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Supervised Agricultural Experience (SAE) Plans

SAE Unit Plans for Agricultural Teacher Education

Supervised Agricultural Experience (SAE) is one of the three major components of a complete school-based agricultural education program. In 2013, the American Association for Agricultural Education adopted a Philosophy on SAE Instruction in Agriculture Teacher Education and Competencies, Course Objectives and Lesson Objectives. The National Council for Agricultural Education approved the documents in 2014 and provided support for preparing Unit Plans for teaching the competencies and objectives as part of the agricultural education teacher preparation program. The seven Unit Plans may be utilized in a variety of ways, from instruction in one class to a compete course on SAE. The writing team for the Unit Plans included: Ann De Lay, Cal Poly San Luis Obispo; Daniel Foster, Penn State; Rebecca Lawver, Utah State; Jon Ramsey, Oklahoma State; John Rayfield, Texas A&M; Michael Retallick, Iowa State; and Kirby Barrick, Florida, who served as chair.

Barrick, R.K., De Lay, A., Foster, D.D., Lawver, R.G., Ramsey, J.W., Rayfield, J.S., & Retallick, M.S. (2015). SAE unit plans for agricultural teacher education

Philosophy on SAE Instruction in Agricultural Teacher Education

Supervised Agricultural Experience (SAE) is a planned and supervised program of experience-based learning activities that extend school-based instruction and enhance knowledge, skills, and awareness in agriculture and natural resources. SAE is recognized as one of the cornerstones of a quality agricultural education program, complementing classroom and laboratory instruction and leadership and personal development. Agricultural teacher educators are committed to providing the instruction to teacher candidates on how to successfully implement SAE in the total agricultural education program.

Agricultural teacher educators should provide instruction on SAE as part of pre-service education and in-service education, and continue to assist in the creation of materials that assist in delivery of SAE supervision. Teacher candidates should exit the program with the philosophy that SAE is a program for ALL students enrolled in agricultural education courses and is not a single project. The SAE program is documented to show student development and success through recordkeeping that contributes to a student portfolio and can be adapted to fit the needs of individual students with consideration of contextual variables. Teacher candidates should be well-versed in the theory of experiential learning to assist in their interpretation and implementation of SAE.

SAE is a unique component of the curriculum in public school; therefore, teacher candidates should be prepared to engage key stakeholders such as local school administrators, parents, and advisory committees throughout the year. This engagement should include educating partners about the positive academic impact that individual SAE programs have on students including financial literacy and entrepreneurial dispositions. In addition, this could include engaging partners in placement, supervision, and evaluation.

A key aspect of SAE is supervision, which is best facilitated by a certified secondary agricultural instructor. Teacher candidates should be well-versed in supervision techniques and working with others in supporting student SAE programs. The supervision can include home and work place visits involving key strategic partners such as family, employers, other teachers, and other mentors. Teacher candidates should be prepared to guide the development of a plan that addresses growth toward the student’s career interest.

Teacher educators should prepare teacher candidates to instruct and deliver SAE as an integral part of the curriculum; an extension of classroom and laboratory instruction; and conducted outside of the individual student’s scheduled class time. As part of the curriculum, planning for SAE is necessitated to ensure the effectiveness of this type of differentiated instruction, and should include learning objectives and agreements among involved parties. Additionally, teacher candidates should be able to provide instruction regarding how SAE contributes to the improvement of financial literacy and the entrepreneurship capacity of students.

Teacher candidates should be prepared to effectively evaluate the SAE program as part of the instructional program, making SAE program involvement part of the course grade for students in agricultural education. Beyond academic assessment, students should also be recognized for their time and energy invested in learning through recognition programs provided through FFA at the local, state, and national levels.

Adopted by AAAE, May 2013

SAE Competencies for Agricultural Teacher Preparation: Competencies, Course Objectives, and Lesson Objectives

SAE Competencies and Objectives.

COMPETENCY I

COMPETENCY II

COMPETENCY III

COMPETENCY IV

COMPETENCY V

COMPETENCY VI

COMPETENCY VII

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