2. Observe the environment in which the student lives and/or works. This often is helpful to an instructor in providing effective supervision. 3. Meet each student's parents or employer and become acquainted with them. 4. Identify the interests of those parties concerned with the experience program and seek their cooperation in making it effective. 5. Discuss with the student, his/her parents, his/her employer and others (if applicable) the experiences and/or projects which might be included in the student's supervised agricultural experience program. 6. Check the student's S.A.E. records for completeness and accuracy. 7. Check to determine if the student's supervised agricultural experience program plans are being followed. Assist the student in making any necessary changes. 8. Determine the practices used by the student in carrying out his/her program and determine the approved practices needed. 9. Use the S.A.E. training center, including both farm and non-farm, as a teaching laboratory by discussing with the student any problem he/she has in connection with his/her program, by testing the student's understanding of the practices he/she is using, and by developing the abilities of the student in the performance of skills that he/she has not learned satisfactorily. 10. Discuss with the student additional approved practices and experiences which he/she may attempt. 11. Motivate and encourage students to carry on successful experience programs and offer guidance to incorporate practices not already implemented. 12. Discuss with the student, parents, employer, and/or others the possibilities of expanding the student's supervised agricultural experience program during the succeeding years. 13. Assist the student in evaluating his/her progress to date. 14. Counsel with the student and his/her family regarding the student's all-round development and plans for the future, including his/her role in FFA. 15. Don't be afraid to pitch in and help on a visit if the need arises. 16. Do not make the visit too long. Stay long enough to get the job done, but do not be abrupt. Things to be done after an S.A.E. visit: 1. Record events that occurred during the visit. Note methods that worked for you and those that did not. Note any changes you should make going on another visit.
Follow-up (if needed) S.A.E. PROGRAM SUPERVISION RECORD Student Name__________________________ Age_____ Year in School _________ Address _______________________________________________ Zip Code _______ Parent/Guardian _______________________________ Phone ( ) Employer (if applicable) _________________________ Phone ( ) Student’s Occupational Goal S.A.E. Program: Description - Location - Scope - Duration - Goal - Practices Completed Date of Visit Conditions Found Recommendations Made Initial Visit
11. Attitude and loyalty toward teaching profession O S SA W NS NO 12. Empathy for students O S SA W NS NO COMMENTS: III. TEACHER LEADERSHIP AND CORE PROFESSIONALISM Not Not Outstanding Strong Satisfactory Weak Satisfactory Observed 1. Leadership (including taking initiative) O S SA W NS NO 2. Enthusiasm O S SA NO 3. Personal appearance and neatness O S SA W NS NO 4. Dependability (includes attendance) O S SA W NS NO 5. Promptness (on-time arrival, completing assignments) O S SA W NS NO 6. Poise, diplomacy, tact, and self-control O S SA W NS NO 7. Willingness to cooperate and collaborate O S SA W NS NO 8. Ability to take suggestions and criticism O S SA W NS NO 9. Professional electronic and written communications O S SA W NS NO COMMENTS: The following level descriptors should be used when completing the rubric. Outstanding Strong Satisfactory Weak Not Satisfactory Student teacher displays comprehensive understanding of the technical ability / content knowledge and relates those to learning goals. Student teacher displays much understanding of the technical ability / content knowledge and relates those to learning goals. Student teacher displays some understanding of the technical ability / content knowledge and generally relates those to learning goals. Student teacher displays minimal understanding of the technical ability / content knowledge and minimally relates those to learning goals. Student teacher displays minimal or incorrect understanding of the technical ability / content knowledge and does not or minimally relate those to learning goals. IV. TECHNICAL ABILITY AND KNOWLEDGE Not Not Outstanding Strong Satisfactory Weak Satisfactory Observed 1. Advanced Life Sciences: Animals O S SA W NS NO 2. Advanced Life Sciences: Foods O S SA W NS NO 3. Advanced Life Sciences: Plants and Soils O S SA W NS NO 4. Animal Science O S SA W NS NO 5. Food Science O S SA NO 6. Horticulture Science/Greenhouse Management O S SA W NS NO 7. Plant and Soil Science O S SA NO 8. Forestry/Natural Resources/Environmental Science O S SA W NS NO 9. Agricultural Power, Structures, Technology (include units in Intro to AFNR) O S SA W NS NO 10. Farm and Agribusiness Management O S SA NO 11. Landscape Management O S SA W NS NO