Growing Our Future: Texas Agricultural Science Education Magazine

GROWING OUR FUTURE A TEXAS AGRICULTURAL SCIENCE EDUCATION MAGAZINE

SPRING 2022

THERE CAN’T BE A GAME WON WITHOUT A GAME PLAN See what Texas FFA students have to say at mytexasffa.org

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SUMMARY 4

Building Your Foundation on Values

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Chartering Outside of The Box with Victory FFA

12

Teacher Burnout

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American Star in Agribusiness Finalists

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American Star in Ag Placement Finalists

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The Work / Life Loop

26

Together We Do More

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Texas FFA Member Takes Legislative Steps to Increase Ag Literacy

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An Early Career Perspective

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Above All Else Strive for Growth

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How Are You Contributing To “Growing Our Future?”

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Just Grow with It!

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Are You Better Today Than You Were Yesterday?

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Texas FFA Alumni and Supporters Updates

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Texas Young Farmers Updates

Gowing Our Furture: A Texas Agricultural Education Magazine 614 East 12th Street Austin, Texas 78701 512-472-3128 Editor / Layout Designer / Content Director Ashley Dunkerley Assistant Editor Tori Rosser Cover Photo Shot by Wieghat Graphics

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FROM THE EDITOR

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n agricultural science education, we are always hyper-focused on how to grow our students. Advancing their leadership development, their agricultural-based knowledge, their personal development, and so much more.

Ashley Dunkerley

However, it is just as important to take time to focus on the growth development of the developer. As the saying goes, “you can't pour from an empty cup.”

Take the time and space to allow yourself to grow.

Look for opportunities to cultivate your skills, passions, talents, and personal wellness. It can be as simple as taking small actions throughout your day, or it can be a large goal you set for yourself.

An inch or a mile. Growth is growth.

In this issue - and every issue - we do our best to fill these pages with relevant and informative articles to help you grow professionally and personally as educators, but also provide content that highlights the outstanding programs that are blossoming across the state.

We hope you enjoy the Spring 2022 issue of Growing Our Future!

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Online CTE Curriculum, Instructional Materials & Certification Testing

Virtual CTE Professional Development Seminars FREE ADMISSION iCEV is excited to offer webinars throughout the year to help educators learn about hot topics in education, enhance their skills and connect with like minded professionals.

Each webinar is focused on a specific topic and open to all educators, administrators and staff of any discipline.

February

March

In It to Win It: Building a Successful Judging Program Date: February 15th - 3:00 PM (CST)

Open New Doors with Grants & External Funding Sources Date: March 1st - 3:00 PM (CST)

April

May Hacking Teacher Burnout: How to Use Burnout for an Opportunity for Growth & Chance Date: May 3rd - 3:00 PM (CST) Date: May 4th - 10:00 AM (CST)

Finish Strong: Measuring Achievement with Portfolios & Alternative Assessments Date: April 6th - 3:00 PM (CST)

Scan QR Code to Register

& Build Your PD Agenda 3

www.icevonline.com/icev-pd

BUILDING YOUR

FOUNDATION ON VALUES

"ASK YOURSELF WHAT YOU WANT TO ACHIEVE AND SHAPE YOURSELF EACH DAY IN THE IMAGE OF YOUR VALUES." B Y: R E P R E S E N TAT I V E T R E N T A S H B Y S TAT E R E P R E S E N TAT I V E F O R H O U S E D I S T R I C T 5 7

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rowing up on a dairy farm not far from Henderson, Texas, I wasn’t very familiar with what life was like outside of the universe known to me as Rusk County. Cows needed to be milked twice a day, 365 days a year, so there weren’t many family vacations that didn’t involve a show ring full of dairy animals and a judge. My parents instilled in me the value of hard work at an early age as I helped tend to my family's land and cattle. I'm a proud product of the public school system, where I received an invaluable education from teachers who challenged me to seek success -both in the classroom and out -- through organizations like the Texas FFA. In particular, my ag teachers and FFA experience broadened my view of the horizon and helped build the foundation on which I would discover my true self.

I'm going to borrow from wiser, more prominent political figures than myself to provide some perspective on remaining confidently true to yourself. In a book called Letters from Leaders, I read a letter written by our 43rd President, George W. Bush. One quote, in particular, stood out to me: "There's a principle by which I make decisions - a principle that came as a result of being raised where I was raised, and by whom I was raised. You have to say what you believe and stand by it."

There will always be an easier path; however, choosing to follow the path of least resistance can sometimes lead to compromising your per4

“IN PARTICULAR, MY AG TEACHERS AND FFA EXPERIENCE BROADENED MY VIEW OF THE HORIZON AND HELPED BUILD THE FOUNDATION ON WHICH I WOULD DISCOVER MY TRUE SELF.” sonal beliefs. Beliefs your family instilled in you; beliefs discovered and cemented through involvement in organizations like FFA; beliefs that will lead to a successful life if you remain faithful to yourself when faced with your greatest challenges.

discovered a growing desire to formulate my own thoughts and not rely on what I had been told for years and years. It is my hope that agricultural education has created in you a similar desire -- a desire to formulate your own beliefs, a desire to learn, a desire to grow by discovering who God has called you to be.

One of the hallmarks of my experiences in FFA was community involvement, which allowed me to grow and witness my true potential as a leader. Whether through thoughtful discussions in the classroom or socializing with fellow FFA members, I started to appreciate the value of engaging with others and listening to the different viewpoints of those around me. I

They say hindsight is 20/20, so now it's easier for me to see and recognize the value FFA's unique experiences and resources provided me. It is an ideal outlet for cultivating personal growth, and it has contributed a great deal to who I am today. Personal growth comes in many for-

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“WHETHER THROUGH THOUGHTFUL DISCUSSIONS IN THE CLASSROOM OR SOCIALIZING WITH FELLOW FFA MEMBERS, I STARTED TO APPRECIATE THE VALUE OF ENGAGING WITH OTHERS AND LISTENING TO THE DIFFERENT VIEWPOINTS OF THOSE AROUND ME.” unique in that they help students develop such a wide variety of skills. Whether learning responsibility through raising a show animal, gaining hands-on experience in a professional trade like welding or carpentry, experimenting with innovative technology like robotics, or discovering a passion for public speaking, the combination of FFA's rich history and innovative opportunity provides students with a variety of outlets through which they will continue to grow and develop. Thank you for your role in developing our next generation of leaders.

ms, and it doesn't always come easily. In a book written by James Anthony Froude, he mentions a letter stating, "You cannot dream yourself into a character; you must hammer and forge yourself one." While guidance from others is essential to personal development, the journey to remain true to yourself is yours to travel alone.

Ask yourself what you want to achieve and shape yourself each day in the image of your values.

Outside of the ministry, it's hard to imagine a more fulfilling and noble calling than the work of an educator. As the grandson, son, and brother of both active and retired teachers, I have the utmost respect for those who choose the profession of education. Our agricultural educators are

“IT IS MY HOPE THAT AGRICULTURAL EDUCATION HAS CREATED IN YOU A SIMILAR DESIRE -- A DESIRE TO FORMULATE YOUR OWN BELIEFS, A DESIRE TO LEARN, A DESIRE TO GROW BY DISCOVERING WHO GOD HAS CALLED YOU TO BE.” 6

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Teach Ag Tips TRAVELING WITH STUDENTS

BY: RAY PIENIAZEK, AG TEACHERS ASSOCIATION OF TEXAS EXECUTIVE DIRECTOR 1. You should always check with your school what the correct documentation is needed to travel with students.

All schools are different as to the proper forms and procedures to follow.

2. You should always have emergency contact information on each student you travel with, so you can contact them if an issue arises. Knowing which parent or guardian is the right one to contact is also very important.

3. You should have a parent permission form for the student to travel with you during the year or for each one. It would be best to verify with the district what is acceptable for a permission slip.

4. A good practice would be to provide an itinerary for the parents of the students who are traveling with you.

Provide leave time, what vehicles you are traveling in, where you are staying overnight, and the return time.

5. Please be aware that parents may have apps on the student’s phone that may indicate where they are and even how fast the vehicle is traveling when they track them. One of these apps is called Life360.

6. When staying at hotels, request that all rooms be on the same floor and near each other. If they are on separate floors, be sure and have an adult chaperone on each floor. You should always have a curfew for your students to be in their room. They should not leave the room unless they are with an adult. Check each room to ensure that the boys and the girls don’t have adjoining rooms. Never allow boys and girls to occupy the same room unless you are in the room or the door is open.

7. In most situations, if students leave your sight they should always be with at least one other student or a group of students.

8. Always check your school district’s policy on students staying in the same room as the teacher. It is best that students always have their own rooms, even if it is just one student in that room.

9. Some agriculture teachers take the students' phones away at night, and some even remove the telephones from their room. If you do this, make sure your administration is okay with it and that the parents know you are doing this.

10. Always submit your list of names traveling with you to a school official before departure. If someone does not show up and it is a school day, make sure the attendance clerk knows that they are not with you.

11. If you drop your students off and leave while they are in a contest, make sure this is an acceptable practice in your district. Is the expectation you stay where they are, or is it okay to leave the site? Also, do your best to promptly return to them after the competition so they do not feel abandoned.

12. If students violate school rules on the trip, you are duty-bound to report those actions to the school immediately or upon return to the school. You should get the number of a school official to report to if an emergency happens.

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BY: R YA N H E S S T E X A S F FA S TAT E V I C E P R E S I D E N T

WITH

VICTORY FFA

CHARTERING OUTSIDE OF THE BOX

ta Gertrudis cattle and participating in the many opportunities FFA has to offer. Stewart, a Tarleton State University graduate, landed her current position through frequent conversations about forming an agricultural science program while attending Victory Church. In 2019, she had finally built the confidence to take on this position as the sole teacher in the program.

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or many students across the state of Texas, the opportunity to become an FFA member is as simple as choosing the right class schedule for the following year. However, for one group of North Texas students, this process was completed through many hours of commitment, determination, and hard work.

Victory Christian Academy (VCA) is a private school located in Decatur, Texas that strives to cultivate the growth of young leaders.

Although VCA can be found in an agricultural community, knowledge of the industry was not common at the school until Brooke Stewart began her position in 2019. Stewart is the agricultural science teacher at VCA, where she kickstarted implementing an agricultural science program and chartering an FFA chapter.

She is originally from Decatur, where she grew up showing San8

As Stewart began her first year, she understood there would be copious amounts of groundwork spent generating buy-in with students. She mentioned that staying “organized, structured, and determined” was key to finding growth with the students and chapter. Additionally, a teacher can plan weeks of content, but at the end of the day, “what [makes] students want to join a new program is being empathetic, getting on their level and meeting them halfway.”

By the end of their first year,

“IT IS NOT ONLY ABOUT WINNING LDE SWEEPSTAKES OR THE BANNERS. RATHER, FFA IS REALLY ABOUT HELPING STUDENTS FIND THEMSELVES AND LETTING THEM KNOW THEY HAVE A PURPOSE.” membership grew to 83 students. After gaining buy-in from a group of students, other components of a chapter can be developed, such as electing a chapter officer team, drafting a constitution, and forming a Program of Activities (POA).

Stewart shared two pieces of advice for chapters hoping to receive their charter.

“Don’t be afraid to ask other chapters for assistance during your chartering stage, and make great friends with Gwenn [Cain, Membership Services Coordinator for Texas FFA].”

Since Victory Christian Academy received their official charter in July of 2021, they have continued to gain momentum. At the 2021 Red River District Leadership Development Event (LDE) Contest, Victory FFA successfully brought home the sweepstakes banner in many events. The chapter also has students running for district and area office and applying to the Ford Leadership Scholar and Foundation Ambassador programs.

“There is always a fluctuation with people, but because of the students’ dedication, acceptance of the program has skyrocketed,” said Stewart.

Looking back on her time at Victory Christian Academy, Stewart confidently stated her greatest joy has been “the relationships with her students.”

“It is not only about winning LDE sweepstakes or the banners. Rather, FFA is really about helping students find themselves and letting them know they have a purpose,” said Stewart.

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TEACHER BURNOUT IDENTIFYING THE STAGES OF TEACHER BURNOUT COULD HELP YOU AVOID GETTING BURNED OUT BY: D R . C A N D I S C A R R AWAY A S S I S T A N T P R O F E S S O R , S T E P H E N F. A U S T I N S T A T E U N I V E R S I T Y

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eacher burnout is real, and it is common in the ag education profession. Knowing what causes it and the different stages can help prevent you from falling victim. It is time we discuss this issue instead of ignoring it. None of us are immune to this problem, and most of us have probably already faced it whether we knew it at the time or not.

After seeing the impact teacher burnout had on some of my close friends and mentors, I decided this was a topic I needed to research. The first book I read really spoke to me and reaffirmed what a big problem it is. Since that time, I have read tons of books and research articles about teacher burnout, burnout in general (teachers are not the only ones who face burnout), and stress. However, I still refer back to that first book I read when discussing the topic.

The book was called “Joy in Teaching; Build Resilience, Fight Burnout, Reclaim the Joy” and was written by Dr. Tiffany A. Carr. To me, the most valuable part of the book is how it describes the stages of burnout and explains how people can move up and down the scale. The author stated the scale isn’t a cycle so you don’t have to go through every stage.

If a person can identify they are approaching the burnout stage (stage 4) they can take actions to fully prevent escalation. This makes a lot of sense and I think ag teachers can relate to it, so I would like to share it with you. Dr. Carr describes the following stages of burnout: STAGE 1 PASSIONATE – In this stage you have a lot of energy. You are excited to implement new strategies in your classroom, volunteer for leadership roles or committees, and get started with practices

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for FFA competitions. You seem to have energy to spare and pour it into your job. Other people see your passion and begin delegating more tasks to you. Slowly you begin taking less care of yourself and pouring more and more time into your job. You know you are making a difference and that makes you feel good, so good that you don’t notice the physical toll it is taking on you.

STAGE 2 ACTIVE – All the energy you once had is fading and you are becoming stressed. You aren’t paying attention to details as much.

You have so much going on you start forgetting about meetings, deadlines, or responsibilities. You get distracted easier. You give less feedback to your students and connect with them less than before. You begin to distance yourself from your friends and co-workers. You may even find yourself joining in on the negative conversations that occur in the teachers’ lounge. You begin to change the way you see yourself as an educator and now you’re making jokes about your students, the same ones you were once inspired to help.

STAGE 3 DEPLETED – Teaching is taking a toll on you in this stage. You are tired. You are weighed down by the behavioral and emotional issues of your students. The workload seems

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overwhelming. You feel unappreciated. You are so busy that everything seems to blur together.

You remember being excited to be a teacher, but you don’t feel that way at the moment. You wonder what happened to your love for teaching.

STAGE 4 BURNOUT – You are functioning in pure survival mode. You are just going through the motions of each day.

You are disconnected from students, peers, and family. Your health begins to suffer. You feel discouraged and feel like there is nothing you can do to control these feelings.

STAGE 5 RISE UP – Something happens to allow you to regain some energy, remember why you wanted to teach, and refocus. This could be any number of things, like receiving a thank you letter from a student, seeing a former student at Walmart and meeting their family as they tell their children all the things they learned in your class, or maybe even receiving recognition from your administration for a job well done. Typically, the FFA banquet allows for a “rise up” opportunity as the chapter reflects upon its achievements and you get to interact with students and parents in a celebratory fashion. Attending pro-

I like this scale as I can understand it.

I can visualize the different stages and identify them in my own life, but I think there is a stage missing from this scale.

The missing stage is the one we should all strive to be in, I am going to call this stage the Harmonious Stage. In this stage, you take care of yourself and your peers as much as you take care of your students. You schedule time for yourself and prioritize your own health. You learn ways to complete the stress cycle and set boundaries. In this stage, you care deeply about teaching and your students but you also realize you have to take care of yourself too. You learn to manage your time better and you learn that it is ok to say “no” sometimes.

If you would like to learn more about this stage you need to attend the teacher burnout workshop at this summer’s ATAT conference. The workshop is entitled “Taking Care of Yourself and Taking Care of Each Other to Prevent Teacher Burnout” and will be conducted by myself, Jennifer Jackson, and Lindsey Marek.

fessional development can lead to a “rise up” moment too. Likely networking with your peers is equally as important as the new skills or knowledge you are gaining.

These “rise up” moments could occur after getting a break from school, such as the Christmas holidays.

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AG TEACHER SPOTLIGHT CHAD ORUM

SEMINOLE HIGH SCHOOL TENURE: 19 YEARS

WHY DO YOU TEACH AG? I was very fortunate to have some great advisors that influenced me growing up in FFA and 4-H programs. I knew I wanted to step into a role and influence others the same way. Now my vision is to try to teach students how to compete at a high level and prepare them for the real world.

WHAT IS YOUR FAVORITE CLASSROOM MEMORY AS A TEACHER? I don't know if I have a favorite memory but I do enjoy the process of using the three-ring model and watching students grow and develop through the process.

WHAT IS YOUR FAVORITE FFA MEMORY AS A TEACHER? I have too many to have a specific favorite. I have been fortunate to have had several students receive a Texas FFA scholarship. I am able to start the process when they are 8th graders and watch them as they continue the path until they are successful.

That makes for some great memories!

WHY DO YOU BELIEVE THAT AG EDUCATION IS SO IMPORTANT? I see the value and benefits each of my students in my classroom can gain from being in an ag class!

I understand the life lessons learned through SAE projects can not be taught in other classrooms. I understand agriculture is the backbone of this nation and we must educate and advocate for future generations of agriculturist!

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BY: K Y L E H A M P E L N AT I O N A L F FA N E W S R O O M

AMERICAN STAR IN AGRIBUSINESS FINALISTS SLATON FFA MEMBER HONORED AS ONE OF THE TOP AGRIBUSINESS-BASED SAEs IN THE NATION

S

laton FFA member, Wyatt Harlan, was named a top-four finalist for the 2021 American Star in Agribusiness.

Pheasant hunting is a beloved pastime throughout the United States interior, and Harlan is one of the people who help it stay popular.

“With my business, I raise pheasants and guide hunts,” he said. “I also have diversified into selling pheasant carcasses and providing an outdoor experience for people in the West Texas area.”

sionate about as a 12th-generation ag worker.

His SAE entails running a business called Peacock Circle H Outfitters. He primarily focuses on being a wilderness guide, but raising pheasants also takes up a lot of his time.

One of Harlan’s favorite parts of the job is educating people from urban areas on the realities of agriculture and conservation, especially now that the COVID-19 pandemic is encouraging more families to visit the rural outdoors for their leisure. This love for education is why he is majoring in public policy and ag economics at Texas A&M University.

“Starting with 300 birds back in 2015, I’ve grown my business to 2,000, which is a lot to manage,” Harlan said.

Peacock Circle H Outfitters is a family business inherited from his father and grandfather. He has revamped and expanded it in many ways over the last six years, and he said it’s something he’s pas-

“My dad and grandfather had owned it years before, and I just had a lot of great memories outdoors,” Harlan said. “I loved getting to watch my dad’s clients, taking the family out and making those memories, and I wanted to provide that same experience for people once again.”

Beyond his family’s coaching, Harlan said his ag classes and FFA advisors also played a pivotal role in helping him learn more about wildlife management, water conservation, and the importance of record bookkeeping. He has served as state vice president of Texas FFA, and he loves giving back to the organization that helped make him who he is.

“I know what FFA has done for me, and I think it’s a really interesting and neat opportunity that FFA members have to give that back to the next generation,” he said.

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PANHANDLE FFA MEMBER HONORED AS ONE OF THE TOP AG PLACEMENT-BASED SAEs IN THE NATION

BY: D E N É D R Y D E N N AT I O N A L F FA N E W S R O O M

AMERICAN STAR IN AG PLACEMENT FINALISTS

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anhandle FFA member, Jakob Weinheimer, was named a top-four finalist for the 2021 American Star in Agricultural Placement.

It is no surprise that Weinheimer says his favorite time of year is harvest season because agriculture has been ingrained in his life from a very early age.

“I’ve been on tractors since I was 18 months old,” he said.

“I started driving tractors when I was 8-years-old, and then I just kept progressing to doing more and more stuff on the farm.”

For his SAE, Weinheimer continued to work on his family’s 9,000-acre farm with his father and uncles. As he got older, his responsibilities on the farm grew.

“Today, I operate one of our combines, doing wheat, corn, and milo harvests,” he said. “I operate a planter during corn, milo, and cotton planting, and I maintain all of our equipment, all of the service on the equipment. I also operate the cotton stripper baler during cotton harvest.”

Off the farm, Weinheimer was very involved in high school athletics and his FFA chapter, competing in the farm and agribusiness management and cotton judging career development events.

He says his father and his uncles are his most significant mentors.

“My dad has taught me everything I know for my SAE,” Weinheimer said.

He is currently studying general agriculture at West Texas A&M University and plans on returning to Weinheimer Farms full-time once he graduates.

“I’ll come back to the farm and become a managing partner and, hopefully, acquire land of my own eventually,” he said.

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/

THE

WORK LIFE DISCUSSING PROGRAMMATIC BALANCE IN THE AGRICULTURAL SCIENCE EDUCATION CAREER FIELD

D

o you remember the movie Groundhog Day starring Bill Murray?

In the 1993 film, Murray plays a news reporter, Phil Connors, who is forced to relive Groundhog Day over and over until he learns the lessons the universe is trying to teach him.

Do you ever feel like you are in a repeating loop like this? Maybe not a repeating day, but instead repeating the same year. Year after year after year? Perhaps you feel…stuck?

LOOP

B Y : D R . M A G G I E R . P. S A L E M DR. KEITH J. FROST DR. WILLIAM L. DOSS T E X A S A & M U N I V E R S I T Y- C O M M E R C E

Ag teachers go all year long, seemingly moving from one series of expectations, responsibilities, pressures, and deadlines to another one. Like Sisyphus from Greek mythology, condemned to pushing a boulder up a mountain for eternity. Relief seemingly always, just around the corner.

Pressure builds because, like in Groundhog Day, it seems everything we do affects other people, and, in the end, we are defined by that effect.

While we share these frustrating experiences, there are other things we see and hear on an infinite loop in agricultural science education. Do any of these sound familiar?

It just is what it is – right? Most of us have felt trapped in a cycle we could not seem to extricate ourselves. Phil’s attempts in Groundhog Day to remove himself from the cycle by giving

It’s hard to attract new ag teachers to the profession.

Ag teachers are leaving the profession very early in their careers, usually before their fifth year.

“PRESSURE BUILDS BECAUSE, LIKE IN GROUNDHOG DAY, IT SEEMS EVERYTHING WE DO AFFECTS OTHER PEOPLE, AND, IN THE END, WE ARE DEFINED

BY THAT EFFECT.”

Ag teachers struggle to balance work and their personal lives and find work interfering regularly.

Ag teachers are burned (or burning) out working, on average, 55+ hours a week.

Ag teachers work year-round and rarely have opportunities to reset or recharge.

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up didn’t solve anything. So we jump in and do our best to keep our heads above water while we are continually deluged with the next thing until we find a way to survive or drown and leave the profession.

This is reason to intentionally look into what, how, and why we do what we do. This article is the first in a short series discussing just that through a concept we refer to as programmatic balance.

“WE LIVE IN A WORLD OF ORGANIZED EXPERIENTIAL LEARNING AND SERVE AS CATALYSTS AND VEHICLES FOR DEVELOPING SELF-EFFICACY IN OUR STUDENTS. ” bes how input can be gained through the teaching and learning of abstract concepts or through the direct or vicarious observation of a concrete experience. In between these things on the cycle of experiential learning are reflection (thinking about the concept or experience) and experimentation (trying new things or ways to use information).

Let’s start with a little bit of theoretical background.

Self-efficacy is the belief someone has in their ability to create the desired outcome in a given situation and is generated largely by: Mastery experiences (doing something).

Unfortunately, while we do a great job facilitating experiential learning and developing self-efficacy with our students, we don’t do a very good job intentionally reflecting on our own experiential learning experiences and building self-efficacy within ourselves and our profession. Rightly so, we often find ourselves in survival mode, on autopilot, treading water just to try not to drown. See the reference to Groundhog Day above.

Vicarious experiences (seeing others something).

Verbal persuasion (what others tell you about whether something can be done, should be done, or is important to be done).

In agricultural science education, we live in a world of organized experiential learning and serve as catalysts and vehicles for developing self-efficacy in our students. The visual of Kolb’s Experiential Learning model descri-

So what do we do? The first step in

PLANNING/TRYING OUT WHAT WAS LEARNED

DOING/HAVING AN EXPERIENCE

ACT/DO/APPLY/PLAN

EXPERIENCE/FEEL

ACTIVE EXPERIMENTATION

CONCRETE EXPERIENCE

ABSTRACT CONCEPTUALIZATION

REFLECTION OBSERVATION

CONCLUDING/LEARNING FROM THE EXPERIENCE

REVIEWING/REFLECTING ON THE EXPERIENCE

THINK/CONCEPTUALIZE/ GENIALIZE

REFLECT/WATCH/OBSERVE

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achieving balance will require taking a good look at the three-circle model of ag education.

“WHILE WE DO A GREAT JOB FACILITATING EXPERIENTIAL LEARNING AND DEVELOPING SELF-EFFICACY WITH OUR STUDENTS, WE DON’T DO A VERY GOOD JOB REFLECTING ON OUR OWN EXPERIENCES AND BUILDING SELF-EFFICACY WITHIN OURSELVES.”

Let us pose these questions - When you picture the three-circle model: Do you envision the circles to be of the same size?

Are they perfectly overlapped?

Do those three circles represent what your chapter does?

Recent research asked ag educators in three states (Georgia, Texas, and Oregon) to express the “balance” of their current program by assigning each component area (classroom, FFA, and SAE) a percentage so that all three components had to equal 100. Furthermore, they were asked to assign how they would change those percentages if they had full power and authority to balance the three component areas in a perfect world. The findings across the three states showed how no one saw the components of their program as an even 33% x 33% x 33% split. Additionally, the findings indicated how ag teachers saw their programs as being balanced the way they would be in an ideal world. (See Data Figure)

As we consider what we do, so much more goes into each of those three circles. As we move forward with this series, we will look at the model and the reality of the work side of work-life balance in ag-ed.

The benefit of living your own personal Groundhog Day is that you have a chance to think hard and reflect on the things you have done every other day, season, year and then discard the stuff that is not working. We hope to examine why we do the things we do so we don’t live the same year over and over, barely making it through until we learn our lesson like Groundhog Day.

PERCEIVED COMPONENT “WEIGHT” IN SBAE PROGRAMS

SAE 33.3%

FFA 33.3%

CLASSROOM INSTRUCTION 33.3% BASED ON THE “MODEL”

SAE 28.9%

SAE 30.9%

FFA 32.2%

CLASSROOM INSTRUCTION 38.6%

FFA 36.9%

CLASSROOM INSTRUCTION 32.2%

GEORGIA

TEXAS

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SAE 28.3%

FFA 30.7%

CLASSROOM INSTRUCTION 41.2% OREGON

INDUSTRY STANDARDS Plant Anatomy

10%

5% Classification & Nomenclature

Plant Processes

15%

PLANT SCIENCE CERTIFICATION The BASF Plant Science Certification verifies individuals have acquired the knowledge and skills necessary to excel in a variety of plant, natural and environmental science related fields. The certification assesses industry-valued and industry-recognized standards produced by BASF.

Plant Genetics

10%

5% Crop Production

25%

Why did BASF create this certification?

Scan the QR code to find out.

A

Plant Pests

15%

Fertilizers, Pesticides & Herbicides

15%

Water Resources

SIGN OF LEADERSHIP

BEST IN TEXAS TEXASFORD.COM Proud Sponsors of Texas FFA

19 *Based on 1977-2021 CY total sales.

BY: TO D D ST U CK E S R . V P M A R K E T I N G , P R O D U C T S U P P O R T & S T R AT E G I C P R O J E C T S , K U B O TA

TOGETHER

WE DO

MORE

"Together we do great things, together we can change lives and prepare FFA members for premier leadership, personal growth, and career success through agricultural inspiration and education."

C

ommunity is the bond we share, not only with the people around us, but a bond with agriculture itself, and within that bond is a promise to work together to grow our future. It doesn’t matter what company we serve or what area of the country we live in. Together, we continue to strengthen this bond by sharing our greatest strengths and leveraging our diversity to prepare ourselves for our future.

This bond is critical to helping the next generation develop the valuable skills necessary to overcome the challenges facing our society – some of which we cannot even begin to identify today.

how far we’ve come while pondering our future. As a company and industry, we have seen unprecedented change, accelerated product development, increased competition, entry into new segments, and, of course, once-in-a-lifetime economic and public health challenges. It all seems to culminate together to elevate the importance of one thing: clarity.

As leaders in agriculture, we must stay driven toward a clear purpose. We need to start by defining for ourselves what our purpose is, and how that simple imperative becomes a beacon for our behavior. Once defined, this purpose will ultimately illuminate the path ahead not only for ourselves but also for all who want to work in agriculture alongside us.

Kubota has a rich history deeply rooted in innovating quality products, and on the eve of our 50th Anniversary in 2022, it only seems fitting to reflect on 20

network of Kubota employees who provide local assistance to give back to the communities they serve.

“WE NEED TO START BY DEFINING FOR OURSELVES WHAT OUR PURPOSE IS, AND HOW THAT SIMPLE IMPERATIVE BECOMES A BEACON FOR OUR BEHAVIOR.”

We have a tagline at Kubota – Together We Do More – and it certainly resonates here. Together we do great things, together we can change lives and prepare FFA members for premier leadership, personal growth, and career success through agricultural inspiration and education. And remember, together we are ultimately illuminating the path ahead for all who want to work in agriculture alongside us.

An example of finding clarity in purpose for me personally was when a group of us sat around a table at Kubota discussing our philanthropy goals, driven by a multitude of heartfelt requests coming from an unending supply of causes and organizations. Our charge was to clearly articulate our philanthropic mission and solidify our sense of purpose – to use as a beacon for our behavior for which all future decisions about giving would be made.

We encourage you to reach out to learn more about Kubota to see how we can continue to do great things for our community. Visit KubotaUSA.com.

Out of that meeting, our mantra was born: “to power and empower those who move the earth.” In the pursuit of even more clarity, we further defined “power and empower” to mean providing equipment and funding to organizations that help people who work with the earth in ways that help their local communities thrive and who need support beyond their own means to do so. This became our philanthropic purpose, our North Star, and that beacon for behavior I referenced.

TODD STUCKE

SR. VP MARKETING, PRODUCT SUPPORT & STRATEGIC PROJECTS, KUBOTA

This sense of purpose is the exact reason why we support the National FFA Organization and Texas FFA Association because it allows us to make a difference in ways that are uniquely relevant to our brand, our dealers, and our community.

Every day, we work closely with other Kubota employees, our dealers, our customers, and our business partners to help our communities thrive. Each of our 1,100 dealers is the local dealer of choice in their communities, and each is supported by a

TODD STUCKE IS AN INDUSTRY VETERAN WITH MORE THAN 33 YEARS OF EXPERIENCE IN BOTH EQUIPMENT AND AGRICULTURE. STUCKE WAS RECENTLY PROMOTED TO LEAD SALES AND MARKETING FOR KUBOTA NORTH AMERICA, IN TANDEM WITH HIS ROLE AS SENIOR VICE PRESIDENT OF MARKETING, PRODUCT SUPPORT AND STRATEGIC PROJECTS FOR KUBOTA TRACTOR CORPORATION’S U.S. OPERATIONS. AS SENIOR VICE PRESIDENT OF MARKETING, PRODUCT SUPPORT AND STRATEGIC PROJECTS AT KUBOTA TRACTOR CORPORATION, STUCKE IS ULTIMATELY RESPONSIBLE FOR ENSURING THAT KUBOTA’S MARKETING, DEALER DEVELOPMENT, AND PRODUCT SUPPORT STRATEGIES COLLECTIVELY ACHIEVE A 360° APPROACH TO CUSTOMER EXPERIENCE EXCELLENCE. STUCKE IS CURRENTLY SERVING HIS SECOND TERM AS THE CHAIR OF AG SECTOR BOARD FOR THE ASSOCIATION OF EQUIPMENT MANUFACTURERS AND HAS PREVIOUSLY SERVED TWO TERMS AS TREASURER OF THE AEM BOARD OF DIRECTORS, AS WELL AS AG SECTOR BOARD VICE CHAIR IN 2020. STUCKE IS ALSO A PAST BOARD MEMBER OF THE FARMER VETERAN COALITION SERVING KUBOTA’S GEARED TO GIVE PROGRAM TO SUPPORT VETERANS RETURNING TO CAREERS IN FARMING.

“AS LEADERS IN AGRICULTURE, WE MUST STAY DRIVEN TOWARD A CLEAR PURPOSE.” 21

AG TEACHER SPOTLIGHT

BENITO (BENNY) GARZA MISSION HIGH SCHOOL TENURE: 23 YEARS

WHY DO YOU TEACH AG? Mr. Jose “Joe” Correa is why I am an ag teacher.

Mr. Correa was my ag teacher and the greatest influence in my life, along with my grandparents and my mother. All four of these individuals had everything to do with guiding me in the right direction and showing me the true meaning of leadership, hard work, discipline, and dedication. Mr. Correa provided me with a world of opportunities and set an example for me to follow. His advice, conversations, and guidance lead to my career choice. I teach agriculture because he made a positive difference in my life.

WHAT IS YOUR FAVORITE CLASSROOM MEMORY AS A TEACHER? I have so many memories in and out of the classroom, but my favorite is when the light goes on and students “get it.” Year after year, I see students struggle to learn new things or attempt something for the first time, and my favorite part of being a teacher is that moment when students finally understand or accomplish something new. That moment when I see a student experience that sense of accomplishment and joy in what they’ve done, fortunately in our career, we can experience that almost daily.

WHY DO YOU BELIEVE THAT AG EDUCATION IS SO IMPORTANT? You have made the right career choice; now go make a difference in someone’s life the way your ag teacher made in yours.

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2022

INDUCTEE NOMINATIONS WE ARE NOW ACCEPTING NOMINATIONS FOR THE 2022 AGRICULTURE TEACHERS ASSOCIATION OF TEXAS HALL OF FAME This award exists to recognize and honor agricultural science teachers whose careers, achievements, and contributions stand exemplary. Inductees are known as well-rounded professionals who have proven their success with FFA activities, in the classroom, as well as community involvement. They have proven their desire to provide students with opportunities for premier leadership, personal growth and career success over a significant period of time.

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TEXAS FFA MEMBER TAKES LEGISLATIVE STEPS TO

INCREASE AG LITERACY “I WANT AG EDUCATION TO BE AVAILABLE TO STUDENTS WHO MIGHT NOT BE IN FFA AND 4-H.” - LAURA BETH JAMES, FLATONIA FFA I N T E R V I E W B Y: E M I LY D R E Y E R T E X A S F FA S TAT E F I R S T V I C E P R E S I D E N T

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ast year, Flatonia FFA member Laura Beth James started researching the most probable cause of agriculture illiteracy in the United States. Through her extensive research, she concluded that it was due to the lack of basic agricultural education in the early stages of our public school system.

Armed with this knowledge, James took action and sent over 70 emails to elected officials asking them to help solve this problem. Within a few days, she heard back from Senator Lois Kolhorst, who was interested in hearing more about her research.

“One thing that became evident to me was that it’s our elected officials’ job to listen to our concerns and act on them,” said James. “We shouldn’t be afraid to ask for help where it’s needed!”

Together with Senator Kolhorst, they developed legislation on agricultural literacy.

“I want ag education to be available to students who might not be in FFA and 4-H,” said James.

Our advocacy efforts have the potential to shape both state and federal laws and budgets.

There are many points in the legislative process to become more involved, and the impotence of our voices cannot be overstated.

With James’ notable success in the process as a high school student, we asked her to share some tips to help our members be successful and prepared advocates.

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“THERE ARE MANY POINTS IN THE LEGISLATIVE PROCESS TO BECOME MORE INVOLVED, AND THE IMPOTENCE OF OUR VOICES CANNOT BE OVERSTATED. ” RESEARCH AND PLAN

REACH OUT

The first step of advocacy is understanding the issue. In the planning stage, we should define what challenges we are facing and analyze the vital information needed to support our cause.

Reach out to experienced individuals, companies, and organizations in the field we are advocating for. These are essential connections for not only research but also for institutional knowledge. Form alliances and establish a working relationship.

When James began her research, she discovered that two high school students in Georgia had similar concerns. She found out that they reached out to their local representatives, who then developed a bill regarding ag education in their state. This sparked her initial idea to take legislative action.

James reached out to numerous organizations and individuals, including the coordinator of the agricultural education curriculum in Georgia. They provided detailed information regarding their program and their plans for future legislation.

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“JAMES GATHERED THE CONTACT INFORMATION FOR EVERY INDIVIDUAL ON THE AGRICULTURE AND EDUCATION COMMITTEES FOR BOTH THE SENATE AND THE HOUSE OF REPRESENTATIVES, SO SHE COULD BEGIN HER EMAIL CAMPAIGN ADVOCATING FOR AGRICULTURAL LITERACY. ” sending letters by mail and calling their office are other great ways to get in touch.”

PREPARE Facts, data, and figures all help make a case for our issue. Personal stories are also compelling and are often remembered, and these stories tend to profoundly impact how a legislator feels about an issue or bill.

James heard back from offices that found the topic interesting; this led to her ongoing working relationship with Senator Kolhorst.

James demonstrated this by dedicating time to drafting her testimony regarding the cause. She detailed her concerns, collected information from other states’ agricultural science education programs, gathered statistics and articulated her connection to the issue on hand. In addition, James brainstormed what her ideal solution would be.

Building relationships with legislators can open doors to work closely with them to get bills introduced, to help in draft the language, shape the debate on the issues, and in getting legislation signed into law.

REPRESENT

Advocacy is most effective when there is a consistent, concerted effort on the part of many to communicate a singular message.

The final step is to go out and represent your cause, industry, or association.

James gathered the contact information for every individual on the agriculture and education committees for both the Senate and the House of Representatives, so she could begin her email campaign advocating for agricultural literacy.

“ADVOCACY IS MOST EFFECTIVE WHEN THERE IS A CONSISTENT, CONCERTED EFFORT ON THE PART OF MANY TO COMMUNICATE A SINGULAR MESSAGE.”

“Most of them are very responsive, especially by email, so that’s a great place to start,” said James. “If that doesn’t work, 26

AGRICULTURE TEACHERS ASSOCIATION OF TEXAS

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apply now THE ASSOCIATION OFFERS SCHOLARSHIPS TO MEMBERS' CHILDREN UPON HIGH SCHOOL GRADUATION

APPLICATIONS ARE DUE ON OR BEFORE APRIL 1, 2022 VISIT WWW.TEXASAGTEACHERS.ORG FOR MORE INFORMATION

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27

AG TEACHER SPOTLIGHT KRISTEN RIKE

HARLINGEN HIGH SCHOOL TENURE: 15 YEARS

WHY DO YOU TEACH AG? I chose to teach agricultural science because agriculture education goes beyond the four walls of the classroom - it includes the shop, greenhouse, animals, FFA, and the other life lessons learned. Every day is a new day with new adventures - the feeling of satisfaction that comes with seeing a young person succeed in some way, and knowing that I played a role in that success is why I love this profession.

WHAT IS YOUR FAVORITE CLASSROOM MEMORY AS A TEACHER? My favorite classroom memory as a teacher is the connections we make with each of our students. Having past students reach out to you as adults to tell you how they are doing, achievements they have made, or about their growing family shows how much of an impact we make on our students.

WHAT ADVICE WOULD YOU GIVE YOURSELF AS A FIRST-YEAR TEACHER? The advice I would give myself as a first-year teacher, or any first-year teacher, is to take everything one day at a time. This job is so demanding on you as an individual and your family, take time to take care of yourself so that you can be the best version of yourself.

WHY DO YOU BELIEVE THAT AG EDUCATION IS SO IMPORTANT? Agricultural education allows the youth, as well as the community they live in, to be impacted by the many opportunities they are introduced to. Students in agriculture courses gain soft skills, leadership abilities, and career-related skills that can be an asset regardless of the career pathway they choose.

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AN EARLY CAREER PERSPECTIVE AN AGRICULTURE TEACHERS ASSOCIATION OF TEXAS MENTOR PROGRAM INTERVIEW M E N T E E : H A N N A H W E L L S , W I L L S P O I N T H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R M E N T O R : G L E N D O S S E T T, R E T I R E D H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R

WHAT MADE YOU DECIDE TO TEACH AG? I remember not thinking much about it when I joined FFA my sophomore year in high school. I was just taking a floral design class to get my art credit. That same year I decided to be a part of my chapter’s ag skills team and the agronomy team. After that experience, I fell in love with agriculture, and I knew that I wanted to work in the ag industry. It wasn’t until my junior year of college at Texas A&M University that I decided to be an ag teacher. I had loved every ag class I had taken, but I realized that I loved teaching others about ag.

I have watched as a student’s simple question about how our meat is packaged and labeled blooms into wanting to know more about the process. Seeing that spark in a student as they go deeper in their search for answers is one of the best things to witness.

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WHY DO YOU BELIEVE AG EDUCATION IS SO IMPORTANT? I believe that ag education is important because students learn how agriculture impacts their daily lives. Students learn about the environment and how to care for the earth. They also learn to be an informed consumer, as they better understand where their products are from and how they are made.

“SEEING THAT SPARK IN A STUDENT AS THEY GO DEEPER IN THEIR SEARCH FOR ANSWERS IS ONE OF THE BEST THINGS TO WITNESS.”

A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S

ABOVE ALL ELSE

STRIVE FOR GROWTH BY: T R AY LO R L E N Z P R E S I D E N T O F T H E A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S A N D A N G L E T O N H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R

A

As we approach one of the busiest times of our year in this profession, it is also one of the best times to learn and grow. While we are at stock shows, it is a great time to visit with other teachers and get ideas on topics you need help with. Watch what others are doing, when and what they are feeding, and how they are managing their projects.

t our school campus, “above all else, we strive for growth.” We are reminded of this idea daily, and I believe we should continually strive for growth. As agricultural science teachers, we have so many areas that we can choose to improve. Each of us needs to decide where to emphasize development by where we are in our careers. Some of us may feel we have the classroom at a level that challenges students and prepares them for careers. Others may feel we need to grow with SAEs, CDEs, or LDEs. We all need to improve at something in our profession continually.

When we are at the various CDE contests, it is a great time to learn by asking questions and going back through the contest when it is over. Frequently, I have told my students I know we will get better because we were the last team leaving the contest.

Ray Kroc said, “when you are green, you grow; when you are ripe, you rot.”

We also have different professional development opportunities throughout the year. The association is working on offering more options. When we get a new building, it is priority to have space for professional development. This summer, there will be opportunities to learn from teachers with ideas that have worked for them to succeed. Sit in on these sessions and use what you can to grow yourself and your students. I realize that growth can be slow and painful. We all want to be successful and reach those goals quickly, and I can tell you many of these things take time and persistence.

We must continue to grow and learn new things. I feel like I never stop learning things. If you desire to be good at something, you must be open to continually learning. As a young teacher, I realize it is overwhelming to succeed in all the different parts of teaching.

Malcolm Gladwell said, “It takes 10,000 hours of intensive practice to achieve mastery of a complex skill.”

With that, on a 40-hour workweek, it would take almost five years to become an expert in one particular aspect of our jobs, if that is all you focused on. As teachers, we cannot devote 40 hours a week to one topic or area, so it will take time to master some things. But it is the desire to work and grow that will make us better and more effective as teachers.

“IT IS THE DESIRE TO WORK AND GROW THAT WILL MAKE US BETTER AND MORE EFFECTIVE AS TEACHERS.” 30

Spring Newsletter

Frederick Douglass said, “If there is no struggle, there is no progress.”

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Sometimes we need to slow down and evaluate or measure where we are. Maybe we are not going about it the correct way, or our students do not understand how we present the information. Just because we say it louder does not mean they will get it. If we wait too long, we may not get the outcomes we are hoping for. I also believe that we should be open-minded and let others help us evaluate and be honest in their opinions. That can provide some beneficial information to help us grow and get us to where we want to be faster.

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Good luck to each of you as you go to livestock shows, CDE contests, speaking events, and degree checks. I hope you have safe travels and can grow and get better at the things you want to be successful at.

But remember to take a little time out for yourself to rest and reflect. It will be over before you know it. Have a great remainder of the spring semester.

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Call (512) 472-3258 or email: info@vatatcu.org for more information!

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A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S

HOW ARE YOU CONTRIBUTING TO

“GROWING OUR FUTURE?” BY: R AY P I E N I A Z E K A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S E X E C U T I V E D I R E C T O R

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they are important will ensure you are not leaving anyone in the shadows of not having a chance to grow. Leadership opportunities abound with our excellence conferences, greenhand camps, leadership camps, and conventions. Create community service projects that all students can be involved in regardless of their economic ability to contribute. Each student surely can give their time and talents if they do not have any treasure to contribute.

s leaders in your school and community, we should always look for ways to grow our students and ourselves.

Learning and growing is an everyday process. As Mahatma Gandhi states, “Live as if you were to die tomorrow, learn as if you were to live forever.”

One definition of growth states “a stage or condition of increasing, developing or maturing.” As a teacher, you should be doing things daily to develop your students' young minds, helping them grow into mature young adults capable of making decisions and leading our future.

As stated by Curt Blades, Senior Vice President Agriculture, Forestry, and Stewardship of the Association of Equipment Manufacturers, “we need to stoke the passion for agriculture and remind our students they need to be lifelong learners.”

To help our students grow, we must understand what makes them unique to help them develop. Here are some ways your students' life situations may differ from one another.

• • • • • • • • • • • • • •

Age Agricultural experience Belief system Body Type Class Culture Disability Education Ethnicity Gender Gender Identity Geography Family Role and Duties Family Structure

• • • • • • • • • • • • • •

We need to remember that we must help students grow and understand that they need basic skills since some of the jobs they will have do not even exist today.

Randy Irving of Nutrien Ag Solutions stated that we need to help students grow in their empathy for the importance of agriculture.

Students must understand we want to help them be ready for the future. Finally, as stated by Shaquille O’Neal, teach them to “work hard now. Don’t wait. If you work hard enough, you will be given what you deserve.”

Language Learning Style Marital Status Mental Health Nationality Indigenous Origins Parental Status Personality Type Race Religion Sexual Orientation Thinking Style Work Experience Work Style/Ethic

As teachers, we must always be on the

This list is not all-inclusive, but we have to learn what makes each student’s life different to find ways for them to grow. In the words of Johnny Callan, “you don’t want to leave anyone in the shadows.”

Challenging and showing each student that

“TO HELP OUR STUDENTS GROW, WE MUST UNDERSTAND WHAT MAKES THEM UNIQUE TO HELP THEM DEVELOP.” 32

“AS LEADERS IN YOUR SCHOOL AND COMMUNITY, WE SHOULD ALWAYS LOOK FOR WAYS TO GROW OUR STUDENTS AND OURSELVES.”

A N E XC E R P T F R O M A PA S T A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N OF TEXAS NEWSLETTER

lookout for ways to grow. As an association, we try to offer ways for you to grow.

Our teacher talks continue to provide something monthly for your development.

We will continue partnering with various groups and individuals to offer workshops to advance your skills throughout the year.

We continue to look for ways to provide you with additional opportunities. We have an outstanding group of proposals for this year's summer conference in Corpus Christi.

THINKING OF THE

PAST

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As busy as you are, always take advantage of the opportunity to attend your school's inservice. Although it may seem like a boring topic, it may help you take your students to a different level of growth. If you are asked to serve on school or community committees, accept as a way to be involved and develop your abilities to share with your students. If you want your program to grow, advocate for it. Don't allow yourself to have the mentality that they do not understand your program; tell them its values so it can grow. As part of the National FFA Associations' strategic goal is to evolve our program and continue to align Agriculture Food and Natural Resources, we must look for ways to grow as a teacher to assist with this goal.

YEARS THE DOINGS AND HAPPENINGS IN YOUR ASSOCIATION From 2015 "We only have our students for a short period of time to help build their character, self-esteem and give them opportunities to grow into the leaders of tomorrow. Take advantage of every moment that you have with your students. Do not miss a chance to let them grow and mature into the future of our great county.”

As Dr. Woodard stated, we must be intentional in our work and give hope to young people by being strategic and intentional.

As teachers of AFNR we are doing great things with our young people to help them grow. Keep up the awesome work you are doing. Have a great spring as you travel with your students.

- Ray Pieniazek, 2015 VATAT President

“AS TEACHERS, WE MUST ALWAYS BE ON THE LOOKOUT FOR WAYS TO GROW.” 33

T E X A S F FA A S S O C I AT I O N

JUST GROW WITH IT! DON'T GO THROUGH LIFE, GROW THROUGH LIFE BY: J E N N I F E R JACK S O N T E X A S F FA A S S O C I AT I O N E X E C U T I V E D I R E C T O R

E

verything is what we make of it. We are responsible for our own attitudes and for our own success.

We often forget that the banner or the buckle doesn’t matter more than the students we have the ability to impact every day.

John C Maxwell tells us that “The greatest day in your life and mine is when we take total responsibility for our attitudes. That's the day we truly grow up.”

During my time in the classroom, I was guilty, at times of defining growth by plaques and buckles, the length of banners lining my classroom walls, or even the list of applications submitted each May. These things make a difference, I won’t question that, but do they matter more than making an impact on each one of the students in your classroom?

From the time we are born until we are fully-matured adults, growing is something we do without effort. However, there comes a time when that involuntary growth stops and everyone has to put forth significant effort in order to continue growing.

While at dinner with some colleagues that happen to also be very good friends, we reminisced about some of our former students with whom we’ve kept in touch. We shared some stories about some of those students who were “hard to reach.” You know the ones...you have to go the extra mile (sometimes quite literally) to get them to show up and to meet their potential.

I read the other day that “we can’t become what we need to be by remaining what we are.” This statement kept coming back to me.

For some, it isn’t a concern to stay rooted and content with doing the same things, the same way you’ve always done. However for others, happiness or success doesn’t seem attainable unless significant strides are made to continue to grow. This growth might be on a personal or professional level, or as it relates to your FFA chapter.

So many memories and accomplishments include high performing students, but I would venture to guess that most of us take just as much pride in knowing that hard to reach student felt safe in our classroom, participated in an event that impacted their future, or are now thankful they were involved in ag

A common FFA quiz question asks students to identify the heart of the FFA organization.

The correct answer is “at the local level.”

“WHAT IF GROWTH IS DEFINED

BY TEACHERS BEING SATISFIED WITH KNOWING THAT THEY MAKE AN IMPACT ON THE LIVES OF STUDENTS EVERY DAY AND SEEKING TO ALWAYS DO SO?”

While pondering what this article might be about and the last few months in this role, it occurred to me that, oftentimes, we actually fail to see the trees for the forest. We focus on the big picture more than the individuals in it. It often becomes important that we please people (parents, administrators, local supporters) that we forget that what we do in our classroom makes a huge difference.

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courses and the FFA. What if growth is defined by teachers being satisfied with knowing that they make an impact on the lives of students every day and seeking to always do so?

“GROWTH ISN’T ALWAYS REFLECTED IN NUMBERS, A LOT OF TIMES THE BEST OPPORTUNITIES FOR GROWTH ARE IN RELATION TO THE QUALITY OF OUR PROGRAMS AND THE QUALITY OF WHAT WE PRESENT IN THE CLASSROOM.”

With Texas FFA recently reaching a membership of 154,955 members and new opportunities for students arising every year, I wonder if we as individuals get caught up in thinking that quantity is more important than quality?

Is it better to train 12 mediocre teams or two or three really great ones? Should we travel 65 days in the spring or select the most valuable experiences for our students and set limits on the time we spend away from our family? Should we do everything for our officer teams or empower them to take ownership of the chapter’s POA?

to be okay with growth in quality not always quantity. Sometimes, setting those boundaries with our stakeholders is significant, not only to the success of your programs but also to creating a healthy worth life balance that enables you to still love what you do.

Growth isn’t always reflected in numbers, a lot of times the best opportunities for growth are in relation to the quality of our programs and the quality of what we present in the classroom. Recently we reevlauated our priorities as a state staff and it got me to thinking…are we still growing if we are challenging ourselves to provide greater resources and assistance for teachers while improving and evaluating current programs?

The mindset behind this includes the thought that teachers have enough on their plates, so let’s focus on growth in quality and finding meaningful ways to “lighten the load” of our ag teachers and less on adding more to their plates.

My personal belief is that we can challenge ourselves to grow in a lot of ways that will ultimately make us happier and higher performing. The goal is growth, not perfection.

When it comes to growth here are a few priorities that resonate with me: Prepare, prepare, then prepare some more so that you can enjoy the moments.

Seek clarity in others’ expectations of you.

Take ownership of mistakes or misunderstandings.

Growth comes in all shapes and sizes. For some, it might look a lot like embracing that waivers are a permanent fixture for Texas FFA programs. Growth might look like asking a neighboring teacher for help or learning how to say no when your plate is simply too full. For some, growth might even look like making it a priority to plan your classes during the summer instead of waiting until the morning of. Heck, growth might even look like not being offended when someone doesn’t share your opinions! No matter what growth looks like to you-it’s growth. And folks, growth is a good thing!

Challenge the Status Quo - BE BOLD. Find significance over success.

Never settle for mediocrity.

Be open-minded.

Outwork your competition.

Surround yourself with positive people.

Figure out how to love what you do.

Growth and comfort do not coexist and success often happens outside of our comfort zone. I would venture to guess that most of us would be more fulfilled if we challenged ourselves to grow but first, make sure you know what growth looks like to you.

The ag education profession is full of dedicated individuals that work long hours with mile-long “to do” lists. My challenge for us is 35

T E X A S F FA F O U N DAT I O N

ARE YOU

BETTER TODAY

THAN YOU WERE YESTERDAY? BY: A A RO N A L E JA N D RO T E X A S F FA F O U N DAT I O N E X E C U T I V E D I R E C T O R

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embracing the status quo, a passion for excellence is a great motivator to improve operations daily.

re you a better leader today, an improved person today, a more positive influence on your family and community today than you were yesterday?

Knowing that we are only in competition with our own best self, what competitive edge did you gain today that made you better than yourself yesterday? Personal, professional, organizational, and business growth is just like agriculture; you have to plant what you want to grow and then care for it every day to reap a rich harvest. Here are some tips and insights on growth.

So, what can I do personally today that will make me better than yesterday’s me and challenge tomorrow’s me to step up their game? When it comes to personal development and growth, let’s stick to the basics.

FAITH Look around you; there are threats everywhere. Electricity, allergies, bad drivers, natural disasters, and even acts of God, we would live in a constant state of paranoia without faith. Faith can give us a moment of peace which creates a window of clarity to see an opportunity.

The Texas FFA Foundation is about development, and our goal is to develop resources to share with Texas FFA members and agricultural science educators. Along the journey, we hope to connect sponsors, stakeholders, and policymakers with a great cause, an incredible marketplace, and an extraordinary source of human talent. We must strive for excellence daily and know the challenges, opportunities, and chances to succeed ahead will require us to have our sharpest tools every day.

As author Marshall Goldsmith said, “What got you here won’t get you there.”

So, what can we do every day that makes us better today than we were yesterday?

When it comes to the Texas FFA Foundation, we are always communicating about our extraordinary students and teachers.

I am always asking, “How can I tell this story better? What tools can I use to connect with those who have yet to hear the incredible story of our students?” This daily self-reflection is motivating for the person driven by excellence. With no intention of

VISION Where is it you want to be? What goal represents the target that beckons? Visioning creates energy – a purpose – to move and take calculated risks to reach an achievement. Follow leaders and be inspired by leaders with passion and vision. “Far better is it to dare mighty thin-

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“THE TEXAS FFA FOUNDATION IS ABOUT DEVELOPMENT, AND OUR GOAL IS TO DEVELOP RESOURCES TO SHARE WITH TEXAS FFA MEMBERS AND AGRICULTURAL SCIENCE EDUCATORS.”

gs, to win glorious triumphs, even though checkered by failure... than to rank with those poor spirits who neither enjoy nor suffer much, because they live in a gray twilight that knows not victory nor defeat.”

- Theodore Roosevelt

skilled, and a more effective leader.“ The Texas FFA Foundation is stronger today because we want to be better than yesterday. We want to create a culture where our sponsors and stakeholders recognize our commitment to excellence.

We are hoping to pass this along to our students and teachers to ensure an even brighter future for the Texas FFA. Keep growing, Texas FFA. Our best days are ahead of us.

PASSION Every successful student, teacher, sponsor, business, or political leader I have met throughout my career has had this one essential trait - passion. A zest for life and purpose that exudes their “why.” Passion turns the vision into a reality, and it ignites productivity and can be contagious within an organization. Passion is born out of something that is intensely meaningful to you. It is not a general hobby or interest; it is a core value.

“WE WANT TO CREATE A CULTURE WHERE OUR SPONSORS AND STAKEHOLDERS RECOGNIZE OUR COMMITMENT TO EXCELLENCE. WE ARE HOPING TO PASS THIS ALONG TO OUR STUDENTS AND TEACHERS TO ENSURE AN EVEN BRIGHTER FUTURE FOR THE TEXAS FFA. ”

Author John Maxwell writes, “When we take small steps of growth every day, over time, we see progress. And then our hope has the most potential to be realized. If you string together enough days of consistent growth, you begin to change as a person. You become better, stronger, more

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T E X A S Y O U N G FA R M E R S

U P D AT E S B Y: S A N D R A C H O AT E , T E X A S Y O U N G FA R M E R S E X E C U T I V E S E C R E TA R Y

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the opportunity to enjoy the presentation of our flags by the Schulenburg FFA chapter. We learned about reducing food waste in the home and recognizing and solving pest problems from Fayette County Extention Agents Sally Garrett and Scott Willey.

In addition to the opportunity to learn more about property owner rights from Charles Maley from South Texas Property Rights Association. We were serenaded by Past President Herb Casey while we got to spend time and visit with friends – old and new. Overall it was a huge success!

rowth is defined as the process of increasing physical size. Texas Young Farmers is proud to announce that we met the challenge and have experienced growth of membership in 2022!

We would like to welcome our three newest chapters, Kerens YF (Area VIII), Hamlin YF (Area II), and Buffalo YF (Area IX)!

The Texas Young Farmers Annual Convention was held in Schulenburg on January 15, 2022. Although it was not the 3-day conference we originally planned, we did manage an in-person one-day convention as well as offering all activities virtually through Zoom. Thank you to Lance Swigert and S3 OneGoal Auction and Event Management from Bryan for your assistance in making the conference a success.

We would love for you to grow with us.

Check out our website www.txyoungfarmers.org for contact information for your area officer or contact Executive Secretary, Sandra Choate at txyfaes@gmail.com or 903-286-0520.

To kick off our business meeting, we had

WELCOME TO ALL ELECTED AND RE-ELECTED TEXAS YOUNG FARMERS BOARD MEMBERS PRESIDENT - MAKAYLA DONALDSON, BRYAN, AREA XII PRESIDENT ELECT - L.A. MUEHR, SCHULENBURG, AREA XI PAST PRESIDENT - HERB CASEY. TEAGUE, AREA VIII VP AREA I - BARRY CHOATE, CROSS ROADS, AREA VIII* VP AREA II - SET KIKER, HAMLIN, AREA II AND KEN HEDRICK, AT LARGE VP AREA III - SHERRY FREE, DEER PARK, AREA III VP AREA IV - CHARLES ROCHESTER, GONZALES, AREA XI* VP AREA V - ETHEL ROCHESTER, GONZALES, AREA XI* VP AREA VI - STEPHANIE WOOD, TEAGUE, AREA VIII* VP AREA VII - TOMMY KETCHUM, SAN SABA, AREA VII VP AREA VIII - KENNY BULGER, FAIRFIELD, AREA VIII VP AREA IX - TIM EZELL, BUFFALO, AREA IX VP AREA X - DILLON DONALDSON, BRYAN, AREA XII* VP AREA XI - CHARLIE ROCHESTER, GONZALES, AREA XI VP AREA XII - C.J. JOHNSON BRYAN, AREA XII *AREAS REPRESENTED BY MEMBERS FROM ANOTHER AREA DUE TO A LACK OF CANDIDATES OR CHAPTERS FROM THE AREA.

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TO THE TEXAS AGRICULTURAL SCIENCE EDUCATION FAMILY SPRING 2022 STUDENT TEACHERS

T E X A S F FA A L U M N I A N D SUPPORTERS

U P D AT E S B Y: K E L LY W H I T E , T E X A S F FA A L U M N I P R E S I D E N T

“PEOPLE ARE LIKE DIRT. THEY CAN EITHER NOURISH YOU AND HELP YOU GROW AS A PERSON OR THEY CAN STUNT YOUR GROWTH AND MAKE YOU WILT AND DIE.” - PLATO

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munity in a positive and constructive manner.

doubt Plato ever took a soils class because he would never use the term “dirt” when referring to soil. We all know that dirt is what we get on our clothes and our hands, and sometimes it is more than “dirt”.

Now for my push for an alumni affiliate!

Thank you to those that have an active alumni program at your school. I and others find that there are several advantages in having one and here are a few.

Each year the Texas FFA Alumni gives out the following monetary awards: four $500 scholarships; ten $500 local grants, and a partial scholarship to attend a leadership development conference. We support the ATAT and we welcome the retiring state FFA officers into the Past State Officers Alumni affiliate via a financial contribution. A quick note to the active Alumni Programs - applications for the above-mentioned awards deadlines will be posted on the Texas FFA Alumni website.

If you made it this far into this quarterly magazine, you have noticed that the theme is growth. As ag teachers, we should be by far the most qualified when it comes to the topic of growth. We speak of it in our classes, animal growth, plant growth, etc.

We see it in our student’s SAEs. We see the growth in their projects. We see the beginning and the end product.

I am submitting this article in the middle of a major show. FFA Week is fast approaching and the activities that surround it.

The counselors are beginning the process of registration for the 2022-23 school year.

Have you planted the seed for growth of your AFNR/FFA program?

So what is the difference between dirt and soil? Dirt is what is on your hands and clothes. Dirt is also negative talk about your fellow humans. Soil on the other hand is a dynamic, living environment that’s perfect for cultivating new plants in your garden.

Are you spreading dirt or cultivating growth within your environment?

I am also submitting this article during a break during our local Annual Learning Together Professional Development Conference. This week is centered around professional growth. Granted our keynote for the event focused on personal growth by encouraging teachers to improve their instruction through personal climate. He also had a workshop aimed to help administrators focus on how to lead all staff in a positive and constructive manner. We should also lead our students, parents, and com-

“APPLICATIONS AND AWARDS DEADLINES WILL BE POSTED ON THE TEXAS FFA ALUMNI WEBSITE.” 40

ACTIVE

MEMBERSHIP BENEFITS

LOBBYIST WORKING FOR INTEREST INVOLVING AGRICULTURAL SCIENCE EDUCATION AND RELATED TEACHERS

TIMELY LEGISLATIVE UPDATES CONCERNING AGRICULTURAL SCIENCE EDUCATION

ANNUAL PROFESSIONAL DEVELOPMENT CONFERENCE REGISTRATION FEE IS WAIVED

ACCESS TO LEGAL ASSISTANCE

ACCESS TO A $1 MILLION PROFESSIONAL LIABILITY INSURANCE POLICY

YEARLY SUBSCRIPTION TO THE ASSOCIATION’S QUARTERLY MAGAZINE, GROWING OUR FUTURE

ACCESS TO THE ASSOCIATION’S WEBSITE, INCLUDING THE CAREER PAGE

ACCESS TO THE ASSOCIATION’S ONLINE MEMBERSHIP DIRECTORY

ELIGIBILITY TO APPLY FOR THE ASSOCIATION’S STUDENT SCHOLARSHIP (MEMBER’S CHILDREN ONLY)

ELIGIBILITY TO APPLY FOR THE ASSOCIATION’S AWARDS AND RECOGNITION PROGRAM

ELIGIBILITY TO APPLY TO BE A PART OF THE ASSOCIATION’S PROFESSIONAL NEW TEACHER MENTORING PROGRAM

ELIGIBILITY TO PARTAKE IN THE KENNETH HUGHES LIFE INSURANCE PLAN

ACCESS TO THE ASSOCIATION’S AGRICULTURE SCIENCE TEACHERS CRISIS FUND

ACCESS TO THE VATAT CREDIT UNION

ACCESS TO A DISCOUNT AT WYNDHAM HOTELS NATIONWIDE

ACCESS TO THE AGRICULTURAL EDUCATION FORD TEXAS FFA LEADERSHIP CENTER FOR MEETINGS OR SMALL GATHERINGS

MAKE YOUR CATALOGS STAND OUT. FOIL STAMPING, EMBOSSING, DIE CUTS, RAISED UV, SOFT TOUCH

Don Denny Cell: 806-789-7713 Office: 806-794-7752 slategroup.com/cattle