching as asummary and review of the most basic informationyou need for local program success.The guide is divided into 26 sections, each focusingon a specific area that will influence the success ofyour agricultural education program, your studentsand your career. Each section opens with anoverview page that suggests steps to success and liststhe section’s contents. Inserts in each section includetips for success, checklists to guide your actions andforms you may wish to reproduce.THE AGRICULTURAL EDUCATIONMISSIONThe mission of agricultural education is to prepareand support individuals for careers, build awarenessand develop leadership for the food, fiberand natural resources systems.THE FFA MISSIONFFA makes a positive difference in the lives of studentsby developing their potential for premierleadership, personal growth and career successthrough agricultural education.The Agriculture Teacher’s Manual is copyrighted.Permission is given to reproduce information from thismanual for new and experienced teacher use.Sponsored by Monsanto Crop Protection as a special project of the National FFA Foundation, Inc.Prepared and published by the National FFA Organization in cooperation with the U.S. Department of Education as a service to state and local agricultural educationagencies.The National FFA Organization affirms its belief in the value of all human beings and seeks diversity in its membership, leadership and staff as an equal opportunityemployer.© Copyright 1998 by the National FFA Organization.AGRICULTURE TEACHER’ S MANUALI

Local Program SuccessLocal Program Success is a national initiative launched bythe National Council for Agricultural Education and U.S.Department of Education in cooperation with the NationalFFA Organization and the National Vocational AgriculturalTeachers’ Association to build quality local programs, putschool-to-career in action, attract local partners andincrease value to students and teachers. A national taskforce identified six keys to success in agricultural education.To help teachers become more successful in each of thoseareas, work groups of agriculture and education leaders—including 30 teachers from 18 states—developed steps to successand researched proven best practices used in the nation’stop programs to help teachers improve their programs.This Agriculture Teacher’s Manual addresses each of these elementswithin sections that provide the most basic, “start-up” informationbeginning instructors need as they start their careers.ACKNOWLEDGEMENTSThe National FFA Organization extends appreciation toMonsanto Crop Protection, sponsor of this manual, and thefollowing individuals who compiled, developed and wrotevarious sections.Dana Wood, Author, Agriscience Instructor, Hastings,MichiganGreg Egan, Teacher Services Specialist, National FFAOrganizationJack Pitzer, Communications Specialist, National FFAOrganizationDeb Olcott Taylor, Consultant, Taylor◆ McGaughyPublishing, Inc.The following task force members provided importantguidance and helped make this resource a reality.Bill Bartow, Agriscience Instructor, Alpena, MichiganBill Camp, Professor, Agricultural Education, VirginiaPolytechnic Institute and State UniversityMarion Fletcher, State Supervisor, Agricultural Education,ArkansasJeff Moss, Associate Professor, Agricultural Education,University of Illinois-UrbanaPaul Vaughn, Professor and Chair, Department ofAgricultural Education and Communications, Texas TechUniversitySpecial thanks to Betty Heath-Camp and William G. Campfor sharing their work, Professional Development forBeginning Vocational Teachers (1992). Their work providedgreat insight and was helpful in completing this project.Materials from their work can be found throughout this manual.Sources that were originally cited in their book arenoted with an asterisk (*).The following additional individuals also shared referencematerial and contributed segments for this manual.Tammy Belavek, Agriscience Instructor, Lapeer County Vo-Tech Center, MichiganSue Cavanaugh, Agriscience Instructor, North Adams-Jerome High School, MichiganJohn Mundt, University of IdahoRandy Showerman, Michigan State UniversityIIAGRICULTURE TEACHER’ S MANUAL

Key to Local Program SuccessThe Agriculture Teacher’s Manual was created as an outgrowthof discussions during Local Program Success.Corresponding pages/sections of the Agriculture Teacher’sManual are listed below with reference to where each fitswithin the Local Program Success elements: Instruction, SAE,FFA, Partnerships, Marketing and Professional Growth.THREE COMPONENTS OFAGRICULTURAL EDUCATIONINSTRUCTION3-6 Classroom Policies/Procedures Checklist4-3 Ten Classroom Basics for the Instructor5-2 Things to Have On-Hand the First Day5-3 First Day “To-Do’s”5-4 Things to Do the First Three Weeks of Class7 Curriculum Development8-2 Developing and Using Questioning Skills8-4 Daily Teaching Diary Form12-2 Maintaining Classroom Discipline12-4 Group Roles12-5 Classroom Rules and Procedures Form12-6 Grading12-7 Testing, Grading and Record Keeping Plan13-2 Characteristics of Middle Grade Learners13-3 Useful Reminders About Secondary Students13-4 50 Ways to Motivate Students13-6 Student Information Form16-4 Substitute Teacher Packet Checklist16-5 Sample Substitute Teacher PlansSAE10-2 SAE Overview10-4 SAE Partnership Success10-6 Step-by-Step SAE Program Development Checklist10-8 SAE Quality Indicators Rubric10-9 Student–Parent(s)/Guardian(s)–Instructor ConferenceRecord10-10 SAE Program Supervision RecordFFA9-2 FFA Chapter Overview9-3 FFA Chapter Success9-5 Step-by-Step FFA Chapter Development Checklist9-6 Sample FFA Meeting Agenda9-7 Chapter Meetings9-8 FFA Chapter Officers FormTHREE STRATEGIES FORAGRICULTURAL EDUCATIONPARTNERSHIPS2-2 Explore the School Community2-3 Local School Information Form2-4 School Tour Guide2-5 Administrative Contacts Form2-6 Community Contacts Form2-7 School Staff Contacts Form2-10 School Clubs and Organizations Form3-2 School Policies/Procedures Checklist9-10 Vocational Student Organization Partnerships14-2 Engage Administrators as Allies14-3 Communicating with Administrators14-4 Accountability14-5 Working with Counselors14-6 Working with the School Board15-2 Ten Ways to Involve Parents/Guardians15-3 Sample Introductory Letter to Parents/Guardians15-4 Pointers for Parent/Guardian–Teacher ConferencescontinuedAGRICULTURE TEACHER’ S MANUALIII

Key to Local Program Success15-5 Parent/Guardian–Teacher Contact Worksheet andRecord16-2 Ten Pointers for Effective Relationships withColleagues16-3 Partner with Special Needs Teachers17-2 Explore Your Business Community17-3 Business Contact Record17-4 Involve the Business Community17-5 Ten Tips for Staying in Touch with Your AgricultureCommunity18-2 Advisory Committee Functions18-4 Step-by-Step Advisory Committee Implementation18-5 Pointers for Success with Your Advisory Committee18-6 Agenda–First Meeting18-7 Advisory Committee Member Information Form18-8 Advisory Committee Subcommittees Form19-2 FFA Alumni Overview19-3 Sample Local FFA Alumni Activities19-4 FFA Alumni Member Information Form19-5 NYFEA Overview19-6 Sample Local NYFEA Activities19-8 NYFEA Member Information FormMARKETING3-14 Schedules, Calendars and Due Dates3-15 Sample Comprehensive Calendar of Events3-18 Comprehensive Calendar of Events Form6-2 The Power of Mission6-3 Sample Instructor Mission Statement6-4 Sample Program Mission Statement6-5 Ten Steps for Setting Program Goals6-6 Program Goals Form6-7 Program Goal Attainment Plan11-2 Planning the Extended Program11-3 Suggested Summer Work Activities11-4 Sample Extended Program Proposal11-7 Extended Program Weekly Report Form11-8 Sample Extended Program Evaluation Form11-9 Sample Summer Schedule Letter to Students20-2 Program Marketing Success20-3 Student Recruitment Success20-4 Agriscience Interest Survey Form20-6 Sample Course Description Flyer22-2 Total Quality Management22-5 Annual Report Outline22-6 Ways to Strengthen Agricultural EducationPROFESSIONAL GROWTH1-2 Creating Your Portfolio1-4 Starting Your Search1-5 Strategies for Interview Success1-8 Accepting the Position2-11 Creating a Favorable First Impression3-10 Professional Policies/Procedures Checklist3-21 Make the Most of Faculty Meetings and StaffDevelopment4-2 Task Management Hints4-4 Things Learned by First-Year Agriculture Instructors4-6 Things to Do Today Form8-5 Reflective Self-Examination Checklist8-6 Teaching Observation and Evaluation Form21-2 Ethics and Public Image21-4 You as a Leader21-5 NAAE Teacher Creed21-6 Ten Steps for Setting Professional Goals21-7 Professional Goals Form21-8 Professional Goal Attainment Plan21-9 Coping with Stress21-10 Barksdale Personal Stress Index22-4 Things I Learned This Year That I Can Use Next YearForm23-2 Stages of Professional Development23-3 Professional Organizations23-4 High-Performing Teachers23-5 Peer Teacher Support Group23-7 Professional Portfolio MaintenanceIVAGRICULTURE TEACHER’ S MANUAL

Table of ContentsHow to Use This ManualLocal Program SuccessKey to Local Program Success1. Getting the PositionCreating Your Portfolio 1-2Starting Your Search 1-4Strategies for Interview Success 1-5Accepting the Position 1-82. OrientationExplore the School Community 2-2Local School Information Form 2-3School Tour Guide 2-4Administrative Contacts Form 2-5Community Contacts Form 2-6School Staff Contacts Form 2-7School Clubs and Organizations Form 2-10Creating a Favorable First Impression 2-113. Administrative MattersSchool Policies/Procedures Checklist 3-2Classroom Policies/Procedures Checklist 3-6Professional Policies/Procedures Checklist 3-10Schedules, Calendars and Due Dates 3-14Sample ComprehensiveCalendar of Events 3-15Comprehensive Calendar of Events Form 3-18Make the Most of Faculty Meetingsand Staff Development 3-214. Prepare YourselfTask Management Hints 4-2Ten Classroom Basics for the Instructor 4-3Things Learned by First-YearAgriculture Instructors 4-4Things to Do Today Form 4-6iiiiii5. Great BeginningsThings to Have On-Hand the First Day 5-2First Day “To-Do’s” 5-3Things to Do the First ThreeWeeks of Class 5-46. Program DevelopmentThe Power of Mission 6-2Sample Instructor Mission Statement 6-3Sample Program Mission Statements 6-4Ten Steps for Setting Program Goals 6-5Program Goals Form 6-6Program Goal Attainment Plan 6-77. Curriculum Development8. TeachingDeveloping and Using Questioning Skills 8-2Daily Teaching Diary Form 8-4Reflective Self-Examination Checklist 8-5Teaching Observation andEvaluation Form 8-69. The FFA ChapterFFA Chapter Overview 9-2FFA Chapter Success 9-3Step-by-Step FFA ChapterDevelopment Checklist 9-5Sample FFA Meeting Agenda 9-6Chapter Meetings 9-7FFA Chapter Officers Form 9-8Vocational Student OrganizationPartnerships 9-10AGRICULTURE TEACHER’ S MANUALV

10. Supervised Agricultural ExperienceSAE Overview 10-2SAE Partnership Success 10-4Step-by-Step SAE Program DevelopmentChecklist 10-6SAE Quality Indicators Rubric 10-8Student–Parent(s)/Guardian(s)–InstructorConference Record 10-9SAE Program Supervision Record 10-1011. Extended ProgramPlanning the Extended Program 11-2Suggested Summer Work Activities 11-3Sample Extended Program Proposal 11-4Extended Program Weekly Report Form 11-7Sample Extended ProgramEvaluation Form 11-8Sample Summer Schedule Letterto Students 11-912. Classroom ManagementMaintaining Classroom Discipline 12-2Group Roles 12-4Classroom Rules and Procedures Form 12-5Grading 12-6Testing, Grading and RecordKeeping Plan 12-7WORKING WITH OTHERS13. Working with StudentsCharacteristics of Middle Grade Learners 13-2Useful Reminders About SecondaryStudents 13-350 Ways to Motivate Students 13-4Student Information Form 13-614. Working with AdministratorsEngage Administrators as Allies 14-2Communicating with Administrators 14-3Accountability 14-4Working with Counselors 14-5Working with the School Board 14-615. Working with Parents/GuardiansTen Ways to Involve Parents/Guardians 15-2Sample Introductory Letter toParents/Guardians 15-3Pointers for Parent/Guardian–TeacherConferences 15-4Parent/Guardian–Teacher ContactWorksheet and Record 15-516. Working with ColleaguesTen Pointers for Effective Relationshipswith Colleagues 16-2Partner with Special Needs Teachers 16-3Substitute Teacher Packet Checklist 16-4Sample Substitute Teacher Plans 16-517. Working with the Business CommunityExplore Your Business Community 17-2Business Contact Record 17-3Involve the Business Community 17-4Ten Tips for Staying in Touchwith Your Agriculture Community 17-518. Working with the Advisory CommitteeAdvisory Committee Functions 18-2Step-by-Step Advisory CommitteeImplementation 18-4Pointers for Success with YourAdvisory Committee 18-5Sample Advisory CommitteeAgenda—First Meeting 18-6Advisory Committee MemberInformation Form 18-7Advisory Committee Subcommittees Form 18-819. Working with FFA Alumni and Young FarmersFFA Alumni Overview 19-2Sample Local FFA Alumni Activities 19-3FFA Alumni Member Information Form 19-4NYFEA Overview 19-5Sample Local NYFEA Activities 19-6NYFEA Member Information Form 19-8VIAGRICULTURE TEACHER’ S MANUAL

MANAGEMENT20. Marketing Your Program and FFA ChapterProgram Marketing Success 20-2Student Recruitment Success 20-3Agriscience Interest Survey Form 20-4Sample Course Description Flyer 20-621. Professionalism and Personal DevelopmentEthics and Public Image 21-2You as a Leader 21-4NAAE Teacher Creed 21-5Ten Steps for Setting Professional Goals 21-6Professional Goals Form 21-7Professional Goal Attainment Plan 21-8Coping with Stress 21-9Barksdale Personal Stress Index 21-1022. Program Evaluation and ImprovementTotal Quality Management 22-2Things I Learned This Year That ICan Use Next Year Form 22-4Annual Report Outline 22-5Ways to Strengthen AgriculturalEducation 22-623. Professional DevelopmentStages of Professional Development 23-2Professional Organizations 23-3High-Performing Teachers 23-4Peer Teacher Support Group 23-5Professional Portfolio Maintenance 23-7RESOURCES24. Glossary25. Key Publications and ResourcesNational FFA OrganizationResources 25-2Professional OrganizationResources 25-4Other Teacher-Recommended Resources 25-5Sources of Teaching Materials 25-726. DirectoriesAGRICULTURE TEACHER’ S MANUALVII

SECTION 1Getting thePositionThe search process can be hectic and, sometimes, intimidating. The desire to get it over with and start to workcan lead to hurried interviews, snap decisions and missed opportunities. Taking the time to make careful plansand asking useful questions directed to the appropriate people are key to successfully managing the application,interview and hiring process.STEPS TO SUCCESS1. Develop a portfolio (p. 1-2) that reflects yourexperience and achievements.2. Target geographic areas in which you would liketo teach, and investigate openings there. The tipsfor starting your search (p. 1-4) may help.3. Contact targeted schools to obtain informationand, hopefully, set up an interview.I N T H I S S E C T I O NTips:Creating Your Portfolio 1-2Tips:Starting Your Search 1-4Tips:Strategies for Interview Success 1-5Tips:Accepting the Position 1-84. Prepare for and manage your interview usingthe strategies for interview success (p. 1-5).5. Once offered a position, obtain the informationyou need to make the most of the opportunity.Accepting the position (p. 1-8) can be an art initself.The suggestions in this section were compiled by Sue Cavanaugh, an agriscience instructor in Michigan.AGRICULTURE TEACHER’ S MANUAL 1–1

TIPSCreating Your PortfolioTo land a position teaching agricultural education, you need to “sell” yourself and your accomplishments toprospective employers. Although you may have had little experience as an instructor, a professional portfoliocan showcase how elements of your preservice training have prepared you to do an exceptional job.To match your experiences to the requirements of aposition, build your portfolio around the elements thatconstitute a successful agricultural education programand FFA chapter. You may want to include pictures,sample lesson plans and papers, statements and/orsummaries of related work experience, along withyour ideas for the future. You might ask potentialemployers if you can quickly review your portfolioduring the initial interview. It should provide a “showand tell” opportunity to summarize your key experiencesand accomplishments.• development of laboratory-based lessons.COORDINATION OF EXPERIENTIALLEARNINGInclude examples that illustrate—• your involvement with student supervised agriculturalexperience (SAE) programs;• familiarity with how school-to-work, tech-prep,internships, etc. can work in the agricultural educationprogram;• commitment to experiential learning.INSTRUCTOR’S PROFESSIONALPREPARATIONInclude a professional resume that outlines—• your education/degree(s);• training and experience as an instructor;• awards and honors;• membership in professional organizations;• participation in professional conferences and specialtraining opportunities.CLASSROOM/LABORATORYINSTRUCTIONIn your professional portfolio, include samples thatillustrate—• your use of various instructional techniques andstrategies;• familiarity with curriculum development and/orstate-required course work;• experience developing lessons that meld local andstudent needs with state requirements;AGRICULTURAL EDUCATION STUDENTORGANIZATIONInclude examples that illustrate—• experience with the FFA organization;• participation in local, state and national studentevents;• familiarity with other agricultural education organizations.PARTNERSHIP BUILDINGInclude samples that illustrate—• your involvement with community volunteers in anagricultural education program;• experience mobilizing volunteers;• your own philosophy of community involvement.continued1 – 2 AGRICULTURE TEACHER’ S MANUAL

Creating Your PortfolioTIPSAGRICULTURAL EDUCATION PROGRAMMARKETINGInclude samples that illustrate—• how you have promoted a positive image of agriculturaleducation;• a sample communication plan that includes studentrecruitment, image building, networking, etc.;• past involvement with program marketing.PROGRAM DEVELOPMENT ANDEVALUATIONInclude samples that illustrate familiarity with—• sources of funds for updated program content andequipment;• current and emerging technology for the classroomand the workplace;• elements of a quality agricultural education program.AGRICULTURE TEACHER’ S MANUAL 1 – 3

TIPSStarting Your SearchThe first step in your search will be deciding where you would like to teach. Develop a list of the areas or statesyou wish to target. The university you attended can help you determine which schools may need an agricultureinstructor. If you are targeting an unfamiliar state, talk with someone at a university in that state who helps findpositions for agricultural education program graduates.QUESTIONS TO ASK WHENINVESTIGATING OPENINGS:1. Are positions in agricultural education available?2. When does your state start listing openings?3. When is most of the hiring completed for the year?4. Will you send/fax a list of programs with openings,along with their addresses and phone numbers?MAKING THE CALL• Your initial call to a targeted school is an opportunitynot only to set up an interview, but to learn aboutthe job environment and people with whom youmay work. Once you have a list of programs thatare hiring, prioritize a visitation list and contactthose schools.• Ask who handles new teacher hiring, and then askto speak with that person’s secretary. Write downthe secretary’s name. Make it a habit to write downthe names of people you contact and their schoolpositions. Nothing is more embarrassing than notremembering the name of an important individual ata crucial moment. If the spelling is tricky, also writeit phonetically so you will pronounce it correctly.• Set a positive tone with your first phone contact.This may be influential in determining attitudestoward you in the future! Try to make your voicesound friendly and confident. State you would liketo ask a few questions concerning a possible teachingposition. A list of questions you may wish to askfollows. If you are referred directly to the principalor superintendent, you may wish to ask these samequestions.QUESTIONS TO ASK WHEN CALLINGFOR AN INTERVIEW:1. Do you have an agriculture teaching position open?2. (If yes) Are you accepting applications and settingup interviews?3. Do you have time to give me some informationabout your school?4. How many students attend your school?5. How many teachers does the school employ?How many agriculture instructors?6. Will you send/fax me a copy of the district’s payscale?7. What is the availability of housing in your area?For rent? For sale?8. May I set up a time for an interview?9. Who will be present at the interview?10. How long are the interviews?11. Where are interviews held?12. Can you give me directions to the interview?13. Can you send me a program description withclass offerings?1 – 4 AGRICULTURE TEACHER’ S MANUAL

TIPSStrategies for InterviewSuccessYou’re on your way! Here are tips for turning the interview to your advantage.THINGS TO CHECK BEFORE THEINTERVIEW■■■■■My grooming gives me a professional appearance.I have a notebook or portfolio to carry for takingnotes and holding papers.I am taking an extra copy of my resume with me.I’ve prepared a list of questions to ask. (Use thequestions in this section as a guide.)I’ve thought through possible questions I may beasked and have prepared answers.• Sit down when you are offered the opportunity. Useyour prepared question sheets to help you stayorganized and record answers to your questions.Writing down answers will help you remembersmall, but vital, details. If a response to one of yourquestions is unclear, ask for clarification.• Having prepared questions helps you look interestedand organized. Taking notes gives the appearanceyou may have information from other interviewsto compare. You want to impart the feelingyou are a valuable commodity that other schoolsalso want.■■■■I’ve written down directions to the place of interview,including address and phone number.I’m taking the notes from my interview call, includingnames of people with whom I spoke.Transportation arrangements to my interview areunder control.I will leave myself plenty of time to get there! (It’sbetter to be early than late.)QUESTIONS FOR THE INTERVIEW:1. How many agriculture courses are taught eachsemester? What are the titles?2. How many students took agriculture courses lastyear? How many of these had special needs?3. Is this a ten-month or extended-contract position?4. What class schedule is followed? (block, etc.)INTERVIEW TIME• Greet your interviewer with a smile, a firm handshakeand an accurate pronunciation of his or hername. In addition, express a compliment of somekind, such as the beautiful school landscaping, howwell laid out the school is, how friendly everyoneis. Everyone loves a sincere compliment!5. Does the agriculture department have an activeadvisory committee? How often does it meet?6. Does the agriculture department have an activeFFA Alumni group? How often does it meet?7. Does the agriculture program have a budget?What are the funding sources?8. What nonteaching duties is the agriculture instructorresponsible for?continuedAGRICULTURE TEACHER’ S MANUAL 1 – 5

TIPSStrategies For Interview Success9. How soon does the hiring committee expect tomake a decision?10. When should I get back to you concerning thisposition?11. May I tour the agriculture room and facilities?12. (If the former agriculture instructor is not presentat the interview) Will the former agricultureinstructor be available to answer some questions?May I set up a time to talk with him or her, orwill you give me that person’s phone number?The following questions may or may not be appropriate.Talk them over with your university’s placementdepartment or an experienced agriculture instructorbefore the interview.13. What employment benefits do you offer?14. Is the teacher contract fixed or flexible for salarynegotiation?15. Is there an extended summer contract? How longis it? What is the rate of pay or how is it calculated?16. Are there other benefits, such as health insurance,a dental/vision plan, graduate course compensation,etc.? What kind of health insurancedo you carry?17. Is there compensation for mileage or gas for personalcar use?18. Does the school pay for the agriculture instructor’sprofessional development conferences anddues for professional organizations?19. Is there a stipend for working with the FFA? Howmuch is it? How is it calculated?20. Does the FFA or agriculture department have itsown vehicle?21. Is the agriculture instructor allowed and encouragedto attend appropriate FFA events?If the former agriculture instructor is present at the interview,you may want to ask the questions that follow,perhaps while you tour the facilities. As a new instructor,the fewer surprises you encounter, the better. Somake the most of your contact with the former instructor.This could be the last time you will have contactwith that valuable information source, unless you arefortunate enough to replace a retiring instructor whodoesn’t mind “sticking around” to help you get started.QUESTIONS FOR THE FORMERAGRICULTURE INSTRUCTOR:1. Are student files set up? Where are they located?2. Are there old records, fund-raising files, etc. torefer to? Where can I find them?3. What were your short- and long-range plans forthis program? May I have a copy of the plan?4. Are students provided textbooks or other learningmaterials?5. Were the students required to keep notebooks forclass notes and handouts? Where are they kept?6. How much are FFA chapter dues?7. Which FFA programs did your chapter participatein last year (National Chapter AwardProgram, Food For America, PALS, career developmentevents, etc.)?8. Is a points system in place? May I see a copy?9. Are the students set up for supervised agriculturalexperiences (SAEs) with record books? Whereare the record books kept?10. Do you have a copy of last year’s banquetagenda, program, invitations and awards?11. Which FFA and other events did you and yourchapter members attend last year (National FFAConvention, state leadership conference, Made forExcellence, career development events, state convention,Washington Leadership Conference, etc.)?1 – 6 AGRICULTURE TEACHER’ S MANUALcontinued

Strategies For Interview SuccessTIPS12. Did your chapter have a Program of Activities(POA) last year? Is a copy available?13. In which skill areas (proficiency/SAE) did yourstudents participate last year?14. Do you have a year-end tally of how your studentsplaced in career development events?15. What fund raisers did your chapter have lastyear? How much did each net?16. How much money is in the FFA account? Whohandles the money? Can the agriculture instructorsign checks?17. How much is in the FFA Alumni account? Do theyuse their funds to support the FFA chapter or fortheir own activities?18. How did the chapter handle member recruitmentlast year?19. Concerning special needs students in the program,what kinds of disabilities or limitationswere you dealing with?21. (If you are going out-of-state and are not familiarwith the area) Who is your state FFA advisor?What are the address and phone number of thestate-level FFA office?22. Are there any current regional or state FFA officersin your chapter?23. Did you hold other volunteer positions in the community(4-H leader, fair committee member, etc.)?Do you recommend I become involved in thesame efforts? Can you give me the contact namesand phone numbers?24. Are there administrators’ or board members’ childrenin the agriculture program?25. Did you have a state plan for your department?Where is it kept, and when is the next programreview scheduled?26. Where do you see this program going? Whatconcerns need immediate attention?20. Did you set up a directory or phone list for yourcommunity or for students’ parents? Is a copyavailable?AGRICULTURE TEACHER’ S MANUAL 1 – 7

TIPSAccepting the PositionGreat news! They are offering you the position. What’s next?• If the district has a flexible contract situation, set upa second interview to bargain the details of yourcontract. Know exactly what you want when you goin and what you will, in reality, settle for if what youwant is out of reach. If the details are nonnegotiable,and this is the job you want, you have onlyto say, “I’ll take it!” Ask when you need to come inagain to sign papers and/or meet with other faculty.• Buy yourself a planner of some type if you don’talready have one. It is essential to stay organized.In about a month, your new planner undoubtedly isgoing to look quite full—and that’s the way it willprobably stay.• Visit the secretary you made friends with when youfirst called, if you have the job in hand, or the principalor superintendent, if you are seeing one ofthem to accept an offer.QUESTIONS TO ASK AFTER ACCEPTINGTHE POSITION:1. Is there a schedule of teacher’s meetings prior tothe start of school? What are the dates and times?2. Are there student and teacher handbooks?3. Are copies of the school calendar available?4. How do I request a vehicle (bus, school car, etc.)for field trips?5. Is there a yearly bulletin board or poster allotmentto decorate classrooms that does not come out ofthe department budget?6. What is the district’s policy regarding teacherstransporting students in private vehicles or drivinga school vehicle?7. Who is the director of transportation? Where isthe bus garage located, and what is the phonenumber?8. Who are the maintenance director and janitors?Where are their offices?9. What schools provide or “feed” students to thisschool?10. What are the name and phone number of mycontact person in the school district office?IN CONCLUSIONYou may think this introductory process is exhaustive,but you’ll also find it invaluable. An effective, efficientteacher never stops learning. He or she understandsthat questions lead to knowledge—and that knowledgeprovides the confidence and presence necessaryto succeed in teaching.By the end of your first year, you will have askedmany more questions than those listed here! You alsowill find there are many people anxious to help,including administrators and parents. In addition,your advisory committee should meet regularly toreview past accomplishments and ask pertinent questionsabout coming plans. By listening to and askingquestions of these people, you show you are open tochange for the improvement of your program.1 – 8 AGRICULTURE TEACHER’ S MANUAL

SECTION 2OrientationTo quote the broadway show The Music Man, “You’ve gotta know the territory!” Beginning instructors, especially,need a working knowledge of the school’s people and places when seeking assistance throughout the year.STEPS TO SUCCESS1. Explore the school community(p. 2-2) by collectinformation about school personnel, departmentsand buildings.2. Collect other local school information (p. 2-3).Note the names, levels, addresses and key personnelof other schools in the district, from elementarythrough postsecondary.3. Conduct a school tour (p. 2-4) on your own orwith other new teachers.4. Identify and meet people who can be importantto your success. Use the contacts forms (pp. 2-5through 2-10) to guide and record your explorations.5. In each situation, do your best to create a favorablefirst impression (p. 2-11).I N T H I S S E C T I O NChecklist:Explore the School Community 2-2Form:Local School Information 2-3Checklist:School Tour Guide 2-4Form:Administrative Contacts 2-5Form:Community Contacts 2-6Form:School Staff Contacts 2-7Form:School Clubs and Organizations 2-10Tips:Creating a Favorable First Impression 2-11AGRICULTURE TEACHER’ S MANUAL 2 – 1

CHECKLISTExplore The SchoolCommunityCheck off each category as you obtain related information.■■Personnel DirectoriesObtain personnel directories for your school andschool system that include employees’ names andphone numbers. In addition to placing a copy inthis section of the manual, take a copy home andplace with other important phone numbers.Organizational ChartsAn organizational chart depicts an organization’sposition structure and formal lines of authority.Obtain organizational charts for your school andschool system. Create them if not available.■■School Map or LayoutObtain a map or layout of your school that showsthe school’s departments, offices and room numbers.Develop your own map or layout if one doesnot exist.School DistrictObtain a map of your school district, and on itidentify the schools in your school system. Also,copy and complete the Local School Informationform (p. 2-3) for schools with which you or yourstudents may interact.2 – 2 AGRICULTURE TEACHER’ S MANUAL

FORMLocal School InformationSchool name:______________________________________________________________________________________Level: _____________________________________________________________________________________________Address: __________________________________________________________________________________________Principal: _________________________________________________________________________________________Office phone:______________________________________________________________________________________Names of instructors in agriculture or related areas: ______________________________________________________________________________________________________________________________________________________School name:______________________________________________________________________________________Level: _____________________________________________________________________________________________Address: __________________________________________________________________________________________Principal: _________________________________________________________________________________________Office phone:______________________________________________________________________________________Names of instructors in agriculture or related areas: ______________________________________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 2 – 3

CHECKLISTSchool Tour GuideFind and familiarize yourself with these areas and the people who staff them.■administrative offices■Other support labs (list):_______________________■agriculture facilities____________________________________________■audiovisual equipment room____________________________________________■cafeteria____________________________________________■clinic____________________________________________■duplicating/photocopying room■guidance office■Other classrooms (list): ________________________■library____________________________________________■mail area____________________________________________■music and art facilities____________________________________________■science facilities____________________________________________■supply room____________________________________________■teachers’ lounge■transportation department■Other areas (list):_____________________________■vocational facilities________________________________________________________________________________________________________________________________________________________________________________2 – 4 AGRICULTURE TEACHER’ S MANUAL

Administrative ContactsFORMFind and introduce yourself to the people described on this form. Record the information you collect in thespaces below for later reference.STATE STAFFLearn the name of the state staff person who workswith agricultural education. This person can supplyyou with state department materials and assist you inmany ways.Name: ________________________________________Mailing Address: _______________________________Phone: ________________________________________SUPERINTENDENT/OTHER SCHOOLSYSTEM PERSONNELTry to meet the superintendent and other school systempersonnel. You may need to schedule appointments.Name: ________________________________________Title: __________________________________________Phone: _________________________________________Office address: _________________________________Name: ________________________________________Name: ________________________________________Title: __________________________________________Phone: _________________________________________Office address: _________________________________Name: ________________________________________Title: __________________________________________Phone: _________________________________________Office address: _________________________________BUSINESS OFFICERMost schools or school systems have an individualwho maintains program monies. Get to know this personand his or her accounting procedures. Stay incontact on a regular basis regarding your program’sand FFA chapter’s monies.Name: ________________________________________Phone Number: _________________________________Title: __________________________________________Phone: _________________________________________Office address: _________________________________AGRICULTURE TEACHER’ S MANUAL 2 – 5

FORMCommunity ContactsFind and introduce yourself to the people described on this form. Record the information you collect in thespaces below for later reference.PARENTSMeet the parents of your students throughparent/teacher meetings, at school activities andthrough home visits. Use the Student Information Form(p. 13-6) to collect your students’ parents’ names andhome and work phone numbers. You may want togenerate a separate list or data file including only thestudents’ and parents’ names and numbers.CHAMBER OF COMMERCE EXECUTIVEDIRECTORCall for an appointment and meet the Chamber ofCommerce executive director. Ask how you canbecome involved with the chamber. This is an excellentway to meet employers. Try to obtain a membershiplist, and place it with the Business ContactRecord form (p. 17-3).Name: ________________________________________Phone number: _________________________________RETAIL MERCHANTS ASSOCIATIONEXECUTIVE DIRECTORCall for an appointment and meet the executive directorof the local Retail Merchants Association. This individualcan be a great help in identifying advisorycommittee members, employers and competitiveevents judges.Name: ________________________________________Phone number: _________________________________EMPLOYERSMeet as many of the community’s employers as possible,especially business managers working for companiesrelated to agriculture. Use the Business ContactRecord form (p. 17-3) to compile names, addressesand phone numbers.BUSINESS PERSONNELUse the Business Contact Record form (p. 17-3) tocompile the names, addresses and phone numbers ofbusiness people who may be helpful to your program.2 – 6 AGRICULTURE TEACHER’ S MANUAL

FORMSchool Staff ContactsFind and introduce yourself to the people described on this form. Record the information you collect in thespaces below for later reference.PRINCIPALMeet the principal and assistant principals in yourschool and find out the responsibilities of each. Workout your discipline strategy with the principal incharge of student discipline.Name: ________________________________________Phone: ________________________________________Name: ________________________________________Phone: ________________________________________Responsibilities: ______________________________________________________________________________________________________________________________Responsibilities: ______________________________________________________________________________________________________________________________Name: ________________________________________Phone: ________________________________________ASSISTANT PRINCIPALSName: ________________________________________Phone: ________________________________________Responsibilities: ______________________________________________________________________________________________________________________________Responsibilities: ______________________________________________________________________________________________________________________________FACULTYYou will want to observe other instructors to get ideasand see how they handle classroom management.Find out who the really capable instructors are andthe subjects they teach. Ask their permission toobserve their classes. Developing relationships withother instructors in the school is important andrewarding. (See pages 8-6 through 8-7 and Section16, Working with Colleagues.)continuedAGRICULTURE TEACHER’ S MANUAL 2 – 7

FORMSchool Staff ContactsGUIDANCE PERSONNELMeet the guidance personnel and tell them aboutyour program. Provide them with quality informationto share with students. Make sure they are deliveringthe right message about your program. This can bethe most important key in determining the kinds of studentswho sign up for your program.Name: ________________________________________LIBRARIAN(S)Meet your school librarian(s), and learn about thelibrary and other available resources.Name: ________________________________________Name: ________________________________________Name: ________________________________________Name: ________________________________________Name: ________________________________________Name: ________________________________________CLINIC PERSONNELTake time to meet your school clinic personnel andshare information about any known physical, mentalor health ailments or conditions of your students.Also, retain this information for your files.Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________SECRETARIAL STAFFBe sure to meet all the secretarial staff and learn whois responsible for what. Remember that the secretarialstaff is a critical factor in making things work smoothlyin any organization.Name: ________________________________________Responsibilities: ________________________________Name: ________________________________________Responsibilities: ________________________________Name: ________________________________________Responsibilities: ________________________________Name: ________________________________________Responsibilities: ________________________________Position: _______________________________________continued2 – 8 AGRICULTURE TEACHER’ S MANUAL

School Staff ContactsFORMCAFETERIA PERSONNELTry to meet all the people who work in the cafeteria.Write down their names and positions and learn tocall them by name.Supervisor’s name: ______________________________Phone: ________________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________TRANSPORTATION STAFFMeet the transportation supervisor and other staff.Keep track of drivers who help out with field trips andFFA events.Supervisor’s name: ______________________________Phone: ________________________________________CUSTODIANSMeet the custodians and learn to call them by name.Greet them when you see them.Supervisor’s name: ______________________________Phone: ________________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________Name: ________________________________________Position: _______________________________________SUPPORT STAFFAsk other teachers and your supervisors about otherschool support staff you should meet.Name: ________________________________________Title: __________________________________________Name: ________________________________________Title: __________________________________________AGRICULTURE TEACHER’ S MANUAL 2 – 9

FORMSchool Clubs andOrganizationsFind out about other school organizations and introduce yourself to their advisors. Record the information youcollect in the spaces below for later reference.Name of organization: ___________________________Sponsor(s)/Advisor(s):____________________________Purpose:______________________________________________________________________________________________________________________________________Major events/timing:_____________________________Fund raisers: __________________________________________________________________________________________________________________________________Name of organization: ___________________________Sponsor(s)/Advisor(s):____________________________Purpose:______________________________________________________________________________________________________________________________________Major events/timing:_____________________________Fund raisers: __________________________________________________________________________________________________________________________________Name of organization: ___________________________Sponsor(s)/Advisor(s):____________________________Purpose:______________________________________________________________________________________________________________________________________Major events/timing:_____________________________Fund raisers: __________________________________________________________________________________________________________________________________Name of organization: ___________________________Sponsor(s)/Advisor(s):____________________________Purpose:______________________________________________________________________________________________________________________________________Major events/timing:_____________________________Fund raisers: __________________________________________________________________________________________________________________________________2 – 10 AGRICULTURE TEACHER’ S MANUAL

TIPSCreating a FavorableFirst Impression• Do your homework.Try to find out something about the people youplan to meet. People are always impressed whenyou know something about them.• Don’t smoke.Many people are offended by smoking. Duringyour first meeting with a person, avoid smoking. Atthe very least, don’t be the one who lights up first.• Don’t be late.Being late for an appointment makes people thinkyou do not value their time, and it creates a negativeimpression.• Say a person’s name correctly, and use itmore than once.Don’t be afraid to ask if you are unsure of people’snames. They will appreciate your interest.• Don’t talk too much, and don’t interrupt.An overabundance of chatter makes you seemnervous and unsure of yourself. Give others theopportunity to contribute to the conversation.Never interrupt while someone else is speaking.AGRICULTURE TEACHER’ S MANUAL 2 – 11

SECTION 3AdministrativeMattersAll that paperwork! It’s probably not why you chose to become a teacher. Still, your career success depends inpart on upholding policies, following procedures and keeping up with important dates. The information andforms in this section will help you deal with the administrative aspects of your job.STEPS TO SUCCESS1. Obtain a copy of the school handbook and/orother materials containing policies and procedures.After completing step 2, file the materialsin this section.2. Use the policies/procedures checklists (pp. 3-2through 3-13) to explore policies and proceduresthat affect you and your program. Summarizerelated policies/procedures in the provided blanksand note where complete details can be found.Check off each category as you complete it.3. Use the schedules, calendars and due dateschecklist (p. 3-14) as you gather information fromyour school district, local school, state educationdepartment and FFA organization (regional, stateand national).I N T H I S S E C T I O NChecklist:School Policies/Procedures 3-2Checklist:Classroom Policies/Procedures 3-6Checklist:Professional Policies/Procedures 3-10Checklist:Schedules, Calendars and Due Dates 3-14Sample:Comprehensive Calendar of Events 3-15Form:Comprehensive Calendar of Events 3-18Tips:Faculty Meetings andStaff Development 3-214. Incorporate these dates into a comprehensive calendarof events (pp. 3-18 through 3-20) usingthe provided form or a computer calendar program.Consult the sample comprehensive calendar(pp. 3-15 through 3-17) for ideas.5. Prepare to make the most of faculty meetings andstaff development (p. 3-21).AGRICULTURE TEACHER’ S MANUAL 3 – 1

CHECKLISTSchool Policies/Procedures■Accounting• Obtain copies of procedures followed by your school’s accountant. There may be different procedures forworking with program funds; FFA chapter funds; grants; school-based enterprises; and local, state and federalfunds.• Place copies of these procedures at the end of this section. Label each with a letter and note the letter here.Program fund procedures labeled as attachment _____.FFA chapter fund procedures labeled as attachment _____.■PurchasingCurriculum/classroom itemsPurchasing policies: _____________________________________________________________________________How to: _______________________________________________________________________________________I have the following budget: $ ___________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.Laboratory/SAE itemsPurchasing policies: _____________________________________________________________________________How to: _______________________________________________________________________________________I have the following budget: $ ___________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.FFA chapter itemsPurchasing policies: _____________________________________________________________________________How to: _______________________________________________________________________________________I have the following budget: $ ___________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.continued3 – 2 AGRICULTURE TEACHER’ S MANUAL

School Policies/ProceduresCHECKLIST■Supplies Allocation (i.e. paper, paper clips, markers, etc.)Policy for allocating supplies to programs: _______________________________________________________________________________________________________________________________________________________Procedures for requisitioning supplies: __________________________________________________________________________________________________________________________________________________________■ A form is required and can be obtained from ____________________________________________________ .Does each program have a budget? ■ yes ■ noWhen is the budget completed? __________________________________________________________________I have the following budget: $ ___________________________________________________________________■Photocopying/Duplicating Equipment (Caution: Always obey copyright laws.)EquipmentLocation_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I am allowed to make ________ copies ■ at a time ■ per course ■ per semester.Procedure for using this equipment:______________________________________________________________________________________________■ A form is required and can be obtained from ____________________________________________________.■Phone/Fax MachineNearest phone to my classroom is located _________________________________________________________.Its phone number is _____________________________________________________________________________.Nearest fax machine to my classroom is located_____________________________________________________ .Its number is____________________________________________________________________________________ .continuedAGRICULTURE TEACHER’ S MANUAL 3 – 3

CHECKLISTSchool Policies/ProceduresPolicies on phone/fax machine use:By whom: _____________________________________________________________________________________When: ________________________________________________________________________________________How to: _______________________________________________________________________________________Policies on long-distance calls and faxes:Allowed?■ yes ■ noParameters/circumstances: _______________________________________________________________________How to: _______________________________________________________________________________________■LibraryWho can use the school library? _______________________________________________________________________________________________________________________________________________________________Regular library hours: ___________________________________________________________________________Can students use library:• during class? ■ yes ■ no ■ under special conditions:______________________________________• before school? ■ yes ■ no ■ under special conditions: ____________________________________• after school? ■ yes ■ no ■ under special conditions: ______________________________________Policy for checking out books:How to: _______________________________________________________________________________________How long: _____________________________________________________________________________________Policy for checking out other materials:How to: _______________________________________________________________________________________How long: _____________________________________________________________________________________Policy for reserving the library:____________________________________________________________________________________________________________________________________________________________________________________________continued3 – 4 AGRICULTURE TEACHER’ S MANUAL

School Policies/ProceduresCHECKLIST■Safety (including policy on hazardous materials)School’s safety policies: _______________________________________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■■Advisory CommitteesFind out the policies for having program advisory committees. Place the information in Section 18,“Working with the Advisory Committee.”School CommitteesCommittee: ____________________________________________________________________________________I am a member ■ yes ■ noPurpose: ______________________________________________________________________________________Committee: ____________________________________________________________________________________I am a member ■ yes ■ noPurpose: ______________________________________________________________________________________Committee: ____________________________________________________________________________________I am a member ■ yes ■ noPurpose: ______________________________________________________________________________________■Local or State Education Improvement Initiatives (i.e. school-to-career, standards, etc.)Name of Initiative: __________________________________ Contact: __________________________________Purpose: ______________________________________________________________________________________Name of Initiative: __________________________________Contact: __________________________________Purpose: ______________________________________________________________________________________Name of Initiative: __________________________________Contact: __________________________________Purpose: ______________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 3 – 5

CHECKLISTClassroomPolicies/Procedures■Laboratory PoliciesAgriscience Lab■ I have inserted related policies at the end of this section as attachment _____.Land Lab■ I have inserted related policies at the end of this section as attachment _____.Greenhouse■ I have inserted related policies at the end of this section as attachment _____.Livestock/Aquaculture Labs■ I have inserted related policies at the end of this section as attachment _____.Ag Mechanics lab■ I have inserted related policies at the end of this section as attachment _____.■Learning Technology (audiovisual equipment, computers, CD-ROM, etc.)The following learning technology will be in my classroom:____________________________ _____________________________ _______________________________________________________ _____________________________ ___________________________The following learning technology is available elsewhere in the school:Item Location How to obtain use____________________________ _____________________________ _______________________________________________________ _____________________________ _______________________________________________________ _____________________________ ___________________________The following learning technology would be beneficial to obtain:Item Approximate cost How to obtain (purchase, lease,loan from business, etc.)____________________________ _____________________________ _______________________________________________________ _____________________________ ___________________________continued3 – 6 AGRICULTURE TEACHER’ S MANUAL

Classroom Policies/ProceduresCHECKLIST■Student AttendanceProcedures for reporting student attendance on a daily basis: _______________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■Student TardinessProcedures for reporting student attendance on a daily basis: _______________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■■Student Discipline■ I have inserted related policies and forms at the end of this section as attachment _____.Student Personal FilesType of File Location Available to me? How to obtain use_____________________ _________________ ■ yes ■ no _________________________________________________ _________________ ■ yes ■ no _________________________________________________ _________________ ■ yes ■ no _________________________________________________ _________________ ■ yes ■ no _________________________________________________ _________________ ■ yes ■ no ____________________________■Emergencies—Personal InjuryIn case of an injury in my classroom or elsewhere in the school I should:______________________________________________________________________________________________ .______________________________________________________________________________________________..Forms to be filled out: ___________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■Emergencies—Weather Related (tornado, hurricane, flash flood)A weather emergency plan is posted ______________________________________________________________The shelter nearest my classroom is located ________________________________________________________The shelter nearest my laboratory is located ________________________________________________________In case of a weather emergency I should:____________________________________________________________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.continuedAGRICULTURE TEACHER’ S MANUAL 3 – 7

CHECKLISTClassroom Policies/Procedures■Emergencies—FireA fire evacuation plan is posted __________________________________________________________________.The fire exit nearest my classroom is located _______________________________________________________.The fire exit nearest my laboratory is located _______________________________________________________.In case of a fire emergency in my classroom or elsewhere in the school I should:____________________________________________________________________________________________________________________________________________________________________________________________Forms to be filled out: ___________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■Guest SpeakersPolicies related to guest speakers: _______________________________________________________________________________________________________________________________________________________________Procedures for setting up a guest speaker: _______________________________________________________________________________________________________________________________________________________Forms to be filled out: ___________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■Field TripsPolicies related to field trips: ___________________________________________________________________________________________________________________________________________________________________Procedures for setting up a field trip: ____________________________________________________________________________________________________________________________________________________________Forms to be filled out: ___________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■Student TransportationPolicies related to transporting students: _________________________________________________________________________________________________________________________________________________________Procedures for setting up school transportation: ___________________________________________________________________________________________________________________________________________________Forms to be filled out: ___________________________________________________________________________Conditions under which I or another adult may transport students: ___________________________________________________________________________________________________________________________________3 – 8 AGRICULTURE TEACHER’ S MANUALcontinued

Classroom Policies/ProceduresCHECKLISTForms to be filled out: ___________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.■Overnight TripsPolicies related to taking students on overnight trips: _______________________________________________________________________________________________________________________________________________Conditions under which I or another adult may accompany students on an overnight trip: ____________________________________________________________________________________________________________________________________________________________________________________________________________Requirements for adult chaperons on overnight trips: ______________________________________________________________________________________________________________________________________________Procedures for setting up overnight trips: _________________________________________________________________________________________________________________________________________________________Forms to be filled out: ___________________________________________________________________________Student follow-up report opportunities: _____________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.AGRICULTURE TEACHER’ S MANUAL 3 – 9

CHECKLISTProfessionalPolicies/Procedures■Teacher AttendanceIllnessIf I am sick and cannot teach, I need to call ________________________________________________________Phone: ____________________________________Call by: __________________________________________I have _____ illness days a year.I can store up no more than _____ illness days at any time.I can carry _____ illness days over to next year.■ I have inserted related policies and forms at the end of this section as attachment _____.Personal LeaveI have _____ personal leave days a year.I can store up no more than _____ personal leave days at any time.I can carry _____ personal leave days over to next year.To take a personal day, I must:__________________________________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.Compensatory (Comp) TimeI earn comp hours by: __________________________________________________________________________I can store up no more than _____ comp time at any time.I can carry _____ comp time over to next year.I must use comp time in units of: ■ hours ■ half-days ■ full daysTo use comp time, I must: ______________________________________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.continued3 – 10 AGRICULTURE TEACHER’ S MANUAL

Professional Policies/ProceduresCHECKLIST■Beginning Teachers Assistance ProgramMy school system offers a beginning teacher assistance program: ■ yes ■ noContact person: ________________________________________________________________________________Teacher who will serve as my mentor: _____________________________________________________________■ I have inserted related information at the end of this section as attachment _____.My state education department or agricultural teachers association offers a beginning teacher assistanceprogram: ■ yes ■ noContact person: ________________________________________________________________________________Phone: ________________________________________________________________________________________■ I have inserted related information at the end of this section as attachment _____.■Employee BenefitsThe school system provides me with the following benefits:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________■ I have inserted related information at the end of this section as attachment _____.■Nonteaching DutiesI am currently responsible for the following nonteaching duties:____________________________________________________________________________________________________________________________________________________________________________________________■ I have inserted related information at the end of this section as attachment _____.■ParkingI may park my car: _____________________________________________________________________________Restrictions/hours: ______________________________________________________________________________■Professional LiabilityInsuranceThis school system carries the following liability insurance: _________________________________________________________________________________________________________________________________________continuedAGRICULTURE TEACHER’ S MANUAL 3 – 11

CHECKLISTProfessional Policies/ProceduresStudent InjuryPolicies related to teacher liability for student injuries: _____________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.Money/Financial LiabilityPolicies related to teacher liability for funds under my supervision: __________________________________________________________________________________________________________________________________■ I have inserted related information at the end of this section as attachment _____.Transportation of StudentsPolicies related to teacher liability for injuries to students when transported in teacher’s private vehicle:______________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.Touching/Sexual HarassmentPolicies related to touching (of any sort) between teachers and students: _____________________________________________________________________________________________________________________________Policies related to teacher liability for allegations of sexual harassment: ______________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.Other Liability IssuesArea of potential liability: _______________________________________________________________________Policies related to this area of potential liability: __________________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.Area of potential liability: _______________________________________________________________________Policies related to this area of potential liability: __________________________________________________________________________________________________________________________________________________■ I have inserted related policies and forms at the end of this section as attachment _____.continued3 – 12 AGRICULTURE TEACHER’ S MANUAL

Professional Policies/ProceduresCHECKLIST■Teacher TardinessIf I am going to be late, I must: _________________________________________________________________________________________________________________________________________________________________Consequences of my tardiness: _________________________________________________________________________________________________________________________________________________________________■Travel and Travel ReimbursementsDoes the school system allow teachers the opportunity for professional travel? ■ yes ■ noIf yes, under what conditions? __________________________________________________________________________________________________________________________________________________________________How to apply for travel: _______________________________________________________________________________________________________________________________________________________________________■ A form is required and can be obtained from ________________________________.Expenses/ReimbursementMileage is reimbursed ■ within school district ■ outside school district■ at a rate of ____ per mile ■ at cost, in keeping with IRS guidelines.Meals are reimbursed ■ at cost■ including tip ■ excluding alcoholic beveragesup to ■ $_____ per day ■ $_____ per breakfast ■ $_____ per lunch ■ $_____ per dinner.Receipts are required: ■ yes ■ no■ I have inserted related policies and forms at the end of this section as attachment _____.AGRICULTURE TEACHER’ S MANUAL 3 – 13

CHECKLISTSchedules, Calendars andDue DatesKeeping up with important dates and deadlines is important! Make sure you collect calendar-related informationfrom the following sources and check them off. Combine the information on the Comprehensive Calendar ofEvents form (pp. 3-18 through 3-20) or a computer calendar program. Be sure to schedule personal time, too.SCHOOL SYSTEMFFA ORGANIZATION■■■■School CalendarHolidays, teacher work days, special events anddue dates.School Reports and Paperwork DeadlinesDue dates for school reports and additionalpaperwork required by your school and schoolsystem.Master School Schedule for All InstructorsWhen classes are offered and where instructorsare located each class period.School Sports and Student OrganizationEvent Schedule■■■■FFA Chapter Calendar (obtain or develop)Information and due dates for your FFA chapter.FFA District and/or Region CalendarInformation and due dates for district- or regionlevelFFA programs, meetings and events.FFA State CalendarInformation and due dates for state-level FFA programs,meetings and events.National FFA Organization DatesInformation and due dates for national-level FFAprograms, meetings and eventsSTATE EDUCATION DEPARTMENT ANDSTATE PROFESSIONAL ORGANIZATIONS■■State Department of Education DeadlinesDue dates for reports and other paperworkrequired by your state department of education.State Department of Education/ServiceArea CalendarEvents offered by your state department of educationand service area.MISCELLANEOUSInformation and due dates for other initiatives inwhich you might be involved, such as tech-prep consortia,curriculum development teams, local industrycouncils, etc. (Write categories on the lines below.)■■■■________________________________________________________________________________________________________________________________________________________________________________■State AAE, ACTE and Other ProfessionalOrganizations CalendarsInformation and due dates for state-level professionalorganizations in which you are involved.■■■____________________________________________________________________________________________________________________________________3 – 14 AGRICULTURE TEACHER’ S MANUAL

SAMPLE Comprehensive Calendar of EventsTIME FRAME SCHOOL CALENDAR PROGRAM ACTIVITIES FFA ACTIVITIESRECURRINGMEETINGS &EVENTS• Faculty meeting—3rd Monday• Dept. meeting—2nd Thursday• NCA committee meeting—4th Thursday• Contact all parents—1st month of quarter• SAE reports/review—1st week of month• Committee mtg.—2nd Monday• Executive mtg.—2nd Wednesday• Chapter mtg.—3rd Wednesday• FFA Alumni—4th WednesdayAUGUST• In-service workshop (Aug. 18)• Teacher work day (Aug. 24)• First day of school (Aug. 25)• Course plans/lesson plans• Organize/set up classroom & lab• “Welcome back” bulletin board• Catalog audiovisual materials• Set up state officer visit for first week inSept.• Local fair (Aug. 3-9)• Executive mtg. (Aug. 12)• Summer picnic (Aug. 15)• State Fair (Aug. 16-22)• Alumni judging contestSEPTEMBER• Labor Day holiday• Back-to-school nights (Sept. 8 & 9)• Rosh Hashanah holiday• Get to know students• Meet new students’ parents/home visits• Plan field trips• Kick-off chapter meeting• Membership campaign• Begin Program of Activities• Weekly radio programs• Farm Bureau banquet• Committee sign-upOCTOBER• Columbus Day holiday• Teacher work day• Grades due to office• Homecoming Weekend• Start SAEs and record books• Laboratory improvement projects• Home visits• First grading period reports• Halloween fun• Float for homecoming parade• Greenhand initiation• Creed contest• Citrus fruit sales• Parents night and square dance• Publish Program of Activities• National FFA ConventionAGRICULTURE TEACHER’ S MANUAL 3 – 15

SAMPLE Comprehensive Calendar of EventsTIME FRAME SCHOOL CALENDAR PROGRAM ACTIVITIES FFA ACTIVITIESNOVEMBER• Veteran’s Day holiday• Parent conferences• Thanksgiving holiday• Field trips• Complete laboratory improvements• SAE resources identified• Bowling party• Weekly radio programs• Citrus fruit sales• National FFA Convention (Nov. 12-14)DECEMBER• Winter/Christmas holiday • Student portfolio reviews • Deliver fruit orders• Collect for needy family• Weekly radio programs• Holiday partyJANUARY• Martin Luther King, Jr. holiday• Teacher Work Day• Grades due to office• Second grading period reports • Apply for state degree and proficiencyawards• Career Development Events training/practices• Weekly radio programs• Plan for National FFA Week• Made For Excellence workshopFEBRUARY• Winter vacation • Open House for National VocationalEducation Week (Feb. 12-19)• Plan field trips• Home visits• National FFA Week• Prepare for State Convention3 – 16 AGRICULTURE TEACHER’ S MANUAL

SAMPLE Comprehensive Calendar of EventsTIME FRAME SCHOOL CALENDAR PROGRAM ACTIVITIES FFA ACTIVITIESMARCH• Field trips• Home visits• Weekly radio program• State FFA conventionAPRIL• Spring vacation• Third grading period reports• Grades due to office• Update Program of Activities• Basketball tournament• Weekly radio programMAY• Memorial Day holiday• Final exams• Final grades due to office• Student portfolios reviewed• Home visits• Invite 8th graders to FFA mtg.• Plan chapter banquet• Weekly radio program• Distribute summer calendarJUNE• Graduation• Summer vacation begins• Finals• Final grading period reports• Chapter banquet• Weekly radio program• Washington Leadership ConferenceJULY• SAE home visits• Summer vacation• State teachers‘ conference• Equipment grant application• Fair entry due• Officer retreat• Washington Leadership ConferenceAGRICULTURE TEACHER’ S MANUAL 3 – 17

FORM Comprehensive Calendar of EventsTIME FRAME SCHOOL CALENDAR PROGRAM ACTIVITIES FFA ACTIVITIESRECURRINGMEETINGS &EVENTSAUGUSTSEPTEMBEROCTOBER3 – 18 AGRICULTURE TEACHER’ S MANUAL

FORM Comprehensive Calendar of EventsTIME FRAME SCHOOL CALENDAR PROGRAM ACTIVITIES FFA ACTIVITIESNOVEMBERDECEMBERJANUARYFEBRUARYAGRICULTURE TEACHER’ S MANUAL 3 – 19

FORM Comprehensive Calendar of EventsTIME FRAME SCHOOL CALENDAR PROGRAM ACTIVITIES FFA ACTIVITIESMARCHAPRILMAYJUNEJULY3 – 20 AGRICULTURE TEACHER’ S MANUAL

TIPSMake the Most of FacultyMeetings and Staff DevelopmentFaculty meetings are held periodically during the school year, and you will probably be required to attend.Here’s how to make faculty meetings productive for you.REASONS FOR FACULTY MEETINGS• inform teachers about school schedule, activitiesand events• explain changes, procedures, policies and requirements• obtain volunteers for school committees• coordinate efforts among departments and teams• build faculty community and moraleOPPORTUNITIES FOR NEW TEACHERSAT STAFF MEETINGS• exposure/introduction to all teachers in school• face-to-face encounters with other teachers• information gathering• information sharing• deeper understanding of policies and procedures• gain feel for faculty interactions, politics and“culture”MAKE THE MOST OF IT!• Sit next to someone you don’t know and introduceyourself. Ask what’s happening in his or hercourses/program.• Be prepared to explain your background and programin 25 words or less. Take every opportunityto do so.• Speak up and provide feedback and information asrequested.• Watch for facial expressions, body language andother cues that may reveal the nature of relationshipsbetween faculty members.• Pay attention to presentations and collect copies ofall handouts. Review later and file useful informationas appropriate.• Listen and ask questions.• Volunteer to serve on a committee that interests youand fits your schedule.AGRICULTURE TEACHER’ S MANUAL 3 – 21

SECTION 4Prepare YourselfYour first weeks of teaching won’t be easy, but they can be exciting and rewarding—if you’re prepared. Taskmanagement, organization, realistic expectations and a positive attitude will go a long way.STEPS TO SUCCESS1. Adopt effective task management strategies (p.4-2), and start practicing them immediately.2. Identify and commit to basic classroom behavior(p. 4-3) that you will use consistently.3. Learn what to expect by talking with other teachersand exploring things learned by first-yearagriculture instructors (p. 4-4). Incorporate theirinsights into your plans.I N T H I S S E C T I O NTips:Task Management Hints 4-2Tips:Ten Classroom Basics for the Instructor 4-3Tips:Things Learned by First-Year AgricultureInstructors 4-4Form:Things to Do Today 4-64. Prepare and use a “Things to Do Today” list (p.4-6) each day.AGRICULTURE TEACHER’ S MANUAL 4 – 1

TIPSTask Management Hints• Prepare an annual or semester teachingcalendar that specifies scope andsequence of the instructional program.• Prepare your lesson plans at least aweek ahead for every class.This probably means working some on weekendsso you leave the weekdays for the last-minutedetails of getting ready for class.• Keep the lessons for each course organized.Once you get through your first year of lessonplans, the following years will get easier.• Keep yourself and your program organized.Class materials very quickly can become disorganizedpiles stacked around your office.• Keep an up-to-date calendar.Note all appointments, meetings and reminders.Try to have your calendar with you at all times.• Set up a filing system for both your curriculumand program management.Make sure you understand and can use it effectivelyand efficiently. Your curriculum files can beset up prior to developing your lessons. As youdevelop lessons, just drop related materials intothe appropriate file. Have empty file folders onhand,ready to label and fill with additional materialsyou need to keep.• Make a daily to-do list using the formThings to Do Today (p. 4-6).Set priorities by numbering your items in order ofimportance. Remember to be realistic about howmuch you can accomplish in one day. Keep yourlist where you are able to see it clearly. Use the80/20 rule (80% of the value comes from doing20% of the items).• Don’t waste time worrying about thingsout of your control.Do something about the things you have controlover.• Use your time wisely and to your advantage.“Waiting time” can be used to accomplish smalltasks or take small chunks out of larger ones.• Learn to say “no.”Turn down requests that are not important to youor your students or are not requirements of yourjob.• Remember these truths:“Tomorrow begins with no mistakes.”“Procrastination can steal your dreams.”Source: Betty Heath-Camp and William G. Camp. (1992). ProfessionalDevelopment of Beginning Vocational Teachers.4 – 2 AGRICULTURE TEACHER’ S MANUAL

Ten Classroom Basics forthe InstructorTIPS• Plan the instructional program inadvance.• Prepare your lesson well.Nothing will inspire students’ confidence soquickly as the teacher who is prepared.• Be present whenever possible.Unnecessary absences demonstrate poor attendancehabits to students and will hinder interestand progress in your class. When you must beabsent, advise your substitute early enough so youand the substitute can prepare for continued, qualitystudent learning while you are out.• Be on time.Any negligence and indifference you exhibit willsoon be absorbed by the class. Be present severalminutes before class is to begin.• Be personally interested in each memberof your class.Call students by their names. Be interested in thelimitations and problems of each of your students,and willingly give attention or assistance to thoseproblems if you can.• Begin and end promptly.Do not wait for late comers, and do not extendthe lesson beyond the time set to end the class. Aviolation of either will distract interest from yourclass. Your promptness will encourage your studentsto be prompt.• Do not do all the talking.Do not make your lesson a lecture. Encourageclass discussion. Never tell anything you can getyour students to tell.• Do not permit arguments in your class.Permit discussion of differences, but when theyturn into arguments, move on to the next questionor point of discussion.• Realize your serious responsibilities.Be as serious as possible about your teaching.Realize that what and how you teach may leadyour students to fuller understanding and appreciationor discourage them from learning.• Be interested in your class.Consider your students, and be wise in yourteaching.• Be attentive to the physical conditions ofyour classroom.Before beginning the lesson, make necessaryadjustments to the lights, ventilation, windowshades, seating arrangements, maps, charts,blackboard, etc.AGRICULTURE TEACHER’ S MANUAL 4 – 3

TIPSThings Learned by First-YearAgriculture InstructorsUse others’ experiences to your advantage by incorporating these ideas into your plans.• Use students to assist with departmental activities,such as classroom upkeep, housekeeping, FFAactivities, instructional materials, etc.• Keep school administration informed about departmentalactivities.• Keep parents informed about departmental activities.• Start firm in classroom management, and remainfirm throughout the year.• Realize that most projects take longer to completethan expected.• Be prepared for lab. Have—• correct tools, in good working condition;• all supplies available;• safety glasses available.• Use videotapes more. Make your own tapes.• Have at least three “changes of pace” during alesson.• Don’t stay with a unit so long that students getbored.• Budget time so you can relax some during theweekends, rather than working seven days aweek.• Use individualized teaching/learning more.• Use community resources more. The communitycan be a classroom for agriculture.• Have resource people come to the classroom.• Make home visits at least once a quarter.• Schedule regular record keeping “check-up” daysfor Supervised Agricultural Experience (SAE)programs.• Plan a notebook “maintenance day” regularly,perhaps one-half hour every other week.• Do less lecturing and more student-centeredteaching.• Do an orientation program for agriculture earlier(in junior high).• Re-evaluate classroom storage facilities andprocedures.• Obtain more work space in the agriculture lab(s).Clean out and discard unnecessary materials andjunk.• In the course of study, include less agriculturalmechanics and judging and include more agriscience/hightechnology, computers in agriculture,farm business management, economics, etc.• Use more powerful “interest approaches” for classroomlessons.• Improve FFA committee work by having committeemeetings prior to FFA meetings.• Help FFA officers keep their respective books upto-date.continued4 – 4 AGRICULTURE TEACHER’ S MANUAL

Things Learned by First-Year InstructorsTIPS• Be more selective in deciding how many andwhich students participate in state and nationalFFA activities.• Work with fewer FFA judging teams, and do abetter job with them.• Re-evaluate contest awards for teams (ranking,etc.).• Re-evaluate total expenses for FFA banquet, anddetermine how to handle expenses of banquet“no-shows.”• Have a “special program” at each monthly FFAmeeting.• Initiate a safety program for the FFA chapter.• Get more parents to attend FFA meetings.• Order FFA jackets earlier. Take measurements,etc., first week of school.• Give more “lead time” for district/state awardapplications.Source: Michigan State University agriscience education students.AGRICULTURE TEACHER’ S MANUAL 4 – 5

FORMThings to Do TodayTHINGS TO DO TODAYCOMPLETED (✓)1234567891011121314154 – 6 AGRICULTURE TEACHER’ S MANUAL

SECTION 5Great BeginningsAs a beginning instructor you will want to prepare for each class well in advance. Developing this habit earlywill help you stay organized, feel confident and reduce stress during the rest of the school year.STEPS TO SUCCESS1. Plan for a great beginning, the very first day ofschool.2. Collect materials you need to have on-hand thefirst day (p. 5-2).3. Check that you cover all your first day “to do’s”(p. 5-3).I N T H I S S E C T I O NChecklist:Things to Have On-Hand the First Day 5-2Checklist:First Day “To Do’s” 5-3Checklist:Things to Do the First ThreeWeeks of Class 5-44. Focus on substantial content and exciting thingsto do the first three weeks of class (p. 5-4).AGRICULTURE TEACHER’ S MANUAL 5 – 1

CHECKLISTThings to Have On-Handthe First Day■■■■■■■■■■■■■■■lesson plansstudent textbooksgrade bookschool handbookcourse outlinesschool formsfunding policy (budget)purchase order formsFFA activities calendarschool events schedulepersonal calendarstate agriculture teachers association directoryuniversity agricultural education department phone numberExtension office phone numberemergency phone number(s)5 – 2 AGRICULTURE TEACHER’ S MANUAL

CHECKLISTFirst Day “To Do’s”■■■■■■■■■■Introduce myself.Have students complete Student Information Form (p.13-6).Discuss school policies outlined in the Student Handbook.Review course outline.Issue textbooks and/or other materials to students.Review class discipline plan.Tour school facilities and land lab.Discuss expectations for notebooks and grades (including tests).Explain expectations for FFA membership and Supervised Agricultural Experience participation.Begin first lesson plan, including hands-on activity.AGRICULTURE TEACHER’ S MANUAL 5 – 3

CHECKLISTThings to Do the First ThreeWeeks of ClassBeginnings are important. Whether the class is large or small, it makes sense to start the semester off well.Students will decide very early—often the first day—whether they will like the course, its contents, you and theirfellow students.The following checklists can help you create a positivelearning environment. Not only the first day, butthe first three weeks, are especially important inretaining capable students. Even if the syllabus isprinted and ready to go, you can make adjustmentsin teaching methods as the course unfolds and youget to know students’ characteristics.These suggestions were gathered from teachersnationwide and compiled by Joyce Povlacs at theUniversity of Nebraska—Lincoln. These techniquesshould prepare you to—• help students make the transition from summer orholiday activities;• direct students’ attention to the immediate situationof classroom learning;• spark intellectual curiosity—challenge students;• encourage students’ active involvement in learning;• build a sense of community in the classroom.HELP STUDENTS MAKE THE TRANSITION■■■■Start the first day of class with substantial content.Take attendance: roll call, clipboard sign in, seatingchart.Introduce myself. Give a brief background on mylikes and dislikes.Hand out an informative, attractive, user-friendlysyllabus. Issue textbooks and manuals.■■■■■■■■■■■■Give an assignment on the first day to be collectedthe next class.Start laboratory experiments and other exercisesthe first time lab meets.Call attention (written and oral) to what makes agood lab experience: completing work, followingprocedures, using equipment properly, cleaningup, maintaining and conserving supplies, practicingsafety, using complete lab time.Direct students to someone if help is needed onbasic skills.Tell students how much study time the courserequires.Hand out supplemental study aids: how to use thelibrary, study tips, supplemental readings, exercises.Explain how to study for the types of tests given.Put in writing a limited number of ground rulesregarding absences, late work, testing procedures,grading and general decorum. Followthem. (See Section 12, Classroom Management.)Announce times when I am available to meet withstudents out of class.Show students how to handle learning in variousclassroom situations.Give sample test questions and answers.Explain the difference between legitimate collaborationand academic dishonesty; be clear whencollaboration is wanted and when it is forbidden.5 – 4 AGRICULTURE TEACHER’ S MANUALcontinued

FIRST THREE WEEKS OF CLASSCHECKLIST■Seek out a different student each day and get toknow something about him or her.■Share my philosophy of teaching with students.(See Section 6, Program Development.)■Find out about students’ jobs; if they are working,how many hours per week and what kinds ofjobs.DIRECT STUDENTS’ ATTENTION■■■■■■Greet students at the door when they enter theclassroom.Start class on time.Make a grand entrance to hush a large class andgain attention.Give a pretest on the day’s topic.Start the lesson with a puzzle, question, paradox,picture or cartoon prepared on a slide or transparencyto focus on the day’s topic.Elicit student questions and concerns at the beginning,and list these on the blackboard to beanswered during class.■■■■■■■■Form a student panel to present alternative viewsof the same concept.Stage a change-your-mind debate, with studentsmoving to different parts of the classroom to signalchange in opinion during the discussion.Tell about my current interests and how I got there.Conduct role-play to make a point or to lay outissues.Conduct brainstorming sessions to expand students’thinking.Distribute a list of the unsolved problems, dilemmasor questions in agriscience, and invite studentsto choose one to investigate.Ask what is going on in the state legislature thatmay affect students’ futures.Take students to hear guest speakers or specialprograms.■Have students write down what they think theimportant issues or key points of the day’s lessonwill be.CHALLENGE STUDENTS■■■■Have students write out their expectations for thecourse and their own goals for learning.Use a variety of presentation methods for everyclass meeting.Incorporate community resources: plays, concerts,the state fair, government agencies, businesses,the outdoors.Show a film in a novel way: stop it for discussion,show a few frames only, anticipate the ending,hand out a critique sheet, replay parts of it.PROVIDE SUPPORT■■■■■■Collect students’ current telephone numbers andaddresses.Check out absentees. Call or write a personalnote.Hand out study questions or study guides.Be redundant. Students should hear, read or seekey material at least three times.Use ungraded feedback to let students know howthey are doing: quizzes, exercises, problem sets,oral feedback.Organize. Post the day’s “program” on blackboardor overhead.continuedAGRICULTURE TEACHER’ S MANUAL 5 – 5

CHECKLISTFIRST THREE WEEKS OF CLASS■■■■■■■■Use multiple examples in various media to illustratekey points and important concepts: overheads,slides, film, videotape, audiotape, models,sample material.Make appointments with all students (individuallyor in small groups).Hand out wallet-sized telephone cards listingimportant telephone numbers.Print all important course dates on a card, andhand it out.Maintain an open and current lab grade book sostudents may check their progress.Direct students having problems with academic orcampus matters to the appropriate offices orresources.Explain the grading system to students.Stop work at times just to find out what studentsare thinking, feeling and doing in their lives.ENCOURAGE ACTIVE LEARNING■■■■■■■Invite students to critique each other’s essays orshort answers for readability and content.Invite students to ask questions, and wait for theirresponse.Probe students’ responses to questions, and waitfor their response.Put students in pairs to quiz each other over materialfor the day.Give students an opportunity to voice opinionsabout the subject matter.Have students apply subject matter to solve realproblems.Place a suggestion box at the rear of the room,and encourage students to use it.■■■■■■■■■■■■■■■Conduct oral show-of-hands multiple-choice testsfor review.Use task groups to accomplish specific objectives.Grade quizzes and exercises in class as a learningtool.Give students plenty of opportunity for practicebefore a major test.Give a test early in the semester and return itgraded the next class meeting.Have students write questions on index cards tobe collected and answered the next class period.Give students a take-home problem relating to theday’s lesson.Encourage students to bring current news items toclass that relate to the subject matter, and post ona bulletin board.Learn every student’s name.Set up a buddy system so students can contacteach other about assignments and course work.Take pictures of students (snapshots in smallgroups, mug shots), and post in classroom, officeor lab.Form small groups for getting acquainted; mixand form new groups several times.Assign a team project early in the semester andprovide time to assemble the team.Help students form study groups to operate outsidethe classroom.Solicit suggestions from students for outsideresources and guest speakers on course topics.FEEDBACK ON TEACHING■Solicit student feedback in the first three weeks toimprove teaching and learning.Source: Joyce Povlacs, University of Nebraska–Lincoln.5 – 6 AGRICULTURE TEACHER’ S MANUAL

SECTION 6ProgramDevelopmentYour agricultural education program will consist of three major components—classroom and related instruction,a Supervised Agricultural Experience program for each student and an FFA chapter. To develop a successful program,bind the thee components together with a clear mission for your program and yourself as a teacher.STEPS TO SUCCESS1. Explore the power of mission (p. 6-2) and the rolewritten mission statements can play in yoursuccess.2. Review sample mission statements from otherinstructors (p. 6-3) and programs (p. 6-4).3. Follow ten steps for setting program goals(p. 6-5). Record your program goals (p. 6-6) andgoal attainment plans (p. 6-7) in this section.I N T H I S S E C T I O NTips:The Power of Mission 6-2Sample:Instructor Mission Statement 6-3Samples:Program Mission Statements 6-4Checklist:Ten Steps for Setting Program Goals 6-5Form:Program Goals 6-6Form:Program Goal Attainment Plan 6-7AGRICULTURE TEACHER’ S MANUAL 6 – 1

TIPSThe Power of MissionThe best teachers have a clear mission—they know exactly what they want to accomplish each day, in and outof the classroom.WHY IS MISSION SO IMPORTANT?Most teachers enter the profession filled with enthusiasmand optimism. Their goals are clear: they know theywant to help students and—most important—they believethey can. At the start, each day is filled with promise.Inevitably, however, problems arise that can erode thisconfidence, like behavioral problems, lack of parentalsupport, lack of funds and administrative demands.When problems mount, it is easy to lose track of whatyou originally wanted to accomplish and the goalsthat inspired and motivated you. Follow the steps thatfollow to define and stay in touch with your mission.• Clarify your mission.Your mission can shape and drive each day’s effort andempower you to overcome the negativity and doubt thatis all too often pervasive in education. To be successful,stay motivated and be satisfied, you need to stay intouch with what originally brought you to teaching.Think about your reasons for becoming an agricultureinstructor. Check the reasons below that apply, andwrite your own additional reasons in the blanks.■■■■■■■To help all students reach their potential.To influence tomorrow’s citizens and leaders.To raise students’ self-esteem.To instill a love of learning in students.To advance careers in agriculture.______________________________________________________________________________________6 – 2 AGRICULTURE TEACHER’ S MANUAL• Write a mission statement.Writing down your personal mission is an excellentway to clarify the goals and objectives that comefrom within—the goals that will ultimately provide satisfactionand motivation. When challenges arise andfrustration sets in, your mission statement is there tohelp you regain focus on the issues that really matter.A mission statement is not a vague collection of goalsto be written and then set aside. It is a blueprint thatwill help guide everything you do in the classroom.Many teachers keep their mission statements close athand as a constant reminder of what they are workingtoward throughout the day.• Focus on your mission each day.Let your mission statement serve as a guide to youractions. For example, if your focus is to help studentsreach their full potential, every action you take in theclassroom must be directed toward achieving that goal.QUESTIONS TO ASK ABOUT WORKINGTOWARD YOUR MISSION:1. Did all my interactions with students help raisetheir self-esteem?2. Did I empower students to reach their potential?3. Did I help students become better leaders?4. Did I inspire students to love learning?5. Did I prepare students for agricultural careers?Only by living your mission will you meet your truepersonal goals as a teacher.Source: “The Power of Mission,” The High-Performing Teacher. Santa Monica,CA: Lee Canter & Associates.

SAMPLEInstructor Mission StatementYour instructor mission statement defines the reasons you teach and lays the foundations for actions you willtake to turn those expectations into reality.My mission is to helpstudents BELIEVE in themselvesthrough building theirSELF-ESTEEM and ATTITUDE.I will ENTHUSIASTICALLYMOTIVATEeach student toLEARNand show each one of them thatI truly CARE. Through theirbelief in themselves, they willreach theirHIGHEST POTENTIAL andACHIEVE SUCCESSIN THEIR LIVES.Source: Tammy Belavek, Agriscience Instructor, Lapeer County Vo-Tech, Lapeer, Mich.AGRICULTURE TEACHER’ S MANUAL 6 – 3

SAMPLESProgram Mission StatementsYour program’s mission statement defines the reasons for your program and lays the foundation for actions youwill take to turn those expectations into reality.SAMPLE 1The Model High School agricultural education programis dedicated to the development of an educationalenvironment that helps each person grow into acreative, sensitive and thinking adult. Agricultural educationis part of a career development continuum,from career motivation, orientation and explorationthrough career development. Adult education is animportant part of the total program.The program’s goal is to prepare students to pursue,obtain and succeed at entry-level jobs or entrepreneurshipin agriculture or in their further education.Students develop an awareness that work is society’sway of creating, preserving, changing and improvingtheir environment.Provisions are made to allow for individual differencesin all cooperative, on-the-job and classroom experiences.It is essential to help each person develop selfunderstandingand the ability to self-evaluate and, asa result, to initiate change when necessary. Theteacher strives to create in students self-respect andpersonal values that will help them become more effectiveand happy persons. The teacher acknowledgesand encourages student participation and interactionin accomplishing needed change while encouragingstudents to accept responsibility for their actions.Student participation and interaction are providedthrough planned leadership activities in FFA. The FFAprovides opportunities for cooperation, citizenshipand leadership development at the local, state andnational levels. Students gain experience in decisionmaking, learn to accept responsibility and participatein activities that may lead to more purposeful use ofwork and leisure time.The development of wholesome community–schoolrelations is essential in the establishment, planningand evaluation of the agricultural education program.Supervised Agricultural Experience visits and parentconferences are used to help interpret students’ needs,as are visits to employers and prospective employers.Close student–teacher relationships combine withwork and classroom achievements to give students acritical awareness of and respect for the community,the country, our democratic principles and their obligationsto each.SAMPLE 2The purpose of the Any City R-III School agriculturaleducation program is to provide a sound, broad agriscienceeducation that meets the needs of the secondarystudents and adults in the Any City R-III SchoolDistrict. Instructional areas include leadership, agriscienceexperience, careers in agriscience, animalproduction, plant production, agricultural construction,agricultural structures, soil and water management,agribusiness, forestry and horticultural science.6 – 4 AGRICULTURE TEACHER’ S MANUAL

Ten Steps for SettingProgram GoalsCHECKLISTCheck off each step as you establish goals for your agricultural education program.■■Identify program weaknesses, needs or wants.Using identified weaknesses, needs or wants,identify the goals for your program by filling outthe “Program Goals” sheet (p. 6-6).Using the “Program Goals” sheet as a reference, completelyfill out the “Program Goal Attainment Plan” foreach goal. Make sure you—■■■■■■■■Set a deadline date when the goal will be accomplished.Identify obstacles that must be overcome.Identify people or groups to work with.List skills and knowledge needed to reach thegoal.Develop a detailed plan of action.List the benefits the program and its participantswill realize by reaching the goal.List the benefits those who help achieve the goalwill realize.Identify a reward for accomplishment.BENEFITS OF DEVELOPMENTALGOALSSetting goals for your agricultural education programsoffers you, your students and other programparticipants many advantages. Program goalscan—• enable the program to be, do and have more;• empower the program to use participants’ talentsfully;• provide purpose and direction to the program;• set parameters to guide program-related decisions;• improve organization and effectiveness;• enable the program to do more for others;• improve the program’s sense of purpose;• make program participants more enthusiasticand motivated;• empower the program and its participants toachieve uncommon results.AGRICULTURE TEACHER’ S MANUAL 6 – 5

FORMProgram GoalsIdentify your program’s weaknesses, needs and wants. Based on these, write up to ten goals for the program.QUESTIONS TO DETERMINE THE ORGANIZATION’S MAJOR GOALS(must be answered yes):1. Is it really our goal?2. Is it morally right and fair?3. Are short-range goals consistent with long-range goals?4. Can program participants commit themselves to complete the project?5. Can program participants envision reaching this goal?LIST OF PROGRAM GOALS:1. ______________________________________________________________________________________________2. ______________________________________________________________________________________________3. ______________________________________________________________________________________________4. ______________________________________________________________________________________________5. ______________________________________________________________________________________________6. ______________________________________________________________________________________________7. ______________________________________________________________________________________________8. ______________________________________________________________________________________________9. ______________________________________________________________________________________________10. ______________________________________________________________________________________________When the organization accomplishes a goal, establish a new goal to take its place on the list.6 – 6 AGRICULTURE TEACHER’ S MANUAL

FORMProgram GoalAttainment PlanGOAL: _________________________________________(simple one-sentence statement)Accomplish by: _________________________________(give a specific date)Obstacles to overcome:____________________________________________________________________________________________________________________________________Skills or knowledge needed:____________________________________________________________________________________________________________________________________People or groups who can help:____________________________________________________________________________________________________________________________________Benefits for program and participants:________________________________________________________________________________________________________________________________________________________________________________Benefits for others:________________________________________________________________________________________________________________________________________________________________________________Reward for accomplishment:____________________________________________________________________________________________________________________________________________________________________________________________________________________________Action plan:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(WHO will act, WHAT will be accomplished, WHEN interim steps must be completed)AGRICULTURE TEACHER’ S MANUAL 6 – 7

SECTION 7CurriculumDevelopmentEach state education department typically has set course descriptions used by agricultural education instructors.Use this section to collect outlines of materials to which you are exposed through your preservice training.STEPS TO SUCCESS1. Obtain a copy of your state’s course descriptions.If you did not receive them during your collegepreparation, obtain them from the previous instructorin your position or from the state educationdepartment.2. If the state in which you are teaching does not havecurriculum guides, explore what has been done previouslyat this school. Obtain a class listing withcourse descriptions. Look through the previousinstructor’s materials and textbooks. Meet with yourlocal vocational director to discuss the agriculturaleducation curriculum.3. Look for training opportunities in professionaldevelopment and technology at state-level conferences.Contact teacher educators at the nearestuniversity.4. Contact the state’s supervisor of agricultural education.Request information about available curriculummaterials.5. Reach out to agriculture instructors at neighboringschools. Ask for suggestions and help. See whetheryou can visit their classrooms and review their curriculummaterials.6. Request and use input from the local agricultureadvisory council.7. Determine instructional materials available. Orderadditional materials for students, following schoolpolicy.AGRICULTURE TEACHER’ S MANUAL 7 – 1

SECTION 8TeachingAt last, you’re in command of a classroom. Good teaching is not a “power trip,” however. Be sure to pay constantattention to observing, evaluating and improving your teaching.STEPS TO SUCCESS1. Review effective teaching methods and techniquesyou have seen demonstrated and/orlearned in college. Use the best in your classroom,including effective questioning skills(p. 8-2).2. Think about your teaching effectiveness everyday. Record thoughts in your daily teaching diary(p. 8-4).3. Take time out for reflective self-evaluation (p. 8-5)at least once a week. Use the insights you gainto improve next week’s teaching.I N T H I S S E C T I O NTips:Developing and UsingQuestioning Skills 8-2Form:Daily Teaching Diary 8-4Checklist:Reflective Self-Examination 8-5Form:Teaching Observation and Evaluation 8-64. Observe teachers—yourself (on video or audiotape) and others. Analyze the experience on theteaching observation and evaluation form(p. 8-6).5. Enhance students’ reading and mathematicsskills. Have students read on a daily basis anduse mathematics skills to solve problems.AGRICULTURE TEACHER’ S MANUAL 8 – 1

TIPSDeveloping and UsingQuestioning SkillsYou can improve your teaching by developing effective questioning techniques.USE QUESTIONING DURING A CLASSTO—• stimulate thinking,• assess student progress,• check on clarity of materials presented,• motivate students to pay attention,• maintain classroom control,• provide repetition,• emphasize key points.Student success in answering questions is often determinedby the teacher’s questioning techniques. Theway a student responds is determined by the level atwhich questions are worded: recall, comprehension,analysis or evaluation.• Most questions teachers ask are simple recallquestions that require students to remember factualinformation and recite it back.• Comprehension questions require students todemonstrate understanding in addition to mererecall.QUESTIONING SKILLS GUIDELINES• Be sure the question is clear in your own mind.Think through what you want from the studentbefore you ask the question.• State the question without calling on a specific student.When you call on a student before the questionis asked, every other student is free to ignorethe question.• After stating the question, pause while everybodyhas a chance to think of an answer, then (andonly then) call on a student to respond. This iscalled wait time, and it is amazing how fewteachers use this important questioning skill. Waitat least two to four seconds after posing any questionbefore you call on a student to answer.• Ask only one question at a time. Multiple-partquestions are confusing and are likely to result instudent misunderstanding.• Use recall questions first to be sure the studentshave the knowledge. Then proceed to comprehensionand analysis questions. Follow those withevaluative questions.• Analysis questions require students to apply comprehensionto a new setting.• Evaluative questions ask students for their beliefsor opinions.continued8 – 2 AGRICULTURE TEACHER’ S MANUAL

Questioning SkillsTIPSSHIFT INTERACTIONShifting the interaction involves redirecting the classdiscussion from one student to another if the first student’sresponse is incomplete or incorrect and probingis not productive. Positive reinforcement should be providedto the first student and the same question redirectedto a second or even third student.When a student responds to your question with anotherquestion, your can use “shift interaction” to redirect thestudent’s question to another student. If the student asksfor an opinion, you may even redirect it back to thesame student.PROBINGProbing involves the use of further questions to helpstudents answer the initial question or to provide amore complete answer. Effective use of probing is oneof the most important questioning skills. Students maynot know the complete answer but can provide a partialanswer. In some cases, even though the questionis clear to you, it might need to be restated or brokendown into smaller pieces. Don’t accept “I don’t know”as the final response.QUESTIONING EXAMPLESObjective:Recall Question:Student:Probing Question:Second Student:Probing Question:Second Student:Probing Question:To relate soil slope to soil erosion and the use of terracing to control erosion.“What causes most topsoil erosion?” (WAIT) (Name a student) (WAIT)“I guess water does.”“How does water cause soil erosion?” (WAIT) (Name a second student) (WAIT)“It washes the soil away.”“That’s true, but how does it do that?”(Look at second student) (WAIT)“It dissolves the soil.”“That is partly right. It does dissolve some minerals, but what action of watercauses the soil to move away?”Second Student: ???(Look at second student) (WAIT)Shifting Interaction:Third Student:Comprehension Question:Fourth Student:(Name third student) “(Name), can you help (name second student) with this?”(WAIT)“As water moves, it picks up soil particles and caries them along.”“That’s right. Now, what does the slope of the field have to do with that?”(WAIT) (Name fourth student) (WAIT)“The steeper the slope, the faster the water runs off, and that makes the erosionworse.”Information provided by William G. Camp, Virginia Polytechnic Institute and State University.AGRICULTURE TEACHER’ S MANUAL 8 – 3

FORMDaily Teaching DiaryKeep a written or tape-recorded diary on a daily basis, using the questions here as a guide. This will help youdo regular, quick reflective thinking about your life as an instructor. Take time for more in-depth reflective selfexaminationat least once a week (see p. 8-5).1. What significant events happened today?____________________________________________________________________________________________________________________________________________________________________________________________2. Did I have any problems? If so, what were they? How did I solve them? Is there a better solution?____________________________________________________________________________________________________________________________________________________________________________________________3. What did I learn about teaching today?____________________________________________________________________________________________________________________________________________________________________________________________4. What was the best thing that happened today?____________________________________________________________________________________________________________________________________________________________________________________________5. If I had the day to live over, what would I do differently?____________________________________________________________________________________________________________________________________________________________________________________________Source: Betty Heath-Camp and William G Camp. (1992). Professional Development of Beginning Vocational Teachers.8 – 4 AGRICULTURE TEACHER’ S MANUAL

CHECKLISTReflective Self-ExaminationParticipating in reflective self-examination will provide you with the opportunity to analyze the planning anddelivery of your previous lessons and use the results to improve your teaching. Use the questions here as aguide for your reflective self-examinations.■■■■■■■■■■■■■What significant events happened in my classroom and laboratory in the past week?Did I have any problems? If so, what were they?How did I solve the problems experienced? Were those good strategies? How might they be improved?What, if anything, can be done to avoid these problems in the future?Who could I go to or contact to help solve these problems?What have I learned about teaching this week?Did I accomplish what I planned to accomplish? If not, what kept me from doing so?What was the best thing that happened this week?Overall, how do I think I am doing?Where in my teaching responsibilities might I make improvements or changes?How do I honestly feel about teaching?What parts of this week’s lessons did I feel good about?What would I do differently in this week’s lessons next time?Source: Betty Heath-Camp and William G Camp. (1992). Professional Development of Beginning Vocational Teachers.AGRICULTURE TEACHER’ S MANUAL 8 – 5

FORMTeaching Observation andEvaluationOBSERVE YOURSELFTake every opportunity to be videotaped during a lesson. If you can be videotaped once a month, you will beable to watch how you do in the classroom over time. Take the tape home or to a place where you can watch italone (if you choose), and use this form to evaluate your teaching behaviors and style.Alternately, you can audio tape-record your lessons for later critique. Place the tape recorder where it cannot beseen so you will be less conscious of being taped.OBSERVE OTHERSIn addition, find out who are the most successful teachers in your school or in neighboring schools, and observetheir methods and techniques. Observing other classes can help you identify strategies that may help you in theclassroom. Take notes and answer the questions that follow during or after your observations of others.1. Was the instructor adequately prepared? ■ yes ■ no Evidence: __________________________________________________________________________________________________________________________2. Were the objectives of the lesson clear, and did they relate to material covered in previous lessons?■ yes ■ no Evidence: _____________________________________________________________________3. What teaching methods were used? Were they appropriate for the lesson? ______________________________________________________________________________________________________________________4. What teaching techniques were used? Were they used to best advantage? ______________________________________________________________________________________________________________________5. Was interest in the topic developed at the beginning of the lesson? ■ yes ■ noHow? ______________________________________________________________________________________6. Was the instruction student centered? ■ yes ■ no Evidence: ________________________________________________________________________________________________________________________________7. Did the students maintain interest in the lesson? ■ yes ■ no Evidence: _______________________________________________________________________________________________________________________8 – 6 AGRICULTURE TEACHER’ S MANUALcontinued

Teaching Observation and EducationFORM7. Was there good rapport with students? ■ yes ■ no Evidence: _____________________________________________________________________________________________________________________________8. Did the instructor seem enthusiastic? ■ yes ■ no Evidence: _______________________________________________________________________________________________________________________________9. Did the instructor raise questions that stimulated thinking, encouraged discussion and assessed studentunderstanding? ■ yes ■ no Examples: _________________________________________________________________________________________________________________________________________________10. Did the instructor use “real world” examples to present major ideas or concepts? ■ yes ■ noEvidence: _______________________________________________________________________________________________________________________________________________________________________________11. Was the lesson content accurate and up-to-date? ■ yes ■ no12. Were students rewarded for their contributions to class discussion? ■ yes ■ noHow? ______________________________________________________________________________________13. Did the instructor experience any discipline problems? ■ yes ■ no If so, how were they handled?____________________________________________________________________________________________14. Were major points reviewed near the end of the lesson? ■ yes ■ no Technique(s) used:____________________________________________________________________________________________15. How was learning evaluated? _____________________________________________________________________________________________________________________________________________________________16. What positive things occurred during the observation? ________________________________________________________________________________________________________________________________________17. What, if any, negative things occurred during the observation? ________________________________________________________________________________________________________________________________18. What was the most important thing I learned from this observation? ____________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 8 – 7

SECTION 9The FFA ChapterThe local FFA chapter can provide motivation, fun and recognition for your students, your program and you.Ensure FFA success by seeking information and encouraging student leadership.STEPS TO SUCCESS1. Learn about the National FFA Organization andwhat it can do for your agricultural educationprogram. Review current information andresources to learn about all the possibilities. Ifyou were an FFA member in high school, realizethat there may be new or additional opportunitiesin which your local chapter did not participate.2. Set goals for FFA chapter success (p. 9-3).Prepare students to develop and take charge ofa Program of Activities that serves their needsand the community. Encourage them to pursuerecognition opportunities.3. Ensure the FFA chapter is doing its best by followinga process for step-by-step FFA chapterdevelopment (p. 9-5).I N T H I S S E C T I O NTips:FFA Chapter Overview 9-2Tips:FFA Chapter Success 9-3Checklist:Step-by-Step FFA Chapter Development 9-5Sample:FFA Meeting Agenda 9-6Tips:Chapter Meetings 9-7Form:FFA Chapter Officers 9-8Tips:Vocational StudentOrganization Partnerships 9-104. Help students run effective chapter meetings byusing an agenda (p. 9-6) and incorporatingproven ideas for FFA chapter meetings (p. 9-7).5. Make the most of vocational student organizationpartnerships (p. 9-10).AGRICULTURE TEACHER’ S MANUAL 9 – 1

TIPSFFA Chapter OverviewThe National FFA Organization makes a positive difference in student’s lives by developing their potential forpremier leadership, personal growth and career success through agricultural education. It operates at the local,district/region, state and national levels. The local FFA chapter is an integral part of your agricultural educationprogram, providing a variety of opportunities for students to develop leadership and take charge of their learning.BENEFITSEffective FFA chapters help students—• make school-to-career connections;• develop career skills;• develop premier leadership skills;• prepare for responsible citizenship;• earn recognition and build self-confidence.In addition, the FFA chapter can strengthen your agriculturaleducation program by—• integrating experiential and classroom learning withrecognition opportunities;• motivating students;• encouraging students to take responsibility for theirown learning;• attracting additional students;• building goodwill and recognition in the school andcommunity.THE ADVISOR’S ROLEIf you are the school’s only agriculture instructor, youwill be the FFA chapter advisor. If there are multipleinstructors, you may not be the “official” advisor butwill still be involved with the chapter and its activities.In either case, you will be able to use FFA involvementto build student motivation and involvement inyour program. Here are key activities related to theFFA advisor’s role.• Supervise chapter activities year-round.• Stay informed about FFA programs, events andresources, and share related information with students.• Inform prospective students and their parents aboutthe FFA.• Instruct students in leadership and personal development.• Build school and community support for theprogram.• Encourage involvement of all chapter members inactivities.• Prepare students for involvement in competitiveevents and awards programs.KEY RESOURCESThe following National FFA Organization resourcesdetail FFA chapter management and programminginformation. Obtain them from National FFADistribution Services at P.O. Box 68960,Indianapolis, IN 46268-0960, 1-888-332-2668,toll-free FAX (800) 366-6556.Order from the current Agricultural EducationResources Catalog:• Official FFA Manual• FFA Student Handbook• FFA Advisor’s Guide to the Student Handbook• Secretary’s BookFree of charge on request:• Chapter Planning and Recognition: A StudentHandbook• Agricultural Proficiency Award Handbook• American FFA Degree Handbook• Career Development Events Handbook9 – 2 AGRICULTURE TEACHER’ S MANUAL

TIPSFFA Chapter SuccessA successful FFA chapter provides a variety of activities and experiences that interest students, give them leadershipresponsibilities and help them explore careers and community involvement.CHAPTER ACTIVITIESDuring the course of a school year and extended programschedule, your FFA chapter will probably beinvolved in the following types of activities. Consultthe FFA Student Handbook and other key resourceslisted on page 9-2 for how-to details in each area.• Election of officers• Chapter meetings• Committee work• Fund raising• Public relations• Membership recruitment efforts• National FFA programs—Food For America, PALS,National FFA Week• Chapter recognition programs—National ChapterAward, district/region and state membershipawards• FFA degrees and member recognition programs—Chapter Star Greenhand, Chapter Star inAgribusiness, Chapter Star Farmer, agrisciencerecognition award, proficiency awards• Local, district/region and state career developmentevents• Community service projects• Career seminars and tours• State FFA convention and national FFA convention• Team building and recreation• Involvement with the local FFA Alumni chapter• Chapter banquet and recognition ceremonyCHAPTER PROGRAM OF ACTIVITIES(POA)Successful FFA chapters understand that success is theresult of planning carefully, then carrying out theplans. They organize their plans through a writtenProgram of Activities (POA) that defines chapter goalsand outlines the steps students will take to meet thegoals. The POA must be tailored to meet the uniqueneeds of the local chapter, members and community.Guidelines for developing and implementing an effectivePOA are detailed in Chapter Planning andRecognition: A Student Handbook, available at nocharge through National FFA Distribution Services at1 (888) 332-2668. The POA is organized in threedivisions, with five quality standards in each division,as outlined below.Division I—Student DevelopmentQuality StandardsI-1 Leadership activities that help the individualdevelop technical, human relations and decisionmakingskills to enhance personal success.I-2 Healthy lifestyle activities that promote the wellbeingand self-esteem of students, either mentallyor physically.I-3 Supervised agricultural experience activities thatpromote student involvement and growth throughagriculture-related experience and/or entrepreneurship.continuedAGRICULTURE TEACHER’ S MANUAL 9 – 3

TIPSFFA Chapter SuccessI-4 Scholarship activities that develop a positive attitudetoward lifelong learning experiences.I-5 Agricultural career skills activities that developagricultural occupation and career skills througha progressive learning environment.Division II—Chapter DevelopmentQuality StandardsII-1II-2II-3II-4II-5Chapter recruitment activities conducted toincrease agricultural education enrollment and/orFFA membership and encourage greater participation.Financial activities conducted to encourage thriftand good financial management among membersthrough earnings, savings and investments.Public relations activities conducted to promote apositive image and inform students, parents,school officials and the community about chapterand member accomplishments.Leadership activities conducted to develop teamworkand cooperative skills among chapter officers,committees and members.Support group activities conducted to developand maintain positive relations among the FFA,parents, community leaders and industry.Division III—Community DevelopmentQuality StandardsIII-1 Economic activities conducted to improve the economicwelfare of the community.III-2 Environmental activities conducted to preservenatural resources and develop more environmentallyresponsible individuals.III-3 Human resources activities conducted to improvethe welfare and well-being of members and citizensof the community.III-4 Citizenship activities conducted to promote andencourage members to become active, involvedcitizens of their school, community and country.III-5 Agricultural awareness activities conducted tohelp the public become better informed about thefood system and related agricultural issues.RECOGNITION OPPORTUNITIESMembership in the National FFA Organization offersyour students many avenues for individual and chapterrecognition. In addition to local publicity and thepersonal rewards of a job well done, members maywant to seek recognition in some of the followingaward programs. Check the current Official Manualfor information related to each opportunity.• Agriscience AwardsRecognize members’ outstanding agriscience programs.• Agricultural Proficiency AwardsRecognize members’ outstanding supervised agriculturalexperience (SAE) programs.• ScholarshipsSupport members’ higher education.• Star AwardsRecognize members’ accomplishments in SAE programsand leadership.• Career Development EventsRecognize members’ performance in competitiveevents addressing major areas of agricultural instructionand leadership.• National Chapter AwardsRecognize FFA chapters for development, implementationand evaluation of an annual Program ofActivities.9 – 4 AGRICULTURE TEACHER’ S MANUAL

Step-by-Step FFA ChapterDevelopmentCHECKLISTCheck off these steps to ensure your FFA chapter is ready for a year of exciting action.EXISTING CHAPTER■ Review chapter records. Ensure the chapter has aconstitution and is chartered. Check students’membership status. (Some may have already affiliatedfor three or four years. Past years’ membershiprosters will reflect these payments.)■ Obtain a copy of last year’s Program of Activities(POA). See what results were achieved and whichareas might attract further member involvement inthe coming year.■ Meet with elected officers (many chapters selecttheir leaders in the spring). Help them plan waysto obtain members’ input, involve members inplanning, develop a written POA and keep membersinvolved. Make sure they are clear on theirchapter roles and responsibilities. Provide themwith key resources, as listed on page 9-2 of thismanual.■ Support members as they set goals, develop activitiesand evaluate the results of their Program ofActivities.■ Ensure an accurate chapter roster and state andnational FFA dues are remitted by the deadline date.NEW CHAPTER■ Contact the state FFA advisor to express your interestin establishing a chapter. Ask the state advisorto provide information and materials that will helpyou do so.■ Contact the National FFA Organization for apacket that will guide you through establishingand chartering an FFA chapter.■ Discuss your intentions with school administrators.Explain how FFA experiences will enhance studentlearning and career preparation. Ask administratorsto support your efforts.■ Inform students about FFA and get them excited toparticipate. The National FFA Organization offersmany promotional publications and audiovisualproducts that can help. There are also additionalideas for student recruitment in this manual’sSection 20, Marketing Your Program.■ Convene a meeting to organize the chapter andelect student officers.■ Collect state and national dues. Ensure a studentleader completes the official membership roster andremits it, with dues payment, by the deadline date.■ Take students to FFA meetings and events, includingdistrict or state meetings, leadership retreats,Made For Excellence conferences, etc. You andyour officers might also visit an established chapternearby to observe how its leaders operate.AGRICULTURE TEACHER’ S MANUAL 9 – 5

SAMPLEFFA Meeting AgendaI. Opening CeremoniesII.III.Minutes of Previous MeetingOfficer ReportsPresident—executive committee meeting, appearances, etc.Vice-President—update on Program of Activities progressSecretary—minutes, correspondenceTreasurer—financial report, budget updateReporter—public relations updateSentinel—equipment repairs, clean up crew schedules, meeting set-up crews, etc.OthersIV.Program (planned by students)V. Unfinished BusinessMove to recess for 15-20 minutes for committee meetings(Vice-President has committee work materials)VI.VII.Committee ReportsNew BusinessVIII. Special Ceremonies (if any)IX.Closing Ceremony and AdjournmentX. Entertainment, Recreation, Refreshments (planned by students)9 – 6 AGRICULTURE TEACHER’ S MANUAL

TIPSChapter Meetings• Always use a prepared agenda.• Use correct parliamentary procedure and official FFA ceremonies.• If time allows, adjourn for brief committee meetings, then reconvene.• Review the monthly calendar of events.• Try to meet at the same time and day of the week each time you meet.• Include a student-planned program. Members might find interesting presenters among—◆◆◆◆◆◆school staff or students;university faculty or staff;FFA Alumni members;state FFA officers;employers;parents and other community members.• After the meeting, offer a recreational event planned by students, like bowling, skating, basketball, volleyball,softball, swimming, videos, bonfire, food, social, etc.AGRICULTURE TEACHER’ S MANUAL 9 – 7

FORMFFA Chapter OfficersSee the current Official Manual for descriptions of officer responsibilities.ADVISOR(S)Name: ___________________________________ Name: ___________________________________________Home Phone: _____________________________ Home Phone: _____________________________________PRESIDENTName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________VICE-PRESIDENTName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________SECRETARYName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________9 – 8 AGRICULTURE TEACHER’ S MANUALcontinued

FFA Chapter OfficersFORMTREASURERName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________REPORTERName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________SENTINELName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________PARLIAMENTARIANName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________HISTORIANName: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Name: _______________________________________________ Address: ______________________________Home Phone: _______________________ Grade: _________ ______________________________________Parent/Guardian: _____________________________________ Phone: ________________________________Parent/Guardian: _____________________________________ Phone: ________________________________AGRICULTURE TEACHER’ S MANUAL 9 – 9

TIPSVocational StudentOrganization PartnershipsThe National FFA Organization is one of ten vocationalstudent organizations (VSOs) linked to vocationaleducation programs. As with the FFA, other VSOs aremajor co-curricular components of their respectiveeducational programs. They provide students with avariety of activities that help them prepare for leadershiproles and careers. The co-curricular VSOs are listedbelow.• Agricultural education (middle grades, high schooland collegiate)—National FFA Organization• Agricultural education (postsecondary and collegiate)—NationalPostsecondary AgriculturalStudent Organization (PAS)• Agricultural education (adult)—National YoungFarmers Education Association (NYFEA)• Business education—Future Business Leaders ofAmerica (FBLA–PBL)• Family and consumer sciences education (formerlyhome economics)—Future Homemakers ofAmerica (FHA/HERO chapters)• Health care education—Health OccupationsStudents of America (HOSA)• Marketing education—National DECA• Office education—Business Professionals ofAmerica• Technology education—Technology StudentAssociation (TSA)• Trade, industrial and technical education—Vocational Industrial Clubs of America (VICA)MAKE THE VSO CONNECTIONOther VSO advisors in your school can be valuableallies as you begin your FFA advising efforts.Although each program’s students will want to claimtheir VSO is “the best,” each area has much to offerand can often complement the others. For example, ifyour FFA chapter grows flowers and designs floralarrangements, the DECA chapter might market andsell them. Such cooperation enhances extended learningopportunities and provides some “cross training”as students are exposed to other areas.Ask your immediate supervisor for a list of the VSOsin your school, their sponsors, a description of eachand their purposes. (Use the School Clubs andOrganizations form on page 2-10 to record this information.)Get to know the other VSO advisors andtheir areas of expertise. Don’t hesitate to ask for—andoffer—assistance and ideas for joint projects.9 – 10 AGRICULTURE TEACHER’ S MANUAL

SECTION 10SupervisedAgriculturalExperienceSupervised agricultural experience (SAE) programs are teacher-supervised, individualized, hands-on, student-developedactivities that give students real-world experience directly applicable to careers in the broad fields of agriculture.An SAE may involve student ownership of an agriculture-related enterprise or placement in an agriculture-relatedjob, either at a job site or in a school agriculture laboratory. SAEs will be unique and vital components of your agriculturaleducation program, and your role in guiding and supporting students is an important one.STEPS TO SUCCESS1. Use written materials, training sessions andinsights from experienced agricultural educatorsto gain an overview of supervised agriculturalexperience programs (p. 10-2).2. Examine what is already in place in the school.Become familiar with students’ ongoing SAEs byinterviewing students and examining record booksand other documentation.3. Work with students, parents/guardians andemployers to establish successful SAE partnerships(p. 10-4).4. Set goals for strengthening local SAE programs.Follow step-by-step SAE program developmenttips (p. 10-6). Focus on quality indicators for SAEsuccess (p. 10-8).I N T H I S S E C T I O NTips:SAE Overview 10-2Tips:SAE Partnership Success 10-4Checklist:Step-by-Step SAE ProgramDevelopment 10-6Tips:SAE Quality Indicators Rubric 10-8Form:Student-Parent(s)/Guardian(s)-Instructor Conference Record 10-9Form:SAE Program Supervision Record 10-105. Keep careful records of student–parent(s)/guardian(s)–instructor conferences (p. 10-9) andyour individualized instruction and supervisionrelated to SAE programs (p.10-10).AGRICULTURE TEACHER’ S MANUAL 10– 1

TIPSSAE OverviewSupervised agricultural experience (SAE) programs are teacher-supervised, individualized, hands-on, studentdevelopedprojects that give students real-world experience in agriculture.AN SAE MAY INVOLVE—• student ownership of an agriculture-relatedenterprise;• placement in an agriculture-related job in thecommunity;• placement in an agriculture-related job in theschool’s agriculture laboratory;• placement in a research-based, home/communityor experimentation setting.During their experience, students are supervised bythe agriculture instructor in cooperation with parents/guardians,employers and other adults whoassist them in the development and achievement oftheir educational goals. Payment for student work isnot essential to the SAE experience. However, childlabor and minimum wage laws do apply to employersproviding these experiences.BENEFITSEffective SAE programs help students by providing—• real-world experiences that enhance the school-tocareertransition;• skill development opportunities;• motivation to learn;• academic integration/reinforcement opportunities.In addition, SAE programs can strengthen your agriculturaleducation program by—• improving school–community relations;• serving as motivational tools to enhance learning;• keeping you in touch with current technologiesand agricultural practices;• promoting parental involvement and program support;• developing public awareness of the program;• improving the local agriculture industry;• maintaining and promoting active FFA involvement;• keeping your instruction practical, relevant andindustry-based;• providing year-round learning opportunities.THE INSTRUCTOR’S ROLEAs the agriculture instructor, you will motivate andguide all your students through their SAE programsand coordinate involvement with parents/guardians,employers, the school system and FFA recognitionopportunities. Here are key related activities.• Identify appropriate SAE opportunities in thecommunity.• Ensure SAE programs represent meaningful learningactivities that benefit students, the agriculturaleducation program and the community.continued10– 2 AGRICULTURE TEACHER’ S MANUAL

SAE OverviewTIPS• Inform school administrators, the school board,advisory groups and the general public aboutSAE programs, and secure their support.• Provide classroom instruction about SAE programs.• Adopt a suitable record-keeping system studentscan use to track accurate financial transactionsand record their progress, including skills andcompetencies attained.• Clearly communicate to students,parents/guardians, employers and others the purposesand procedures for SAE programs.• Help all students select quality SAE programsbased on their individual aptitudes and abilities.• Help students plan SAE programs and acquireneeded resources.• Provide adequate and meaningful supervision.• Coordinate SAEs among students,parents/guardians and employers.• Provide necessary individual instruction to studentsrelated to their SAE programs.• Evaluate SAE programs.• Encourage students to improve their SAE programs.• Provide employers, parents/guardians and studentssufficient advance notice of your supervisoryvisits.QUALITY INDICATORSFive factors define a quality supervised agriculturalexperience program. Quality SAEs are—• teacher supervised;• documented;• curriculum based;• student managed;• planned and comprehensive;and—• the student receives recognition for the SAE.Three levels of quality have been identified withineach factor. See page 10-8 for a rubric you can useto assess the quality of students’ SAE programs.KEY RESOURCEDetailed guidelines and forms for developing, implementingand managing SAE programs are included inSAE: Experiencing Agriculture from the NationalCouncil on Agricultural Education. Instructional materialstitled Decisions and Dollars, also from the Council,provide useful information for the financial managementof SAE programs. Both may be ordered from theCouncil toll free at 1-800-772-0939 or(703) 838-5881.• Select and secure appropriate training stations.• Evaluate training stations for suitability for SAEprograms.AGRICULTURE TEACHER’ S MANUAL 10– 3

TIPSSAE Partnership SuccessSuccessful SAE programs require cooperation among the student, instructor, parent(s)/guardian(s) and employer.In addition to these active partners, support is needed from the school administration, guidance personnel,advisory committees, community groups, local and state supervisors and teacher educators. The best SAE programsinclude partners with the following attitudes, skills, knowledge and support.AN AGRICULTURE INSTRUCTOR WITH—• high expectations;• strong self-concept;• knowledge of SAE philosophy;• knowledge of SAE relevance to learning;• university preparation and inservice training onSAEs;• career/business/industry knowledge;• social skills necessary to interact with others;• opportunities for instructor recognition for qualitySAEs;• knowledge of the integrated nature of SAE withinstruction and the FFA.• opportunities for state and national FFA recognitionfor quality SAEs;• an understanding of traditionally strong SAEs withthe program.PARENT(S)/GUARDIAN(S) WHO—• receive positive contacts from the program;• receive personal face-to-face contact with programstaff;• understand the value of SAEs to their children;• encourage their children’s participation;• support the instructor’s guidance and supervisionof the program.STUDENTS WITH—• high expectations;• career opportunities;• an understanding of the importance of SAEs;• examples of quality SAEs;• an opportunity to see SAEs (tours);• course credit based on SAE quality;• course grades based on SAE quality;• opportunities for local FFA awards based onSAEs;EMPLOYERS WHO—• understand the purposes and philosophy of SAEprograms;• are aware of the relationship of SAE programs toclassroom learning;• understand their responsibilities related to the student’sSAE program;• understand the student’s and instructor’s responsibilitiesrelated to the SAE program;• commit to an SAE partnership with the studentthrough a written agreement.continued10– 4 AGRICULTURE TEACHER’ S MANUAL

SAE Partnership SuccessTIPSSCHOOL BOARDS AND ADMINISTRA-TORS WHO—• have knowledge of the benefits of SAEs;• establish policies that support SAEs;• provide quality program designs that include SAEopportunities.BUSINESS, INDUSTRY AND COMMUN-ITY SUPPORTERS WHO—• provide SAE sites;• serve on advisory committees;• understand the positive outcomes of SAEs;• participate in a real two-way linkage for programoperations.OTHER NECESSARY FACTORSSuccessful SAE programs also require the followingcomponents.Resources including—• time;• financial support;• sites for SAEs;• political support;• knowledge of quality SAEs;• documents and procedures for operating SAEs;• ideas (best practices) for innovative and highqualitySAEs.Assessment procedures that—• maintain high standards;• provide students with exemplars;• incorporate the FFA awards program;• are based on clearly defined quality indicators.AGRICULTURE TEACHER’ S MANUAL 10– 5

CHECKLISTStep-by-Step SAE ProgramDevelopmentHere is a plan for introducing, establishing and managing supervised agricultural experience (SAE) programs.Check off each activity as you complete it.■Develop instructional programs to meetstudents’ needs and interests.Quality instructional programming is importantand inspires high-quality SAE programs.■Teach parent(s)/guardian(s) about purposes,values and types of SAEs.■ Explain purposes of SAEs during on-site instructionalvisits prior to time students enroll.■Find out what types of experiential learningare expected by the school.This gives you an indication of how students cancraft SAE programs to fulfill the school’s overallexpectations and/or requirements. Pay specialattention to school-to-work, work-based-learningrequirements.• Explore possibilities only.• Give some indication of possible types ofSAEs.• Indicate minimums, expectations, rules, etc.■ Hold meetings of all parents/guardians toteach and explain the values, purposes andconduct of SAEs.■Teach students about SAEs.■ Introductory class—Getting acquainted with SAEs:• what is an SAE?• why have it?• what type of experience program—now andin the future?• requirements.Planning SAEs:• immediate plans;• long-range plans.■ Other classes—• Replanning the SAEs (annually)—immediateand long-range plans;• Managing money earned in SAEs.■• Meeting of parents/guardians of first-yearstudents (annually).• Periodic meeting of all students’parents/guardians.■ Arrange conferences with student–parent(s)/guardian(s)–teacher (at student’s home) to planthe SAE program. (See form, page 10-9.)• Specific program for the year (finalize).• Business agreement.Inform industry people of the value, purposesand conduct of SAE programs.■ Ask advisory committee to sponsor informationalmeetings.■ Visit agricultural businesses.continued10– 6 AGRICULTURE TEACHER’ S MANUAL

Step-by-Step SAE Program DevelopmentCHECKLIST■■Investigate and establish training centersfor SAE placements.■ Develop a list of prospective cooperatingemployers based on advisory committee andadministrator suggestions and personal knowledgeand contacts.■ Interview prospective cooperating employers todetermine if employment situation is suitableand employer is interested in participating.Criteria for selecting training centers—• provides a variety of experiences;• employer willing to provide a training program;• supervision will be provided;• employer willing to pay the student anacceptable wage in accordance with abilitiesand work performed;• up-to-date equipment, facilities, industrypractices, etc.• employer understands the purposes of SAEs;• business and employer have a good reputationin the community;• good employer–employee relationships.■ Select training centers and obtain approval ofadvisory committee and administration.Select students for placement-type SAEprograms.■ Have students complete application.■■• has favorable attitude concerning the experience—interestedfor the training value, notmerely for a job while in high school;• school attendance records indicate studentwill report for work regularly;• desirable personal attributes—initiative,cooperation, teamwork, honesty, etc.■ Be rather “selective” while you and the cooperatingemployers are just learning to implementSAE programs.Cooperate with students and parents/guardians to select training centers.■ Make tentative assignments. Factors to consider—• student’s occupational goal and objectives;• personality match between employer andstudent;• student’s abilities to perform required type ofwork—mechanical, meeting people, etc.■ Have employer interview student and approvedefinite assignment.Complete a training agreement and trainingplan for each SAE program (entrepreneurshipand placement).■ Detail exact expectations, understandings andarrangements for the SAE in the training agreement.Have it signed by the student,parent(s)/guardian(s) and employer.■ Collect information from other teachers.■ Interview students and meet with parent(s)/guardian(s) to complete student agreement.■ Detail specific training activities in the trainingplan. Make sure the student, parent(s)/guardian(s), employer and you all have copies.■ Select students based on application, teacherinput, interview and the following criteria—• parent(s)/guardian(s) approve ofparticipation;• employable—has ability and willingness towork;• will work the minimum hours required;■■Encourage students to use record–keeping systems available from stateand national organizations to trackSAE progress.Supervise SAE programs (see form, page10-9) and continue educating all partnersthrough on-site visits, record bookreviews and group meetings.AGRICULTURE TEACHER’ S MANUAL 10– 7

TIPSSAE QualityIndicators RubricThe five factors that define a quality supervised agricultural experience (SAE) program are listed below. Thereare three levels of quality in each of the five factors. Using the narrative descriptions, you can assess the qualityof a student’s SAE. To be considered in one of the three levels—initial, commendable or superior—a student’sSAE must achieve that level’s entire narrative description.INITIAL COMMENDABLE SUPERIOR1. The SAE is documented.Student begins a record system andkeeps appropriate records in atimely fashion with assistance;begins resume.Student maintains accurate recordswith some assistance; understandsand summarizes records; updatesresume.Student analyzes records, evaluatespractices and identifies alternativesbased on his/her records with littleassistance; updates resume.2. The SAE is curriculum based.Information (knowledge): Studentuses knowledge gained frominstruction in planning SAE;marginal portions of curriculumare included in the SAE.Skill and Application: Student usescurriculum skills in carrying outSAE; student can apply informationand skills in varied situations; majorportions of the curriculum includedin the SAE.Integration and Synthesis: Studentuses agricultural and academicprinciples to arrive at end products;assesses new situations and selectsappropriate knowledge and skillsfrom curriculum. The entire curriculumis included in the SAE.3. The SAE is student managed.Student applies a limited number ofclassroom-learned skills in real-worldsettings with direct assistance; studentdoes not control decisions.Student applies an increased numberof classroom-learned skills inreal-world settings with little directassistance; student may controlsome decisions.4. The SAE is planned and comprehensive.Student experiences a limited range Student experiences skills that meetof activities; focuses on limited curricular expectations; accomplishesshort-term goals; uses both man-skills; sets short-term goals. SAE isteacher-driven and planned.aged and independent activities.Student applies classroom-learnedskills in real-world settings with student-initiatedassistance; initiatesand controls decisions.Student experiences a wide rangeof skills that exceed curricularexpectations; accomplishes previousand sets new long-term goals;works independently.5. Student receives recognition for SAE.Student receives peer and teacher,parent and/or employer recognitionfor SAE accomplishments.Student receives certificates andlocal membership degrees andreceives public and school mediarecognition.Student receives recognition basedon SAE above the chapter level andis recognized through publicmedia.10– 8 AGRICULTURE TEACHER’ S MANUAL

Student–Parent(s)/Guardian(s)–InstructorConference RecordFORMStudent name: ________________________________________________________________Date: ____________Parent(s)/guardian(s) name(s): _______________________________________________________________________Address: _________________________________________________________________________________________Home phone ______________________________________________________________________________________Student’s past experience in agriculture/agribusiness:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Student’s current involvement in agriculture/agribusiness:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Student’s interest in SAE program:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Parent(s)’/Guardian(s)’ wishes for student’s career development:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Other observations:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 10– 9

FORMSAE Program SupervisionRecordStudent name: ________________________________________________________________Date: ____________Travel (miles) ______________________________________ Time: _________________ to ___________________Description and observation of current SAE program:____________________________________________________________________________________________________________________________________________________________________________________________________Suggestions, comments and instruction offered to student:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Future needs, education, support and/or follow-up:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Condition of records: ■ Excellent ■ Good ■ PoorDiscussed program with parent(s)/guardian(s) or employer during visit: ■ yes■ noName(s): _________________________________________________________________________________________Other Notes:____________________________________________________________________________________________________________________________________________________________________________________________________Signatures:Student: __________________________________________________________________________________________■ Parent/Guardian:■ Employer: _________________________________________________________________Instructor: _________________________________________________________________________________________10– 10 AGRICULTURE TEACHER’ S MANUAL

SECTION 11ExtendedProgramAs an agriculture instructor, you’re not a “typical” teacher. An FFA chapter, industry contacts and, sometimes,adult education are integral parts of your job. You may also be employed to conduct an extended programthrough the summer months. Goal setting, planning and accountability are key components of successfulextended programs.STEPS TO SUCCESS1. Determine whether an extended program existsor would be considered in your situation.2. Devote careful attention to planning the extendedprogram (p. 11-2).3. Consult experienced agricultural educators, stateleaders and this manual for suggested summerwork activities (p. 11-3).4. Develop a written extended program proposal(p. 11-4) and present it to administrators.Include accountability measures, such as anExtended Program Weekly Report (p. 11-7) andExtended Program Evaluation (p. 11-8).I N T H I S S E C T I O NTips:Planning the Extended Program 11-2Checklist:Suggested Summer Work Activities 11-3Sample:Extended Program Proposal 11-4Form:Extended Program Weekly Report 11-7Sample:Extended Program Evaluation 11-8Sample:Summer Schedule Letter to Students 11-95. Inform students of your plans with a summerschedule letter (p. 11-9).AGRICULTURE TEACHER’ S MANUAL 11– 1

TIPSPlanning the ExtendedProgramThe position of the agriculture instructor is somewhat unique when compared to other areas of education, inthat instructors are often employed for up to 12 months. This allows for year-round instruction that many instructorsand administrators feel is the key to success for agricultural education. Many varied activities fill this summerschedule, with supervised agricultural experience (SAE) program visitation consuming the most time.EXTENDED PROGRAM OBJECTIVESYour summer activities should follow guidelines suggestedby the state education department, as well asthose expected by your administrators. Obtain theseguidelines, then establish objectives for your summerprogram.Your extended program objectives might include to—• supervise the agricultural experience programs ofsecondary students;• follow up on individualized instruction to adultstudents;• plan and develop a program of instruction for thecoming year;• participate in FFA activities;• maintain and further develop public relations;• improve the department’s physical facilities;• participate in timely and appropriate communityactivities;• obtain needed supplies and teaching aids andreplace old or outdated ones;• contact and survey prospective students;• increase teaching competence through participationin a professional improvement program;• develop an up-to-date library of books, bulletinsand other reference material.EXTENDED PROGRAMRECOMMENDATIONS• Consider spending 50 percent of the time on SAEprogram visitation and/or adult visitation. In onestate, 120 visits is the normal summer goal.During these visits you can readily observewhether the knowledge and skills secondary andadult students have learned in class are beingincorporated into operations. Although otheraspects of the extended program should not beignored, visitation is the major focus.• Plan your summer schedule well in advance. Printthe schedule of events and give copies to all peoplewho should know your summer plans, includingadministrators and those who will be visited.With half your time during summer being spentaway from school, others will want to be veryclear about your whereabouts. Report changes inyour schedule as soon as possible.• With increasing pressure for justification and fundingof extended programs, documentation of timespent and activities performed will help you meetdemands from state and local education officials.Documentation means more than shuffling papers.Knowing and recording your activities will helpyou and others assess department needs. It willalso ensure you will have needed information onhandto complete related state reports.Source: Program Planning Handbook for Agricultural Education in Missouri.(1993). Jefferson City, MO: Joint State Staff in Agricultural Education.11– 2 AGRICULTURE TEACHER’ S MANUAL

Suggested SummerWork ActivitiesCheck those summer activities that would benefit your agricultural education program.CHECKLISTADVISE SUPERVISED AGRICULTURALEXPERIENCE PROGRAMS■■■■■■■■■■Make regular planned on-the-farm or on-the-jobinstructional visits.Make special visitation during critical periods.Check students’ record books.Evaluate the supervised agricultural experienceprograms of students.Conduct tour(s) of agricultural experienceprograms.Prepare a spot map showing locations of students,young farmers and/or adult farmers.Organize and supervise prevocational agriculturalexperience programs of prospective students.Follow up with former students.Assist students in securing placement in relatedjobs.Take pictures of SAE programs.CONDUCT AND/OR FOLLOW UP ONOUT-OF-SCHOOL EDUCATIONALACTIVITIES■■■■Hold regular summer meetings.Make supervisory visits to all current and prospectivestudentsConduct tours and/or excursions.Plan and conduct recreational activities.PLAN NEXT YEAR’S PROGRAM■■■Hold regular meeting of the advisory committee.Conduct a community survey or study.Develop a community program for agricultural■■■education.Develop or revise teaching program of work in thelocal program.Prepare teaching plans for lessons to be taughtin—• classroom;• agricultural mechanics/greenhouse laboratories;• supervised agricultural experience program;• FFA;• out-of-school groups.Plan field trips and laboratory activities for thenext school year.CONDUCT FFA ACTIVITIES■■■■■■Hold summer chapter meetings.Participate in state and national FFA activities—• Washington Leadership Conference;• FFA camp.Prepare for and/or participate in—• junior fairs and local fairs;• district shows or fairs;• state fair as exhibitor or superintendent;• organized recreational activities;• FFA chapter summer tour or campout to developtentative program of work for next year.Take pictures of FFA activities.Order needed paraphernalia, supplies orequipment.Attend district or state advisory meetings.Source: Program Planning Handbook for Agricultural Education in Missouri.(1993). Jefferson City, MO: Joint State Staff in Agricultural Education.AGRICULTURE TEACHER’ S MANUAL 11– 3

SAMPLEExtended Program ProposalThe summer months of the agriculture instructor/FFAadvisor have legislatively and traditionally beenmonths of supervision, teaching and learning. Sincethe passage of the Smith–Hughes Act in 1917, vocationalagriculture instructors have been employed fora longer period of time than other teachers in thehigh school (originally 12 months). The extended programprovides the opportunity to conduct summereducational activities and experiences through “directedand supervised practice.”Extended programs are a valuable and necessarycomponent of the agriscience program. The teachingof agriscience students cannot and should not stop atthe beginning of June if we intend to gain the optimumadvantages in learning for our students.Agriscience practices, agriscience/agricultural programsand supervised agricultural experience (SAE)programs are in full operation during the summer,and these students need supervision.The major purpose of the extended program is to providequality instruction for students enrolled in agrisciencecourses.If the agriscience instructor is to be accountable forhis/her time and activity, the instruction must focus onthe SAE programs and other student-oriented activities.The following is a list of activities for a well-plannedextended program. Activities in each of the six headingsare vital to developing a successful agriscience/FFA programat Hastings Area Public Schools.PROGRAM OPERATION1. Develop and improve curriculum.2. Plan direction of agriscience program.3. Initiate FFA Alumni group.4. Initiate advisory committee and hold meeting(s).5. Complete records and reports—• prepare annual plan for program/FFA;• keep complete records of present/formerstudents;• prepare local and state reports for funding,enrollment, etc.;• prepare monthly reports to school board andadministration;• prepare annual report listing activities andaccomplishments;• plan field trips and laboratory activities forschool year;• make out request for equipment, books, bulletins,visual aids and other supplies necessaryto update teaching materials.SUPERVISED AGRICULTURALEXPERIENCE1. Supervise students’ SAE programs—• make initial contact with students and parents;• complete on-site visitation forms with studentsand parents;• keep complete record of student SAE programs;• check all project record books during visits;• visit students with work experience programs;• keep complete records of students’ experiences;• take pictures and gather data for student files.2. Make initial contact with local agribusinesses andfarms and their owners/operators.3. Locate additional job stations for work experienceopportunities.continued11– 4 AGRICULTURE TEACHER’ S MANUAL

Extended Program ProposalSAMPLEINSTRUCTION AND SUPERVISION1. Provide instruction and supervision for fairexhibitors.2. School laboratory—• plan and develop educational research/laboratoryfacility;• write grant applications to gain funding ofresearch equipment.3. Conduct tours, field trips and demonstrations—• Ag Expo;• others (to be scheduled).FFA ORGANIZATION1. Hold summer chapter meetings each month.2. Hold summer executive meetings each month.3. Oversee the development and completion of FFAProgram of Activities (POA)4. Conduct a local project tour.5. Oversee the development and completion of aFood For America program.6. Develop leadership training session for chapterofficers and committee chairpersons, in conjunctionwith FFA camp or trip.7. Attend FFA leadership training sessions withstudents.PROFESSIONAL DEVELOPMENT1. Attend summer professional development activities.2. Participate in workshops sponsored by statevocational association.3. Attend summer school.PROMOTION AND SERVICE1. Work with school administrators in developing theagriscience/FFA program.2. Keep superintendent and principal informed ofsummer work.3. Recruit for Hastings Area Schools FFA chapter,advisory board and FFA Alumni.4. Make initial contacts with local agribusiness agenciesand community organizations.5. Attend fair board meetings, as necessary.6. Work at local fair.7. Oversee development and distribution of newsmedia materials concerning program.8. Cooperate with worthy community organizationsand agricultural agencies.9. Visit other departments and FFA chapters.ACCOUNTABILITYThese activities are the basis for establishing andmaintaining a successful agriculture/FFA program ina community. As a new member in the community,these activities will help me develop the relationshipsthat will contribute to the continuing success of thisprogram. However, the major purpose of the extendedprogram is to provide quality instruction for studentsenrolled in agriscience courses. Accountabilityfor the proposed extended program will be based onproper planning and reports between the agriscienceinstructor(s) and administration.Accountability for these activities will be maintainedby the following:1. Estimate of Extended Program Activities2. Extended Program Weekly Report3. Extended Program EvaluationcontinuedAGRICULTURE TEACHER’ S MANUAL 11– 5

SAMPLEExtended Program ProposalESTIMATE OF EXTENDED PROGRAM ACTIVITIESLEVEL & ACTIVITYProfessionalNUMBER OF DAYSProfessional Development Institute 4LocalRegionalStateOn-Site instruction (home visits, SAE evaluations) 10Fair 3Advisory committee / Alumni 1Officers / FFA 5Curriculum review and development 2Administrative 2Grant writing 2Ag Expo 1Regional officer conference 2State Leadership Conference for chapter officers /State Leadership Conference for regional officer 234 days x 8 hours = 272 hours23 days or 184 hours is spent with studentsTOTAL 3411– 6 AGRICULTURE TEACHER’ S MANUAL

FORMExtended ProgramWeekly ReportFor the week of ___________________________________________________________________________________Were all planned activities completed? ■ Yes ■ NoIf no, explain: _____________________________________________________________________________________Were there any additions or corrections to the planned activities? ■ Yes ■ NoIf yes, explain: ____________________________________________________________________________________Major accomplishments of the week’s activities:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Additional comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 11– 7

SAMPLEExtended ProgramEvaluationDate _______________Date_________________EXTENDED PROGRAM ACTIVITIES Planned Completed1. Wrote, submitted and discussed with theadministration a summer plan.2. Wrote, submitted and discussed with theadministration a report of the completedsummer instructional program.Yes or No Total Yes or No Total3. Visited each prospective FFA memberonce during the summer. Visits Visits4. Visited each FFA member/project twiceduring the summer. Visits Visits5. Reviewed each FFA record book once.6. Met once with the program advisory committee.7. Attended summer school. Days Days8. Attended Professional DevelopmentInstitute conference.9. Attended NAAE conference.10. FFA chapter held two meetings.11. FFA chapter officers attended RegionalLeadership Conference.12. FFA chapter officers attended: State & RegionalLeadership Conference SLCCO / SLCRO.13. FFA chapter had display at local fair.14. FFA members participated at local fair.15. Purchased materials for next school year.16. Updated and developed curriculum.17. Reviewed agriscience program direction.Source: Adapted from Program Planning Handbook for Agricultural Education in Missouri. (1993). Jefferson City, MO: Joint State Staff in Agricultural Education.11– 8 AGRICULTURE TEACHER’ S MANUAL

SAMPLESummer ScheduleLetter to Students[Date]Dear :Enclosed is a schedule of summer visits and FFA activities. The dates I willbe visiting you are on the schedule. If you have a preference as to the timeof day of the visit or if you cannot be there on the date indicated, pleasecall me at my office or home. The number at school is 529-2987; home 529-3289. I will be going to summer school in Columbia between June 11 and July6, so my visits will be in the afternoons and evenings during that time period.Otherwise, my visits will be between 8:00 a.m. and 6:00 p.m.Note on the calendar the days I will be at the school. If you have projectsto complete, you need to make arrangements to complete the projects on thosedays. If you cannot make those days, call me and I will set up a time for youto work at night or on Saturdays.Please note fair dates, FFA meetings and other activities that are scheduled.Also note the date, June 2, for the Saline County BBQ. We need as many SalineFFA members as possible to be at the County Courthouse in Marshall at 8:00a.m. to help set up and others to clean up that evening as soon as the activitiesare over. Let’s have a good showing of people both times, because it isvery important that we show the people of Saline County how much we appreciatetheir support.I will be checking your record books during my visits, so please have themready and on hand when I arrive. I hope all of you realize the importance ofkeeping these record books up-to-date during the summer months. I am lookingforward to seeing you and hope you have an enjoyable summer.Sincerely,Paul CrewsAgriculture Instructor and FFA AdvisorP.S. You might start thinking about where you want to go on a summer trip!Source: Program Planning Handbook for Agricultural Education in Missouri. (1993). Jefferson City, MO: Joint State Staff in Agricultural Education.AGRICULTURE TEACHER’ S MANUAL 11– 9

SECTION 12ClassroomManagementStudents won’t learn much if others in the class are disruptive or if they are confused about your classroompolicies and procedures. Make sure you manage your classroom for students’—and your own—success.STEPS TO SUCCESS1. Think through the actions you will take to maintainclassroom discipline (p. 12-2). Be ready toset standards from the very first day of class. Beaware of group roles (p. 12-4) that may influenceyour actions.2. Write out your classroom rules and procedures(p. 12-5) so you are clear on your intentions andcan explain them to students.3. Establish your grading (p. 12-6) policies and procedures.I N T H I S S E C T I O NTips:Maintaining Classroom Discipline 12-2Tips:Group Roles 12-4Form:Classroom Rules and Procedures 12-5Tips:Grading 12-6Form:Testing, Grading and RecordKeeping Plan 12-74. Write out your testing, grading and record keepingplan (p. 12-7) so you are clear on your intentionsand can explain them to students.AGRICULTURE TEACHER’ S MANUAL 12– 1

TIPSMaintaining ClassroomDiscipline• Set your standards early.Classroom control is established during the firstday of the school year. Keep your rules simple,clear and to a minimum. Set up the room toencourage good discipline. Use a seatingarrangement.• Make your lesson interesting and varied.Employ a wide variety of teaching materials andmethodologies that actively involve students. Anineffective and boring instructor invites disciplinaryproblems. Consider the attention span ofyour students. Be overly prepared each class, andstart on the bell.• Make learning enjoyable and fun.Listen to your students and let them feel it is theirclassroom. An appropriate sense of humor canoften prevent negative confrontations.• Let students know you like them.Students must feel they are well liked and respectedby their instructor, but don’t be a buddy—bean instructor. Good instructors, like good parents,can transmit feelings of respect and affectiontoward students even when reprimands are necessary.Learn to tolerate some noise and movement.• Emphasize the positive.Students who constantly experience classroom failurewill generally end up as discipline problems.Give positive reinforcement to all students.Everyone likes to succeed.• Empower students to learn.Use student-friendly approaches that get studentsinvolved in learning activities and keep them ontask.This will reduce discipline problems.• Make your disciplinary actions quick, consistent,just, constructive and inevitable.Idle threats will soon result in challenges to yourauthority. Back your statements and policies withfirm action. Students will be the first to realizewhen an instructor does not follow up with action.• Avoid group punishment.Instructors who punish an entire class for the pooractions of a few are inviting disciplinary problems.Punish only the individuals involved.• Do not humiliate students or use sarcasm.You can effectively discipline without humiliatingstudents in front of their peers. If students constantlyexperience sarcasm and personal affronts, theywill eventually strike back to regain some selfrespect.For many disciplinary-problem students,sarcasm and humiliation are a carryover fromtheir home environments.• Don’t use grades as a threat.Instructors who threaten to lower academic gradesas a means of enforcing discipline circumvent thepurpose of grades. Grades are an earned rewardfor academic achievement. Undesirable classroombehavior is a separate concern.continued12– 2 AGRICULTURE TEACHER’ S MANUAL

Maintaining Classsroom DisciplineTIPS• Know the background of each student.Learn all you can about your students’ previousschool experiences (but do not let this informationbias you). Check the backgrounds, meet with parentsand investigate the home situation of habitualdisciplinary offenders. After pursuing every availablealternative to correct the situation, it may benecessary to refer students to the appropriate personnel.• Involve parents of students whoconstantly misbehave.In many cases, parents can provide useful insightsinto their children’s behavior. Make notes on theParent–Teacher Contact Worksheet and Record(p. 15-5). Students may be carrying problems thatoriginate at home to the classroom.• Keep a record of incidents committed byrecurrent offenders.Keep accurate notes of incidents of misbehavior.You might want to use the back side of the StudentInformation Form (p. 13-6). You cannot rely onmemory alone to relate specific incidents of misbehaviorto the student, administrators, parents orother appropriate personnel.• Cultivate your own special disciplinarytechniques.Because every instructor is different, disciplinarytechniques that work for one instructor may notwork for another. Experiment with a variety oftechniques and find which work for you.• Do not assign extra school work aspunishment.Assigning homework as punishment only encouragesstudents to dislike the subject matterinvolved.• Use the principal as a resource beforeproblems get out of hand.Find out your principal’s philosophy on discipline.The principal should serve as an instructionalhelper in dealing with classroom managementproblems. This approach encourages implementationof preventive discipline. Too many instructorsfeel the principal’s sole responsibility is to handledisciplinary problems.• Know yourself.Even the best instructors can’t motivate others 100percent of the time. Know your limitations andcapabilities. Students will be the first to recognizeinstructors who misrepresent themselves. To augmentyour skills, use the expertise of students, parentsand community members.Source: Bill Bartow, Agriscience Instructor, Alpena, Mich.AGRICULTURE TEACHER’ S MANUAL 12– 3

TIPSGroup RolesAny classroom of students creates a dynamic system of interactions. Individuals in this system will adopt bothbeneficial and questionable group roles. By learning to identify these roles, you can encourage positiveapproaches and learn to counter and redirect negative ones.TASK-ORIENTED BENEFICIAL GROUPROLES• Initiator: person who presents the problem and initiatesthe search for a solution.• Seeker: person seeking relevant information on theproblem and class members’ opinions about theproblem.• Giver: person offering relevant facts or personalopinion concerning the problem.• Clarifier: person interpreting and reflecting on theinformation and opinions presented through reflectedideas or examples.• Consensus tester: person responsible for sendingout trial conclusions to measure group agreement.• Summarizer: person collecting related ideas, restatingsuggestions and offering a conclusion for groupacceptance or rejection.GROUP-BUILDING AND MAINTENANCE-ORIENTED BENEFICIAL ROLES• Encourager: person offering praise, commendationand acceptance for members contributing to thegroup.• Harmonizer: person attempting to reconciledisagreements between group members.• Compromiser: person willing to yield personal statusby compromising on a personal opinion relatedto the group problem.• Gatekeeper: person facilitating participationthrough maintaining open communication channels.• Integrator: person combining ideas and presentingthem together in a new idea.• Standardizer: person expressing standards for thegroup to achieve and follow.INDIVIDUALLY ORIENTEDQUESTIONABLE ROLES• Dominator: person trying to “take over” the groupby giving directions to and making decisions for theentire group.• Aggressor: person publicly doubting the capabilitiesof everyone in the group.• Blocker: person reacting negatively and rejectingall ideas concerning the entire problem or just onesegment.• Recognition seeker: person acting only in a mannercontrived to result in personal attention andrecognition.Source: BOACtion Leaders Facilitators’ and Staff Member Guide (1991).Alexandria, VA: National FFA Organization.12– 4 AGRICULTURE TEACHER’ S MANUAL

FORMClassroom Rulesand ProceduresHow will I start class?How will I take attendance?What is my definition of “tardy”?What will the consequence be?What is the procedure for leavingthe room during class?What is the procedure forsharpening pencils?What is the procedure forhandling classroom materialsand equipment?What are the rules for teamwork? How will teams beformed? How will teamassignments be made? Howwill they be evaluated (graded)?How will late work be handled?How will make-up assignments be given?How will completed work be turned in?How will completed/gradedwork be returned?AGRICULTURE TEACHER’ S MANUAL 12– 5

TIPSGrading• Determine your grading system, and adhere to itthroughout the grading period.• Be consistent and fair when assigning studentgrades.• Be prepared to explain your grading system toothers should any questions arise.• Inform students in advance how they will be graded.Provide them with your grading scale at thebeginning of the course.• Learn about and find opportunities to use studentself-grading or self-evaluating.• Assign grades to all students using the same system.• An easy-to-understand grading system is easier toadminister than a complicated one.• Be able to support the grades you assign to students.When asked, show the student how youarrived at his or her grade.• Do not be afraid to admit it if you make a mistakein grading. Acknowledge it, and take the necessarysteps to correct the grade.12– 6 AGRICULTURE TEACHER’ S MANUAL

FORMTesting, Grading andRecord Keeping PlanWill tests be announced or surprise?What kinds of tests will I use to measureprogress?What will be the classroom rulesduring testing?What will students do who finish early?What will the general components of mygrading system be? Is everything graded?Is a curve used? Will some assignmentsbe more important than others?Will students be graded on improvement?How?How will I/my students keep track ofprogress (grade book? charts? etc.)AGRICULTURE TEACHER’ S MANUAL 12– 7

SECTION 13Working withStudents“Teaching would be a breeze if it weren’t for the students!” If that’s your attitude, you’re in the wrong field.Students are more than empty vessels waiting to be filled with your knowledge. They’re dynamic, fun, frustrating,wise, confused, enthusiastic and apathetic individuals who may teach you just as much as you teach them.STEPS TO SUCCESS1. Get in touch with young people and their needs,concerns and interests both in and out of classroomand school settings. Look at schoolrecords, talk to other school staff and spendinformal time with young people.2. Review your studies and experiences that revealcommon characteristics of middle grade and highschool students (pp. 13-2 and 13-3).3. Present yourself and your program in interestingways to motivate students to learn (p. 13-4).I N T H I S S E C T I O NTips:Characteristics of MiddleGrade Learners 13-2Tips:Useful Reminders AboutSecondary Students 13-3Tips:50 Ways to Motivate Students 13-4Form:Student Information Form 13-64. Use the Student Information Form (p. 13-6) tocollect and track information on each of yourpupils.AGRICULTURE TEACHER’ S MANUAL 13– 1

TIPSCharacteristics of MiddleGrade LearnersEarly adolescents are interested in learning, full of energy and ready to conquer the world, given the chance.They may also be distracted, unkind and apathetic. Given the tremendous changes middle grade students experienceas they move from childhood to adolescence, their range of emotions and behaviors is understandable.Within three to four years, most middle grade students*go through more changes than at any periodother than the first year of life, including—• physical changes: puberty, rapid physical growth,metabolic changes;• emotional changes: new anxieties about physicalappearance, self-definition, societal issues andtheir own futures;During these years of great transition, middle gradestudents are also asked to begin to identify a careerchoice, acquire the knowledge they will need for highschool and accept increasingly responsible roles inthe family, school and community. Agricultural educationand FFA involvement can help middle grade studentsthrough the maze of occupational, school andsocial demands.• social changes: increased importance of peer relationships,emerging independence from family,strong needs for acceptance and recognition;• cognitive changes: from strictly concrete to moreabstract thinking—an ability to think in terms of“what could be” and not only in terms of “whatis” or “what was.”* Middle grade students are those in sixth through eighth grades. Students ingrades five and nine are sometimes also included. Students in grades seven andabove may join the National FFA Organization.Source: Middle Grade Agricultural Leader’s Guide (Alexandria, Va.: NationalFFA Organization, 1996).13– 2 AGRICULTURE TEACHER’ S MANUAL

TIPSUseful Reminders AboutSecondary StudentsConsider these insights when you wonder why students are often bored and resist learning and authority.• Students sit in class six to seven hours a day withlittle time for social interaction between classes.• Students experience good and bad teaching.Some instructors are not prepared and/or do notknow how to deliver their material. Often studentscannot see the relevance of what they arelearning.• Students experience positive and negative attitudeson the part of teachers.• Students experience good and bad home environmentsthat affect their ability to cope.• Many students have poor self-images and are veryinsecure because they have never received positivereinforcement.• Some teachers give only negative reinforcementinstead of emphasizing the good things studentsdo.• Many students are frustrated and have anxietiesabout life and whether they are actually kids orgrown-ups.• Some students have emotional or physical problemsthat are not being addressed.• Students must put up with the moods and quirks ofeach of their teachers.• Students are constantly comparing themselves withothers.• Some students still think in terms of traditionalmale/female roles, and instructors and parentsmay send mixed signals that cause furtherconfusion.• The classroom environment may not be inviting tolearning.Adapted, with permission, from class notes developed by Betty Heath-Camp,Virginia Polytechnic Institute and State University.AGRICULTURE TEACHER’ S MANUAL 13– 3

TIPS50 Ways to Motivate Students• Know your students, and use their names often.• Plan every class; never try to “wing it.”• Pay attention to the strengths and limitations ofeach student. Reward their strengths and strengthentheir weaknesses.• Set your room in a “U” shape to encourage interactionamong students.• Send positive messages with posters, bulletinboards and pictures.• Be sure your classroom is comfortable; check aircirculation, temperature, lighting and humidity.• Keep the laboratory well organized and efficient.• Vary your instructional strategies; use illustratedlectures, demonstrations, discussions, computers,tutoring, coaching and more.• Review class objectives each day, and help studentssee the scope of the entire program.• Make your instruction relevant. Show students howthe content relates to them and the world of work.• Open each lesson with an introduction that capturesstudents’ interest.• Move around the room as you teach; walk energeticallyand purposefully.• Be expressive with your face. SMILE!• Put some excitement into your speech; vary yourpitch, volume and rate.• Show demonstrative movements with your head,arms and hands; keep your hands out of yourpockets.• Use words that are highly descriptive; give lots ofexamples.• Consider students’ ideas and comments, even ifthey are wrong; correct in a positive manner.• Maintain eye contact and move toward your studentsas you interact with them.• Give positive feedback when students respond,offer ideas, perform a task correctly, come to classon time and bring their materials with them.• Foster an active FFA chapter.• Use appropriate humor in both teaching and teststo relieve anxiety.• Post program-related cartoons and use them onoverheads and handouts.• Provide opportunities for students to speak to theclass.• Be available before class starts, during break andafter class to visit with students.• Return assignments and tests to students as soonas possible. Make positive comments andsuggestions.• Teach by asking lots of questions during introductions,presentations, demonstrations and laboratorywork.continued13– 4 AGRICULTURE TEACHER’ S MANUAL

50 Ways to Motivate Students TIPS• Plan laboratory activities so all necessary tools,equipment and materials are available when studentsare ready to use them.• Give students an opportunity to participate in theorganization and management of laboratories.• Be aware of students who need assistance, andsee that they receive it.• Plan the time so students keep busy with productive,relevant activities.• Be professional in your dress, language, schoolsupport and respect for the profession.• Be consistent in your treatment of students.• Make sure your tests are current, valid, reliableand based on curriculum objectives.• Organize a “student of the month” award.• Invite parents, advisory committee members andschool administrators to visit your program forspecial activities.• Plan relevant study trips outside school.• Bring dynamic subject matter experts to yourprogram.• Recognize appropriate behavior and reward it ona continuing basis.• Use games and simulations to spark interest, providea break in routine and supplement a unit inyour curriculum.• Praise students in front of the class; reprimandthem in private.• Explain your rules, why activities are importantand why some requests must be denied.• Involve all students in your teaching.• Provide clear directions for program activities andassignments.• Plan at least three 15-minute cycles per regularclass period. Students have difficulty maintainingattention after a longer period of time.• Provide opportunities for students to read aloneand in a group.• Make home visits to new students entering yourprogram.• Send positive reports home to parents periodically.• Use task and job sheets to help students rememberskill steps.• Be enthusiastic about yourself, your students andyour profession.• Use a surprise, such as an interesting film, specialbreak or similar activity, to reward the class forgood behavior.Source: Sullivan, R., & Wircenski, J. L. (1988). “5O Tips on MotivatingStudents”. Vocational Education Journal, 63(3), 39-40.*AGRICULTURE TEACHER’ S MANUAL 13– 5

FORMStudent Information FormInstructor:____________________________________________Conference hours: ____________________________________Period/Hour: _______________________________Class meets: ________________________________(days and times)The following information is for my records. Please complete this form and return it to me.Name: ______________________________________________Grade: ____________________________________Address: __________________________________________________________________________________________Father’s/Guardian’s name: __________________________________________________________________________Home telephone:___________________________________Work: ____________________________________Mother’s/Guardian’s name: _________________________________________________________________________Home telephone:___________________________________Work: ____________________________________Email: ___________________________________________If you have any physical handicaps, please explain how I might help you do well in class (kept confidential):_____________________________________________________________________________________________Please read the statement below and sign it. Also take it home and have one of your parents or guardians signit. If you have any questions about the course’s guidelines and rules, please ask me about them before you sign.THANK YOU!STUDENT:I have read and agree to abide by the guidelines and rules for this course.Signature: __________________________________________________________________Date: ______________PARENT/GUARDIAN:I have read and discussed the course’s guidelines and rules with my student.Signature: __________________________________________________________________Date: ______________13– 6 AGRICULTURE TEACHER’ S MANUALInstructor: Record details of student and parental course involvements on reverse.

FORMINFORMATION RECORD_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 13– 7

SECTION 14Working withAdministratorsIdeally, your administrators, guidance counselors and school board members are personable, visionary, committedleaders who support, promote and defend your program throughout the school system and community. Buteven if reality is far from this ideal, it is vital to your program and your career that you develop and maintaineffective relationships with these decision makers.STEPS TO SUCCESS1. Investigate your administrators’ past involvementwith, and attitudes toward, your program. Askfor their opinions concerning the program’sstrengths and weaknesses.2. Engage administrators as allies (p. 14-2) by recognizingtheir priorities and participating on their“school team.”3. Plan ways to work through challenges in communicatingwith administrators (p. 14-3). Target theirareas of particular interest and/or concern andclarify ways your program addresses these.Observe their preferred communication styles.Provide frequent, targeted, positive communicationsthat cultivate administrators’ support.I N T H I S S E C T I O NChecklist:Engage Administrators as Allies 14–2Tips:Communicating with Administrators 14–3Tips:Accountability 14–4Tips:Working with Counselors 14–5Tips:Working with the School Board 14–64. Make sure you take accountability (p. 14-4) seriously.Provide the information administratorsneed to understand and endorse the value ofyour program.5. Involve administrators, guidance counselors(p. 14-5) and school board members (p. 14-6) inprogram and FFA events.AGRICULTURE TEACHER’ S MANUAL 14– 1

CHECKLISTEngage Administratorsas AlliesIf you want administrators on your side, make sure you can check off the following items as completed.■■■■■Know your job and do it well.Be enthusiastic about your job.Keep administrators informed of your plans; theylike to know what you are doing.Give them a monthly calendar.Know and follow administrative policies and thechain of command.■■Share articles and letters printed in National FFAmaterials that illustrate other administrators’reasons for supporting agricultural educationand a local FFA chapter.Have your officers present complimentary copiesof The Agricultural Education Magazine and FFANew Horizons to your administrators. Also, givethem the brochure, Open A Promising Future.■■■■■■■■Make your department an integral part of theschool.Put major events on your school’s calendar.Be willing to serve on school committees beyondagriculture department needs.Become an active citizen of the community.Be an effective public relations contact for theentire school.Be willing to go beyond the call of duty.Volunteer to help in any way you can if you havethe required abilities.Involve your administrators in FFA chapter activities,such as presenting awards or giving anopening speech at the FFA banquet, or participatingin home or agribusiness visits or on field trips.Ask them to accompany your chapter to the stateand national conventions.■■■■■■Involve your administrators in advisory committeework. Keep them informed of committee activities,and ask them to help select the members.Give your administrators credit and praise. Lookfor ways to improve negative situations.Don’t expect more from your administration thanis reasonable.Be open to constructive criticism, and use it toevaluate your program and performance.Seek advice on matters you believe deserveadministrative input.Remember that you and your administration are inthe business of education. A united front is moresuccessful than a divided approach.Source: Adopted from material shared by Dr. John Mundt, University of Idaho14– 2 AGRICULTURE TEACHER’ S MANUAL

TIPSCommunicating withAdministratorsCertain conditions inherent in your job as an agriculture instructor may make it more difficult to maintain goodrelationships with school administrators. Some examples follow.• It is easy to give the false impression you consideryour program and department separate ratherthan an integral part of the school.• Your training, background and experience areoften different from that of your administrators.• You may be more readily known and accepted inyour community than your administrators.• You and the agriculture/FFA program sometimesget as much or more publicity than the rest of theschool.• The agriculture program is expensive. Your schooladministrators have a right to expect an appropriatevalue for that expenditure.• Loyalty is very important. Demonstrate supportand loyalty to your administrators. Don’t be suspectedof divided allegiance.• You may fall victim to the temptation to do somefarming and/or participate in another business onthe side.• Class scheduling may cause problems for administratorsand either take students away from otherclasses or take students away from your program.• Patrons may call you instead of the school officewhen problems arise.The most effective way to deal with these conditionsis through effective communication, which includesboth listening and talking. Few agriscience instructorshave been asked to leave their teaching responsibilitiesif they are doing the work required and also communicatingwith the administration.Always let administrators know what you are doingin the classroom, in your FFA chapter and in otheractivities. Stop and talk to the administration at leastonce a week. Use this time to share common problems.Remember, administrators also have problems,and you may be able to contribute solutions.• You may have many opportunities to handle otherpeople’s money.• You have a special responsibility for the safety ofyour students.AGRICULTURE TEACHER’ S MANUAL 14– 3

TIPSAccountabilityAgriculture/FFA programs, and education in general, are increasingly expected to account for results producedwith public monies and students’ time. The results of your agriculture program are, indeed, everybody’s business.Enrollments and budgets will be determined, in part, by whether others perceive your program as havinga strong and positive influence on students, the school and the community.You can support your administrator, and enhanceyour relationship with him or her, through carefulstewardship of the school’s educational goals as wellas its funds. Track, record and share information thatdocuments—• student success in areas that the school considersimportant—citizenship, career awareness, leadership,academic achievements, etc.;• implementation of learning activities that fit students’needs and current educational theory;• accurate budgeting and careful budget trackingand analysis;• careful and timely completion of administrativepaperwork.• graduate placement and career advancement;• relevancy of program (instruction, SAEs and FFA)to current community and industry needs;14– 4 AGRICULTURE TEACHER’ S MANUAL

Working with CounselorsTIPSSchool counselors are an important link between students and your program, since they often have a great dealof influence over which courses students select.You may find that counselors’ experience with agriculturaleducation, if any, does not reflect the realities oftoday’s programs. Begin by exploring their currentknowledge level. Then identify what counselors wantfrom your program, highlight program and chapteractivities that deliver these benefits, and involve counselorswith your program so they develop first-handawareness.Here are important messages to emphasize and stepsto take when working with counselors.• Focus on career opportunities available in agriculture.Materials from the National FFA Organizationprovide an impressive overview of careers.• Clearly communicate the mission of agriculturaleducation and FFA.• Highlight scholarship opportunities available to FFAmembers and agriculture students. Make sure yourcounselor is aware of all scholarships awarded toyour students.• Demonstrate how your program provides school-tocareertransition activities, including work-basedlearning (SAEs) and business–school partnerships(advisory committee).• Volunteer for school committees or activities thatdeal with student academic and career planningand with scheduling.• Make sure you are involved in school-to-career programssuch as serving as a job-readiness advisor toa small group of students.• Ask counselors to join you on visitations to students’supervised agricultural experience (SAE) sites inbusinesses or home enterprises.• Involve counselors as evaluators of a leadershipskills event at the chapter or district level.• Invite counselors to accompany the FFA chapter tothe state or national FFA convention.AGRICULTURE TEACHER’ S MANUAL 14– 5

TIPSWorking withthe School BoardThe school board provides philosophical direction forthe district’s educational approach and determinesfunding for its programs, including agricultural education.School board members serve as the community’sfiscal watchdogs over the use of public monies to providethe best possible educational experiences.To nurture support from the school board, incorporatethe following activities and approaches into your planfor each year.• Attend school board meetings, and ask FFA andFFA Alumni members to join you.• Present annual or semi-annual reports of your program’sactivities at school board meetings. Havestudents and advisory committee members (or otherindustry supporters) make the presentation.• Invite board members to chapter events and FFAconventions. (They will usually attend athleticevents. This is an opportunity for them to show theirsupport for other students and their learning activities.)• Train your students to be goodwill ambassadors forthe school as well as the agricultural education programand FFA chapter.• Participate in other school events. When possible,tie FFA activities into larger school events, such as asafety booth at a school carnival or a Food ForAmerica lesson for children while parents attendparent–-teacher conferences.• Volunteer for task forces or committees that recommendpolicies to benefit the entire school.• Get to know school board members professionally.Create an open dialogue about what they want theagricultural education program to provide. Explainexactly how you provide students with those experiences,skills and attitudes.14– 6 AGRICULTURE TEACHER’ S MANUAL

SECTION 15Working withParents/GuardiansStudents whose parents or guardians are involved in and supportive of their education have much greaterchances of school and “real world” success. Young people may not do much to invite their parents’ involvement,so it’s up to you to reach out and find ways to bring parents into the educational process.STEPS TO SUCCESS1. Seek opportunities to meet students’parents/guardians and find ways to involveparents/guardians (p. 15-2).2. Explain your approach through an introductoryletter to parents/guardians (p. 15-3).3. Make the most of each parent/guardian–teacherconference (p. 15-4).4. Prepare for and track your contacts with parentsregarding student problems using theParent/Guardian–Teacher Contact Worksheet andRecord (p. 15-5).I N T H I S S E C T I O NTips:Ten Ways to InvolveParents/Guardians 15-2Sample:Introductory Letter toParents/Guardians 15-3Form:Parent/Guardian–TeacherConference Pointers 15-4Form:Parent/Guardian–TeacherContact Worksheet and Record 15-5AGRICULTURE TEACHER’ S MANUAL 15– 1

TIPSTen Ways to InvolveParents/GuardiansParental support is important to students, your program and FFA chapter activities. Even during the often-turbulentteen years, young people want the encouragement and approval of parents, guardians and other adultswith whom they live. Here are some ideas for involving parents (the term used throughout this section to indicatebiological parents and the other adults with whom students live).• Obtain the names and addresses of students’ parents(use the Student Information Form, page 13-6).Contact them to introduce yourself and ask them tobe partners in their child’s learning. (The sample letteron page 15-3 may be useful.) Be sure to contactboth parents separately if they do not live togetherbut are both involved with the student.• Personally invite parents to visit you during schoolopen houses and parent–teacher conferences.Offer to be available at other times for interestedparents who can’t make the “official” conferencetimes. (See tips for parent/guardian–teacher conferenceson page 15-4).• Support the local parent–teacher organization,and try to become involved in activities with yourstudents’ parents.• Welcome parent volunteers in your classroom andduring FFA activities. Identify short-term, one-shotprojects they could help with—for example, a singleevening supervising float building.• Create take-home assignments that require interactionwith parents, like researching the family’s connectionto agriculture or bringing a soil samplefrom home.• Recognize that some adults are not comfortable inthe school setting. Invite parents to help on fieldtrips and events held in the community.• Recognize that many families do not have both amother and father in the home. Review all materialsand presentations for parents to make surethey don’t assume a two-parent household. Someparents won’t participate in school events becausethey feel they’re different from everyone else.• Encourage parents to become involved in the FFAAlumni affiliate. (See Section 19, Working withFFA Alumni and Young Farmers.)• Make parents true partners in their child’s supervisedagricultural experience (SAE) program. (SeeSection 10, Supervised Agricultural Experience.)• Provide information, including brochures availablefrom the National FFA Organization, that illustratesthe breadth of careers related to agriculture.• Salute parents at the annual FFA chapter banquetand other events. Mention their assistance withchapter activities in newspaper reports. Make surethey know you appreciate their help.15– 2 AGRICULTURE TEACHER’ S MANUAL

INTRODUCTORY LETTER TOPARENTS/GUARDIANSSAMPLE[Date][Parent/Guardian’s Name][Address][City, State, ZIP]Dear Ms./Mr. [last name]:ABC High School agricultural education department is happy to welcome you and[your son/your daughter/student’s name] to our program and FFA chapter. Webelieve you will find the curriculum provides a solid foundation that preparesstudents for both further education and career goals. The FFA chapter providesimportant (and fun) opportunities to develop leadership and other careerrelatedskills. Each agriculture student is also asked to plan and completean individual learning project called a supervised agricultural experience(SAE) program.Our agricultural education program thrives on parental support, and we hopeyou will participate in our many FFA activities and events. You can help prepareyour student and others for successful futures by helping out as a guestspeaker, chaperon, event judge — or in a hundred other ways. Please let usknow if there are particular ways you would like to be involved. And, pleasesay yes if at all possible when we ask for help with a specific project.Copies of our curriculum outline and calendar of events are enclosed. We lookforward to working with your student and you this year. If you have any questionsabout the program or chapter, please call [instructor’s name] at [phonenumber].Sincerely,__________________________Agriculture Instructor/FFA Advisor__________________________FFA Chapter PresidentAGRICULTURE TEACHER’ S MANUAL 15– 3

TIPSPointers forParent/Guardian–TeacherConferences• Welcome parent(s)/guardian(s) to the conference.Shake hands and introduce yourself.• Make sure you have the parent(s) “matched” tothe correct student.• Always start with a positive statement about thestudent—his or her warm smile, sense of humor,good manual skills, etc. Stretch your imaginationfor something if you have to!• Summarize what your course has covered to thispoint. Point out the range of careers to which thislearning applies.• Indicate the grade the student has earned for thegrading period.• Indicate ways the student could improve futuregrades.• Cover any concerns you have regarding the student’sspecific behaviors or actions.• If there are problems with out-of-class assignments,“fish” for indications of student work at home.Suggest an amount of time most students spendon your out-of-class assignments each day orweek.• Ask if parent(s) have any questions. Listen to theirideas and concerns.• Redirect parents’ concerns to actions the studentcan take to improve learning and performance.Steer them away from critiques of your teaching.• Thank parent(s) for coming. Give them your businesscard, and make sure they know they shouldfeel free to call you with any questions.• Keep a record of who participates inparent–teacher conferences. (There is room forthis on the back of the Student Information Form,page 13-7).15– 4 AGRICULTURE TEACHER’ S MANUAL

FORMParent/Guardian–TeacherContact Worksheet & RecordUse this form to plan your contact with a student’s parent(s) at the first sign of a problem.Date: ____________________________________________________________________________________________Student’s name:__________________________________________________Class: _________________________REASON FOR CALLING PARENTS:__________________________________________________________________________________________________STATEMENT OF GOAL:I need your help in _________________________________________________________________________________.STATEMENT OF OBJECTIVES:Whenever I _______________________________________________________________________________________,I need you to ______________________________________________________________________________________.RATIONALE:It is in______________________‘s best interest that we work together to ____________________________________.CONSEQUENCE:If ________________________ doesn’t _______________________________________________________________,I will have no choice but to __________________________________________________________________________.Mr./Ms./Mrs._______________, thank you for your time. I believe ________________________________________will benefit from our actions.FOLLOW-UP/RESULTS:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 15– 5

SECTION 16Working withColleaguesTo succeed in your career, you need respect, assistance and cooperation from fellow teachers and other schoolstaff. You will be called on to work with other teachers on school and professional committees, teaching teamsand student organization events. You will also informally interact with colleagues to guide specific students, juggleschedules and share equipment and facilities. Establishing effective professional relationships will smoothyour path to career success.STEPS TO SUCCESS1. Learn about other educators and school staff.(Use the School Staff Contacts form, pages 2-7through 2-9, to record the information youcollect.)2. Implement pointers for effective relationships withcolleagues (p. 16-2).3. Learn about students with disabilities andpartner with special needs teachers (p. 16-3) tomeet their needs.I N T H I S S E C T I O NTips:Ten Pointers for EffectiveRelationships with Colleagues 16-2Tips:Partner with Special Needs Teachers 16-3Checklist:Substitute Teacher Packet 16-4Sample:Substitute Teacher Plans 16-54. Treat substitutes well, and ensure student learningcontinues when you are out of the classroom.Prepare a basic substitute teacher packet(p. 16-4 ) each time you start a new set ofcourses. Provide detailed substitute teacherplans (p. 16-5) whenever you will be out.AGRICULTURE TEACHER’ S MANUAL 16– 1

TIPSTen Pointers for EffectiveRelationships with ColleaguesEstablishing effective professional relationships will smooth your path to career success.• Never make negative comments about anotherteacher to students.• Learn about other teachers’ expertise and interests.Invite them to share these with your students.Turn to them for advice in your teaching andadvising.• Initiate efforts to tie together what students learn inyour classes and what they learn in other teachers’classes. Help students recognize that the“academic” concepts others teach them do havereal-world application.• Share your expertise and facilities as possible.Point out to other teachers the lessons their studentsmight learn in the agriculture laboratories.Suggest ways to add real-world examples in theirown classrooms.• Contribute to teaching teams. Many times otherteam teachers meet while you have students, butdo all you can to stay up-to-date on and involvedwith team plans.• Invite other staff members to attend FFA chapteractivities and accompany students on field trips.• As a beginning teacher, realize that more experiencedteachers may at first treat you with patronizingor parental-style attitudes. Be tolerant, friendlyand highly professional. As you prove yourself,they will recognize you as a valued member ofthe teaching faculty.• Respect other teachers’ schedules and teachinggoals. If you have to take students out of classes,make sure they discuss missed material withaffected teachers and complete all requiredlearning activities. Many instructors create a formto track students through this process.• Try to avoid getting too involved in defendingyour “turf” against other teachers. Keep yourfocus on what’s best for students.• Participate in faculty meetings and formal andinformal staff get-togethers.16– 2 AGRICULTURE TEACHER’ S MANUAL

PARTNER WITH SPECIAL NEEDSTEACHERSTIPSWhen students with disabilities take your courses, you will work in partnership with other educators to fulfill theirspecial needs. Here is some background information to lay the groundwork for that partnership.The Individuals with Disabilities Education Act (IDEA),passed in 1990, legislates the provision of a free andappropriate education to children with disabilities. Italso details the development of an IndividualEducation Plan (IEP) for each student with a disability.This plan is a collaborative effort among parents, childrenwith a disability, school administrators andemployers. The instruction and educational experiencesyou offer special needs students can becomepart of their IEPs.The Americans with Disabilities Act (ADA), alsopassed in 1990, prohibits discrimination against individualswith disabilities in employment, public services,public accommodations, communications, transportationand state and local governments. Since FFAprograms receive some in-kind or direct financial supportfrom state and local governmental agencies, allfacilities, services and communications associatedwith FFA must, to the fullest extent possible, be madeaccessible.It may be valuable to review with school administratorshow legislation concerning students with disabilitiesdirectly affects your program and FFA activities.Being proactive and informed can be effective meansto minimize problems and ensure full participation byeveryone.Working with special needs students offers rewardsbeyond meeting legal requirements. Through the skillsyou teach and the care you demonstrate, you can cultivateindependence and confidence in students withdisabilities to enable them to go places they neverthought possible. Furthermore, all FFA members canbenefit from the opportunities to interact regularly withyouth they perceive to be different and to learn theyreally are not so different. Members grow socially bydeveloping positive attitudes and removing prejudices.They also enjoy the benefits of new friendships andshared experiences.RESOURCE PEOPLEConsult and collaborate with the following resourcepeople as you develop ways to include and serve theneeds of students with disabilities.• parents;• health care specialists;• government agencies;• school personnel (principal, administrators, specialeducation teacher, teacher aide, school physician,school nurse, guidance counselor, school psychiatrist/psychologist,resource room teacher, homeroomteacher);• other FFA advisors;• local independent living center staff;• organizations specific to a particular disability;• regional assistive technology center.KEY RESOURCEBridging Horizons: An Advisor’s Guide to FFAInvolvement for Members with Disabilities, availablefrom the National FFA Organization, suppliesdetailed information, case studies and tips for workingwith special needs students. It is the source ofinformation provided on this page.AGRICULTURE TEACHER’ S MANUAL 16– 3

CHECKLISTSubstitute Teacher PacketWhether your absence is planned or unexpected, it is important that students continue to have valuable learningexperiences when a substitute teacher fills in. Prepare a folder with standard information for substitutes eachtime you begin a new set of courses. Add detailed lesson plans for each class as soon as you know you will beout. Check that the packet includes the following.■■■■■■■■Attendance procedures.Lunch room procedures (if applicable). List timesfor all activities, lunch and recess.Study hall procedures (if applicable). Number tobe excused at one time.Issuance of passes—• library (how many at a time, for how long,etc.);• bathroom (if allowed);• special activities (band, speech, remedial reading,etc.; include names).Emergency procedures for fire and weather emergencies.(Color code should be posted in eachclassroom.)Class schedule with exact time of activities.Up-to-date seating chart.List of three students from each class who aredependable. Mark on seating chart.■■■■■■■■“Emergency” lesson plan(s) that can be used atany time of the year in your class or subject area.(This is not a substitute for the required daily lessonplans.)Name(s) of teachers in the area, with roomnumber, who could assist the substitute with anyquestions.Instructions if there is a student teacher involved.Any other general classroom procedures.Special locks and keys (where they are, etc.);combinations to lockers.Location of all instructional materials/technologyand procedure for using.Textbooks for each class and location of same.Student handbook.Remember: You will need to update the packetperiodically!16– 4 AGRICULTURE TEACHER’ S MANUAL

Substitute Teacher PlansSAMPLEA. Attendance Procedures: On bubble sheet, darken“A” for absent or “T” for tardy. Please, DO NOTWRITE IN THE GRADE BOOK WITH INK!B. Passes: Passes should not be issued unless youfeel it is an emergency situation.C. Emergency Procedures: Follow directions posted ineach classroom.D. Class Schedule:1st hour Applied Technology2nd hour Conference Period3rd hour Integrated Science 94th hour Seminar5th hour Drafting Technology6th hour Business Management & Marketing7th hour Advanced Large Animal Science8th hour ConferenceE. Lesson Plans and Instructional Materials: Seeattached detailed plans.F. Textbooks: See attached detailed plans.G. Seating Charts: See attached.H. List of Dependable Students:1st hour Steve Dawson, Kendra Brown3rd hour Brian Baptista, Corey Taylor4th hour Sarah Bellman, Emily Garner5th hour Ben McNeil, Kimberly Williams6th hour Tye Robinson, Amanda Moigula7th hour Maria Garcia, Elenna Lefever,Andy SchmittI. Emergency Lesson Plans:The following format needs to be followed:1. Student name in upper right-hand corner2. Name of magazine3. Title of article4. Date of magazine5. Author(s) name6. Summary of article—introduction, body & conclusion7. Report due at end of hourIntegrated Science: Same as above. Topics should berelated to the class.Drafting Technology: Students are to work on currentdrawings. If they have no work, assign them a drawingfrom page 90 in their textbook (always on theirdesk). They are qualified to do any of these drawingsand have, in fact, already done some.Business Management and Marketing: Students are toread articles included in this folder. They must thenwrite no less than 1/2-page summary of each article.Advanced Large Animal Science: Students alwayshave assignment(s) to work on. Ask them if they arein library or room. (If nobody shows up to room, it isbecause we often meet in the library.)J. Teachers in Immediate Area:1st, 5th and 7th hours: Doug Marks (rm. E-106), MimiSchneiderhan (rm. E-104) & Ed Church (rm. E-103)3rd and 6th hours: Steve King, (rm. B-209), GaryWalton (rm. B-207) & Peggy Marshall (rm. B-208)K. Student handbook: See attached.Applied Technology: Students are to select one of themagazines on left side of the room, read an articleand write a two-page report on a related class topic.AGRICULTURE TEACHER’ S MANUAL 16– 5

SECTION 17Working withthe BusinessCommunityYour local business community will be very important to you and your agriculture program. Members of the businesscommunity can be your program’s advisors, benefactors, advocates and partners—as well as the “consumers”of your final product, career-ready students. Becoming familiar with and to members of the businesscommunity could be vital to your success.STEPS TO SUCCESS1. Explore your business community (p. 17-2) byresearching and/or visiting businesses and industrieslocated in your area. Make a list of thesebusinesses and place asterisks next to those thatcould prove helpful or important to yourprogram.2. Compile information about the people you meetand the businesses and industries you visit usingthe Business Contact Record (p. 17-3).I N T H I S S E C T I O NChecklist:Explore Your Business Community 17-2Form:Business Contact Record 17-3Tips:Involve the Business Community 17-4Tips:Ten Tips for Staying in Touch 17-53. Involve the business community (p. 17-4) in yourprogram and FFA chapter.4. Stay in touch (p. 17-5) with the local agriculturerelatedcommunity for long-term partnership andsuccess.AGRICULTURE TEACHER’ S MANUAL 17– 1

CHECKLISTExplore Your BusinessCommunityCheck off each category as you obtain information about businesses located in your school district and within thegeographic area in which local citizens work. Record information on the Business Contact Record (p. 17-3).■■■■■■■■■■■■agricultural production enterprisesagriculture-related businesses—• sales/service to production enterprises;• consumer retail (nursery, florist, etc.)• consumer sales/service (lawn care, landscaping,etc.)regional agriculture-related sales/service divisionsschool district suppliersretail businessesbusiness-to-business servicesconsumer servicesfinancial serviceshealth care servicessmall businesses and entrepreneursagriculture-related agenciesagriculture-related organizationsCONTACT OPPORTUNITIESLook for every opportunity to meet members ofthe business community. Visit their businesses.Seek out their displays at community events.Attend civic organization meetings andChamber of Commerce activities in which theyparticipate.Introduce yourself as the new agricultureinstructor, and give them your business card.Be prepared with pertinent information aboutyou, your program and how the businessmight become involved.Arrange for FFA officers and other students togive presentations to civic and business organizations.17– 2 AGRICULTURE TEACHER’ S MANUAL

Business Contact RecordFORMName of business: _________________________________________________________________________________Address: ____________________________________________________________________________________________________________________________________________________________________________________________Type of business:___________________________________________________________________________________Description: _______________________________________________________________________________________Potential work-based student experiences: _____________________________________________________________CONTACT PERSONSName:____________________________________________________________________________________________Title:______________________________________________________________________________________________Phone: _____________________________________________Fax:_________________________________________Date contacted:_______________________________________________________________________________________________________________________________________Notes:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Name:____________________________________________________________________________________________Title:______________________________________________________________________________________________Phone: _____________________________________________Fax:_________________________________________Date contacted:_______________________________________________________________________________________________________________________________________Notes:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AGRICULTURE TEACHER’ S MANUAL 17– 3

TIPSInvolve the BusinessCommunityYour business community and its members can be vital resources for your agriculture program. At the sametime, your program and its students provide businesses with current and future workers, as well as leaders whowill take charge of tomorrow’s agriculture industry and local community. Try some of these suggestions forinvolving business contacts with your program and FFA chapter.Your business community can provide—• guest speakers (on everything from specific businessesor agricultural career options to personaland leadership development topics);• Advisory Committee members (see Section 18,Working with the Advisory Committee);• competitive event judges;• current, real-world information and examples;• real-world experiential learning opportunities forstudents, including supervised agricultural experiences(SAE) and other work-based learning experiences;• field trip sites;• interactions for student learning experiences/projects such as job shadowing, industry interviews,research, etc.• graduate placement;• program promotion, including quotes in brochuresor videos and presentations to students, parents,school board, etc.;• validation that your program’s goals, curriculumand lesson plans prepare students for the world ofwork;• evaluation of students’ performance;• borrowed resources (merchandise, equipment, literature,handbooks, displays, industry guides);• assistance with purchasing decisions for programequipment, materials and resources;• equipment and materials for your agriculture program(donations of new or used materials usuallyprovide tax deductions for the business);• financial support.• student employment (paid or unpaid);17– 4 AGRICULTURE TEACHER’ S MANUAL

TIPSTen Tips for Stayingin Touch with YourAgriculture Community• Meet all business, industry and agriculture organization leaders important to your program area.• Stay in touch with these people on a regular basis.• Ask to be put on their mailing lists.• Keep them informed about your program. (Involve students in this effort.)• Mail them holiday greeting cards from your program (being conscious of people from various faiths).• Invite them to program functions and events.• Invite them to your classroom and laboratory.• Organize an appreciation banquet for your business community.• Ask them for their assistance, and be willing to offer your assistance to them.• Say thank you, thank you, thank you!AGRICULTURE TEACHER’ S MANUAL 17– 5

SECTION 18Working withthe AdvisoryCommitteeAn advisory committee is a group of business, industry, community and school-related people who help youkeep your program on track. With appropriate management, it can provide both guidance and support. Useyour committee and its members to help you develop, design and deliver a quality program.STEPS TO SUCCESS1. Gain an understanding of advisory committeefunctions (p. 18-2) and operations. Talk withexperienced agricultural educators and, if possible,observe other programs’ committees.2. Set up your advisory committee using a step-bystepprocess for advisory committee implementation(p. 18-4). Even if your program’s advisorycommittee is already established, review thesteps to ensure everything has been covered.3. Ensure success with your advisory committee (p.18-5) through clear communication, effectivemanagement and meaningful involvement.4. Record related information on the AdvisoryCommittee Member Information (p. 18-7) andAdvisory Committee Subcommittees (p. 18-8)forms.I N T H I S S E C T I O NTips:Advisory Committee Functions 18-2Checklist:Step-by-Step AdvisoryCommittee Implementation 18-4Tips:Pointers for Success withYour Advisory Committee 18-5Sample:Advisory Committee Agenda—First Meeting 18-6Form:Advisory CommitteeMember Information 18-7Form:Advisory Committee Subcommittees 18-8AGRICULTURE TEACHER’ S MANUAL 18– 1

TIPSAdvisory CommitteeFunctionsMembers of your agricultural education advisory committee play an important and necessary role in the developmentof a successful agricultural education program. Members must also understand from the beginning thatthe committee has no administrative policy-making or legislative authority.A well-functioning advisory committee will—• Evaluate the current agricultural education programto determine if it is providing realistic andcurrent preparation and training for students.◆◆Determine student and community interest incooperative education and adult classes.Inform the school about business and industrypersonnel needs.◆◆◆◆◆◆◆◆◆Review all features of the program—goals,competencies, curriculum, lesson plans andclassroom and lab formats—and evaluate overallprogram effectiveness.Assist in conducting surveys and interpretingsurvey data.Identify the most recent educational andemployment trends in specific businesses andindustries, and determine those agriculturaleducation programs needed to provide preparationfor jobs in the community.Provide advice on the establishment and maintenanceof a realistic agricultural educationprogram.Provide advice about curricula content, trainingtechniques and equipment.Investigate the types of facilities and equipmentcurrently used in business and industry.Assist in the preparation and selection ofcourse materials.Research and explain technical information.Inform school personnel of changes in thelabor market.• Act as a change agent to increase the agriculturaleducation program’s relevance.◆◆◆Follow up on recommendations made to agriculturaleducation coordinators, instructors, administratorsand the local board of education.Research and recommend changes in agriculturaleducation programs.Suggest new or modified curricula.• Help secure training stations and assist in theplacement of program graduates.◆◆◆◆◆◆Assist with the development of student placementprograms.Assist and counsel students preparing to enterthe job market.Identify places for internships and cooperativework experiences.Recommend policies for internships and cooperativework programs.Provide advice on types of students best suitedfor participating in cooperative work programs.Assist in implementing procedures to providestudents release time for part-time jobs.continued18– 2 AGRICULTURE TEACHER’ S MANUAL

Advisory Committee FunctionsTIPS• Provide input and support for legislation and correspondingfunding at the local, state and federallevels.◆◆Suggest and support local, state and nationalaction regarding agricultural education programs:attend legislative meetings, write letters,promote agricultural education programs.Provide financial assistance to agricultural educationprograms: arrange for donations, establishstudent scholarships and awards.• Act as a communications link to assist in the developmentof community understanding of and supportfor the agricultural education program.◆Encourage cooperation and a better understandingof agricultural education programsamong employers, students and the generalpublic.• Provide a service to the agricultural educationprogram.◆◆◆◆Assist in securing meeting places for adultclasses, advisory committee meetings, competitiveevents and special demonstrations.Recommend resource personnel, guest speakersand instructors for agricultural educationprograms.Serve as judges for local awards and contests.Help plan special events: Vocational EducationWeek, National Student Organization Week,competitive events, banquets and other socialactivities.◆◆Develop plans for recognizing outstandingstudents.Serve as a communications link within thecommunity.Source: Shinn, L. (1988). Advisory Committees: A Guide for Organization andUse. Cincinnati, OH: South-Western Publishing.*AGRICULTURE TEACHER’ S MANUAL 18– 3

CHECKLISTStep-by-Step AdvisoryCommittee ImplementationBE CONVINCED OF THE NEED FOR ANADVISORY COMMITTEE.■■■Study the duties, functions and advantages of anadvisory committee.Visit advisory committees in operation.Talk to administrators at a school where a successfuladvisory committee is in operation.SELECT AND CONTACT COMMITTEEMEMBERS.■Prepare a list of people from which committeemembers will be selected. Work with the superintendentand/or the board of education to make thefinal selection. Be sure to include business, industry,community and school-related people. Include some“nonusers”—people who have not had close ties toyour program in the past.SECURE APPROVAL.■■■Explain the function of an advisory committee toadministrators. Point out the local need for, andadvantages of, the advisory committee. Provideexamples of schools where advisory committeesare successfully operating.Show how an advisory committee will be an assetto administrators, the school and yourself.Ask for administrators’ assistance in preparing finalplans for presentation to the board of education.■■■Contact selected members and determine whetherthey are interested in serving.Visit all members who accept a position on thecommittee. Answer their questions about the overallprogram. Check on possible times to hold thefirst meeting.Arrange for the secretary of the board of educationto write personal letters of notification, signedby the board president, to each newly selectedcommittee member.■■■Present plans to the board of education.Outline specific purposes of the advisory committee.Point out that it is not a pressure or lobby group,but merely addresses problems.Explain that the board of education may designatea member to sit in on all committee meetings.CALL THE FIRST MEETING.■■■Avoid time conflicts as much as possible.Stress the importance of attendance.Mail reminder cards to committee members, andcall them the day before the meeting.■See page 18-6 for a sample agenda.Source: Shinn, L. (1988). Advisory Committees: A Guide for Organization andUse. Cincinnati, OH: South-Western Publishing.*18– 4 AGRICULTURE TEACHER’ S MANUAL

Pointers for Success withYour Advisory CommitteeTIPS• Send a letter to each new committee member,signed by the highest possible school official,appointing the representative to the committee.• Provide biographical information about the chairpersonand other members of the committee toeach new member.• Communicate your program’s purpose and goalsso committee members can provide on-targetadvice and guidance.• Tell committee members exactly what is expectedof them in the way of advice, assistance, cooperationand time. Provide a written position description.• Familiarize committee members with educationstaff and the school environment.• Continually provide committee members with informationconcerning educational developments atthe local, state and national levels.• Occasionally invite committee members to attendschool functions, board of education meetings orstate board meetings.• Inform committee members of happenings in otherschools and school systems.• Demonstrate your own enthusiasm for and commitmentto the committee’s role in improving yourprogram.• Invite committee members to the school, and bewilling to spend some time with them.• Provide opportunities for representatives to meetwith students several times during the school year.• Select a representative from each graduating classto serve as an ex-officio member for one year tohelp determine the effectiveness of committeeaction.• Form subcomittees of three to four members toaddress specific issues and accomplish specifictasks.• Schedule meetings at a convenient time, preferablyat the school.• Notify committee members of meetings at leasttwo weeks in advance.• Keep meetings within a reasonable time limit.Industry and business representatives are accustomedto crisp, business-like procedures.• Before each meeting, provide members with anagenda containing a brief background statementof the problems to be discussed and possible solutionsfor each.• Provide recognition in newspaper articles, presentations,your program’s annual report and at theannual FFA chapter banquet.Sources: Hutt, R. (1979, October). “Get the Most Out of Marketing and D.E.Advisory Committees,” The Balance Sheet, pp. 58–62. Shinn, L. (1988).Advisory Committees: A Guide for Organization and Use. Cincinnati, OH:South-Western Publishing Co.*AGRICULTURE TEACHER’ S MANUAL 18– 5

SAMPLEAdvisory Committee Agenda—First Meeting1. Welcome and opening remarks by schoolpersonnel.2. Introduction of and biographical information aboutcommittee members.3. Statement of the role of the committee and how itis expected to be of assistance to the school.4. Names and brief biographical information of keyschool officials and teachers.5. A brief sketch of the history and background of theschool.6. The objectives of the school as a whole.7. The nature and objectives of the specific agriculturaleducation program.10. Standards specified in federal acts for agriculturaleducation and the state plan for agriculturaleducation.11. Discussion/input from committee members aboutwhat they need from and envision for the localagricultural education program.12. Organization of the committee—◆◆selection of chairperson and secretary;selection of dates and times for meetings.13. Other items.14. Adjournment.8. A brief outline of problems in the school and in thespecific agricultural education program.9. Future plans for expansion of the school or specificprogram.Source: Shinn, L. (1988). Advisory Committees: A Guide for Organization andUse. Cincinnati, OH: South-Western Publishing.*18– 6 AGRICULTURE TEACHER’ S MANUAL

FORMAdvisory CommitteeMember InformationName: ________________________________________________________Home address: _________________________________________________Business address: _______________________________________________Title: __________________________Home phone: __________________Business phone: ________________Career/Expertise: _________________________________________________________________________________Involvement:■ Speaker Topic: ____________________________________________________ Date: ______________■ Judge Event: ____________________________________________________ Date: ______________■ SAE supervisor Program: _________________________________________________ Date: ______________■ ____________ Event: ____________________________________________________ Date: ______________■ ____________ Event: ____________________________________________________ Date: ______________Name: ________________________________________________________Home address: _________________________________________________Business address: _______________________________________________Title: __________________________Home phone: __________________Business phone: ________________Career/Expertise: _________________________________________________________________________________Involvement:■ Speaker Topic: ____________________________________________________ Date: ______________■ Judge Event: ____________________________________________________ Date: ______________■ SAE supervisor Program: _________________________________________________ Date: ______________■ ____________ Event: ____________________________________________________ Date: ______________■ ____________ Event: ____________________________________________________ Date: ______________AGRICULTURE TEACHER’ S MANUAL 18– 7

FORMAdvisory CommitteeSubcommitteesSubcommittee name: _______________________________________________________________________________Purpose: _________________________________________________________________________________________Date formed: _____________________________________Members: ________________________________________Members: ________________________________________To report by: ______________________________________________________________________________________________________________________________Subcommittee name: _______________________________________________________________________________Purpose: _________________________________________________________________________________________Date formed: _____________________________________Members: ________________________________________Members: ________________________________________To report by: ______________________________________________________________________________________________________________________________Subcommittee name: _______________________________________________________________________________Purpose: _________________________________________________________________________________________Date formed: _____________________________________Members: ________________________________________Members: ________________________________________To report by: ______________________________________________________________________________________________________________________________Subcommittee name: _______________________________________________________________________________Purpose: _________________________________________________________________________________________Date formed: _____________________________________Members: ________________________________________Members: ________________________________________To report by: ______________________________________________________________________________________________________________________________18– 8 AGRICULTURE TEACHER’ S MANUAL

SECTION 19Working withFFA Alumni andYoung FarmersFormer FFA members and others in the community can supply invaluable assistance, expertise and support toyour program and FFA chapter. Organizing supporters through local affiliates of the National FFA AlumniAssociation and the National Young Farmer Education Association (NYFEA) will add cohesion, prestige andnational resources to their efforts.STEPS TO SUCCESS1. Find out whether FFA Alumni or NYFEA groups are or havebeen active in your program. Talk with their leaders to seewhat sorts of plans the groups have for the coming year.2. Learn about the National FFA Alumni Association andwhat it can do for your program (see overview, p. 19-2).Gather ideas for local FFA Alumni activities (p. 19-3) fromwritten materials, other affiliates and agriculture instructors.3. Learn about the National Young Farmer EducationAssociation and what it can do for your program (seeoverview, p. 19-5). Gather ideas for local NYFEA activities(p. 19-6) from written materials, other affiliates andagriculture instructors.I N T H I S S E C T I O NTips:FFA Alumni Overview 19-2Sample:Local FFA Alumni Activities 19-3Form:FFA Alumni Member Information 19-4Tips:NYFEA Overview 19-5Sample:Local NYFEA Activities 19-6Form:NYFEA Member Information 19-84. Record FFA Alumni and NYFEA membership and involvementinformation on the FFA Alumni Member Information(p. 19-4) and NYFEA Member Information (p. 19-8) forms.AGRICULTURE TEACHER’ S MANUAL 19– 1

TIPSFFA Alumni OverviewThe National FFA Alumni Association secures the promise of FFA and agricultural education by creating an environmentin which people and communities can develop their potential for premier leadership, personal growthand career success. The association operates at the local, state and national levels. Members may be formerFFA members, parents, industry representatives, counselors, administrators, community leaders, agricultural educatorsor any other adults who wish to support the FFA and agricultural education.BENEFITSAn active FFA Alumni affiliate can strengthen youragricultural education program by—• supporting FFA members through coaching, mentoringor financial contributions;• linking students to the community and the communityto students;• bringing parents back to school;• building community partnerships;• influencing educational legislation and policies atthe local, state and national levels;• helping insure continued program support andsuccess.In the meantime, FFA Alumni involvement benefitsadult supporters through opportunities to—• grow personally and professionally;• gain recognition;• contribute to students’ growth and success;• strengthen local agriculture and agriculturaleducation;• contribute to the community.• Communicate with Alumni members openly anddirectly. Clarify roles. For example, the instructorgenerally directs the program, an AdvisoryCommittee provides vision, and Alumni and othervolunteers support efforts to achieve the vision.• Encourage FFA members and Alumni members towork together. The resulting interactions can bevaluable “real world” learning experiences for students.• Recognize and thank Alumni supporters.KEY RESOURCEThe National FFA Alumni Association provides assistanceand information for local instructors and FFAAlumni affiliates. Contact the association at—P.O. Box 68960Indianapolis, IN 46268-0960(317) 802-4292E-mail: gstarr@ffa.orgTHE INSTRUCTOR’S ROLEAs the agriculture instructor and FFA advisor, you willbe an important resource to the FFA Alumni affiliate,just as it will be a tremendous help to you. Here aresome important aspects of your role.• Share your expectations for the agricultural educationprogram. Identify specific areas in whichAlumni members might provide assistance.19– 2 AGRICULTURE TEACHER’ S MANUAL

SAMPLELocal FFA Alumni ActivitiesLocal FFA Alumni activities provide rewarding experiences for community supporters while enhancing your agriculturaleducation program and FFA chapter. Your FFA Alumni affiliate might want to try some of the followingideas.• Present agricultural careers day for school, schooldistrict or county.• Coach career development event participants.• Raise funds to support agriculture program and FFAchapter projects—pork raffle, fruit and nut sale,steak fry, chicken BBQ, pancake breakfast, etc.• Raise funds for improved agriculture programfacilities and/or technology.• Finance students’ trips to National FFAConvention.• Finance students’ trips to Washington LeadershipConference.• Assist with agricultural improvement programs.• Host a beginning-of-school-year event for FFAmembers, families, incoming students and FFAAlumni members.• Sponsor scholarships for FFA members to studyagriculture after high school.• Assist with students’ supervised agriculturalexperience (SAE) programs and other work-basedlearning experiences.• Assist with FFA chapter activities—county fair auction,annual banquet, fund raisers, etc.• Assist with FFA chapter programs—Food ForAmerica presentations, community service, ProjectPALS, etc.• Chaperon students on FFA trips.• Transport students to FFA-related events and ontours.• Transport students’ projects to fairs, judgingevents, etc.• Host a joint leadership seminar for FFA and FFAAlumni officers.• Judge local award applications and careerdevelopment events.• Serve as guest speakers in agriculture classes andat FFA meetings.• Challenge FFA members to recreational tournaments...softball,volleyball, etc.• Advocate for agriculture program and FFA chapterat school board and town council meetings.• Arrange an exchange between two FFA chapters.Ideas compiled from reported activities of FFA Alumni affiliates in Michigan.AGRICULTURE TEACHER’ S MANUAL 19– 3

FORMFFA Alumni MemberInformationName: __________________________________________________Home phone: _______________________Home address: _________________________________________________________________________________Career/Expertise: ______________________________________________________________________________Involvement:■ Speaker Topic: ___________________________________ Date: ______________________________■ Judge Event: ___________________________________ Date: ______________________________■ Coach Event: ___________________________________ Date: ______________________________■ Event: ___________________________________ Date: ______________________________■ Event: ___________________________________ Date: ______________________________Name: __________________________________________________Home phone: _______________________Home address: _________________________________________________________________________________Career/Expertise: ______________________________________________________________________________Involvement:■ Speaker Topic: ___________________________________ Date: ______________________________■ Judge Event: ___________________________________ Date: ______________________________■ Coach Event: ___________________________________ Date: ______________________________■ Event: ___________________________________ Date: ______________________________■ Event: ___________________________________ Date: ______________________________19– 4 AGRICULTURE TEACHER’ S MANUAL

TIPSNYFEA OverviewThe mission of the National Young Farmer Education Association (NYFEA)—”The Association for EDUCATINGAGRICULTURAL LEADERS”—is to promote the personal and professional growth of all people involved in agriculture.NYFEA strives to develop and provide educational and leadership opportunities to educate others sothey, too, can educate. The association operates on the individual, local, state and national levels. NYFEAinvites any adult with an active farm, agribusiness or agricultural interest to become a member.BENEFITSAn active NYFEA affiliate can strengthen your agriculturaleducation program in several ways, including—• organizing community leaders behind agriculturaleducation;• helping with projects;• building business loyalty through service projectsthat benefit worthy causes.In the meantime, NYFEA involvement benefits adultlearners through opportunities to—• promote the personal and professional growth ofall people involved in agriculture through leadershiptraining;• stimulate support for agriculture through projectsthat help others understand the challenges facingtoday’s producers;• serve as a valuable source of current informationon production issues;• sharpen personal skills as promoters, negotiators,communicators, time managers and business managers.THE INSTRUCTOR’S ROLEThe agriculture instructor/FFA advisor is an importantresource to the NYFEA affiliate. The instructor usuallytakes the lead to organize a regular meeting of adultlearners and arrange for an educational program.The NYFEA national association offers program materials.Local meetings should be held at least quarterly.PROGRAMS AND SERVICESNYFEA provides a national framework to inspirepersonal achievement and strengthen agriculturalleadership that fosters economic growth. Nationalprograms and member services include—• national newsletter and updates to all members;• annual leadership and management seminars;• video courses on leadership and business skilldevelopment;• Ag Colleges focusing on leadership and managementtraining with an agricultural perspective;• partnerships with national commodity and consumerorganizations;• international farmer education programs;• recognition of outstanding members;• National Spokesperson, Reporter and ChapterAdvisor Contests;• National Farm and Ranch Management, Photoand Essay Contests;• Leadership, Management and Instruction Degrees;• annual National Convention;• Summer Leadership Conference.On the local level, farm tours, technical training,contests and service projects are often provided.See page 9-6 for sample local NYFEA activities.KEY RESOURCEThe national association provides assistance andinformation for local instructors and NYFEA affiliates.For program and membership information, contactNYFEA at—P.O. Box 20326Montgomery, AL 36120(334) 288-0097AGRICULTURE TEACHER’ S MANUAL 19– 5

SAMPLELocal NYFEA ActivitiesLocal NYFEA activities provide rewarding experiences for adult learners while enhancing your agriculturaleducation program. The NYFEA affiliate might want to try some of the following ideas.COMMUNITY SERVICE• Identify and participate in local service projects.• Inform members of service opportunities that willbenefit the community. (For suggestions, seeNYFEA’s educational plan, “Education for AmericanAgriculture.”)• Encourage the sponsorship of agricultural learningopportunities for youth.• Enable NYFEA members to use their skills to hostconstructive projects in the community.PUBLIC RELATIONS• Make the news media aware of activities.• Strive to get FFA youth involved.• Publicize chapter activities and encourage publicattendance.• Make a special effort to publicize the accomplishmentsof the local affiliate and individual members.• Encourage sponsors and contributors to continuetheir support of the NYFEA Foundation.• Make the community aware of state and nationalproposals and plans that can either help or hinderagricultural education.STATE AGRICULTURALEDUCATION SUPPORT• Know state agricultural education organizationrepresentatives.• Keep abreast of state education programs.• Know procedures for enlisting coalitions oforganizations to confront problems.• Attend agricultural education activities.• Report activities to NYFEA.NATIONAL ASSOCIATION SUPPORT• Contact state delegates for information onopportunities available from NYFEA.• Share local activities with the national office.• Give support to the national association throughcontinued membership.• Stay aware of NYFEA educational programs andthe “Education for American Agriculture” plan.CHAPTER ACTIVITIESThe local NYFEA affiliate’s activities will determine itssuccess. Activities should be developed to meetmembers’ needs and interests and help solveproblems that are essentially local. Some majorareas of emphasis are—• leadership and personal development opportunities;• local competition in NYFEA contests;• transportation to district and state activities;• chapter fund raising;• chapter recognition awards for special accomplishments;• educational opportunities for producers andnonproducers;• leadership, educational and service projects in conjunctionwith the local FFA and FFA Alumni chapters.SAMPLE PROJECTS• Suggest ways the local agricultural education programand FFA chapter can stay up-to-date withagricultural technology and production and businesspractices.• Help secure job and cooperative educationplacement opportunities for youth.continued19– 6 AGRICULTURE TEACHER’ S MANUAL

Local NYFEA ActivitiesSAMPLE• Inspire and build confidence in young agriculturalists.• Host joint meetings between FFA, FFA Alumni andlocal NYFEA.• Conduct farm and agribusiness tours that explainagriculture to elementary school and civic groups.• Present safety demonstrations for young people.• Conduct an agricultural careers day.• Provide practice facilities and coaching for FFAactivities.• Serve as resource people for classroom discussions.• Provide judges to select local FFA and 4-H awardwinners.• Assist in the development of leaders for otheragricultural organizations.• Conduct service projects that promote a positiveimage of agriculture.• Sponsor field trips to the state’s major agriculturalindustries.• Conduct activities during Farm–City Week.Additional ideas can be obtained by readingNYFEA’s newsletter, which describes activitiesconducted by chapters around the country.AGRICULTURE TEACHER’ S MANUAL 19– 7

FORMNYFEA Member InformationName: __________________________________________________Home phone: _______________________Home address: _________________________________________________________________________________Career/Expertise: ______________________________________________________________________________Completed learning experiences:■ Topic: _________________________________________________■ Topic: _________________________________________________■ Topic: _________________________________________________■ Topic: _________________________________________________■ Topic: _________________________________________________Date: ______________________________Date: ______________________________Date: ______________________________Date: ______________________________Date: ______________________________Name: __________________________________________________Home phone: _______________________Home address: _________________________________________________________________________________Career/Expertise: ______________________________________________________________________________Completed learning experiences:■ Topic: _________________________________________________■ Topic: _________________________________________________■ Topic: _________________________________________________■ Topic: _________________________________________________■ Topic: _________________________________________________Date: ______________________________Date: ______________________________Date: ______________________________Date: ______________________________Date: ______________________________19– 8 AGRICULTURE TEACHER’ S MANUAL

SECTION 20Marketing YourProgram and FFAChapterA strong program and FFA chapter can be immeasurably enhanced by administrators who recognize theirvalue; students who want to participate; and parents, community leaders and others who are willing to supportand enhance related activities. That’s why marketing—the process of identifying key audiences and showingthem how they can benefit from your program—is an important part of the agriculture instructor’s job.STEPS TO SUCCESS1. Establish goals and plans for program marketingsuccess (p. 20-2). Use a variety of school andcommunity outlets to build support for your agriculturaleducation program and FFA chapter.2. Establish goals and plans for student recruitmentsuccess (p. 20-3). Involve FFA members in yourefforts, and feature student leaders during recruitmentpresentations.I N T H I S S E C T I O NTips:Program Marketing Success 20-2Tips:Student Recruitment Success 20-3Form:Agriscience Interest Survey 20-4Sample:Course Description Flyer 20-63. Gauge potential for current and future enrollmentwith a student interest survey (p. 20-4).4. Inform potential students about your agricultureprogram and its courses with a course descriptionflyer (p. 20-6).AGRICULTURE TEACHER’ S MANUAL 20– 1

TIPSProgram Marketing SuccessPotential students, parents, administrators, industry supporters and others can only know what’s going on inyour program if you tell them. That’s where marketing comes in.Marketing empowers agriculture teachers to—• make a positive difference in the lives of youngpeople;• ensure program survival;• maximize the limited resources available to theiragricultural education program and FFA chapter.MARKETING STRATEGIESExperienced agriculture instructors recommend the followingactivities for spreading the word about yourprogram.• Use business cards as the agriculture instructor.• Have business cards for FFA officers.• Have an open house in the agriculture department.• Invite the press early and often.• Work closely with your FFA reporter.• Send out newsletters on the agriculture program.• Use slides and/or videos at your chapter banquet.• Announce results of contests and other activities themorning after they occur.• Promote your program with signs, posters, T-shirtsand hats, FFA calendars and handouts duringNational FFA Week.CAN YOU ANSWER YES TO THEFOLLOWING QUESTIONS?• Would someone traveling through town knowthere is an FFA chapter in the local school?• Would someone walking into the school for the firsttime know where the agriculture department is?• Do all of the FFA members and their parents knowwhen the next FFA meeting is?• Is there an active FFA Alumni affiliate?• Does the FFA chapter send mailings of FFAactivities to parents, alumni members, schoolboard members and local businesses?• Does the guidance counselor know the curriculumand content I am teaching students?• Have I worked with another teacher in the highschool?• Have I worked with another teacher in themiddle/junior high school?• Is my program using the agriculture concepts andcontent I think it should?• Have I, or any of my FFA members, participatedin a radio program this school year?KEY RESOURCESFor detailed how-to information about program marketing,consult the FFA Advisor’s Public RelationsGuide and other resources available from theNational FFA Organization. For more information,see this manual’s Section 25, Resources, or the currentAgricultural Education Resources catalog. Requesta free copy by calling 1-888-332-2668.20– 2 AGRICULTURE TEACHER’ S MANUAL

TIPSStudent Recruitment SuccessLike a sports team, your agricultural education program and FFA chapter constantly need new recruits toreplace those who graduate and move on. Recruitment efforts can be exciting opportunities to expand studentlearning, involve the community and build your program’s size, prestige and support.TARGET POTENTIAL MEMBERSFocus on the “next generation” of agriculture studentswith—• PALS (Partners in Active Learning Support) andFood For America programs;• team-building workshops or challenges;• trips;• big brother/big sister pairings between older andyounger FFA members based on common agriculturalinterests.• agricultural safety events for children and families;• invitations to the chapter banquet for students whomight enroll next year;• demonstrations and hands-on activities at school orientations;• brochures and displays;• ninth grade “ambassadors” to seventh and eighthgraders;• sponsorship of a junior chapter and a junior officerteam.START WHERE PROSPECTS’INTERESTS LIEFFA members eventually appreciate the solid learningand serious training the organization provides.Chances are, though, that fun, hands-on activities getthem involved in the first place. Try—• course topics and learning activities that appeal tostudents’ existing interests in plants, animals and theenvironment;• student-directed recreational activities, like opengym, bowling, volleyball tournaments, lock-ins anddances;EDUCATE COUNSELORS ANDADMINISTRATORSThese key educational “gatekeepers” don’t automaticallyknow about agricultural education and theFFA—you have to tell them. (See Section 14, Workingwith Administrators, for additional ideas.) Try—• establishing an agricultural careers corner in theguidance office;• providing brochures, magazines, calendars andcopies of the annual Program of Activities;• identifying opportunities for students to fit agriculturaleducation into their course schedules;• involving counselors and administrators as judgesfor leadership events and scholarship selections;• providing placement information about recent andpast graduates.KEY RESOURCESThe National FFA Organization’s “Leadership for aNew Millennium” initiative provides information,resources and support for agricultural education andFFA recruitment efforts. For information, contact theFFA Teacher Services Team at 317/802-6060.AGRICULTURE TEACHER’ S MANUAL 20– 3

FORMAgriscience Interest SurveyWe are conducting a survey of students to determine interest and attitudes about agriscience, natural resourcesand environmental education. Your answers will help us decide what to teach. Please help by filling in the informationbelow.Name: ________________________________________________Home phone: ____________________________Parent(s)/Guardian(s) name(s): ______________________________________________________________________Address: ______________________________________________ Town/City: ____________ Zip: ____________Age: _____Grade: ■ 7th ■ 8th ■ 9th ■ 10th ■ 11th ■ 12th E-mail address: __________________I live: ■ in the city ■ in a town ■ in the country/not on a farm ■ on a farmI ■ have (or) ■ have not taken agriscience, natural resources or environmental courses.ACTIVITIES AND HOBBIESCheck which of the following activities interest you (check all the apply):■ sports ■ music ■ travel■ reading ■ hunting/fishing ■ camping■ motorcycles ■ public speaking ■ mechanics■ hiking ■ photography ■ horseback riding■ raising animals ■ computers ■ science■ art ■ gardening ■ drama■ clothes/fashions ■ crafts ■ boatingCAREER INTERESTSCheck which of the following career areas interest you (check all that apply):■ broadcasting ■ newspaper/magazine editor ■ marketing/sales■ forestry ■ computer programming ■ engineering■ mechanics ■ raising crops ■ raising animals■ public relations ■ ranching ■ genetics■ landscaping ■ government service ■ scientific research■ raising plants ■ flower arranging ■ health services■ chemistry ■ teaching ■ banking■ accounting■ natural resource management ■ military■ travel/tourism ■ performing arts ■ soil conservation■ law ■ golf course management ■ horse trainingcontinued20– 4 AGRICULTURE TEACHER’ S MANUAL

Agriscience Interest SurveyTIPSAGRISCIENCE, NATURAL RESOURCES AND ENVIRONMENTAL EDUCATIONCheck which of the following subjects interest you (check all that apply):■ mechanics ■ horticulture ■ animal science■ water quality ■ crop science ■ drafting■ business management ■ marketing ■ floriculture■ computers ■ electrification ■ outdoor recreation■ soil science ■ communications ■ sales and service■ forestry ■ natural resource management ■ nutrition■ landscaping ■ biotechnology ■ turf managementCHECK WHICH OF THE FOLLOWING LEADERSHIP SKILLS INTEREST YOU (CHECK ALLTHAT APPLY):■ public speaking ■ parliamentary procedure ■ job interview■ teamwork■ personal development/success ■ being part of a group■ making decisions ■ planning and organizing ■ public relations/marketing■ new and different opportunities ■ motivations ■ time management■ interpersonal communicationsAGRICULTURE TEACHER’ S MANUAL 20– 5

SAMPLECourse Description FlyerA FUTURE IN AGRISCIENCE?Yes, there is a future in agriscience, and a bright oneat that! Today’s career choices include: biotechnology,international marketing, genetics, engineering,food science, computers, horticulture, communications,veterinary science and many more! Currently,agriculture is our nation’s largest employer. Its futuredepends on having the best and brightest youngpeople to fill employment opportunities.The 21st century promises exciting challenges! To preparefor these opportunities, enroll in agriscience.WHY AGRISCIENCE?Agriscience classes will provide you with the neededknowledge to be successful in college or on the job.Besides, agriscience is FUN! Students who enroll inagriscience not only learn from textbooks, but “learnby doing,” through hands-on experiments in and outof the classroom. Also, you will have the opportunityto travel around the state and, yes, maybe even thecountry and the world.AGRISCIENCE COURSESHorticulture (for 9th – 12th graders)This course is divided into three major areas:• greenhouse management• landscape design• floricultureThe Horticulture course will provide you with skills inbedding plant production, floral design, landscapearchitecture and many other exciting topics.Horticulture provides a practical approach to learningabout plants through hands-on experiences.Plant and Animal Science (for 10th graders)This course is designed to provide you with an understandingof how plants and animals grow and function.You will have the opportunity to work with plantsin the greenhouse and animals in the lab area.Plant and Animal Science satisfies the 10th gradebiology requirement and can serve as a prerequisitefor Biology II.Agriscience and Natural Resources(for 10th – 12th graders)This course will cover four areas of study in a twohourblock program. Topic areas are:• greenhouse management• landscape design• plant science• animal scienceAgriscience and Natural Resources will provide youwith skills necessary to be successful in entry-leveljobs or in college.For more information about these courses, look inyour course description handbook or contact yourcounselor.20– 6 AGRICULTURE TEACHER’ S MANUAL

SECTION 21Professionalismand PersonalDevelopmentThe image you project and the success of your program will depend, in part, on your own commitment to professionalismand personal development. As a role model for students, you need to “walk the talk”—to practice thesame high standards of ethics, professionalism, goal setting, leadership and coping skills you expect from students.STEPS TO SUCCESS1. Plan ways you will establish a reputation forstrong image and ethics (p. 21-2). Make thesepractices an integral part of everything you do.2. Recognize and prepare for your role as leader(p. 21-4).3. Commit to professionalism by striving for the standardsoutlined in the NAAE Teacher Creed of theNational Vocational Agricultural Teachers’Association (p. 21-5).4. Set professional goals, develop detailed plans fortheir attainment and work your plan (p. 21-6through 21-8).5. Implement strategies for coping with stress (p. 21-9 through 21-11).I N T H I S S E C T I O NTips:Ethics and Public Image 21-2Tips:You as a Leader 21-4Sample:NAAE Teacher Creed 21-5Tips:Ten Steps for SettingProfessional Goals 21-6Form:Professional Goals 21-7Form:Professional Goal Attainment Plan 21-8Tips:Coping with Stress 21-9Form:Barksdale Personal Stress Index 21-10AGRICULTURE TEACHER’ S MANUAL 21– 1

TIPSEthics and Public ImageAmong the many factors that contribute to the survival of a beginning teacher, ethics and public image areamong the top contenders. The topics cannot be separated, since they are so closely related. Volumes could bewritten and several courses taught on these topics. You will need to “flesh out” the limited tips here to fit yourpersonality and community needs.Begin by taking a careful look at the community inwhich you teach. Pay close attention to the natureand background of the people you will serve. You arethe professional, but community members pay thesalaries and thus deserve consideration.ETHICSTrue or False: “In this age of moral turmoil, what isright and wrong is viewed as a conditional issue thatcan be skewed to fit each individual’s wants and wishes,as long as it can be properly rationalized.” Thatmay have been “true” at the college you attended oreven your home community. The reality in the communitywhere you teach is likely to be quite different.Most communities where agriculture is taught are conservativeand reflect a legacy of strong ethics and values.Therefore, you’ll always do better to act and livein ways that fit those standards. This is not to say youshould adopt specific political or religious doctrines,but you will do well to respect and uphold the community’soverall attitudes in such matters.In addition, clear professional and personal ethics willearn you respect, career success and personal fulfillment.Here are some basic tips for upholding ethicalstandards.• Never violate the integrity of a student.When a student is embarrassed by the teacher, thatteacher must be prepared to expect and acceptrepercussions. After all, every person is an individualand must be treated with respect. Otherwise,students will fight back to preserve their self-worth.21– 2 AGRICULTURE TEACHER’ S MANUAL• Always speak positively about colleagues.Students pick up on nonprofessional behavior andtake it back to the staff person in question. Theymay even turn it on you if it is in their best interestto do so.• Avoid the use of inappropriate language.If you cannot find enough descriptive adjectiveswith which to communicate, you cannot expect astudent to so, either.• Realize personal habits are oftenemulated by students.After all, “If Ms./Mr. Adams does it, it must beokay for me too.” Expect students to behave inways similar to the example you set.• Hold to high moral standards.If parents find out a teacher has loose moral standards(with regards to sexual conduct, alcoholabuse, illicit drugs, criminal activity, etc.), they willundoubtedly pull their children from that teacher’sclasses. You may never find out the reason—it willjust happen.• Stand firm on convictions as to what isright and wrong.You will earn more respect from students and parentswhen you do not waver concerning absolutesin your life.• Hold fast to a single standard.Inconsistency, when spotted, erodes others’ perceptionsof your dependability. Students recognizeinconsistency quickly and will often risk negativebehavior since “a pot cannot call the kettle black.”continued

Ethics and Public ImageTIPS• Avoid being alone with a student.Fantasies can run rampant with teenagers. Manyteachers have been destroyed and were perfectlyinnocent. It can happen without any physical contact,so it is crucial to watch this situation closely.PUBLIC IMAGETeachers who survive for 20 or 30 years with a successfulprogram in a single school are usually in tunewith community expectations. Though their actions arenot always angelic, they are solid citizens and canalways be counted on to be fair, forthright anddependable.Strong ethics are the start of establishing a positivepublic image for yourself and your program. Here aresome additional tips. For specific suggestions aboutmarketing your program, please see Section 20.• Make some quality friends in the community.Often, teachers only befriend teachers. Get to knowother people in the community. Find friends who arenot only compatible to you but will be a source ofstrength and help in times of need. On the converse,you can be there for them when you are needed.• Develop an advisory committee.It is just as the college prof told us—it is absolutelyimperative that you form an advisory committee.A good advisory committee has ownership, andthat will spell undaunted support for your programand you. (See Section 18, Working with theAdvisory Committee.)• Do the humanitarian thing when there isa serious illness, death or other tragedyin the community.People may well expect you to respond in a caringmanner when such circumstances exist.However, it is amazing what a visit to the hospitalor home or some similar outreach accomplishes.When you act from the heart, people respond ina host of positive ways.• Locate a good farm or agribusiness organizationand become a part of it.When community members observe you in a supportiverole, they realize you care about them andtheir livelihood.• Become involved in other communitygroups or organizationsExamples include a church, service clubs, sportsleagues, etc. Other members of these groups canoffer perspective and support.• “Blow your own horn,” even if it makesyou uncomfortable.It is not normally the nature of service-orientedteachers to tell their own story, but it must bedone. Community members will never know whatis happening in your program if nothing is reported.If it is impossible for you to tell the story to themedia, do it through a parent or chapter reporter.If the comments made in this section seem inappropriate,wait ten years, and then respond. The ideasexpressed have been tried and proven by thousandsof agriculture instructors. In fact, find a successfulteacher and ask that professional to be your soundingboard and mentor. An important step to becoming atruly professional teacher is admitting you do notknow all there is to know.AGRICULTURE TEACHER’ S MANUAL 21– 3

TIPSYou As a LeaderAgriculture instructors/FFA advisors often find themselves in leadership roles, not only in their classrooms butwith colleagues and other adults in school, community and professional organization settings.A “facilitator” leadership style works well with studentsand adults and produces desirable results interms of both activities completed and goodwill generated.It also provides the instructor with an opportunityto model a leadership style used by effective managersin a variety of work settings.As leader/facilitator, you provide a group with thetraining, information, equipment and materials itneeds to act. Your goal is to empower group membersto work together to find their own solutions andmanage their own efforts.To empower the groups you lead—• share information with group members;• help members attain the knowledge and skills theyneed;• seek, find and create the resources members need;• build member confidence;• help remove barriers that prohibit or limit therelease of individual member energy and talent;• resolve conflicts that paralyze group action;• provide organizational arrangements appropriateto group effort;• share power by giving initiative and responsibilityto members.DELEGATIONThere are many reasons leaders fail to delegate,including fear; distrust; and lack of confidence,time and planning. Nonetheless, delegation is animportant means to achieve goals, strengthen anorganization and build additional leaders.Here are five essential areas to cover when delegatinga task.• Task: What do you expect the delegated personor group to do?• Reasons: Why does the task need to be accomplished?Why should the person or group completethis task?• Players: Who is involved in this task? Why iseach involved?• Standards of performance: What are specificexpectations? At what quality and quantity doyou expect the task to be completed? What typeof feedback do you expect? By what time do youexpect things to be completed?• Authority given: What decisions is the delegatedperson or group allowed to make? Within whatset of limitations must decisions be made?Sources: BOACtion Leaders Facilitators’ and Staff Member Guide (1991).Alexandria, VA: National FFA Organization. and Charles C. Maz and Henry P.Sims, Jr. (1993). Business Without Bosses. New York: John Wiley & Sons, Inc.21– 4 AGRICULTURE TEACHER’ S MANUAL

SAMPLENAAE Teacher CreedMY CREEDI am a teacher of vocational agriculture by choice and not by chance.I believe in American agriculture; I dedicate my life to its developentand the advancement of its people.I will strive to set before my students by my deeds and actions the higheststandards of citizenship for the community, state and nation.I will endeavor to develop professionally through study, travel andexploration.I will not knowingly wrong my fellow teachers. I will defend them as faras honesty will permit.I will work for the advancement of vocational agriculture and I willdefend it in my community, state and nation.I realize that I am a part of the public school system. I will work in harmonywith school authorities and other teachers of the school.My love for youth will spur me on to impart something from my life thatwill help make for each of my students a full and happy future.NATIONAL ASSOCIATION OF AGRICULTURAL EDUCATORSAGRICULTURE TEACHER’ S MANUAL 21– 5

CHECKLISTTen Steps for SettingProfessional Goals■■Identify your professional weaknesses, needs orwants.Using identified weaknesses, needs or wants,identify your professional goals by filling out the“Professional Goals” sheet (p. 21-7).BENEFITS OF PROFESSIONAL GOALSSetting goals for your professional developmentoffers many advantages. Professional goals can—• enable you to be, do and have more;Using the “Professional Goals” sheet as a reference,completely fill out the “Professional Goal AttainmentPlan” for each goal. Make sure you—■■■■■■Set a deadline date when the goal will be accomplished.Identify obstacles you must overcome.Identify people or groups to work with.List skills and knowledge you will need to reachthe goal.Develop a detailed plan of action.List the benefits you will realize by reaching thegoal.• empower you to use your talents fully;• give you more purpose and direction in yourcareer and your life;• set parameters to guide your professionaldecisions;• improve your organization and effectiveness;• enable you to do more for others;• improve your sense of purpose;• make you more enthusiastic and motivated;• empower you to achieve uncommon results.■■List the benefits those who help you achieve thegoal will realize.Identify a reward for accomplishment.21– 6 AGRICULTURE TEACHER’ S MANUAL

FORMProfessional GoalsIdentify your professional weaknesses, needs and wants. Based on these, write up to ten professional goals.QUESTIONS TO DETERMINE YOUR MAJOR PROFESSIONAL GOALS(must be answered yes):1. Is it really my goal?2. Is it morally right and fair?3. Are short-range goals consistent with long-range goals?4. Can I commit myself to completing the project?5. Can I envision reaching this goal?LIST OF PROFESSIONAL GOALS:1. ______________________________________________________________________________________________(Example) Obtain my master’s degree & administrative certification.2. ______________________________________________________________________________________________3. ______________________________________________________________________________________________4. ______________________________________________________________________________________________5. ______________________________________________________________________________________________6. ______________________________________________________________________________________________7. ______________________________________________________________________________________________8. ______________________________________________________________________________________________9. ______________________________________________________________________________________________10. ______________________________________________________________________________________________When you accomplish a goal, establish a new goal to take its place on the list.AGRICULTURE TEACHER’ S MANUAL 21– 7

FORMProfessional GoalAttainment PlanGOAL: _________________________________________(simple one-sentence statement)Accomplish by: _________________________________(give a specific date)Obstacles to overcome:____________________________________________________________________________________________________________________________________Skills or knowledge needed:____________________________________________________________________________________________________________________________________People or groups who can help:____________________________________________________________________________________________________________________________________Benefits for me:________________________________________________________________________________________________________________________________________________________________________________Benefits for others:________________________________________________________________________________________________________________________________________________________________________________My reward for accomplishment:____________________________________________________________________________________________________________________________________________________________________________________________________________________________Action plan:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(WHO will act, WHAT will be accomplished, WHEN interim steps must be completed)21– 8 AGRICULTURE TEACHER’ S MANUAL

Coping with StressCHECKLISTStress is an inevitable part of any new job and a fairly constant companion for teachers.Check off the strategiesbelow that you will use to cope with day-to-day stress.CONTROL THE SITUATION.■Avoid unrealistic deadlines.PACE YOURSELF.■Plan your day on a flexible basis.■■■Do your best, but know your limits.Realize you cannot be everything to everyone.Learn to identify and limit your exposure to stressfulsituations and people. Recognize when to walkaway from a stressful situation rather than fight alosing battle.■■■Don’t try to do two or more things at the sametime.Remember—haste makes waste! Counter unproductivehaste by forcing yourself to slow down.Stop and smell the roses.Think before reacting.OPEN UP TO OTHERS.■■■■When faced with a tough situation, smile! A sinceresmile often can defuse emotion and build abridge of goodwill.Discuss your problems, frustrations and sources ofuptightness with those who care about you.Start a peer teacher support group to share frustrationsand solutions with others in similar situations(see pages 23-5 through 23-6).Ask for help from others, including FFA Alumnileaders and other volunteers.■Live on a day-to-day basis rather than on aminute-by-minute basis.EXERCISE AND RELAX.■■Engage in regular physical activity.When feeling uptight, relax for a few minutes byfollowing these simple steps—• sit comfortably with eyes closed in a quietlocation;• slowly repeat a peaceful word or phrase overand over to yourself in your mind;• avoid distracting thoughts by keeping a passivemental attitude.Source: Adapted from Kreitner, R. (1989). Management. Boston, MA: HoughtonMifflin.*AGRICULTURE TEACHER’ S MANUAL 21– 9

FORMThe Barksdale PersonalStress IndexOn a scale of 0 to 4, rate how strongly you identify with the following statements, with 0 being least stronglyand 4 most strongly. It is essential that you answer these statements according to how you actually feel orbehave, rather than according to any concepts you have about how you “should” or “shouldn’t” feel orbehave.leastmost0 1 2 3 41. I am easily angered by others’ undesirable attitudes and behavior. ■ ■ ■ ■ ■2. I feel trapped by circumstances, demands and obligations. ■ ■ ■ ■ ■3. I have a compulsive need to do “more” and “better.” ■ ■ ■ ■ ■4. I often put off doing things that I feel I ought to do now. ■ ■ ■ ■ ■5. I experience insecurity and anxiety about my future. ■ ■ ■ ■ ■6. I have an intense need for appreciation, love and caring. ■ ■ ■ ■ ■7. I have a strong need for recognition and respect. ■ ■ ■ ■ ■8. I have a compulsive need to meet others’ requests. ■ ■ ■ ■ ■9. I deeply resent unfair situations and events. ■ ■ ■ ■ ■10. I do not get the recognition and credit I feel I deserve. ■ ■ ■ ■ ■11. I have an intense need for attention and approval. ■ ■ ■ ■ ■12. I find responsibility difficult to handle. ■ ■ ■ ■ ■13. I have an intense need for the confirmation and agreement of others. ■ ■ ■ ■ ■14. I find my life unfulfilled and meaningless. ■ ■ ■ ■ ■15. I often feel inadequate, inferior, unworthy and guilty. ■ ■ ■ ■ ■16. I am extremely impatient and easily frustrated. ■ ■ ■ ■ ■17. I have a compulsive need to prove my worth. ■ ■ ■ ■ ■18. I find it difficult to make decisions and stick to them. ■ ■ ■ ■ ■19. I am harsh and demanding with myself. ■ ■ ■ ■ ■20. I have a strong need to control people, situations and events. ■ ■ ■ ■ ■21. I blame myself for mistakes, defeats and failures. ■ ■ ■ ■ ■22. I experience anxiety about undertaking new endeavors. ■ ■ ■ ■ ■23. I worry a great deal about my work and my loved ones. ■ ■ ■ ■ ■24 I have a driving need to win—to be the best. ■ ■ ■ ■ ■25. I am very critical of people and displeasing behavior. ■ ■ ■ ■ ■21– 10 AGRICULTURE TEACHER’ S MANUALcontinued

The Barksdale Personal Stress IndexCHECKLISTTo find your personal stress index (PSI), simply add upyour scores on the 25 stress statements. Your PSI willfall somewhere between 0 and 100. The higher yourPSI, the more attention stress deserves if you want tomake the most of your life.SCORE INDICATIONS5 or less—exceptionally low level of stress21 to 50—Stress threatens to handicap your wellbeing.Learn to identify stressors and implement stresscopingstrategies.Higher than 50—You are probably experiencingdamaging levels of stress that, if prolonged indefinitely,could well be higher than the human organism cantolerate. Look for immediate help in coping with thehigh levels of stress in your life.20 or less—favorable level of stressSource: Kaponya, P. (1990). How to Survive Your First 90 Days at a NewCompany. Hawthorne, N.J.: The Career Press, Inc.*AGRICULTURE TEACHER’ S MANUAL 21– 11

SECTION 22ProgramEvaluation andImprovementWith any luck, your program and FFA chapter will never reach the point of being “the best they’ll ever be.”Changes in students, technology, knowledge and your own teaching expertise provide motivation and opportunityfor continuous growth.STEPS TO SUCCESS1. Learn about Total Quality Management (p. 22-2),and plan ways you will apply this process toyour program.2. Track your specific ideas for improvement on theform, Things I Learned This Year That I Can UseNext Year (p. 22-4).3. Publish an annual report (p. 22-5) for your programeach year.4. Continually seek and implement ways to strengthenagricultural education (p. 22-6) at the local,state and national levels.I N T H I S S E C T I O NTips:Total Quality Management 22-2Form:Things I Learned This Year That ICan Use Next Year 22-4Checklist:Annual Report Outline 22-5Tips:Ways to Strengthen AgriculturalEducation 22-6AGRICULTURE TEACHER’ S MANUAL 22– 1

TIPSTotal Quality ManagementThe business improvement process of Total Quality Management (TQM) can be applied to the classroom andFFA chapter. Well used, it increases student ownership in coursework and prepares students for quality experiencesin the work place. Following is a brief overview of how to use TQM in the classroom. Please consultother resources for more in-depth information.Total Quality Management can be defined by fourcomponents—• customer satisfaction;• continuous improvement;• empowerment;• teamwork.The TQM “Walk the Talk” Classroom Model* uses thesteps that follow to implement TQM in the classroom.DEVELOP CLASS VISIONStudents need to understand why they are in schooland why they are taking your course. Have studentsbrainstorm a list of reasons they are in school. Then ask“Why are you taking this particular class?” Together,students can translate these reasons into a joint classvision. Guide students through a discussion until theyreach consensus on their joint vision for the class. Posteach class’s vision where students can see it and bereminded about why they are taking the course.DETERMINE AND LIVE UNDER A SET OFCLASS “VALUES”Class “values” might be called “rules,” “standards” or“code of conduct” in your classroom. Have studentsbrainstorm potential class values. Inform them of anyschool and class rules that must apply. If they suggestideas to which you object, share your objections andreasons. Guide students through a decision-makingprocess to choose a list of seven to eight class values.Make the list available to students.WORK AS TEAMSStudents will work on teams at work, at home and inthe community for the rest of their lives. Your classroomis a great place for them to learn how to beeffective team members. Identify class work that canbe accomplished in teams. Assign students to theclass’s first set of teams. Have each team develop aset of ground rules by which members will conductthemselves. Assign projects to the teams. As theywork, help students analyze and understand not onlyproject content but also the team process.IDENTIFY CUSTOMERSA class’s customers are those who depend on the outcomeof the class to gain some level of knowledge orsome desired result. Potential class customers includestudents, the instructor, other teachers, employers, parents,the school district, postsecondary institutions andcolleges. Guide students through a brainstorming anddiscussion process to identify the class’s customers.Ask them to develop and use a method for measuringcustomer satisfaction.DEFINE AND MEASURE CLASS QUALITYStudents (and teachers!) may not be accustomed tothinking of their education in terms of quality. Start adiscussion of class quality by asking students to definequality characteristics of more concrete things—cars,movies, music, etc. Then ask, “What is quality education?”and “What is quality school work?” Work withcontinued22– 2 AGRICULTURE TEACHER’ S MANUAL

Total Quality ManagementTIPSstudents to identify specific quality measurements forthis course, such as grading period grades, examinationgrades, percentage of homework turned in, classattendance, class tardiness, number of classroomdisturbances or discipline problems. Have studentschoose one measurement to receive focus during thecourse’s term. FFA chapter leaders can implement aparallel process by involving all members in settingthe chapter’s standards. Measure the level of thechosen indicators on a periodic basis.CONTINUOUS IMPROVEMENT PROCESSStepSTRESS CONTINUOUS IMPROVEMENTContinuous quality improvement is a commitment todevelop and implement ways to raise performance inthe specific quality measurements chosen by the class.It is a continuous process of student problem solvingand evaluation of themselves, their peers and theirwork processes.Example1. Define the key quality measurement. Number of projects completed on time2. Measure current performance. Analysis of due dates and “actual” dates showsroughly 65% of team projects are completed bytheir due dates.3. Understand and document the process. Teams form and begin projects on time. Teamsare allowed time in class to work on projects.Teacher provides additional information whenrequested.4. Use a problem-solving process to understand Track work process of teams that generallywhy quality is lower than desired.complete projects on time and teams thatgenerally do not. Identify problem areas withinthe ineffective work processes.5. Develop and test solutions. Brainstorm better ways of working. Test eachsolution during project work. Discuss “what if”possibilities.6. Implement solutions. Train all teams in an effective work process.Provide periodic check-ups to make sure theyunderstand what to do and are on target.7. Evaluate solutions. Determine percent of projects handed in on timefor subsequent assignments. Discuss pros andcons of the new method with participants.8. Recycle to step 4.* Source: David Leigh. (1995). The TQM “Walk the Talk” Classroom Model: A Step-by-Step Guide to Implementation in the Classroom. Temple, Tx.: Temple JuniorCollege.AGRICULTURE TEACHER’ S MANUAL 22– 3

FORMThings I Learned This YearThat I Can Use Next Year______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________22– 4 AGRICULTURE TEACHER’ S MANUAL

Annual Report OutlineCHECKLISTEach year, develop an annual report that covers the following categories. In the process, you will review andevaluate classroom, SAE and FFA activities and identify areas for further improvement. Distribute your report toadministrators, the advisory committee, community supporters and parents as appropriate.■■■■■■■■■Scope of Agriculture EducationInclude the goals or objectives of your departmentwith a general description of the program.Enrollment by ClassesBreakdown of classes taught with the number ofstudents in each.Course Descriptions and OutlinesDetailed course description and outline for eachcourse taught to show direction of the total program.Advisory CouncilList of members, meeting dates and year’s accomplishments.FFA Chapter MembershipList of chapter officers and breakdown of membershipby number in each grade and out of school.FFA Alumni AffiliateList FFA Alumni officers, total membership number,purpose and year’s activities.NYFEA AffiliateList NYFEA leaders, total adult student/membershipnumber, purpose and year’s activities.Adult Class Descriptions and OutlinesSupervised Agricultural ExperienceProgramsInclude—• total number of programs;• breakdown of entrepreneurial andplacement projects;■■■■■■• number of SAE program visits and mileage.ActivitiesCalendar of yearly activities including classroom,FFA and instructor activities.AchievementsInclude accomplishments of the agriculture departmentand FFA chapter—• contest participation and students who participated;• FFA Conventions and leadership activitiesattended;• awards and honors received;• positive public relations (newspaper coverage,radio shows, etc.).Professional Improvement of AgricultureInstructorList workshops, conferences and inservice activitiesyou attended for the year.Planned Summer ActivitiesA monthly calendar with a listing of activitiesplanned. (See Section 11.)Financial ReportsOverview of funds received from all sources,expenditures and future plans.ConclusionYour focus on the year’s accomplishments andgoals for the future, curriculum changes, facility orstructure improvements, etc.Source: University of IllinoisAGRICULTURE TEACHER’ S MANUAL 22– 5

TIPSWays to StrengthenAgricultural EducationHere are some ways you can improve agricultural education at the local, state and national levels. Add yourown ideas to the list.• Obtain information and implement strategies toensure your program includes the six essentialelements for Local Program Success—• strong classroom and laboratory instruction;• connections between instruction and careersthrough supervised agricultural experience(SAE) programs;• active FFA chapter;• strong community and school partnerships;• program planning and marketing; and• teacher and program development.• Offer to pilot new courses or curriculum software.Submit requested feedback on time. Write anarticle for the state agriculture teachers associationnewsletter about the results and how youimplemented them in your local program.• See whether local or state staff professionalimprovement funds can be used to attend workshops.• Develop a World Wide Web page to showcaseyour program.• Establish strong relationships or membershipswith agricultural grassroots organizations such asthe agricultural alliance and Farm Bureau thatcan provide support in legislative arenas.• Create a program that allows FFA members topurchase items at a discount at major stores.• Develop relationships with your state’s commodityorganizations, and ask if you can attend theirregional and state meetings and use theirresource materials.• Provide news releases and photos at every contest,award or event for members to send to localor regional news media.• Conduct a “good will” tour with the FFA officerteam to inform and cement relationships with keyeducation and industry leaders in your area.22– 6 AGRICULTURE TEACHER’ S MANUAL

SECTION 23ProfessionalDevelopmentEarning your degrees and achieving teacher certification are just the beginning of your training. As a professionaleducator, you need to demonstrate the concept of lifelong learning by constantly seeking new knowledge,experience, skills, insights and positive character traits.STEPS TO SUCCESS1. Learn about the stages of professional development(p. 23-2). Follow the suggested activities toadvance in your development.2. Become familiar with the professional organizations(p. 23-3) that can guide your professionaldevelopment.3. Recognize and aspire to the professional practicesof high-performing teachers (p. 23-4).4. Participate in a peer teacher support group(p. 23-5) to share teaching successes, challengesand insights.I N T H I S S E C T I O NTips:Stages of Professional Development 23-2Checklist:Professional Organizations 23-3Tips:High-Performing Teachers 23-4Tips:Peer Teacher Support Group 23-5Tips:Professional Portfolio Maintenance 23-75. Develop and maintain a professional portfolio(p. 23-7) that reflects your professional progressand achievements.AGRICULTURE TEACHER’ S MANUAL 23– 1

TIPSStages of ProfessionalDevelopmentOver the course of their careers, agriculture instructors/FFAadvisors tend to go through various stages ofpersonal and professional development that lead tojob satisfaction or lack thereof. The model here canhelp you find “renewal” activities that provide professionalfulfillment.RENEWAL STAGEDuring each phase of the model, instructors/advisorsare able to participate in activities that serve to“renew” them both personally and professionally.Renewal leads to highly motivated, trained professionalswho find fulfillment in their jobs.INITIAL PREPARATION STAGETraining received as a preservice teacher includingexperiences in and out of the classroom.INDUCTION STAGEThe first year of teaching begins the process of synthesizingvarious duties required in a model agriculturaleducation program. Preservice training, previousexperience in the classroom, FFA backgroundand other elements help the first-year teacher makethe transition from student to teacher.RECRUITMENT AND SELECTION STAGEAgriculture instructors/FFA advisors work with chapterofficers and members in developing a viable membershiprecruitment program with accompanying activities.Students are encouraged to pursue careers oftheir choice, and teachers offer agricultural educationas one of many careers in agriculture for students.A MODEL FOR TEACHER PROFESSIONALDEVELOPMENT IN AGRICULTURALEDUCATIONCONTINUING DEVELOPMENT STAGEInstructors/advisors take part in yearly professionalgrowth opportunities that sharpen their skills and givethem opportunities to meet with peers and developplans for upcoming years.Recruitment &SelectionRenewalInitialPreparationContinuingDevelopmentInductionSource: William G. Camp, Virginia Polytechnic Institute and State University23– 2 AGRICULTURE TEACHER’ S MANUAL

CHECKLISTProfessional OrganizationsDeveloping as a well-rounded professional in any field requires a level of familiarity with and commitment to itsprofessional organizations. Participating as an active member in these organizations, as well as the NationalFFA Organization will provide you with a variety of opportunities to—• grow professionally and personally,• obtain access to pertinent information related toagricultural education in general and to your fieldof expertise,• develop associations with other professionaleducators.Please note that membership dues for these professionalorganizations vary in cost and are typically taxdeductible. Check off each organization when youreceive related information.■■National Association of AgriculturalEducators (NAAE)NVATA is “progressive leaders providing opportunities,service and advocacy for the agriculturaleducation of society.” Contact NAAE at—1410 King Street, Suite 400Alexandria, VA 22314Phone: (800) 772-0939(703) 838-5885Fax: (703) 838-5888E-mail: jjackman@teamaged.orgState Agriculture Teachers AssociationThe state affiliate of the NAAE brings togetheragricultural educators who teach at the middlegrade, high school, postsecondary and universitylevels.■■■Association for Career & TechnicalEducation (ACTE)ACTE brings together all areas of vocational education.It acts as a communications link betweenvocational educators, policy-makers, decision makersand the general public. Contact ACTE at—1410 King StreetAlexandria, VA 22314Phone: (703) 683-3111Fax: (703) 683-7424State AssociationThe state affiliate of the American VocationalAssociation, bringing together educators in allvocational areas.Agricultural Industry ProfessionalOrganizationsDifferent professions within agricultural industry—such as horticulturists, cattle growers, nurseryoperators, agricultural engineers, etc.—have theirown professional organizations. You may be ableto maintain an affiliate or associate membershipto stay up on current information, resources andcontacts.AGRICULTURE TEACHER’ S MANUAL 23– 3

TIPSHigh-Performing TeachersEvery teacher can be a high-performing teacher! High-performing teachers have learned valuable strategies andskills that give them the confidence they need to rise above the challenges they face, make a difference in thelives of their students and be successful as teachers in today’s society. High-performing teachers—• have a mission. They know exactly what they wantto accomplish in the classroom every day. Theyremind themselves each day of their purpose forteaching.• possess a positive belief in their ability to worksuccessfully with students. They believe in themselvesand have self-confidence that they canmake a difference in students’ lives.• recognize that the choices they make have a profoundimpact on their success. They know theyneed to seek solutions to help students learn andbe successful in their lives, rather than worryingabout what “should” be.• develop problem-solving skills that allow them toovercome any challenges they might encounter.They look for solutions to these challenges from avariety of sources such as other teachers, supportstaff, resource books and seminars.• build positive relationships with students—even themost challenging ones. They realize the more astudent trusts and respects them, the more the studentis willing to give of him- or herself and learn.• build positive relationships with parents/guardians.They understand they need to team with parents tolet each student know the importance of education.• maintain a positive attitude. They understand thatthe success of their students in the classroomdepends on their positive attitude. High-performingteachers set examples for their students sothey, too, can be successful.• develop communication skills that help them motivatestudents and increase classroom effectiveness.Only ten percent of what people rememberafter someone has spoken involves what wassaid; the other 90 percent has to do with the waythe speaker looked and sounded while speaking.• take necessary steps to avoid teacher burnout.They take good care of themselves physically andmentally by separating their personal life fromtheir teaching life and managing their time effectively.They also reach out to colleagues anddevelop a positive support network.• know where to put their time and effort to get thebest results and the greatest satisfaction out ofteaching. They spend most of their time buildingrelationships with students and parents, takingcare of themselves and preventing problems.• become part of the total school team. They getinvolved and contribute to the achievement of theschool‘s goals.• teach students these same high-performing strategiesso students can reach their highest potentialand achieve success.These high-performing teacher strategies and skills arenot born within teachers, but are acquired attributes.High-performing teachers set goals to improve effectivenessin the classroom and realize they must take risksand seek help to accomplish this. Ask other teachers,administrators and counselors to share success storiesthat illustrate using high-performing techniques.Source: Adapted, with permission, from class notes written by Tammy Belavek,Agriscience Instructor, Lapeer County Vo-Tech Center, Attica, Mich.23– 4 AGRICULTURE TEACHER’ S MANUAL

TIPSPeer Teacher Support GroupA peer teacher support group is a group of teachers who meet on a regular basis to provide support to oneanother. Your group can include other beginning instructors who share thoughts, experiences, problems andsolutions related to teaching. Even if you do not start a formal group, stay in touch with other nearby instructorson a regular basis.ESTABLISHING A PEER TEACHERSUPPORT GROUPYour state agriculture teachers association or stateeducation department may have a system for connectingyou to existing support groups. Otherwise,approach other beginning agriculture instructors tostart a group. Here’s how.1. Collect names and phone numbers of other beginningagriculture instructors who are within a shortdrive. Call and invite each person to a meeting atwhich you will explore setting up a peer teachersupport group.2. As a group, review the suggested peer teachersupport group functions and determine willingnessto participate.3. As a group, establish meeting dates, times andplaces. Collect names, phone numbers and e-mailaddresses, and publish in a directory for the group.4. Before each meeting, make a list of the thoughtsand experiences you would like to discuss withyour support group. Keep these lists so you mayreflect on them over the course of the school year.Additional topics may be brought up during themeetings.5. Make your support group participation a learningexperience. Review your notes from each meeting,and compile lists of the things learned during themeetings. This will help you remember discussionsthat are important to you and your teaching. Keepthese lists so you may reflect on them over thecourse of the school year.PEER TEACHER SUPPORT GROUPFUNCTIONS• Serve as an outlet.The peer teacher support group should be a positiveoutlet you can use to improve your teaching,share your success, express your true thoughts andfeelings, and vent your frustrations. Many times,unfortunately, groups of this type merely becomecomplaint sessions where members become moreand more discouraged and gain little that is helpfulto them. Ward against this type of negativity bystructuring your peer support group meetings toachieve the outcomes described below.• Generate solutions to problems.The peer teacher support group should attempt togenerate solutions to teachers’ identified problems.Allowing problems to surface without anyeffort to solve these problems will turn the groupinto a complaint session rather than a problemsolvinggroup.• Learn new techniques for accomplishingteaching-related tasks.Discovering how other teachers tackle teachingrelatedtasks will help you learn new ways totackle the same tasks. Ask your peers to describetechniques they use to accomplish a variety ofteaching-related tasks.continuedAGRICULTURE TEACHER’ S MANUAL 23– 5

TIPSPeer Teacher Support Group• Gain insights from others’ experiences.Listening to and discussing the experiences (bothpositive and negative) of other beginning agricultureinstructors within the group will help you gainspecial insights on teaching. These insights maylead you toward or against certain teaching experiences.They may provide you with opportunitiesto evaluate aspects of teaching that you have notpersonally experienced as a beginning teacher.• Relieve stress by expressing anddiscussing frustrations.Telling others about your frustrations, then discussingthem with others who face similar challenges,will help relieve some of the stress youmay be experiencing due to your teaching andteaching-related tasks. Discussing the group’s frustrationswill provide you with opportunities to generateoptions that may be used to avoid or lessenteaching-related stress.• Reflecting on positive experiences.Use group time to reflect on group members’ positiveexperiences. This will create an atmosphereconducive to encouragement and instructionalimprovement.• Build alliances among beginning agricultureinstructors.Learning about and discussing the experiencesand thoughts of other beginning agricultureinstructors gives you opportunities to build relationshipswith others in similar situations. Thesealliances can evolve into a supportive network thatfar surpasses the boundaries of group meetings.• Share successes among beginning agricultureinstructors.Sharing your successes with other beginning agricultureinstructors gives group members the opportunityto gain positive feedback and encouragementrelated to their teaching accomplishments.• Create teacher “do’s and don’ts” lists.Listening to and discussing the thoughts and experiencesof other beginning agriculture instructorswill help you create “do’s and don’ts” lists forimproving your teaching abilities. Of course, the“do’s” lists will consist of those things you wouldlike to do as a teacher, and the “don’ts” list willconsist of those things you want to rememberNOT to do.• Encourage group members to expresstheir thoughts.The active participation of all group members willbe important to the success of the peer teachersupport group. All group members should beencouraged to express their thoughts and feelingsregarding teaching experiences, activities, circumstancesand situations.• Concentrate on how to improve teaching.The improvement of group members’ teachingabilities should be a major outcome of the peerteacher support meetings. All topics discussed duringgroup meetings should support and encourageimprovement in teaching.23– 6 AGRICULTURE TEACHER’ S MANUAL

TIPSProfessional PortfolioMaintenanceDevelop and maintain a professional portfolio that reflects your professional progress and achievements. Such acollection can come in handy for salary reviews, award applications, graduate course admissions and at suchtime as you may explore other job opportunities.It is important to keep track of activities you do relatedto the success of your local program. Keep recordson your participation, involvement and achievementsin professional development, classroom/laboratoryinstruction, experiential learning, student organization(s),program promotion and program development.At least once a year, summarize your professionalactivities and organize a notebook/portfoliowith related samples.The following sample activities are used for theHonorary American FFA Degree application and mayremind you of professional involvements you need totrack.PROFESSIONAL DEVELOPMENT• years of service and schools;• education/degree;• membership in professional organizations servingagricultural education;• articles written;• Professional Growth Series attended;• inservice presentations attended;• awards earned;• local, district, area, state, regional and/or nationalprofessional offices and committee memberships;• teacher recruitment;• student teacher supervision;• mentor program participation;• membership in other professional organizations;• conference and conventions attended;• membership in other (nonprofessional) organizations.CLASSROOM/LABORATORYINSTRUCTION• instructional techniques and methodologies used;• laboratory improvements—design, creation and/orfunding of facilities;• new curricula developed and implemented;• tech-prep articulation efforts;• new technologies;• service on local, state or national curriculum developmentprojects;• service on curriculum advisory committees.AGRICULTURAL EDUCATION STUDENTS’EXPERIENTIAL LEARNING• supervised agricultural experience (SAE) programs;• co-op programs;• internships;• apprenticeships;• school-to-career programs;• other student educational experiences beyond theclassroom, school laboratories and student organizationactivities.AGRICULTURAL EDUCATION STUDENTORGANIZATION(S)• student involvement in FFA programs, such as PALS,Food For America and the local Program ofActivities;• student participation in FFA training and events,such as Made for Excellence, WashingtonLeadership Conference, state FFA convention,National FFA Convention, etc.;continuedAGRICULTURE TEACHER’ S MANUAL 23– 7

TIPSProfessional Portfolio Maintenance• student accomplishments in FFA recognition activities,such as proficiency awards, FFA star awardsprogram, career development events, NationalChapter Award program, Agriscience StudentAward program, scholarships, etc.;• student election to offices beyond the local level;• involvement and achievements of Young Farmermembers;• coordination of efforts with other student organizations.BUILDING PARTNERSHIPS INAGRICULTURAL EDUCATION• FFA Alumni affiliate;• advisory committees;• parent partnerships;• administrator/counselor partnerships;• business community partnerships;• community volunteers;• Young Farmer students;• booster clubs;• civic/community organization involvement;• Ag in the Classroom projects;• partnerships with two- and four-year colleges.AGRICULTURAL EDUCATION PROGRAMMARKETING• communications plan—radio, television, newspaperand Internet/World Wide Web;• student recruitment activities;• agriculture celebrations (safety week, National FFAWeek, National Agriculture Day, etc.);• speaking engagements;• consulting engagements.AGRICULTURAL EDUCATION PROGRAMDEVELOPMENT AND EVALUATION• program financing and budgets;• grant proposals completed;• grants secured;• program evolution and growth;• future program planning;• program outcomes;• evaluation.23– 8 AGRICULTURE TEACHER’ S MANUAL

SECTION 24GlossaryHere are definitions of terms used in this manual with which you may be unfamiliar. Use space at the end toadd new terms you “discover” as your career advances.advisory committee—group of business, industry,community and school-related people who function asa formal, school-appointed body to provide guidanceand support for the agricultural education program/FFA chapter.agricultural education program (“program”)—the total structure and content of agricultural educationat a school; includes classroom instruction, supervisedagricultural experience (SAE) programs, FFAchapter activities and more.Agricultural Proficiency Award program—national FFA program that rewards FFA members forexceptional accomplishments in progressing towardspecific career objectives through their supervisedagricultural experience (SAE) programs; awards arepresented in up to 35 specific career areas.agriculture instructor—educator certified to teachagricultural education.American FFA Degree program—national FFA programthat rewards FFA members who show exceptionalprogress in their supervised agricultural experience (SAE)programs; students must first attain the GreenhandDegree, Chapter FFA Degree and State FFA Degree.career development events—hands-on educationalactivities organized by the National FFA Organizationthrough which students demonstrate mastery of skillsrelated to specific agricultural careers and leadership.entrepreneurship—type of supervised agriculturalexperience (SAE) program that typically involves studentownership of an agricultural production oragribusiness enterprise.extended program—activities conducted duringtimes when school is not in session by agricultureinstructors employed for up to 12 months a year.FFA advisor—local agriculture instructor who guidesstudent involvement in the FFA chapter.FFA chapter—students in agricultural education programat the middle school, secondary or high schoollevel who integrate classroom and laboratory instructionwith supervised experience and FFA activitiessuch as leadership training, competitive events andaward recognition.FFA Ventures Marketing Group—merchandisingarm of the National FFA Organization, 6060 FFADrive, P.O. Box 68960, Indianapolis, IN 46268-0960.Food For America—national FFA program thatinvolves FFA members in presenting agricultural educationlessons to teach elementary students about theag heritage and where their food comes from.learning technology—equipment and softwareused to facilitate instruction and enhance studentlearning.AGRICULTURE TEACHER’ S MANUAL 24– 1

middle grades students—students in grades sixthrough eight; sometimes also includes grades fiveand nine, depending on local school system structure.National Chapter Award program—nationalFFA program that rewards FFA chapters for accomplishmentsin developing and using a Program ofActivities.National FFA Alumni Association—nationalorganization of past FFA members, parents, administrators,community leaders and others who wish toexpress support for students’ involvement in theNational FFA Organization.National FFA Center—Business Operations for theNational FFA Organization.National FFA Foundation—branch of the NationalFFA Organization charged with soliciting and collectingdonations for FFA programs and services.National FFA Organization—national organizationof students enrolled in agricultural education programsthat develops students’ potential for premierleadership, personal growth and career successthrough agricultural education.PALS—national FFA mentoring program that involvesFFA members working one-on-one with elementary studentsto improve their self-esteem and academic skills.placement—type of supervised agricultural experience(SAE) program that involves a student workingfor wages, school credit or experience in the communityor in the school’s agriculture laboratory.Program of Activities—written student-developedplan that defines FFA chapter goals and outlines stepsstudents will take to meet the goals.supervised agricultural experience (SAE)program—specific learning experiences plannedand conducted by an individual student that contributeto the development of agricultural and personal skills.24– 2 AGRICULTURE TEACHER’ S MANUAL

SECTION 25Key Publicationsand ResourcesDon’t reinvent the wheel! By obtaining and using the many resources designed for agriculture instructors, you’llhave a constant flow of new ideas and insights for all of the topics covered in this manual.I N T H I S S E C T I O NTips:National FFA Organization Resources 25-2Tips:Professional Organization Resources 25-4Tips:Other Teacher-RecommendedResources 25-5Tips:Sources of Teaching Materials 25-7AGRICULTURE TEACHER’ S MANUAL 25– 1

TIPSNational FFA OrganizationResourcesThe National FFA Organization offers a wide variety of resources to serve FFA chapters and agricultural educationprograms. Many of these are listed on this page and in other sections of this manual. For a complete currentlisting, consult the Agricultural Education Resources catalog and FFA Official Chapter Catalog publishedand distributed to FFA advisors annually. Call National FFA Ventures 1-888-332-2668 for most currentEducational Resource CatalogFOR INFORMATION, CONTACT—National FFA Organization6060 FFA DriveP.O. Box 68960Indianapolis, IN 46268-0960317/802-6060FAX: 317/802-6061Telephone orders: 888/332-2668FAX orders: 800/366-6556http://www.ffa.orgPERIODICALSFFA New HorizonsSent to affiliated FFA members at their homes.FFA Advisors Making a DifferenceSent to advisors of affiliated FFA chapters.PALS: Partners in Active Learning Support Handbooks,Brochure, Posters and VideoReporter’s HandbookSecretary’s BookTreasurer’s BookLEADERSHIP AND PERSONALGROWTH VIDEOS“Goal Setting”“Self-Motivation”“Teamwork”“Self-Esteem”“Leadership”“Communication”FFA-RELATED HANDBOOKS ANDINSTRUCTIONAL MATERIALSBridging Horizons, an FFA Advisor’s Guide to FFAInvolvement for Members with DisabilitiesChapter Planning and Recognition: A StudentHandbookFFA Advisor’s Guide to the Student HandbookFFA Advisor’s Public Relations GuideOfficial FFA ManualFFA Student HandbookCURRICULUM-RELATED HANDBOOKSAND INSTRUCTIONAL MATERIALSAmerican FFA Degree HandbookAquaculture Instructional MaterialsCareer Development Event HandbookFood For America KitMiddle Grade Agricultural Leader’s GuideProficiency Award Handbookcontinued25– 2 AGRICULTURE TEACHER’ S MANUAL

TIPSNational FFA ResourcesINSTRUCTIONAL VIDEOS“Agricultural Issues: Food Safety”“Agricultural Issues: Water Quality”“Agricultural Sales Training”“CDEs, Career Success for the Future”“Introduction to Parliamentary Procedure”“Livestock CDE, Fundamentals for Success”“Livestock Judging: Market Hog Evaluation”“Marketing, It’s More Than You Think”“National FFA Horse Selection Career DevelopmentEvent Training”“Retail Cut Identification: Update”“SAE, It’s More Than You Think” VideoCAREERSAgricultural Biotechnology National Skills StandardsBooklet, Guide and VideoAgriculture: An Industry Too Big to Ignore BrochureChronicle Agricultural Occupations Guidebook“Create a Reaction” VideoDiscover an Agricultural Biotechnology Career ThatMay Be for You BrochureOpen Door BrochureThink About It BrochureAGRICULTURAL SAFETYTeaming Up...A Farm Safety Walkabout for KidsWorkbookTeen Farm Stress Management Workshop KitFarm Safety Walkabout Curriculum PackageFirst Aid KitColoring/Activity BookHelmet Promotion Folders“Play It Safe” GameEvaluation Guidebook for Community Youth SafetyProgramsRECRUITMENTBulletin Board Kit SeriesDiscover World-Class Opportunities in FFA Brochure“FFA: Building Tomorrow” Video“Make It Happen...Join FFA” Video“Today’s FFA...It’s You” VideoSCHOOL, COMMUNITY ANDBUSINESS SUPPORT“Agricultural Education...Investing in Our Future”VideoAgriculture: An Industry Too Big to Ignore BrochureOpen a Promising Future for Students Brochure withChartering a Chapter InsertOpen a Promising Future for Students Brochure withSchool Counselor InsertPartner Development HandbookSchool-to-Career Solutions BrochureThink About It BrochureTeaching Agricultural Safety to Kids Curriculum“Safety Net” VideoAGRICULTURE TEACHER’ S MANUAL 25– 3

TIPSProfessional OrganizationResourcesNAAEThe National Association of Agricultural Educatorsoffers the following resources. For information, contact—NAAE1410 King Street, Suite 400Alexandria, VA 223141-800-772-0939703/838-5885FAX: 703/838-5888Internet GuideGeorge Washington: Agricultural Pioneer InstructionalMaterialsGet the Facts About Teaching Agriculture FlyerLegislative GuideNAAE News & ViewsRisk Management Instructional Materials (forthcoming)NATIONAL COUNCIL FORAGRICULTURAL EDUCATIONThe Council offers the following resources. For information,contact—National Council for Agricultural Education1410 King Street, Suite 400Alexandria, VA 22314703/838-5881FAX: 703/838-5888Animal Welfare Instructional MaterialsApplied Environmental Science ActivitiesAquaculture Species ManualsBeef MarketingDecisions & Dollars Instructional MaterialsFocusing on Agricultural Issues Instructional MaterialsFood Science, Safety and Nutrition InstructionalMaterialsMaximum Economic Yield/No-Till Ag InstructionalMaterialsSAE Experiencing Agriculture HandbookACTEThe American ???????? offers a variety of resourcesfocused on school-to-career education and other areas.It also publishes Techniques magazine, School-to-WorkReporter and Vocational Education Weekly. For informationor to order, contact—ACTE Product Sales1410 King StreetAlexandria, VA 22314800/826-9972FAX: 703/683-7424E-mail: avahq@avaonline.orghttp://www.avaonline.org25– 4 AGRICULTURE TEACHER’ S MANUAL

Other Teacher-Recommended ResourcesTIPSPERIODICALSFFA Advisor’s Making A Difference6060 FFA Drive, P.O. Box 68960Indianapolis, IN 46268-0960317/802-6060Agricultural Education MagazineSee link at www.teamaged.orgFFA Alumni New Visions6060 FFA DriveP.O. Box 68960Indianapolis, IN 46268-0960317/802-6060Journal of Agricultural Educationc/o Business ManagerAmerican Association for Agricultural EducationTexas A&M UniversityFE Box 2588College Station, TX 77843409/845-6601INFORMATION ON TEACHING ANDEDUCATIONAL ISSUESAssociation for Supervision and CurriculumDevelopment1250 North Pitt StreetAlexandria, VA 22314800/933-ASCD or 703/549-9110, press 2http://www.ascd.orgCurriculum and program planningEnergize, Inc.5450 Wissahickon AvenuePhiladelphia, PA 19144215/438-8342Volunteer and organization managementGary Huesel114 Agricultural HallUniversity of Nebraska LincolnLincoln, NE 68583-0700402/472-9009E-mail: fhyd001@unlvm.unl.eduDiversity/teamworkNational Occupational InformationCoordinating Committee202/653-5665Career portfolios; request contact information for yourstate’s officeResearch for Better Teaching, Inc.56 Bellows Hill RoadCarlisle, MA 01741508/369-8191Teaching skillscontinuedAGRICULTURE TEACHER’ S MANUAL 25– 5

TIPSOther Teacher-Recommended ResourcesINTERNET WEB SITE ADDRESSES* Be sure to type http:// before all web site addresses.@griculture Onlinewww.agriculture.comAgrigatorgnv.ifas.ufl.edu/www/agator_home.htmAmerican Crop Protection Association’s “Ag on theInternet”www.acpa.org/public/interest/interest.htmlCareer Magazinewww.careermag.comCenter of Education and Workwww.cew.wisc.eduDairy Industrywww.moomilk.com/Environmental Careers Guidewww.princeton.edu/~rcurtis/careeroe.htmlFarm Bureauwww.fb.com/Cooperative State Research Education and ExtensionServicewww.reeusda.gov/Livestock Virtual Librarywww.ansi.okstate.edu/library/Matt Raven’s Home Page (agriculture-related links)www2.msstate.edu/~raven/ag/aglinks.htmlNational Council for Agricultural Educationwww.council@ffa.orgNational FFA Onlinewww.ffa.orgNational 4-H Councilwww.fourhcouncil.edu/University Council for Vocational Educationwww.ed.uiuc.edu/U.S. Department of Agriculturewww.usda.govVirtual Library for Integrated Pest Managementipmwww.ncsu.edu/cipm/Virtual_Center.htmlAgriculture Information Serviceswww.aginfo.com25– 6 AGRICULTURE TEACHER’ S MANUAL

TIPSSources of TeachingMaterialsAGRICULTURE ANDNATURAL RESOURCESCURRICULUMCurriculum and InstructionalMaterials Center1500 W. Seventh AvenueStillwater, OK 74074-4364800/654-4502FAX: 405/743-5154Instructional packets, videosInstructional MaterialsServiceMail Stop 2588College Station, TX 77843-2588409/845-6601FAX: 409/845-6608Instructional units, slides, videos,ag. literacyDeere & Co.Service Publications Dept.John Deere RoadMoline, IL 61265309/765-3000FAX: 309/765-5154Textbooks, videos, films: farm management,machinery, soil managementMAVCC1500 W. Seventh AvenueStillwater, OK 74074-4364800/654-3988FAX: 405/743-5154Natural resources, drafting,power unitsNASCOP.O. Box 901Fort Atkinson, WI 53538-0901800/558-9595FAX: 414/563-8296Ag. supplies, lab equip., books,videos, software, ag. gamesNational Council forAgricultural EducationP.O. Box 15035Alexandria, VA 22309-0035703/360-8832FAX: 703/360-5524Curriculum materialsOhio Ag. Ed. CurriculumMaterials ServiceThe Ohio State UniversityRoom 2542120 Fyffe RoadColumbus, OH 43210-1067614/292-4848FAX: 800/292-4919Videos, books, softwareWisconsin Dept. of PublicInstruction, Pub. SalesDrawer 179Milwaukee, WI 53293-0179800/243-8782FAX: 608/267-1052Curriculum planning guide forWisconsin, classroom activitiesAUDIOVISUALS, BOOKS,SOFTWARE, ETC.AAVIM220 Smithonia RoadWinterville, GA 30683800/228-4689FAX: 706/742-7005Software, videos, booksAcademic Press, Inc.Attn: Orders Dept., 5th Floor6277 Sea Harbor DriveOrlando, FL 32887800/321-5068FAX: 800/433-6303TextbooksAg Ed Network137 South Main StreetWest Bend, WI 53095800/334-9779FAX: 414/334-6223Internet agricultural instructionalunitsAGRICULTURE TEACHER’ S MANUAL 25– 7

TIPSSources of Teaching MaterialsAgri-Education, Inc.P.O. Box 497Stratford, IA 50249515/838-3000FAX: 515/838-2788Computer software (IBM, Apple,Mac); notable for Farm and FoodBytes seriesCornell InstructionalMaterials Service420 Kennedy HallIthaca, NY 14853607/255-9252FAX: 607/255-7905Books, slides, videos, agriscience topicsCreative Educational VideoP.O. Box 65265Lubbock, TX 79464-5265800/922-9965FAX: 800/243-6398VideoDelmar PublishersP.O. Box 6904Florence, KY 41022800/354-9706FAX: 800/487-8488info@delmar.comBooks, CD-ROMDirect Book ServiceP.O. Box 2778Wenatchee, WA 98807-2778509/663-9115FAX: 509/662-7233Write for free book catalogFarmer’s BookshelfP.O. Box 624Brookfield, WI 53008-0624Reference textbooks, etc.Highest Profit Corporation10933 Seaglades DrivePensacola, FL 32507-1927904/492-7362FAX: 904/492-0270Books, videos, adult class materialsInstructional MaterialsServiceMail Stop 2588College Station, TX 77843-2588409/845-6601FAX: 409/845-6608Instructional units, slides, videos,ag. literacyInterstate Publishers, Inc.P.O. Box 50Danville, IL 61834-0050800/843-4774FAX: 217/446-9706Books, notebooks, certificatesMidwest AgribusinessServices, Inc.4565 Highway 33 WestWest Bend, WI 53095-9108800/523-3475FAX: 414/629-9628Software, CD-ROM, videosNational Farm BookCompany5149 Highway TP.O. Box 206Amherst, WI 54406715/824-5445Textbooks, software (Apple, IBM)Ohio State Univ., ExtensionPublications Office385 Kottman HallColumbus, OH 43210-1044614/292-1607FAX: 614/292-2270Videos, publications, slide programs,software, audiotapesOMG Booksource6122 Reisterstown RoadBaltimore, MD 21215-3487410/358-7810FAX: 410/358-0935Books, audiovisualsVenard Films, Ltd.Box 1332Peoria, IL 61654309/699-3911FAX: 309/699-3937VideosVideo Trend292 East Joshua CircleWashington, UT 84780800/637-1601Videos25– 8 AGRICULTURE TEACHER’ S MANUAL

Sources of Teaching MaterialsTIPSVocational AgricultureServiceUniversity of Illinois1917 S. Wright StreetChampaign, IL 61820217/333-3871FAX: 217/333-3917Books, AV materials, lab kits,software, filmstripsCLASSROOM/LABMATERIALSBrainstormsP.O. Box 13131Reading, PA 19612-3131800/231-6000FAX: 847/374-1150Science kits, games, t-shirts,unique gadgetsCarolina Biological Supply Co.2700 York RoadBurlington, NC 27215800/334-5551FAX: 800/222-7112Science books, lab materials, videos,softwareInstructional MaterialsLaboratoryUniversity of Missouri–Columbia2316 Industrial DriveColumbia, MO 65202800/669-2465FAX: 573/882-1992Instructor packets, videosScience Kit & BorealLaboratories777 East Park DriveTonawanda, NY 14150-6782800/828-7777FAX: 800/828-3299Science materials (biology, physics,chemistry)—lab materials, booksVisual Education ProductionsCalifornia Polytechnic StateUniversitySan Luis Obispo, CA 93407800/235-4146FAX: 805/756-5550Videos, books, science kits, softwareWARD’s Natural ScienceEstablishmentP.O. Box 92912Rochester, NY 14692-9012800/962-2660FAX: 800/635-8439Science materialsAG. MECHANICS;DRAFTING AND POWERUNITS; WOOD ANDMETAL WORKINGBrodhead-GarrettP.O. Box 8101Mansfield, OH 44901-8101800/321-6730FAX: 419/589-1523Supplies, applied academics,wood and metal workingHobar Publications3943 Meadowbrook RoadMinneapolis, MN 55426800/846-7027FAX: 612/938-7353Books, software, videotapes,mechanics lab materialsJohn Deere & Co.Service Publications Dept.John Deere RoadMoline, IL 61265309/765-8000FAX: 309/765-5154Textbooks, videos, films: farm management,machinery, soil managementMAVCC1500 W. Seventh AvenueStillwater, OK 74074-4364800/654-3988FAX: 405/743-5154Natural resources, drafting,power unitsPaxton/PattersonP.O. Box 13407Roanoke, VA 24033800/336-5998FAX: 540/366-0797Ag. mechanics: tools, furniture,lab machinery, books, software,safety equip.Paxton/Patterson—Central5719 W. 65th StreetChicago, IL 60638800/323-8484FAX: 708/594-1087Ag. mechanics: tools, furniture,lab machinery, books, software,safety equip.Paxton/Patterson—Northeast1003A GreentreeMarlton, NJ 08053800/631-0158FAX: 609/985-3457Ag. mechanics: tools, furniture,lab machinery, books, software,safety equip.AGRICULTURE TEACHER’ S MANUAL 25– 9

TIPSSources of Teaching MaterialsPaxton/Patterson—Western1001 W. Euless Blvd., Suite 207Euless, TX 76040800/262-1909FAX: 817/354-6962Ag. mechanics: tools, furniture,lab machinery, books, software,safety equip.AQUACULTURELaMotteP.O. Box 329Chestertown, MD 21620800/344-3100FAX: 410/778-6394Aquaculture, soil & water qualitytest kitsJohn Deere & Co.Service Publications Dept.John Deere RoadMoline, IL 61265309/765-8000FAX: 309/765-5154Textbooks, videos, films: farm management,machinery, soil managementPenn Tool Co.1776 Springfield AvenueMaplewood, NJ 07040800/526-4956FAX: 201/761-1494Drill bits, gauges, calipers, tap anddie sets, etc.ShopwareP.O. Box 1787 (101 Hill Road)Aberdeen, WA 98520-0292800/487-3392FAX: 800/900-5172CD-Rom, videos, IBM, MAC, Apple:construction, woodworking, entrepreneurshipThe Woodworkers’ Store4365 Willow DriveMedina, MN 55340612/478-8201FAX: 612/478-8393Woodworking supplies and toolsAGRICULTURAL PRODUCTASSOCIATIONSNational CottonseedProducts Assoc.P.O. Box 172267Memphis, TN 38187-2267901/682-0800FAX: 901/682-2856Video and brochuresBUSINESS MANAGEMENTAmerican Media Corporation4900 University AvenueWest Des Moines, IA 50266-6769800/262-2557FAX: 515/224-0256Business management books, videos,CD-ROMChicago MercantileExchange30 South Wacker DriveChicago, IL 60606-7499800/331-3332FAX: 312/466-7466Commodity futures and optionsFilms for the Humanities &SciencesP.O. Box 2053Princeton, NJ 08543-2053800/257-5126FAX: 609/275-3767Videos for rental or purchase: management,commerce, marketingBREED ASSOCIATIONSAmerican Angus Assoc.3201 Fredrick Blvd.St. Joseph, MO 64506816/233-3101FAX: 816/233-9703Breed materialAmerican Gelbvieh Assoc.10900 Dover StreetWestminster, CO 80021303/465-BEEFFAX: 303/465-2339Breed materialAmerican Hereford Assoc.P.O. Box 014059Kansas City, MO 64101816/842-3757FAX: 816/842-6931Breed material25– 10 AGRICULTURE TEACHER’ S MANUAL

Sources of Teaching MaterialsTIPSAmerican Quarter HorseAssoc.P.O. Box 200Amarillo, TX 79168806/376-4811FAX: 806/349-6411Breed materialAmerican Sheep IndustryAssoc.6911 South Yosemite StreetEnglewood, CO 80112-1414303/771-3500FAX: 303/771-8200Breed materialAmerican Simmental Assoc.1 Simmental WayBozeman, MT 59718406/587-4531FAX: 406/587-9301Breed materialHolstein Assoc.1 Holstein PlaceBrattleboro, VT 05302-0808802/254-4551FAX: 802/254-8251Breed materialsNorth American LimousinFoundationP.O. Box 4467Englewood, CO 80155303/220-1693FAX: 303/220-1884Breed-specific videos and materialsSanta Gertrudis BreedersInternationalBox 1257Kingsville, TX 78364512/592-9357FAX: 512/592-8572Breed materialSelect Sires, Inc.11740 U.S. 42 NorthP.O. Box 143Plain City, OH 43064614/873-4683FAX: 614/873-5751Data on specific sire performanceCAREER PLANNING,SKILL DEVELOPMENTAND SPECIAL NEEDSMATERIALEBSCO Curriculum MaterialsBox 281Chelsea, AL 35043-0281800/633-8623FAX: 205/991-1482Computer software for careers, testreviews; special needs materialVocational InstructionalMaterials Laboratory1900 Kenny RoadColumbus, OH 43210-1090800/848-4815FAX: 614/292-1260Career planning, CBE materials, skilldevelopmentENVIRONMENT/IPM ANDFORESTRYANR Publications, Universityof California6701 San Pablo Ave.Oakland, CA 94608-1239510/642-2431FAX: 510-643-5470Integrated pest management materialsForestry Suppliers, Inc.P.O. Box 8397Jackson, MS 39284-8397800/647-5368FAX: 800/543-4203Forestry supplies, environmentalequip.MAVCC1500 W. Seventh AvenueStillwater, OK 74074-4364800/654-3988FAX: 405/743-6809Natural resources, drafting, powerunitsSan Luis Video PublishingP.O. Box 6715Los Osos, CA 93412805/528-8322FAX: 805/528-7227Videos (especially environmentaltypes); Web site: http://www.paccon.com/slovideo/AGRICULTURE TEACHER’ S MANUAL 25– 11

TIPSSources of Teaching MaterialsGARDEN,HORTICULTURAL,LANDSCAPING ANDLAWN SUPPLIESA.C. Burke & Co.2554 Lincoln Blvd., Suite 1058Marina Del Rey, CA 90291310/574-2770FAX: 310/574-2771Horticultural books, software, videosAmerican Association ofNurserymen1250 I Street, NW, Suite 500Washington, DC 20005202/789-2900202/789-1893Horticulture and landscapingmaterialsWorm’s Way7850 North Hwy. 37Bloomington, IN 47404800/274-9676FAX: 800/316-1264Garden, horticultural and lawnsuppliesGREENHOUSE/HYDRO-PONIC MATERIALSCropKing Inc.P.O. Box 310Medina, OH 44258330/725-5656FAX: 330/722-3958Greenhouses, hydroponic materialsGothic Arch GreenhousesP.O. Box 1564Mobile, AL 36633800/531-4769Greenhouses and suppliesStuppy GreenhouseManufacturingP.O. Box 12456North Kansas, MO 64116800/877-5025FAX: 816/472-0969Greenhouses and suppliesTurner Greenhouse1500 Hwy. 117 SouthGoldsboro, NC 27530800/672-4770FAX: 919/736-4550Greenhouses and suppliesSMALL ANIMAL; PETSDiamond Farm BookPublishersBox 537, Dept. TDAlexandria Bay, NY 13607800/481-1353FAX: 613/475-3748Textbooks, videos, small animalThe Pet BookshopP.O. Box 507, CFCOyster Bay, NY 11771Write for free catalogPet Care BooksDept. CFC, P.O. Box 3536Pinedale, CA 93650-3536Write to request free catalogPet WarehouseP.O. Box 310, Dept. CFXenia, OH 45475-2138937/374-9800FAX: 800/513-1913Write for free catalogSAFETY SUPPLIESGempler’sP.O. Box 270Mt. Horeb, WI 53508800/382-8473FAX: 608/424-1611Supplies, clothing, safety apparelSafety Rules, Inc.3727 Joan DriveWaterloo, IA 50702800/641-5466FAX: 800/641-5466Safety signs, protective wear, labcoats25– 12 AGRICULTURE TEACHER’ S MANUAL

SECTION 26Directories“Location, location, location” may be the key to success in real estate, but “contacts, contacts, contacts” arevital to the agriculture instructor. Collect directories of names, addresses, phone numbers and e-mail addressesin the following categories. (If a number is given, it indicates the page number of a related form in this manual.)If there is not enough room in this manual, set up a separate notebook labeled “directories” to hold them.You may want to use a computer database or management contact program for frequent contacts.School■ School district personnel■ School administrative offices■ School faculty and staff extension numbersProgram■ Student Information Form (13-6)■ Advisory committee members (18-7)■ Advisory subcommittees (18-8)■ NYFEA members (19-8)FFA Chapter■ FFA officers (9-8)■ FFA members■ FFA Alumni members (19-4)Community■ Business Contact Record (17-3)■ Community leaders (2-6)Peer Support Group■ Peer support group membersState Staff■ Department of Education staff■ University staffState Agriculture Teachers Association■ Officers and board■ Legislative network■ Regions and districts■ State map showing regions/districtsState FFA Organization■ FFA and FFA Foundation staff■ State officers and advisors■ Region/District officers and advisors■ State FFA Alumni Association leadersState Government■ State legislators■ State Department of Agriculture■ State Department of Natural ResourcesNational FFA■ National FFA staff teams■ National FFA Foundation staff■ National FFA Alumni Association staff■ State FFA advisors and executive secretariesRelated National Organizations■ American Association for Agricultural Education(AAAE)■ National Association of Supervisors of AgriculturalEducation (NASAE)■ The National Council for Agricultural Education■ National FFA Alumni Association■ National Postsecondary Agricultural StudentOrganization (PAS)■ National Association for Agricultural Educators(NAAE)■ National Young Farmers Educational Association(NYFEA)AGRICULTURE TEACHER’ S MANUAL 26– 1

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