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Descriptive Statements:
- Demonstrate knowledge of the three-component agricultural education program model and the intra-educational relationships between classroom and laboratory learning, supervised agricultural experiences (SAEs), and participation in the National FFA Organization in a total program approach to agricultural education.
- Apply knowledge of principles and practices of leadership, teamwork, and communication and strategies for motivating and fostering these skills among students.
- Demonstrate knowledge of purposes and goals of the National FFA Organization and the role of student FFA chapters in assisting students in developing leadership, communication, citizenship, teamwork, and competitive skills.
- Demonstrate knowledge of organizational structures of the local, state, and national FFA, the roles of officers in an FFA chapter, and the rules of basic parliamentary procedure.
- Apply knowledge of the importance of community service in FFA, its relationship to an FFA chapter's Program of Activities (POA), and strategies for assisting students in the development of a POA for their chapter.
- Apply knowledge of state and national competitive events in FFA and strategies for facilitating student participation in these events (e.g., LDE, CDE, Proficiency awards, degrees) at the state and national levels.
- Apply knowledge of the roles and responsibilities of faculty advisors to a student FFA chapter and strategies for obtaining support for an FFA chapter at the school, district, and community levels.
Sample Item:
A teacher shows their class a video recording of a conversation between two agribusiness professionals. The first time through the conversation the sound is muted, and students are tasked with predicting the contents of the conversation before being shown the conversation a second time with the sound on. Which of the following conversational skills is the teacher demonstrating the importance of?
- active listening ability
- nonverbal communication
- appropriate speaking volume
- professional vocabulary usage
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Watching a video with the sound off means that, in order to make sense of the conversation, students must pay attention to the actions taking place rather than what is being said. This activity is designed to help students understand the importance of nonverbal communication.
Descriptive Statements:
- Demonstrate knowledge of the scope and diversity of agriculture-related careers and occupations and the knowledge and skills required for various agriculture-related careers.
- Demonstrate knowledge of employer expectations and the workplace skills and personal characteristics necessary for a successful career in agriculture-related fields (e.g., personal finance, interpersonal communication, time management).
- Demonstrate knowledge of methods of career exploration (e.g., job shadowing, internships, apprenticeships) and strategies for assisting students in their participation in career exploration and in conducting self-assessments as part of their career planning.
- Apply knowledge of strategies for assisting students in developing skills for locating and obtaining jobs in agriculture-related fields (e.g., conducting job searches, creating a résumé, interviewing for a job).
- Demonstrate knowledge of the goals and purposes of supervised agricultural experiences (SAEs) and the characteristics of different types of SAEs, including foundational and immersion (e.g., placement/internship, ownership/entrepreneurship, research, school-based enterprise, service learning).
- Apply knowledge of strategies for assisting students in planning and selecting SAEs and for creating SAE opportunities by establishing relationships between the agricultural education program and local businesses and community members.
- Apply knowledge of strategies and procedures for coordinating and supervising student SAEs and for assessing student learning during their SAEs.
Sample Item:
Which of the following statements best describes an important difference between a foundational and an immersion supervised agricultural experience (SAE)?
- Foundational SAEs are only for students who are also members of the National FFA Organization, while immersion SAEs are open to all students.
- Foundational SAEs typically occur over the course of several months, while students participate in immersion SAEs for a few weeks at most.
- Foundational SAEs involve exploring the basics of an agriculture, food, and natural resources (AFNR) pathway, while immersion SAEs involve applying the information at a deeper level.
- Foundational SAEs develop fundamental skills that are not exclusive to agriculture, food, and natural resources (AFNR), while immersion SAEs focus strictly on agricultural topics.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Foundational supervised agricultural experiences (SAEs) take place during the first semester of a student's enrollment in agriculture classes. They are designed to help the student explore a wide variety of topics in the agriculture, food, and natural resources (AFNR) industries. Immersion SAEs allow agriculture students to dive deeper into one particular aspect of agriculture in a longer-term experience.
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