Supervised Agricultural Education

  1. Supervision

    1. Supervision of a student’s SAE program is to be provided by the agricultural education teacher, a parent/guardian, and/or the student’s employer.
    2. It is recommended that an agricultural education teacher make a minimum of one supervisory visit per year to observe and evaluate each student’s SAE program. Additional visits may be made depending on the nature of the student’s SAE program or other special needs the student may have.
    3. The supervisory visit to the student’s SAE program by the agricultural education teacher includes meeting with the parent/guardian and/or the student’s employer.
    4. Evidence of the supervisory visit shall be maintained by the agricultural education teacher. Evidence should include written report of what was observed, suggestions for improvement, a review of the student’s SAE record book(s), and photographs of the SAE program. A copy of the written supervisory visit report is to be given to the student. Each visit report is to be maintained in the agriculture department files for future reference and evidence of student progress.
    5. It is recommended that agricultural education teachers spend a minimum of 80% of their extended programming time in instructional activities with students. This may include individual or group SAE related instruction, reviewing SAE record books, and/or conducting on-site SAE supervisory visits.
  2. SAE Criteria

    1. The student’s experience program is to be related to those industries served by agricultural education. Those industries include agriculture, horticulture and natural resources. It should compliment the student’s occupational interests. It should include technical, academic and employability skills as found in the state approved Environmental and Agricultural Systems content standards, model academic standards and core ITAC.
    2. A student’s SAE is considered appropriate when the student is able to answer “yes” to question i. and “yes” to either question iior iii.
      1. Does the supervised experience involve the application of technical agriculture and employability skills?
      2. Does the supervised experience contribute to the production and/or initial processing of an agricultural, horticultural, or natural resource products?
      3. Does the supervised experience provide a service for the agriculture, horticulture and/or natural resources industries?
  1. Refer to the Environmental and Agricultural Systems list of occupational titles to help determine if the student’s supervised experience is related to a recognized occupation.
  1. Experience

    1. The student’s supervised experience should include practical, hands-on, activities that can lead to entry and advancement in an agricultural and natural resources career area.
    2. The experience program includes technical skill development in a career cluster related to agriculture and natural resources ranging from production to marketing of products, services, and the development of employability skills necessary for successful employment leading to career advancement.
    3. An approved cooperative training plan, business plan and/or plan of practice is to be developed by the student, in cooperation with the agricultural education teacher, parent/guardian, and/or employer to allow the student to reach his/her potential based upon available resources and student needs.
    4. The student is to be given the opportunity to self-evaluate their experiences and skill development and receive feedback from the agricultural education teacher, their parent/guardian, and/or employer on their progress.
    5. The student is to maintain an individual career and technical education portfolio including a record book listing the financial records of the program, skills and competencies developed, and leadership development activities in which the student participated. The record book(s) should include a section on analyzing the records for reflection of past accomplishments and future planning purposes
  2. Program

    1. The SAE program should contribute to the workforce development and economic viability of the community.
    2. SAE programs will primarily be conducted outside of designated class time. However, double-block, year-long classes in comprehensive high schools, and in-school laboratory time in career centers can be counted as part of a student’s SAE program.
    3. Agricultural education teachers shall maintain detailed records of each student’s SAE program and supervisory visits. It is recommended that an annual report of all students’ SAE programs be presented to the local school board, school administrators, advisory committee, and other interested parties. At a minimum, the report should include a connection back to the knowledge and skills as found in the local program course of study.
    4. The student should demonstrate a steady increase in the knowledge and skills gained over time.
    5. The student should demonstrate increased responsibility in directing their SAE program over time.
  3. References

    1. SAE Assessment form(pdf)