Standards 9-12

This folder contains the CDE materials used for a Mock Career Development Event instruction model. Based on the Poultry Evaluation competition guided by the National FFA standards, these materials were created in partnership with Ms. Luedert and Ms. Cecrle, two other Agricultural Education student teachers. Because of the gathering of free-to-access materials, easily printed and translated resources, as well as having an ease of use, this folder and others that I will have access to create ample opportunity for students to have an experience in multiple career pathways outside of their "first choice" jobs, with the Poultry industry being a part of one of those pathways. Having a Google folder with resources that can be provided to both students, administration, and the parents helps kids have consistent, informed decisions with accurate information in their own language. The folder that my group created is also going to support career exploration and opportunities in the classroom that a student would otherwise not have outside of career and technical education.

The attached documents are a simple, yet effective lesson plan used for Career Exploration guidance within the Introduction to Agriculture courses through Omaha-Bryan High. Based on the AET Career Interest Survey (which will lead into the miniature Foundational SAE Capstone), students will learn about opportunities in the workforce, careers outside of their known scopes, and their own interests as adults going into the industry. The survey will allow students to identify different agricultural career pathways through the Nebraska Career and Technical Education model, prompting independent reflection based on personal interests, expectations, and ideas for open-minded, well-informed decision making. Alongside this lesson plan is a translated Career Options - AET Survey document that further supports my future students. Being a student teacher at a school with a large ELL population, having equal access to opportunities revolving around specifically career education and involvement is key. Accessibility is the forefront of agricultural education, and cannot be forgotten when considering the careers a student may be looking into as they progress through their high school experience.

This is a copy of a chapter handbook that I created for Gothenburg, Nebraska, which they still use today. Gothenburg boasts one of the biggest chapters in the state due to being affiliated, meaning that all students in an Ag course are members of the FFA Chapter. The handbook that I created for them represents the ability of the students to actively participate in many different events, including competition, skill development workshops, nationwide conferences, field trips, course offerings, as well as community service that the Chapter offers throughout the year. This handbook serves as an example of not only where my values as an FFA Advisor will come from, but the dedication that I hope to have to serve my students and provide for them access to all events they may want to attend, without burden.

Attached is a sample from my Unit Plan developed for use at Omaha-Bryan High as part of their Introduction to Agriculture course. The first unit, Leadership, is designed to incorporate CTSO through skill development, engagement in mock competitions and a variety of available resources presented to the students. The unit will begin with career exploration, then focus on CTSO competitions that are available through the FFA and Urban Ag Academy to hone-in on certain skills. As well as having a focus on the Agriscience CDE, each student will complete a portfolio to submit and have the chance to possibly use their knowledge in FFA and Agriscience at the State level, allowing them to travel to Lincoln to participate in FFA events and other opportunities. Students will have the chance to create their own artifacts that will represent what the Creed means to them to further engage themselves with FFA, the largest CTSO that the Urban Ag Academy has available.

The attached artifact is an SAE for All Teaching and Grading Plan developed alongside two other Agricultural Education student teachers, Ms. Jenna Cecrle and Ms. Emily Luedert. This 14-page outline delineates how students may participate in WBL experiences through SAE for all, encouraging awareness, student support, a supervised opportunity, and developing professional skills via reflection, active learning, and self assessments. This document was designed to support student's learning by encouraging intrinsic motivation, providing extrinsic motivation, and giving clear, easy-to-understand guidelines for what SAE and WBL experiences will look like, inside and outside of the classroom.

To represent my capability and desire to improve my future program and its students, I created a Legacy Project Plan for Omaha-Bryan High School. As a student teacher for their Urban Agriculture Academy, I found it important right off the bat to consider what changes I want to make during my time observing and teaching at OBHS. Because of their focus on science-based learning, I was driven to make a decision on my Legacy Project that was based on student input, stakeholder opinions, and data gathered from years of service through the Bryan Greenhouse and Plant Science courses. This plan will be used to determine adequate steps to improve the Omaha-Bryan Ag Academy's overall program, student involvement, and the data that is sent to stakeholders and administration. By communicating and collaborating with Mrs. Taylor Wilton-Cooper, this Legacy Project plan was created with the best data we could find and decisions were made based upon the voices of OBHS' Ag Academy students.