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Effective Planning and Execution of Supervised Agricultural Experiences (SAEs)

This guide explores the essential steps for planning and conducting Supervised Agricultural Experiences (SAEs) in education. It emphasizes setting clear student career goals, identifying responsibilities among key partners (students, teachers, employers, parents, and school officials), and coordinating efforts to ensure successful outcomes. The guide also discusses the significance of commitment from each party, planning relevant activities, and providing supervision and support. Through effective communication and collaboration, educators can create meaningful opportunities for students, bridging classroom learning with real-world experiences.

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Effective Planning and Execution of Supervised Agricultural Experiences (SAEs)

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  1. Planning and Conducting SAE OK, so I agree SAE is a good thing. Now how do I do it?

  2. Developing Understandings • Specify Student Career Goals • Identify Responsibilities • Advance Planning • Coordinate among partners

  3. Partners: • Student • Employer • Teacher • Parent • School Officials

  4. Student • Commitment • Training vs Job vs Get Out of School • Set Priorities • Plan Activities

  5. Teacher • Commitment • Prior Approval • Responsibilities • Supervision • Evaluation

  6. Parents • Permission • Encouragement • Support • Opportunities • Help Supervise

  7. Employer • Increasingly common • Direct Supervision • Training, not Cheap Labor • Proactive, not just Reactive

  8. School Officials • Set School Policy • Final Responsibility • Program Approval • On-site Visits • Support Teacher Efforts and Decisions

  9. Developing Cooperation • Explain to school administrators • Motivate students • Structure real opportunities • Meet with parents to explain SAE • Conferences with employers • Build on exemplary SAEs

  10. SAE Agreements • See SAE Recordbook

  11. In Summary • SAEs are: • An Educational Program NOT a Job Program • A TEAM effort

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