Each agriculture student maintains up-to-date and accurate SAEP records and data.
SAE
Competency
V
Course Objective 4: Agriculture teacher candidates will be able to record time spent in managing and
supervising SAEPs.
Lesson Objectives: Students will be able to:
a. identify key stakeholders of SAEPs.
b. select appropriate strategies for engaging key stakeholders.
c. differentiate between in school assignments/projects and student SAEPs.
d. create a reporting system (monthly calendar, summer program of work) highlighting management and
supervision of SAE.
Equipment, Supplies, References, and Other Resources:
References:
 Phipps, L. J., Osborne, E. W., Dyer, J. E., & Ball, A. (2008). Handbook on Agricultural Education in
Public Schools (6th ed.). Thomson Delmar Publishing, Clifton Park, NY
 National Council for Agricultural Education, SAE Renewal Task Force (2014). Philosophy and Guiding
Principles for Execution of the Supervised Agricultural Experience Component of the Total School
Based Agricultural Education Program.
 Link: https://www.ffa.org/SiteCollectionDocuments/sae_guiding_principles.pdf
 Explore SAE Website: http://www.exploresae.com
Handouts:
 Assignment Sheet
 Example Calendar of Events
Computer and video projection equipment:
 LCD projector and internet access
Equipment & Supplies:
 Whiteboard, markers
Other Resources:
 Calendar template, school calendar, membership roster
Teacher Directions
REVIEW
INTEREST APPROACH
OBJECTIVES AND
TEACHING
STRATEGIES
Objective
a. identify key
stakeholders of SAEPs
Content Outline and/or Procedures
Previous objective, Devise a plan to incorporate student SAEP involvement into
the school-based agricultural education program grading system. Using probing
questions, determine student’s recall of artifacts that can represent assessable data
in the different types of SAE. Probe students to recall the general criterion that is
used to assess SAE programs.
Role-play a coach that is building his game plan for the Friday night football game.
Highlight the process that coaches use to identify key players on the football team
and make the connection to the value those key players have when playing the
game.
Overview:
SAE reflects the individual student’s interest. To implement the SAEP,
stakeholders must maintain a positive working relationship. When establishing
SAEP cooperation, the following persons should be solicited: school
administrators, parents or guardians, students, and employers, prospective
employers or other supervisors. Teachers are responsible for communicating the
role SAEPs play in the agricultural education program. School administrators must
understand the opportunity that SAE has to extend the learning that occurs in the
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Brainstorming Activity
Explore SAE Website:
http://www.exploresae.com
Objective
b. select appropriate
strategies for engaging
key stakeholders
Brainstorm SAE talking
points and education
Opportunities.
Objective
c. differentiate between
in school
assignments/projects
and student SAEPs
Handout Assignment
Sheet
Objective
d. create a reporting
system (monthly
calendar, summer
program of work)
highlighting
management and
classroom.
Procedure:
Using the SAE Explore videos, identify student goals in each of the four SAE
program areas. Determine how the students’ goals are different and how they are
similar. Discuss the diverse nature of students’ interest and help students make
connections to the community resources available (stakeholders), which may
provide an opportunity for students to explore their interests.
Overview:
Ultimately it is the teacher’s responsibility to educate stakeholder groups and foster
SAE relationships. Administrators need to be convinced that supervision is
necessary and that adequate time and resources are needed. Parents must also be
informed of the benefits an SAEP can provide, the nature of an SAE allows for a
lot of parent teacher interaction, so teachers need to be prepared to share their
philosophy concerning SAEs.
Procedure:
Brainstorm opportunities to help school administrators and parents understand the
value of SAEs. Let students role-play as administrators, parents, employers, and
teachers. Based on the students’ SAE philosophy, develop talking points that can
be shared with each group. Once the talking points are developed, brainstorm
opportunities that occur during the school year where teachers can share these
talking points. At the end of the exercise students should have talking points and
opportunities to share these talking points with future school administrators,
parents, and students.
Overview:
Agricultural educators provide experiential learning on a daily basis through
inquiry-based methods, directed laboratory instruction in school facilities, field
trips, and FFA competitive events. What makes the SAE component different is
that the activity ties back to some level of career planning, is student rather than
teacher managed, happens outside of formal classroom instruction, and takes place
in a real world environment (i.e., farm, ranch or agricultural enterprise) or
simulated workplace environment (i.e., virtual program or school
farm/greenhouse/lab). This does not mean that SAE cannot happen on the school
campus or even during the school day, but rather serves as a distinction to help
teachers understand the difference between the classroom/laboratory instruction
program component and the SAE program component. In reality, in order to
engage all students in SAE, some use of simulated work environments would be
necessary.
Procedure:
Provide students with the handout, Assignment Sheet.
Students will match the listed examples as either school assignment or SAE project.
Overview:
Accountability is an important skill and disposition for school-based agricultural
education teachers. Reporting the management and supervision of SAEPs is
important to all stakeholders. Teachers are encouraged to keep a calendar of visits
and build SAE supervision and management of SAE into the summer months or
extended days of their contracts. The record of management and supervision can be
valuable data when communicating the need for time and resources committed to
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supervision of SAE.
Handout Example
Calendar of Events
REVIEW/SUMMARY
EVALUATION
Answers:
1. Local school
administrators, parents or
guardians, students,
employers or supervisors.
2. Communicate the role
of SAE programs in
experiential learning;
educate administrators
about SAE programs, so
they realize effective
teaching can take place
outside of the classroom.
SAE implementation. State Departments of Career and Technical Education that
provide resources to agricultural education programs require documentation of the
teacher’s time allotted for SAE supervision.
Procedure:
Provide students with a blank calendar representing two summer months, a
membership roster, school calendar, and FFA Calendar of Events. Ask students to
plan their scope of work for two summer months with an emphasis on SAE
management and supervision. The calendar should also reflect two weeks of
vacation.
SAEs reflect the individual interests of students. As such, multiple stakeholders are
involved in the implementation and support of student and teacher efforts to
facilitate the SAEP. Effective implementation requires stakeholder support;
teachers have the responsibility of educating stakeholders on the value of SAE. The
evolution of SAE also includes a more inclusive approach to supervision of SAEPs,
specifically the opportunity for students to conduct SAEs on school campus or
during the school day. Documenting teacher time and effort focused on SAE
provides accountability for resources that are available for SAE supervision.
Formative assessment via a quiz.
1. List four key stakeholder groups
2. Describe the teacher’s role in fostering relationships with SAE stakeholders
3. Differentiate between in-school assignments/projects and student SAEPs
4. True or False: Student SAEs cannot occur during the school day or take
place on the school campus.
5. List two approaches teachers can take to document their use of time and
resources focused on SAE.
3. SAE ties back to some
level of career planning,
is student rather than
teacher managed, happens
outside of formal
classroom instruction, and
takes place in a real world
environment (i.e., farm,
ranch or agricultural
enterprise) or simulated
workplace environment
(i.e., virtual program or
school
farm/greenhouse/lab).
4. False
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5. Create a monthly
schedule of SAE visits
and develop a summer
program of work.
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