Skip to contentSkip to navigation

Standard 4 – Coordination of Supervised Agricultural Experience (SAE) Programs
The program includes basic preparation that develops the knowledge, skill and the ability to integrate and apply the concepts required to coordinate Supervised Agricultural Experience (SAE) Programs and advise and supervise students in those programs.

Required Elements for Standard 4 – Coordination of Supervised Agricultural Experience

(SAE) Programs:

4(a) The program provides candidates an opportunity to develop and demonstrate knowledge and understanding of record keeping using the California FFA Record Book.

4(b) Through the program, candidates develop the skills required to conduct successful project site visits, including home, school farm, and employer visits.

4(c) The program provides candidates an opportunity to develop the ability to assist students in identifying and establishing appropriate project selection, placement, planning, managing and marketing.

4(d) The program ensures that candidates have a deep understanding of the ethical principles that govern the design and development of appropriate student projects and supervised agricultural experiences.

Coordination of Supervised Agricultural Experience (SAE) Programs

Supervised Agricultural Experience Programs are addressed in AGED 50, AGED 135, AGED 150, AGED 187, AGRI 280, and EHD 155B. Several lecture class periods and considerable field experience time are devoted to this component of the agricultural education program including the California FFA Record Book. The hard copy version of the record book is covered in AGED 135 and the electronic version is presented in AGED 150.

Instruction on the philosophical basis for Supervised Agricultural Experience Programs is introduced in AGED 50 and presented in more detail in AGED 135. Candidates are taught the importance and purpose of experiential learning in AGED 50 and are to observe the teacher’s role in supervising agricultural experience programs during this early field experience course.

In AGED 135 candidates receive additional instruction on the three major components of an agricultural education program. The instruction covers the teacher’s role in planning, conducting, and supervising student agricultural experience programs. Instruction is also provided on conducting home, school farm, and work experience project visits, completing student record books, utilizing community and school resources, and ethics pertaining to supervised agricultural experience programs including maintaining complete and accurate records. Candidates complete a record book assignment and a record book scoring assignment as part of the course requirements. The use of technology in coordinating FFA activities is covered in AGED 150.Students are taught how to use the electronic version of the California Agricultural Education Record Book in this course.

In AGED 187 candidates are taught the standards and criteria for maintaining high quality programs of agricultural education. In this course candidates receive instruction on the importance of program planning including developing business and industry contacts, providing opportunities for all students to carry out supervised agricultural experience programs. The importance of maintaining accurate records of student projects and complete records of supervised visits by teachers is discussed and candidates are exposed to numerous resources available to help teachers carry out effective supervised agricultural experience programs.

During final student teaching, EHD 155B, candidates are required to conduct a minimum of ten supervised experience visits. Five of these are to be “home” visits where the teacher interacts with both the student and the parents/guardians. Candidates are encouraged to conduct some visits with their cooperating teacher before completing the ten supervised visits on their own. They are also encouraged to visit a variety of student projects to help them understand the diversity of agricultural programs they will deal with as a full time agriculture teacher. They are also encouraged to visit students that are in various stages of planning, developing, and implementing their agricultural experience programs. Student teachers are required to report all supervised visits on the weekly report forms that are submitted to their university supervisor and cooperating master teacher. Learning Outcome Number 8 in the EHD 155B syllabus states that candidates will be able to organize and supervise agricultural experience programs. The cooperating master teacher and the university supervisor work together to ensure that candidates conduct SAE visits to freshmen to assist in planning for future SAE programs. Master teachers are asked to take student teachers on SAE visits prior to the student teacher conducting their first visit to increase candidate exposure to proper SAE visitation techniques. Student teachers are also required to make SAE visits at students’ homes, places of employment, and at school managed facilities. These visits are documented in the Exit Evaluation of Objectives for Agriculture Specialist Credential Candidates. The students list the date the SAE visitation objective was met and the cooperating master teacher initials next to that objective to verify the objective was completed. SAE visits are alsodocumented in weekly reportsthat each candidate submits to their master teacher and university supervisor. SAE visitation is also discussed in the AGRI 280 Seminar where candidates share their experiences both positive and negative toward all aspects of the agricultural education program.

In the AGRI 280 seminar course that final student teachers take in conjunction with EHD 155B student teachers reflect on their experiences in making supervised visits and share their views on the purpose, value, and procedures for conducting visits and the impact the visits have on student/teacher relationships and effective classroom management. The importance of following ethical principles is emphasized during these discussions. Students share both positive experiences and problems and issues surfaced in conducting SAE visits. Collectively the candidates and University supervisor develop solutions to problems and issues to ensure the planning, marketing, and supervision of student site visits are successful.

Back to Top