NEWS A Texas Team Ag Ed Publication
The Magic One thing that makes agricultural education unique is our education model. I am referring to the threecomponent model that represents the different facets of our program: inquiry-based classroom/laboratory instruction, hands-on experiential SAE activities, and FFA experiences focusing on leadership and competition. This model separates us from all of the other programs on our campuses. Recently, I saw that the National FFA Organization updated the official three-component model graphic (see on page 2). In this graphic, the lines of the circles disappear as the circles overlap. This represents the fact that the three facets of our program should not exist as three separate entities, but instead be so meshed and connected that they appear as one. I love how Austin Large, Texas FFA Executive Director, describes the area where the circles lose their individual identities and appear as one. “This is where the magic happens in agricultural education.” That statement is so true! Our students realize their potential when all three facets of our program are strong and thriving. Each circle has its place. The classroom is where they gain knowledge and skills. SAEs allows them to apply those skills in real-world settings. Finally, through FFA activities, our students are provided opportunities to use what they have learned in various competitions. Also, through FFA involvement they are provided opportunities to
of
October 2017
Agricultural Education
Michael Meadows, Simms
be recognized for their work through awards, degrees, and scholarship programs. All three facets are related, should be integrated, and are necessary for students to reach their potential. This model has served well and allowed thousands of students to develop and excel through the years. We, as ag educators, are very fortunate in Texas. Ag education programs in this state have grown, developed and secured a place in the public-school system. This didn’t happen overnight. All of us are beneficiaries of those who came before us; those who built strong ag education programs in their local communities. They built these successful programs by following the three-component model. They graduated successful students and built a reputation and track record that attracted sponsors, impressed local and state decision makers in education, and helped cement our place in the public-school system. It is now our responsibility as current ag educators to protect the reputation and seek to improve what we do. We need strong ag education programs to do this. The quality of any local program begins with the ag teacher. It is up to us to make sure that we follow the three-component model. We all know of programs that might “specialize” in one area. Some might concentrate on certain FFA activities such as specific LDE/CDE teams, livestock showing, or ag mechanics. Many times, in these “specialized” programs other facets
might be neglected, which means some students are not being reached. I realize local community needs must be considered, as well as expectations of administrators. Many times, these external forces have more influence on our programs than we would prefer. There is a program evaluation document on the VATAT website that might help ag teachers educate administrators on what a strong, well-rounded program looks like. At the very least, this evaluation tool might help local ag teachers identify areas of their program where improvement is needed. The future of ag education is in our hands. As I stated before, agriculture education in this state wasn’t built overnight. Continue on page 2