Program Improvement (ACTE 12)

Legacy Project

This legacy project artifact demonstrates my ability to design a meaningful, data‑informed improvement for the Hawk Herd program by addressing a clear need identified through observation and stakeholder input. The attached plan outlines how students will maintain accurate animal records and report them to a newly developed Hawk Herd website, increasing transparency, community engagement, and student ownership. This project emerged from a needs assessment showing a major communication gap between the work students complete in the Hawk Herd and what the public is able to see or understand. Because the community originally supported the development of the herd, improving visibility is essential for sustaining support and future growth.

The plan aligns with ACTE Quality Indicator 10: CTSOs, as it strengthens leadership, responsibility, and record‑keeping skills components of high‑quality agricultural education. Students take on authentic leadership roles by managing assigned animals, maintaining biweekly records, and contributing updates to the website. These tasks mirror SAE expectations and help students build transferable skills in communication, accuracy, and accountability. The project also incorporates collaboration with key partners, including Mr. Joel Miller for herd history and oversight, administration for logo approval and guidance, and the art teacher for QR code signage. This teamwork ensures the project is sustainable and aligned with school goals.

Husker High School Weeks (HHSW)

During my Husker High School Weeks placement at, I received detailed feedback from my university supervisor Dr. Stacie Turnbull and the cooperating teacher Mrs. Rachelle Staehr that highlighted both my strengths and areas for continued growth. One of the most consistent themes across all evaluations was my ability to build strong relationships with students. Observers noted that I greeted students at the door, connected with them before class, and maintained a positive, professional demeanor throughout the day. This rapport contributed to smooth behavior management and a productive learning environment, even in busy lab settings.

My supervisors also recognized strong instructional planning. Lesson plans were described as well‑designed, aligned to student needs, and adaptable when necessary. In the welding shop and greenhouse, I demonstrated effective lab management, safety awareness, and consistent circulation to support students individually. These strengths contributed to several “Strong” ratings in areas such as laboratory instruction, professional relationships, and overall teaching attitude.