GROWING OUR FUTURE
FROM THE EDITOR
Just as it is essential to ensure a thriving future for our planet and communities through sustainable agriculture practices, it is vital that we are mindful of suitability within agricultural science education.
Agricultural education is essential to fostering innovation, leadership, and a deep understanding of agricultural systems. It ensures that students are prepared to solve real-world problems and advocate for the industry. Our programs not only preserve the legacy of agriculture but also inspire the next wave of leaders committed to strengthening rural and urban communities alike.
Through this issue’s content, we hope that you will see the incredible efforts being made across the state to sustain and grow the 97-year-old legacy that has been paved.
We hope you enjoy the Winter 2024 issue of Growing Our Future!
Ashley Dunkerley
BY: DR. ROBERT L. “BOB” WILLIAMS EAST TEXAS A&M UNIVERSITY
COLLEGE OF AGRICULTURAL SCIENCES AND NATURAL RESOURCES
SUSTAINING OUR PROFESSION
A SEASONED PERSPECTIVE
When contacted about possibly writing something for Growing Our Future and the issue’s theme was sustainability, I immediately thought they wanted something on the emerging Sustainable Agriculture CDE or the integration of sustainable ag concepts into one or more of the programs of study within the Agriculture, Food, and Natural Resources Career Cluster. However, they wanted me to comment, instead, on how to sustain our profession as agriculture teachers. That, my friends, is a much more daunting task, and hopefully, my perspective and suggestions may resonate with you or prompt more discussion within our ranks.
I was a product of a traditional, rural Vo-Ag I-IV production-oriented program. I was a chapter and district FFA officer, showed heifers in local shows, and judged dairy and livestock. I worked morning and night at a neighbor’s dairy farm and helped care for our small cow-calf operation. I was about as conventional ag and traditional FFA as a kid could be. Like a lot of ag teachers, I went off to college with being a vet in mind. Then, I hit
calculus and physics! Fortunately, my advisor had a plan for me to be an ag teacher, and it worked out. I started my ag teaching career at the age of 20 in a suburban school district. I am in year 47 as a public educator, and all but six of those were as an ag educator at some level.
When I started teaching, most ag kids were like I had been. They wanted to be in FFA and miss school for shows and contests. Most ag teachers were also like me-rural, had a farm background, were former FFA members, and had completed a university degree in Agricultural Education. Such is not the case today. Presently, more folks are joining our ranks without formal academic preparation in agricultural education. Whether they are going through an alternative certification program or were hired under a District of Innovation waiver, they did not have the same type of experience and coursework that we did. Is that their fault? I would say, “no!” They often bring experiences to the classroom that a traditionally certified ag teacher may not have. Those experiences contribute to the collective human and so-
cial capital that makes up our profession. While these candidates have joined our ranks without the privilege of formal classroom and experiential learning in Agricultural Education, they are here. We share the same professional mission: to teach kids, provide a positive example of behavior, and serve as a mentor. Agriculture and youth leadership through FFA are the themes in which we all do that. Agricultural literacy or competence is not the end game of our work. Surviving their youth and transitioning into productive adults is! We need to work together to accomplish this.
EMBRACE, ENGAGE, AND EMPOWER ALL AG TEACHERS
Since we are all on the same team as agricultural educators, whether in the K-12 setting or postsecondary, we should work through our positions and professional organizations to empower all new ag teachers to improve their classroom and program management, develop skills in the technical areas of agriculture where they might need increased proficiency, and mentor them in the customs and traditions associated with being an FFA advisor. If they don’t know, someone should help them figure it out! As members of the ag teaching profession, we should be helping each other to get better instead of looking for reasons to get out of the profession. Participation in the summer conference and professional development
“WE SHARE THE SAME PROFESSIONAL MISSION: TO TEACH KIDS, PROVIDE A POSITIVE EXAMPLE OF BEHAVIOR, AND SERVE AS A MENTOR. AGRICULTURE AND YOUTH LEADERSHIP THROUGH FFA ARE THE THEMES IN WHICH WE ALL DO THAT. "
workshops offered by our professional peers is a great way to strengthen our capacity to serve. Proposing or suggesting a conference presentation or workshop over an emerging or traditional topic may be a good way to help our early career peers. Maybe we should encourage them to share their expertise in the same venues. We should also use social media forums and professional associations to encourage and inform rather than criticize and complain. The Agriculture Teachers Association of Texas has created a very helpful set of resources available through its website and social media, providing a forum for immediate requests for ideas and assistance. These are helpful to all of our professionals, regardless of age or experience.
FOSTER FAMILY FRIENDLY WORK ENVIRONMENT
Our profession has gotten much more family-friendly in lots of ways. We see communities of our students helping to take care of our own kids at shows, contests, and conventions because they know the importance of family. For some of our students, their Ag/FFA family is the only one they really have. Some schools frown upon infants, toddlers, or students not involved in FFA traveling with us. School administrators and board members need to get out and look at the unwritten and unplanned lessons that occur when ag teachers get to include their own kids and family members with their ag kids. It helps create household harmony and a healthier perspective, even if sometimes it requires extra patience or insurance.
ADVOCATE AND ALLOW FOR DIFFERENCES
Back in 1978, when I started my teaching career, all but a few ag teachers were white and male. At present, women make up half or more of our profession, and we have more teachers whose cultural and ethnic identities more closely align with those of their students. Our students come from
a variety of backgrounds and circumstances. We have students with disabilities, language differences, and economic hardships. We have students whose parents have been incarcerated, deported, institutionalized, or are deceased. We have kids who are victims of trauma. We represent the port in their storm, regardless of where their ship is sailing from. We have an obligation to teach, to serve, to encourage, and support.
CULTIVATE A NEW CROP
I hear a lot of ag teachers encourage their students to attend a college or university to become a veterinarian, a doctor, a lawyer, or an engineer. I don’t hear many telling their kids to become ag teachers.
Why not? If we have continued to live the ag and FFA experience vicariously through our students, why can’t we encourage our own students to consider the best job in the world? Our profession needs bright minds, hard-working hands, and caring hearts. Let’s encourage some of those sharing these attributes to join our ranks and then help them be successful.
“WE REPRESENT THE PORT IN THEIR STORM. WE HAVE AN OBLIGATION TO TEACH, TO SERVE, TO ENCOURAGE, AND SUPPORT. "
TO THE TEXAS AGRICULTURAL SCIENCE EDUCATION FAMILY
FALL 2024
STUDENT TEACHERS
ASHTYN WALL, DECATUR
CELESTE TEDESCO, SEALY
KYNDAL TAYLOR, TOMBALL
LOGAN RICKS, MADISONVILLE
SKYLAR MORGAN, MAGNOLIA WEST
REESE MCDANIEL, TOMBALL
SYDNEY LEBEL, LEON COUNTY
CARLI LAWLEY, C. E. KING
DAVID KLEWER, PEARLAND (TURNER)
ALEXIS GILLESPIE, PEARLAND (TURNER)
NATALIE GARCIA, CROCKETT
LEAH GARCIA, C. E. KING
BAILEY FINGLEMAN, BARBERS HILL
BROOKE DODSON, KATY
AMANDA CARROLL, VISTA RIDGE
SHAYLON CANADA, ANDERSON-SHIRO
ANGELO STATE UNIVERSITY
CATHERINE WHITELEY, ANSON
FAITH SALINAS, NORTHSHORE
BREANNA TURNBO, CLEBURNE
EMMA ROBERTSON, LAKE BELTON
SARA ROARK, HICO
GUADALUPE RICO, BRYSON
BLAKE MCKENZIE, GRANDVIEW
JOHANNA LEDUC, TOLAR
STERLING JARVIS, GRANBURY
KLARIZA HURTADO, GLEN ROSE
CHEYANNE HUNT, PEASTER
TURNER HUGHES, WEATHERFORD
SETH GREEN, GLENN
KATRINA FRANCIS, BEN BARBER
EMILY COOPER, EULA
HARLIE CARLSON, CAYUGA
CHARLIZE BLOEM, GUNTER
KATELAND BARWICK, STEPHENVILLE
RICARDO AMARDO, GODLEY
SCARLETT FANNIN, CENTRAL HEIGHTS
WEST TEXAS A&M UNIVERSITY
KOTLON SMITH, SMYER
JIM ALLSUP
MIKE BROUSSARD
KELLEY CLEMENTS
TAMARA CHRISTIAN
MELLISA COFFELT
CINDY DOCKTER
STEVE FORSYTHE
JIM COOPER
MENTEES MENTORS
KAY RICHARDS
RODNEY MARTINE
BARNEY MCCLURE
JOHN OSBORNE
LISA PIEPER
CHARLES PRAUSE
BOBBY ROSENBUSCH
RENITA SCHROEDER
LIZ TREPTOW
RON WHITSON
MARY WILSON
MICHELLE VASBINDER
LILLY JUMP
COURTNEY HAMPTON BRANDY BICKHAM MELODIE ALLEN RILEY FINNEY LINDSAY HUDGENS ASHTON OCHOA
EMILY POPE
MORGAN BONDS
BRYCE HAMLIN
JESSIE SMYTHE
NEUMAN ALTAKROURI
HAILEY SELF
MOLLY HICKS
CORTNEY TRAMMELL
ADAM VANCE
EMILY ADAMS
KAITLYN BRADSHAW
KRYSTE VITERA
AMANDA LEIJA
BAILEY SHIPP
CAROLINE HENSON
CHELI HUNT
AUGUSTUS KASH
KYLEE MASTERS
GABBY SCARMARDI
DEVIN HOLLIS - BARNETT
NATALIE LUDWIG
CHERIE MANNING
ALLISON MEYER
ABBAGAILLE HERBER
JOSE JIMENEZ
PAIGE GREEN
BROOKE MITCHAM
TEXAS FFA EXECUTIVE DIRECTOR
NAMED TO THE NATIONAL FFA BOARD OF DIRECTORS
Jennifer Jackson was recently named to the National FFA Board of Directors. She is serving as the NASAE representative, representing the Western Region.
Jackson, who currently serves as the Executive Director of the Texas FFA Association, brings experience in leadership and youth development, making her a perfect fit for a board whose goal is to enhance the lives of youth through agricultural education. Her commitment to values-based leadership and initiating positive change within associations will help shape the conversations and connections that are needed to continue making extraordinary long-term differences in the lives of students and inspiring confidence in a new generation of agriculturists.
"I am deeply honored to serve on the National FFA Board of Directors," said Jackson. "This organization has shaped my life and career, and I am passionate about developing and improving opportunities that inspire and prepare the next generation of agricultural leaders. I look forward to working
alongside my fellow board members to strengthen FFA’s impact nationwide, empowering students to lead with confidence and make a meaningful difference in their communities and beyond."
Previously, she served as the Texas FFA Student Recognition and Scholarship Coordinator and an agricultural science teacher and FFA advisor for 15 years. Her tenure includes serving on numerous appointed state and national advisory committees pertaining to agricultural science and career and technical education.
"We are excited that Jennifer Jackson has been selected to serve on the National FFA Board of Directors,” said Ray Pieniazek, Agriculture Teachers Association of Texas Executive Director and Texas FFA Association Board Member. “She has proven successful in leading the Texas FFA Association momentum in an upward direction and continues to place the needs of all FFA members and agricultural education students first.”
JENNIFER JACKSON TO REPRESENT THE WESTERN REGION OF THE UNITED STATES
AMERICAN STAR IN AGRISCIENCE FINALISTS
Starting her research the summer after her freshman year of high school, Audrey Bishop from Van Alstyne FFA began looking at the effects of antibiotics on plants.
"After that, I had even more questions, so I started looking for ways to combat some of the negative effects that I found and ended up researching the effects of antibiotics and probiotics on plants and then eventually soil microbes," said Bishop.
From these projects grew a passion for environmental and plant and soil sciences.
"I just kept researching," said Bishop. "I determined that many farmers are not testing for soil microbes because the tests are either too expensive or they don't understand the importance of testing and how that can impact their crop yields and efficiency."
VAN ALSTYNE FFA MEMBER HONORED AS ONE OF THE TOP AGRISCIENCE SAEs IN THE
NATION
After she graduates from Oklahoma State University, she plans to attend law school and eventually work in agricultural and environmental policy.
"I can be that advocate for agriculturists, who don't always have someone looking out for them regarding policy on the federal or state level," said Bishop. "I hope to be able to combine my eventual legal knowledge and my hands-on experience through agriscience research to create positive changes for the community."
Bishop's successful SAE project was recognized as a finalist in the Star American in the Agriscience category at the 2024 National FFA Convention.
AG TEACHER TALK IS NOW A MONTHLY PODCAST!
These podcasts provide monthly discussions, professional development, association updates, and idea sharing to our members.
SCAN TO SUGGEST A TOPIC
Every year, ten deserving students are selected to join the Ford Leadership Scholars Program. During the student's senior year of high school, the FFA members commit to a hands-on leadership program and complete year-long substantial and sustainable service capstone projects.
Let's take a look at the class of 2024-2025's projects.
AMARACHI UCHE-EBOH
TALKINGTON FFA
"In collaboration with the South Plains Food Bank, a group of high school students will be organized to drive to supermarkets, stores, and restaurants, collecting food for distribution in the Lubbock area. This project aims to increase volunteerism for the food bank, target the food insecurity issues impacting the community, and encourage youth action to address change locally."
ALLIE CADDELL
STAMFORD FFA
"Harmon Park in Stamford, Texas, has not been updated or renovated in over thirty years. It is the heart of the town but needs more equipment to foster positive community collaboration of all ages. I plan to install new playground equipment, a pickleball court, and interactive agriculture education tools."
MADISON MCCLURE
CLEBURNE FFA
"My project will focus on transforming the new Johnson County Sheriff's Office Dispatch Center's courtyard space into a mental health relaxation area. This area will allow space for the dispatchers to decompress after dealing with stressful calls. In addition, ongoing tokens of appreciation will be delivered periodically to these heroes who play a critical role but are rarely seen and often forgotten."
CIARA HAYS
LLANO FFA
"My service project takes the initiative to spread awareness, support those in need, and take action in my community. The BUD (Being Understood Daily) initiative will address food insecurity, sexual assault awareness, mental health awareness, school staff appreciation, social media education, and suicide prevention. All to take the steps needed to make a change."
SYDNEY HERRING
CINCO RANCH FFA
"I have chosen to coordinate donations and hospital visits to impact kids with cancer in the Greater Houston area. I also plan to build playgrounds and swing sets for the children's backyards to accommodate their immunocompromised systems."
CORA FORD
WESLACO FFA
"Cowboy Corners will be an outdoor mental health space at Weslaco ISD to help provide a calming environment for students. Using plants, flowers, inspirational signs, and several visually stimulating outdoor features will help alleviate the mental stressors that students of all ages and backgrounds face simply by creating a space where students feel comfortable to relax and connect with nature."
SARAH BECK
CORSICANA FFA
"My project focuses on developing a full-access hygiene closet that will be made available to all students in the intermediate through high school campuses of Corsicana ISD. The closet aims to give students access to necessary items while spreading health awareness."
JORDAN VANWINKLE
SULPHUR SPRINGS FFA
"My project will establish a greenhouse with aquaponic systems for the female participants in the Hopkins County Trustee Program. This initiative will provide valuable skills development and community engagement while creating new research opportunities for the Hopkins County Texas A&M AgriLife Extension Services office."
CODY GONZALES
DEER PARK FFA
"My project focuses on urban advocacy and education. I am in the process of planning an urban agriculture day in partnership with a local urban farm. In addition, I am building vertical gardens to serve as community gardens."
HANNAH GRIFFICE
GOOSE CREEK MEMORIAL FFA
"My project involves designing interactive placemats for restaurants and school lunch programs, aiming to educate elementary students about the origins of their food in an engaging and meaningful way. Additionally, I will collaborate with the Texas Farm Bureau to strengthen connections with educators and administrators in Goose Creek CISD. We will establish professional development programs and utilize existing classroom resources to integrate agricultural education into K-5 classrooms seamlessly."
TO INCREASE YOUR CHANCES OF BEING CONSIDERED, PLEASE UTILIZE THE INFORMATION BELOW WHEN SUBMITTING A WORKSHOP PROPOSAL FOR THE ATAT PROFESSIONAL DEVELOPMENT CONFERENCE.
ATAT Workshop Selection Process
Our conference offers a variety of teacher-led and industry-led workshops, providing tools for use in the classroom throughout the year After reviewing past professional development conference surveys, a notable takeaway is that attendees are more inclined to attend workshops that include hands-on opportunities, teacher certifications, and more The conference committee, comprised of ATAT board members and representatives from all areas, selects the conference workshop line-up each year. They review the submitted proposals, collect and review data, and discuss the results. Selection is based on the workshop proposal, category, space requirements, and general interest.
Desired Workshop Topics
Our members most desire workshops that support or improve teachers' classrooms and/or programs, workshops that are relevant to the times, updates to keep abreast of agriculture education, and workshops that provide resources that will serve their classroom and program community
Components of a Proposal
Your submitted workshop proposal is the documentation the ATAT conference committee reviews. Complete and detailed proposals are highly desired by the committee. Please review the entire proposal breakdown before completing it.
How to Organize a Workshop
Though the proposal is due sometime before the workshop, it is important to have it organized to help make it a stressfree and enjoyable experience. Details you will want to have nailed down would be your title, summary, overall takeaway goal, type of workshop, co-presenters, or an idea of who can join and support your needs, and timeframe. Creating a general outline will help identify these needs. As your outline is complete, you can fine-tune the details, including presentation visuals, teacher takeaway material, etc.
SUBMISSION TIMELINE
August: Workshop Suggestions Open
October: Workshop Proposal Submissions Open
Mid-January: Workshop Suggestions Deadline
January- February: Staff Work to Fulfill Workshop Suggestions
February: Workshop Proposal Deadline
. February- March: Conference Committee Review Proposals and Select Workshops
Mid-March: Committee Proposal Decisions Communicated with Lead Presenter
. June: Final Workshops Announced
Sophie Bradshaw, a Canyon FFA member, has been named the top Wildlife Production and Management proficiency in the nation at the 97th Annual National FFA Convention and Expo.
The high school student has a range of jobs on her family’s wildlife ranch that span both business management and operational tasks.
“As a key member of the team, I wear multiple hats to ensure the smooth operation and success of Heritage Hat Ranch Wildlife Ranch in Winters, Texas,” said Bradshaw.
In terms of business management, her responsibilities include tasks such as financial management, strategic planning, marketing, and customer relations.
“I am involved in budgeting, analyzing financial performance, developing marketing strategies to attract customers, and maintaining positive relationships with clients and stakeholders,” said Bradshaw.
NATIONAL PROFICIENCY WINNER
CANYON FFA MEMBER FINDS PROFESSIONAL GROWTH THROUGH
On the operational side, she plays a crucial role in the day-to-day activities of the ranch. This involves tasks such as animal care, habitat management, overseeing staff, maintaining facilities and equipment, and ensuring compliance with regulations and safety standards.
Her hands-on involvement ensures that the ranch runs efficiently and that the welfare of the wildlife and the integrity of the environment are upheld.
“Overall, my role at the Heritage Hat ranch combines business acumen with a deep understanding of the unique challenges and opportunities inherent in wildlife management and conservation, and my contributions help to preserve the natural beauty of the land while also sustaining a thriving business for your family and future generations,” said Bradshaw.
Shayla Mader, a Stephenville FFA member, was named the top Social Science (Category 5) Agriscience Fair Project in the nation at the 97th Annual National FFA Convention and Expo.
The FFA Agriscience Fair allows members to gain real-world, hands-on experiences in agricultural enterprises. Students use scientific principles and emerging technologies to solve complex problems related to agriculture, food, and natural resources.
Mader’s project was titled “Buy Beef Better: A Study Over Consumer Preferences of Retail Beef.” The purpose of this study was to examine the impact that certain demographics had on the consumer preferences for retail beef.
“Through a post-facto correlational study using a convenience sample, consumer opinions regarding retail beef preferences and demographics were compared, and relationships were analyzed,” said Mader.
She concluded that there are
NATIONAL AGRISCIENCE FAIR WINNER
STEPHENVILLE FFA MEMBER STUDIES CONSUMER PREFERENCE OF RETAIL BEEF
many differing opinions on retail beef and that agricultural literacy plays a significant role in consumer perceptions.
“With the growing differentiation of retail beef today, it is vital for beef producers to know what consumers prefer so that they can accurately and effectively market and sell their products,” said Mader. “The information obtained in this study can be a basis for further research on this topic to be utilized in the beef industry.”
TO ALL OF OUR MEMBERS AND THEIR FAMILIES
FROM THE AGRICULTURE TEACHERS ASSOCIATION OF TEXAS
David Pinnell, a Henderson FFA member, has been named the top Forest Management and Products proficiency in the nation at the 97th Annual National FFA Convention and Expo.
The high school student has a business where he rakes, bales, and sells pine straw as landscaping mulch.
For as long as I can recall, my family has been involved in the forestry industry in some capacity," sand Pinnell.
"Growing up, we always utilized pine straw as a mulch for our flower beds at home. As I got older and began to realize its many benefits, I knew I could make an impact in the forestry industry.”
He is tasked with cleaning the pine straw, which means removing any pine cones, limbs, or bark from trees that do not need to be a part of the final baled product. He then rakes the pine straw into rows before it can be baled, manually or with a four-wheeler.
"I have prided myself in providing a quality product for
NATIONAL PROFICIENCY WINNER
HENDERSON FFA MEMBER DEVELOPS SUCCESSFUL FOREST MANAGEMENT AND PRODUCTS BUSINESS
my community and enjoy following in my father and grandfather's footsteps as I enter the forestry industry," said Pinnell.
Through this Supervised Agricultural Experience (SAE), he has not only gained skills in sustainable practices and operating equipment, but he has also learned to promote his enterprise and manage finances.
His proficiency has led to an interest and passion that is shaping his future. Pinnell plans to pursue a degree in forest services from Stephen F. Austin University.
AmarachiUche-Eboh, a Talkington FFA member, has been named the top Animal Systems (Category 5) Agriscience Fair Project in the nation at the 97th Annual National FFA Convention and Expo.
The FFA Agriscience Fair allows members to gain real-world, hands-on experiences in agricultural enterprises. Students use scientific principles and emerging technologies to solve complex problems related to agriculture, food, and natural resources.
Uche-Eboh’s project was titled “Poop to Power: A Total Gas and Methane Analysis of Livestock Manure.” Structuring and facilitating renewable energy systems such as wind, solar, nuclear, as well as biofuel in areas with limited knowledge and extensive costs create sustainability complications. Therefore, the purpose of this experiment was to observe the potential of biogas production using cattle and pig manure.
“When accessing these results of methane production
NATIONAL AGRISCIENCE FAIR WINNER
TALKINGTON
FFA MEMBER STUDIES THE POTENTIAL OF BIOGAS PRODUCTION USING CATTLE AND PIG MANURE
and gas production in cow manure, pig manure, and the mixture, my hypothesis was not supported,” said Uche-Eboh. “That being a cattle and pig manure mixture would produce the most methane, and the second hypothesis being that the cattle manure and pig manure would have the most total gas.”
Although there is recent evidence of co-digestion playing a significant role in increased methane (CH₄) production, it was not observed in her research. However, the findings are motivating her to continue her research.
“It is important to brainstorm a new system that produces increased sustainability, and engineer an energy system with decreased cost involved for people living in least-developed regions,” said Uche-Eboh.
2025 INDUCTEE NOMINATIONS
WE ARE NOW ACCEPTING NOMINATIONS FOR THE 2025 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 signi cant period of time.
THANK YOU
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AGRICULTURE EDUCATION RESOURCES TEACHER RESOURCE
HOW TO FIND A SUSTAINABLE BALANCE
BY: MICHELLE VASBINDER PROFESSIONAL DEVELOPMENT COORDINATOR AGRICULTURE TEACHERS ASSOCIATION OF TEXAS
Teaching agriculture is one of the most rewarding professions. It not only shapes the future of the agricultural industry and beyond but also helps students build the skills they need to succeed in an ever-changing world. However, as rewarding as it is, the demands of agricultural education can be overwhelming. Whether preparing students for careers through our classrooms, helping them build leadership skills, or supervising their projects, the job can often blur the lines between work and life, putting teachers at risk of burnout. Finding a sustainable balance is the key to long-term success and career satisfaction in this vital career.
AGRICULTURE AS A WAY OF LIFE
Many agricultural educators' work extends far beyond the classroom. It includes late-night planning, hands-on projects in school shops, greenhouses, or school barns, and long hours at stock shows, contests, and community events. The love for agriculture runs deep, but this immersion can sometimes lead to exhaustion and emotional fatigue.
As the quote goes, "Teaching agriculture isn't just a job; it's a lifestyle." Ag teachers are some of the hardest-working and most passionate individuals there are, and it's easy to pour everything into them, forgetting to care for yourself. While dedication is critical in shaping the next generation of professionals, it's equally important to develop strategies to sustain this commitment without compromising personal well-being.
SUSTAINABLE CAREER STRATEGIES FOR AGRICULTURAL EDUCATORS
To thrive in the field of agricultural education, it’s crucial to strike a balance between professional dedication and personal well-being. Here are some practical strategies for teachers to ensure they remain passionate and effective in their roles:
PRIORITIZE TIME MANAGEMENT
Effective time management is essential in any teaching role, but it’s especially important in agricultural education, where teachers juggle a variety of responsibilities both in and outside the classroom.
Set realistic goals: Break large projects into smaller, manageable tasks. For example, plan out the year by marking key dates, FFA events, and major projects, and then break down each month’s action items to prevent feeling overwhelmed.
Use planning tools: Utilize digital or physical planners to track all the tasks, deadlines, and student activities. This helps you stay organized and ensures you’re not overloading your schedule.
Utilize your contract time: Be mindful of how you spend your contract time. It is easy to get distracted during your conference period or before and after school by scrolling
or in conversation. Create a list and attack one at a time. Maximize your time at school so you do not always stay late and still feel productive.
Delegate when possible: Find ways to involve students in some aspects of classroom and farm management. Engaging students in leadership roles in FFA or project-based learning gives them ownership while lightening your load.
SET BOUNDARIES TO PROTECT PERSONAL TIME
Agricultural education often extends beyond school hours, whether it’s supervising students at events or managing projects after school. However, it’s important to establish clear boundaries between work and personal life to avoid burnout.
Communicate expectations: Set clear boundaries with students and parents about when you are available outside of class time. For instance, designate a specific time when you turn it off, and avoid answering emails or calls late at night unless it's an emergency. Find a system that works with you, but being available 24/7 is not sustainable.
Use technology wisely: Leverage scheduling apps or automated responses to help manage communications. Use these tools to help you stick to your personal time without the temptation of checking work emails constantly.
BUILD A SUPPORTIVE NETWORK
Teaching agriculture can sometimes feel isolating as if no one understands the job. Establishing a strong support network with fellow educators can make all the difference.
Collaborate with peers: Connect with other agricultural educators locally, within your area, and even the
state. Share lesson plans, teaching strategies, and tips for managing the balance between work and life.
Lean on mentors: Seek out mentors who have been in the field for longer. Experienced educators can offer advice on managing stress, finding resources, and maintaining enthusiasm in challenging times.
PRACTICE SELF-CARE AND REFLECTION
Agricultural education teachers often focus so much on the needs of their students and the community that they forget to care for themselves. However, maintaining your health and well-being is essential for long-term success.
Exercise and rest: Incorporate regular physical activity into your routine, whether it’s a morning walk, gardening, or workout classes. Physical activity helps reduce stress and improve overall health. Additionally, ensure you’re getting enough rest.That sounds like a far-off dream during stock show or contest season. However, sleep is vital for maintaining energy levels and cognitive function, so invest in yourself by setting a routine bedtime.
Find time for hobbies: Who has time for hobbies, right? Hobbies, however, can help rejuvenate your mental well-being and your passion for teaching. Challenge yourself to do something for yourself once a month and see how you feel.
Reflect and recharge: Take time regularly to reflect on your practice—what's working, what could be improved, and how you're feeling. Set aside moments for personal reflection, journaling, or meditation. This can help you process challenges, stay focused on your goals, and remain motivated. After all, you don't know what's working and not
without some self-reflection.
PROFESSIONAL DEVELOPMENT: EMBRACE LIFELONG LEARNING
Agricultural education is a constantly evolving field, with new technologies, practices, and trends emerging regularly. Staying up-to-date on advancements in agriculture and education helps you remain excited about your career while benefiting your students.
Attend workshops and conferences: Attend professional development opportunities such as ATAT conference, workshops throughout the year, and virtual seminars. You will gain valuable knowledge and build connections with others in the field, giving you long-serving support.
Incorporate new technologies: Explore new teaching tools, agricultural technologies, and innovative teaching methods to keep your classes
fresh and engaging. Stay curious and open to learning from both inside and outside the classroom.
Surround yourself with inspiration: Incorporate easy-to-apply professional development chunks like podcasts into your routine. Ag Teacher Talk, Texas FFA Unraveled, and Growing Our Future are easy-to-play segments that can inspire and be lesson-giving.
A SUSTAINABLE CAREER IN AG EDUCATION IS POSSIBLE
By prioritizing time management, setting boundaries, building a support network, practicing self-care, and embracing professional development, agricultural educators can create a fulfilling career that lasts for a few years and a lifetime.
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S H O W M E T H E M O N E Y
EVER WONDER HOW CTE FUNDING WORKS? IN THIS SESSION YOU WILL EXPLORE HOW STATE CTE WEIGHTED FUNDING, PERKINS FUNDING, AND EVEN CCMR OUTCOME BONUS MONEY IS GENERATED WE WILL LEARN WHAT A "PIC" CODE IS, ALLOWABLE EXPENDITURES, AND THE INS AND OUTS OF HOW MONEY CAN BE UTILIZED FINALLY, WE WILL LEARN SOME TIPS AND TRICKS TO ADD SOME FUNDING TO THE DISTRICT BOTTOM LINE AND YOUR PROGRAM!
F U N D I N G S O U R C E S
CTE WEIGHTED FUNDING FEDERAL PERKINS GRANT OUTCOME BONUS MONEY
OTHER OPPORTUNITIES FOR FUNDING
C T E W E I G H T E D F U N D I N G
THIS IS BASED ON ENROLLMENT WHICH MEANS YOU CAN INFLUENCE THIS NUMBER!
DIFFERENT COURSES ARE WORTH MORE/LESS FUNDING TIERED FUNDING-THIS IS BASED ON PER FTE (FULL-TIME EQUIVALENT), NOT PER STUDENT
F E D E R A L P E R K I N S G R A N T
FORMULA BASED (LOW SOCIOECONOMIC POPULATION HAS AN IMPACT)
MOST DISTRICTS HAVE DESIGNATED WAYS THEY SPEND THIS SOME DISTRICTS DO THE FOLLOWING:
SPEND IT ALL ON ONE PROGRAM IN A PARTICULAR YEAR
SPREAD IT OUT AMONGST PROGRAMS
KEEP IT FOR A DISTRICT OPERATIONAL BUDGET
THERE ARE STRICT SPENDING PARAMETERS ON FEDERAL FUNDS
O U T C O M E B O N U S M O N E Y
BASED ON TSI CRITERIA + (SOMETHING ELSE)
O T H E R O P P O R T U N I T I E S
CTE SUMMER GRANTS: APPLY THROUGH TEA-DESIGNED FOR SUMMER BRIDGE TYPE ACTIVITIES- UP TO $50,000, JET GRANTS: APPLY THROUGH THE TEXAS WORKFORCE COMMISSIONUSUALLY UP TO $300,000 FOCUS ON A SINGLE PROGRAM OF STUDY EQUIPMENT ONLY GRANT, EACH ITEM PURCHASED MUST BE $5,000 AND UPCANNOT PURCHASE COMPUTERS
A D V I C E F O R M A N A G I N G B U D G E T
CHOOSE EVENTS WISELY! EVEN TRIPS THAT JUST REQUIRE A BUS OR SUV HAVE A COST; AG TRUCKS TOO! CONSOLIDATE VEHICLES! SHARE ROOMS WHEN ABLE TAKE THE STUDENTS INTO YOUR CLASS SUPPLIES & MATERIALS - BE RESPONSIBLE APPLY FOR THE GRANTS
PROMOTE YOUR PROGRAM
DETERMINE DISTRICT PRIORITIES AND INVEST IN THOSE GET THE IBC’S RUN THE NUMBERS BEFORE THE ASK
FOR MORE RESOURCES ON THIS TOPIC VISIT
THOUGHTS ON SUSTAINABILITY
BY: TOBY LONG PRESIDENT OF THE AGRICULTURE TEACHERS ASSOCIATION OF TEXAS AND HAMILTON HIGH SCHOOL AGRICULTURE SCIENCE TEACHER
Inthe broadest sense, sustainability refers to continuously maintaining or supporting a process over time. This word is a timely theme to explore, as it is the time of year that some of you, as ag teachers, might feel overwhelmed.
Many of us started the school year procuring projects for spring livestock shows while maintaining momentum on projects for the fall. We then add preparation for Leadership Development Events to the mix. Then you have livestock validation, and the major shows the entry process. Simultaneously, throw in a fundraiser, a few sick animals, and any miscellaneous issue with broken equipment that you must repair. We must also prioritize meeting our instructional goals for the semester.
We do these things every fall. With hard work and dedication, we persist.
One thing is for sure, you will remember your first year.
I was fortunate enough to begin my career with an active and knowledgeable veteran teacher. It was a different time. Hamilton was a 2A high school and a single-teacher department, and I was hired as the second.
At that time, I remember there being an abundance of individuals looking to become ag teachers. Approximately 25 student teachers were in the Tarleton State University spring block in 1996. It seemed like there were not enough jobs for everyone to go around.
Today, there are five of us still left in the profession, two of whom I consider great friends, and they are even more excellent ag teachers. Kevin Thomas, Melissa Rosenbusch Spicer, Donnie W. Reed, Stephen Scitern, and myself are the teachers who were left from that block 28 years ago. Rumor has it that some of those are nearing retirement. However, their influen-
ce on our profession is invaluable.
As a new teacher, I relied heavily on my teaching partner, Terry Baize, and supervising teachers from Cross Plains, Roy Ritchie and Marc Morgan. They are the reason I am an ag teacher. I have watched many of you further the work of the various university personnel in crafting student teachers into educators and future leaders. The first semester's impact on me ingrained the importance and responsibility you are entrusted with when you sign the contract.
Some of the most valuable lessons I learned were from fellow ag teachers willing to help and share their knowledge. One of the first state championships my students won was the 2012 tractor tech contest because other ag teachers encouraged me to put a team together and were willing to share their knowledge and philosophies. This is something we can all continue to do to help our fellow ag teachers. We can be competitive and yet still help our fellow educators and their students.
Recently, we have seen a greater demand for ag teachers and not enough individuals to meet the demand. We are also seeing an increase in alternatively certified teachers; some, if only a few, are paired with other new or beginning teachers.
As a teachers association, we are fortunate to have the mentor program. This program, and others like it, is vital to ensuring our sustainability as a profession. I hope all of you realize that the Texas Team Ag Ed staff work diligently to provide professional development and communication to help us be more successful in our local chapters. Our professional development conference in Texas is second to none. We are fortunate to have resources to ensure our students and ag teachers have greater opportunities in the future.
AG TEACHER BRAGS
AUTUMN HAGEN RUDDER ISD
“Autumn’s middle name is ‘extra-mile.’ She is not only my teacher partner but my best friend. I have seen her make great connections with students, pushing them to be the best they can be and allowing them to succeed. Even in her second year of teaching, Autumn embodies the educator characteristics many strive for. She is doing amazing things in the classroom, the FFA, and our community. She is my role model, and I strive to be just half the person she is daily!”
SUBMITTED BY: CASSIE REDDING
JOSEPH LANE WEST SABINE ISD
“Ag teachers do it all, but Joseph Lane really is doing it all. On top of running a large ag program and FFA chapter at West Sabine ISD, he is also the mayor of Pineland and Pineland’s Volunteer Fire Department’s Chief. He has always put his work before anything. He has impacted the lives of so many students, including mine. He was my ag teacher and the reason I decided to become one myself. Without him, I know so many students, myself included, would have never found a place of belonging and fallen in love with FFA and agriculture.”
SUBMITTED BY: MACKENZIE SMITH
JENNA HOLLOWAY COLLEGE STATION ISD
“Ms. Holloway is one of the most inclusive teachers I have ever met! She has done an amazing job including my life skills students in her class and meeting them where they are. Her modified curriculum is so impressive and robust. It truly melts my heart to know that all my students' needs are being met at their level and that they are getting the opportunity to do the same activities alongside their peers. She provides the perfect example of inclusion. Her belief in the future of agriculture FOR ALL is so sweet and evident in how she teaches my life skills to students!”
SUBMITTED BY: GINI HOLTKAMP
AMBER HIBDON JERSEY VILLAGE ISD
"She is the reason I became an ag teacher. Amber has incredible drive and knowledge in her profession. She is super proud of all her students and continues to work hard to realize their dreams and reach their goals."
SUBMITTED BY: MAKENZIE CEGELSKI
SUSTAINABILITY OF AG EDUCATORS
BY: RAY PIENIAZEK
AGRICULTURE TEACHERS ASSOCIATION OF TEXAS EXECUTIVE DIRECTOR
We hear the word sustainability used often in society today. Upon googling the word "sustainability," it stated "the ability to be maintained at a certain rate or level." Another definition is "avoidance of the depletion of natural resources to maintain an ecological balance."
While the second quote is probably the most important to agriculture and making sure we are using our resources responsibly to continue feeding the world, I will focus on sustaining our agricultural education profession.
We have many ways to help promote and ensure that agricultural education will continue during our lifetime. Two ways we can focus on are promoting our career as agricultural education teachers and promoting agricultural education as a program of study for the future of our society.
We hear in the media that there is a shortage of teachers in our schools. While that is true, we hope it will turn around in the near future. Current agriculture science teachers need to create some sustainability for our future. We need to share the value of what we are doing and promote the culture of what a great teacher can inspire and do.
Each year, I complete a supply and demand report for NAAE based on our Texas teachers' breakdown. While some of the numbers cannot be collected due to limited data, others I submit are based solely on the membership in our association. I would like to share some of the data in a comparison of the 2020, 2022, and 2024 reports submitted.
After reviewing the trends in the data, a few points stand out. We are trending to have a greater diversity of races coming into our profession, and the number of females has steadily increased. If I remember correctly,
DATA POINT SUBMITTED BASED UPON OUR MEMBERSHIP DATA
2021 was the first year for our association to have more females than males in our professional membership.
One other number that stands out is certification types. If you look at those numbers, 28.5% of our membership is now receiving alternative certification through the many outlets that are now offered. We have some awesome teachers coming through this pipeline. If we are looking for a way to promote our profession, this is a route we can consider sharing with those great students who took a different path in college or industry and are looking for something new to do.
We have to continue promoting our profession. Share your why with your students on Teach Ag Day or through the FFA Career Week. What better way to show your support for the future of agricultural education than promoting your career? We need great students to follow in our footsteps and show them the great things you get to do daily. Be optimistic about what you do and show they are needed.
Promoting your agricultural education program is key to our sustainability. We have such a great program to offer students in your community the opportunity to develop their skills and become productive citizens. A recent research project done by the Texas FFA Foundation verifies we are outshining our other CTE programs in many ways. Promote the great things you are teaching and empowering our students and FFA members to do. Share daily, weekly, and as often as possible with all you can. Always promote positively and show how you are preparing the leaders of tomorrow. Use your ag issues and advocacy teams in the community and show your talent.
Agricultural education is such an important part of our world. If we don't encourage students to follow in our footsteps, then who will? Show them the value of teaching and sharing the great things about agriculture. Promote your program and your students so we can maintain our programs and the future of agriculture.
AN EXCERPT FROM A PAST AGRICULTURE TEACHERS ASSOCIATION OF TEXAS NEWSLETTER
80 THINKING PAST YEARS OF THE
THE DOINGS AND HAPPENINGS IN YOUR ASSOCIATION
October 2017
By: Michael Meadows, VATAT President
"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 agriculture 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. Barney McClure, VATAT Executive Director, recently said, “ag education today is whatever you make of it.” These words are true. It is up to us, as current ag teachers, to make our programs viable, strong, and successful. Doing this will benefit those in our classrooms every day as well as help ensure the future of this program. I encourage you to take time to evaluate your own program and test the overlap of your circles. Make the magic happen."
SOWING SUSTAINABILITY: GROWING LEADERS THROUGH FFA AND AGRICULTURAL EDUCATION
BY: JENNIFER JACKSON TEXAS FFA ASSOCIATION EXECUTIVE DIRECTOR
In today's fast-paced world, the conversation around sustainability has never been more critical. From reducing our carbon footprint to ensuring the future of our food systems, the call for responsible behavior in agriculture is clear. But while we talk about the need to sustain our planet, the first thoughts this elicits might be renewable energy sources or regenerative agriculture. Still, another form of sustainability we must pay attention to is sustaining our values and traditions, particularly when raising and developing the next generation of young leaders. And there is no better place where these two forms of sustainability intersect than in the agricultural classroom.
Just as the heart of our organization is at the local level, agriculture is at the heart of our world's survival. It feeds us, clothes us, and provides the raw materials for countless industries. But modern agriculture also faces many challenges, such as climate change, water shortages, soil depletion, and biodiversity loss, and don't get me started on consumer demands. Farmers and ranchers across the globe are being called to adopt sustainable practices that will reduce environmental impacts while ensuring long-term productivity.
Sustainability in agriculture is not just about preserving resources. It's about stewardship, a deep commitment to leaving the land better than we found it, not only for our benefit but for future generations. This sense of responsibility is central to the agricultural ethos. Farmers are, by nature, caretakers of the land, understanding that their actions
today impact the future of their fields, communities, and the world.
Just as farmers must cultivate our land with foresight and care, we must cultivate the values, traditions, and character of the students in our programs. In the same way that we ask farmers to be stewards of the earth, we must ask ourselves to be stewards of our youth's development to ensure that we raise strong, responsible, and ethical individuals who will carry forward the traditions of leadership, service, and hard work.
Nowhere is this parallel more apparent than in the agricultural classroom, where students learn the core values that define both good farming and good citizenship. Through programs like FFA and other agricultural education initiatives, students gain more than just practical skills; they learn about responsibility, integrity, and the importance of community. These lessons are as crucial to sustaining a solid future as the lessons you teach about crop rotation and water conservation.
Agriculture teachers and mentors in programs like Texas FFA are planting seeds, both literally and figuratively, that will grow into future leaders, problem solvers, and advocates for change. Just like our farmers tend our land, we must nurture young minds' growth, ensuring that traditions of resilience, leadership, and stewardship are passed on to the next generation.
Sustaining the earth and sustaining our values share another commonality: both
“ANOTHER FORM OF SUSTAINABILITY WE MUST PAY ATTENTION TO IS SUSTAINING OUR VALUES AND TRADITIONS, PARTICULARLY WHEN RAISING AND DEVELOPING THE NEXT GENERATION OF YOUNG LEADERS."
require long-term commitment. Responsible farming doesn't yield results overnight or develop our young members into well-rounded leaders driven by the same values and traditions that the FFA was founded upon. In the agricultural classroom, students learn that patience, dedication, and hard work are the keys to a fruitful harvest and a successful life.
Agriculture teaches young people the value of problem-solving. Whether figuring out how to conserve water during a drought or managing a team project, students learn that every decision has consequences, just like every farming practice impacts the environment. Through this lens, the agricultural classroom becomes a decisive leadership and personal growth incubator.
Sustainability in agriculture often requires balancing tradition with innovation. Farmers constantly find new ways to improve efficiency and protect resources while respecting the knowledge passed down through generations. Similarly, raising responsible young adults requires blending the timeless values of integrity, hard work, and respect with modern challenges and opportunities.
The agricultural classroom is the perfect setting for this balance. Students are taught the tried-and-true farming methods while learning about cutting-edge technologies like precision agriculture and sustainability practices. In the same way, they are being prepared to face the ethical challenges of the future with a foundation rooted in the values that have sustained families, farms, and communities for centuries.
A sustainable planet and a strong future generation both depend on the presence of strong mentors. That's where we all come in. Just as young farmers look to seasoned professionals to guide them through the complexities of the land, students look to their teachers, coaches, and mentors for guidance in navigating life's challenges. FFA advisors are uniquely positioned to serve as role models, teaching students how to succeed in the field and life.
FFA and agriculture education programs foster relationships between students and mentors, providing young people the personal and professional support to become responsible adults. Through hands-on experience, leadership roles, or community projects, students are given the tools to cultivate their land and their character.
As we look to the future, we must recognize that sustainability isn't just about environmental conservation; it's about preserving the values, traditions, and leadership skills that will carry us forward. Just as we need to tend to the land, we must tend to the development of the next generation, instilling in them the same sense of responsibility that guides our approach to farming and stewardship.
By teaching young people the lessons of agriculture, we are also teaching them how to navigate life responsibly and commit to leaving the world a better place than they found it. Just as we rely on sustainable practices to ensure the health of our planet, we must rely on our agricultural classrooms to ensure the health of our future leaders.
Ultimately, sustainability is about more than just resources; it's about our legacy. Whether it's the legacy of the land or the legacy of our members, the values we nurture today will shape the world of tomorrow. The agricultural classroom is not just a place of learning; it is a place of cultivating the future—one lesson, one value, one FFA member at a time.
HOW DID WE DO IT? SUCCESS LEAVES CLUES
BY: AARON ALEJANDRO TEXAS FFA FOUNDATION EXECUTIVE DIRECTOR
"EACH GENERATION STANDS ON THE SHOULDERS OF THOSE WHO HAVE GONE BEFORE THEM.” - STEPHEN HAWKING
Texas Agricultural Science Education and the FFA are quite possibly the strongest, thriving, innovative, and equipped organizations amongst our peers nationwide. How did we achieve such success? We have excelled programmatically, through FFA leadership programming, and financially.
We have fought for, tweaked, and innovated for our agricultural education classes.
We have innovated, changed, and visioned extraordinary FFA opportunities which are relevant.
We have bold vision, proven leadership, and professional networks that have ensured the financial stability of our organizations not just to survive but to thrive while also leaving resources that will live in perpetuity.
Agriculture is one of the greatest classrooms for business and strategic planning. Farming and ranching require accuracy, planning, and spotting trends quickly to ensure financial margins for long-term success. Marketing, collaboration, policy, and trade all factor into delivering the world’s most incredible supply chain for food resources and abundance. Best practices in plant and animal agriculture and successful business practices allow us to be exceptional stewards of our natural resources while creating efficiencies for expanded capacity to feed our country and the world.
Embracing a sustainable mindset for agriculture is a must. We must be good stewards of our natural resources while embracing the best food production and distribution practices. We must also be a good steward of our agricultural education and FFA programs. Teaching students the importance of stewardship goes beyond just plant and animal SAEs; it is also imperative to the sustainability of our organizations, communities, state, and country.
Sustainability is the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs. Best practices for organizational sustainability include:
Setting clear sustainability goals.
Integrating sustainability into the organizational culture.
Encouraging stakeholder engagement.
Actively communicating the importance of organizational sustainability to all involved with the organization.
Our business stakeholders also take note of our organizational sustainability efforts because they can help meet their Corporate Social Responsibility (CSR) goals. CSR is the idea that a business has a responsibility to the society that exists around it. Businesses that embrace CSR are typically organized in a manner that empowers them to act in a socially responsible way to positi-
vely impact the world. It’s a form of self-regulation that can be expressed in initiatives or strategies.
There are many ways a business can become more socially and environmentally sustainable. Partnering with nonprofit organizations, educating employees about the importance of being involved, and encouraging volunteerism assist their CSR efforts and can help an organization's sustainable efforts.
Organizations that have never pursued a sustainability initiative may experience growing pains as they work through the process. Sometimes, sustainability is captured in an immediate moment of organizational survival, while other times, it is the result of leadership's vision of operations, strategies, and processes that ensure success today while creating greater opportunities in the future. Both the present and future efforts for sustainability require intentional, focused, and collaborative efforts.
We each have a role to play in ensuring the sustainability of our organizations. I like to say, "the essence of leadership is to plant trees under whose shade you may never sit." We can each contribute to the sustainability of Texas agricultural science education and FFA programming.
Agriculture, Food, and Natural Resources (AFNR) works to ensure we have a voice at the Texas Education Agency (TEA) and our role in career and technical education (CTE), not just for the current school year but for those to come.
The Agriculture Teachers Association of Texas (ATAT) is agricultural education's professional or trade association component.
Building policy maker relationships.
Advocating for policy that supports our educators and classrooms.
Actively looks for ways to connect the best in agricultural practices to our educators.
Texas FFA Association creates programs today that make a positive difference in the lives of students and develop their potential for premier leadership, personal growth, and career success through agricultural education.
Effective leadership development.
Scholarship opportunities.
Immersive experiences in agriculture, leadership development, and community service.
Texas FFA Foundation works to develop resources for student members and educators for current operations and future opportunities.
Strong steward leadership development through programming that fosters teacher retention, professional networks, sponsor engagement, and student awareness of organizational stewardship.
Creating sponsorship relations that support current programming while investing in future opportunities in leadership development and scholarships.
Helping bridge opportunities for sponsors, stakeholders, policymakers, educators, and students to gain great awareness of the importance of program advocacy today, which creates even greater opportunities for the future.
Texas agricultural education and FFA programs will thrive due to a sustainability mentality. A sustainable culture will require a collective and collaborative approach. It is not just one member of Texas Team Ag Ed's responsibility. Our future depends on what we do today, so those who follow in our footsteps can see farther and go farther because of our stewardship and efforts.
TEXAS YOUNG FARMERS CHAPTER SPOTLIGHT
BRYAN YOUNG FARMER CHAPTER
The Bryan Young Farmers chapter was formed in the 1950s by a group of recent Stephen F. Austin High School graduates. This chapter was a force to be reckoned with during the heyday of Young Farmers and adult education. Unfortunately, it was disbanded in the 1990s when the organizing advisor retired. After attempts to operate on its own, BYF reestablished its chapter in November of 2000.
Founded on the principles of leadership, service, education, and scholarship, BYF aimed to provide scholarships for Bryan FFA graduates pursuing an agricultural career. Kettle Corn was the financial answer to this goal. The group is known for its partnership with Producers Coop and its biannual successful popcorn sales. The members are now pros owning kettle corn equipment and a trailer, allowing them to expand their community service to other organizations, including the Brazos County GoTexan Committee.
As with any community, Bryan grew and now has two high schools. Fortunately, the Bryan Young Farmers chapter grew with the district and now happily supports Bryan and Rudder High Schools. BYF currently presents four scholarships in memory and honor of members. The most recent addition is the Lance Hausenfluck Memorial Scholarship, established after his untimely passing in June
2024 at the age of 40. Lance unselfishly gave in service to all the efforts of the young farmers at the local and state levels. Thanks to donations from across the state, the first Lance Hausenfluck Memorial Scholarship will be presented in May of 2025. This spotlight is dedicated to him by the Bryan Young Farmer chapter. Thank you to all who contributed to the scholarship fund.
there is More Than One Way to be Great.
SUSTAINABILITY AND THE TEXAS FFA ALUMNI AND SUPPORTERS
BY: KELLY WHITE, TEXAS FFA ALUMNI PRESIDENT
I"We Bring the Farm to School, Nourishing Kids and Communities." This statement can be found on the t-shirts proudly worn by Lake Travis High School Food and Nutrition Services staff members. When worn, the message is shared with almost 3,500 students. I appreciate them advocating for agriculture!
In 1987, the United Nations Brundtland Commission defined sustainability as "meeting the needs of the present without compromising the ability of future generations to meet their own needs." In 1987 I wonder how much time and money was spent on this commission to develop this definition. One that agriculturalists have known for centuries.
I think E.M. Tiffany was ahead of his time with most of his wording of the FFA Creed. Think of sustainability the next time you read/recite the FFA Creed.
"...and in the ability of progressive agriculturalists to serve our own and the public interest in marketing the product of our toil."
“MAKING SOMETHING LAST GOES BEYOND THE FINANCIAL ASPECT. IT MEANS MAKING FRIENDSHIPS AND MEMORIES THAT LAST."
"...in the promise of better days through better ways, even as the better things we now enjoy have come up to us from the struggles of former years."
Over the years, sustainability has taken on many characteristics, meanings, political agendas, etc. Some might say it means to be "one with nature," or to "live in harmony," or perhaps "co-exist with your fellow human beings." Prepping for this article allowed me to figure out what sustainability means to me. The answer? Sustainability means to make something last. You can make it better, but make sure to make it last. Use your resources wisely.
I like to think that the Texas FFA Alumni and Supporters uses its resources wisely and has created a sustainable program that generates funds that are distributed through grants, scholarships, and support of programs in the Texas Ag Ed family through our annual auction, donations, and more. Making something last goes beyond the financial aspect. It means making friendships and memories that last.
I hope that you consider starting a local Alumni and Supporters affiliate in your program.
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
