Shelby Fisher- AGED 420 8/20/17

Assignment:
Personal vs. Colorado vs. National Standards
Key:
Blue differences (Personal to Colorado to National)
Bold main ideas
 Curriculum Design and Instruction
Personal Standards
Intro- identifying different concepts in all areas of
agriculture by Animal sciences, machinery, ag
business, natural resources, welding, electricity, wood
working, horticulture, ect.
Include 3 circle model
Lesson plans per each unit with detailed organized
instruction
Students should be allowed time to keep their record
books up to date during class time.
Students will be required to have an approved SAE by
parents and teacher.
Teacher will have posted outline of class assignments
and objectives for student accessibility
Teacher will assess students accordingly
Teacher will advise students in a career pathway in
coordination of school counseling department for
further development post-high school.
Comparing Curriculum Design and Instruction standards of my personal ideas to Colorado guidelines and NQPS have lots of differences. These
differences include how organization is done and what should be included in each subject of curriculum design, instruction, facilities and
instruction. My personal standards match both Colorado and NQPS in their own ways, but the Colorado guidelines for curriculum and
instruction in my opinion are set in place for a smooth flow of an ag ed program to meet NQPS, whereas the NQPS are necessary requirements
and how you can meet them.
Further Notes:
Colorado Guidelines
6 recognized AFNR pathways with 4 years of course
work minimum 120-180 hours
Must meet all CCCS Program Approval standards
Instructional plans have objectives, activities,
resources, methods of assessment that meet
standards.
Student to teacher ratio: 25 to 1 classroom, 20 to 1
laboratory, 80 to 1 enrollment
Outlines of curriculum must be current and available
to students
Teacher must maintain safety documentation of
instructions, trainings, and safety violations
Finance literacy, entrepreneurship education, job seeking
skills all intergraded into curriculum
Textbooks must current, be biased free and approved by
advisory committee.
Student Records and Evaluation must available for
review, have an assessment system to determine
achievement.
Shall provide catalog/handbook of descriptions of
programs for perspective students.
NQPS
1 A. Curriculum Design POS reflecting needs of
community, students utilize for enrollment decisions,
Inclusion of POS in student handbook, student and
guidance counselor interviews of awareness, technical
content aligned with core academic content standards,
POS are aligned with postsecondary standards (can allow
students to gain credits through concurrent enrollment),
include 3 circle model
1B. Instruction classroom and lab instruction
integrates project based learning through SAE and
leadership development through FFA. Integrates the
application of core academic standards. Teacher
demonstrates complete understanding of developmental
patterns and flexible understanding of curriculum to work
with learners. Understand, integrate assessment,
planning and strategies in engaging ways. Engage in
meaningful professional learning and self-renewal by
examining practice through ongoing study
1C. Facilities and Equipment: VIEW BELOW
1D. Assessment- Academic, technical performance is
evaluated through authentic assessments to the POS.
Student growth evaluated through SAE and work based
learning. Students document their knowledge and skills in
the POS through cumulative portfolio. Program
demonstrates grading procedures based on 3 circle
model.
 Experimental Learning
Personal Standards Colorado Guidelines NQPS
Finance literacy, entrepreneurship education, job seeking 1. SAE is integral component of the ag, good, and
Students should be allowed time to keep their record skills all intergraded into curriculum natural resource program, with all students maintaining
books up to date during class time. Work based learning relating to CTE and students SAE and career plan of study. Students document SAE.
Students will be required to have an approved SAE by occupational objectives: cooperative education, 2. SAE aligned to AFNR pathways and curriculum
parents and teacher. internship, simulation, school based enterprise, lab standards. Discussion on how skills gained through
Teacher will assess students accordingly work. Instructors will be provided one period each SAE can help in the future
Teacher will provide one based realistic project for school day to make on-site visits of students work 3. SAE assessed by measuring student growth against
based learning. relevant set of career based skills by recording data
students per semester per class.
SAE will be required for students enrolled, this should be 4. SAEs are student planned based on career plan of
Students will actively participate in SAE and show
study. SAE can articulate how decision making and
development related to the pathways. Students will also be required
involvement is done through the years.
to maintain accurate up to date records.
5. Maintain accurate documentation to meet state and
local retirements
6. Teacher meets local and state expectations for providing
direct supervision for students SAE. Teacher
encourages adult mentor to provide instruction and
support.
7. SAE documented by agreements between student and
adult supervisors. Plan for career readiness and
growth.
Comparing Expiermental learning standards of my personal standards to Colorado Guidelines and NQPS have many differences, but all can be
implemented into an ag program. Over all three, SAEs are mandatory with recording systems for students and teachers to show growth and
development. In my personal standards differences entail allotted time for students to work on record books, as well as a work based learning
project per semester per class. The NQPS explain more detailed ways to have students be successful in SAEs and self-development.

Further Notes:
Leadership Development
Personal Standards
Set goals and exercise success
Track leadership development through programs such as
aet.com
Participate in CDE or LDE
Student will show development by senior year through a
self-based project to share out
Students will be required to participate in at least 3
leadership development activities a year
Colorado Guidelines
CTA will integrate leadership, citizenship, organization, 1. All students enrolled in ag classes have the opportunity to
imitative, personal development and responsibility, FFA
provides this with annual fee.
Record of student participation
Requirements must be met, or can be suspended
NQPS
be a member of the FFA
2. Students build progressive leadership and personal
development plan. Continuously working to achieve
goals, and progression through reflections.
3. Students participate in meaningful leadership and
personal development activities in each part of the 3
circle model. Students document leadership and
skill development.
4. FFA chapter constitution and bylaws are up to date
and approved by chapter members. Plan to review is
led by chapter officers.
5. FFA members are involved in planning and
implementation of POA. Completed National
Chapter Award application.
6. Conducts regular scheduled chapter meetings
7. Award recognition program planned and conducted by
FFA members
8. FFA chapter has current budget which provides
recourses for POAs

Leadership Development comparisons from my personal standards to Colorado Standards and NQPS can all be directly related to each other
but with sufficient differences. The quite obvious differences is seen in how the NQPS are more detailed in FFA chapter organization and flow,
while the Colorado Standards are more generalized. I feel my personal standards are more or less developed around the three circle model in
achieving leadership development through FFA, Classroom involvement and SAEs.

Further Notes:
Certified Teacher / Professional Growth
Personal Standards
It is the teachers responsibility on keeping licensing up
to date
Participate in Ag Ed development events/conferences
Teacher must continuously be furthering content
knowledge
Must regularly visit students SAE projects
Colorado Guidelines
Hold all necessary endorsements, licenses or
authorizations required by CDE
Continuing professional development with assistance
of local school admin
Encouraged to actively involved in professional
organizations to content area (CACTE or CVATA)
Must be employed for min of 40 summer days beyond
the 9 month regular contract for: SAE supervision,
management/maintenance of lab, FFA activities,
involvement of state/county fairs, advisory meetings,
program marketing, ect.
Will submit local admin and CCCS planned calendar and
report of extended activities.
Admin support budgets should include: annual salary,
compensation for duties beyond standard teaching day,
facility operation, equipment and material purchases,
consumable supplies, staff travel, transportation,
student LDE, instructor professional development
NQPS
1. Each teacher is state certified to teach agriculture,
food, and natural resource education. Teacher has
advanced degree from college or university and is
certified above basic state level.
2. Ag ed contract includes adequate compensation to
meet local and state requirements of an
comprehensive ag ed program. Prepares calendar of
work for outside regular school year activities.
3. FFA advisor is a certified Ag Ed teacher, who volunteers
to serve district, regional, state or national FFA
activities.
4. Teacher actively participates in state and national
professional ag ed associations, NAAE or ACTE
member.
5. Teachers advocate for ag ed as a career opportunity
at national or government level as a profession and
career.
6. Teacher contributes to technical and instructional
knowledge base of profession. Organized or
presented a professional workshop for teachers at
a national or regional level.

Certified Teacher and Professional growth standards meet high expectations of all guidelines. My personal standards relate to both Colorado
guidelines as well as NQPS. The Colorado guidelines differ from the NQPS by what the teacher should do to meet expectations at a local level
as well as receiving support at a local level. The NQPS sets an expectation for the teacher to meet as being involved in applicable
organizations and show leadership through developing professional workshops and advocating for ag ed.

Further Notes:
Marketing
Personal Standards Colorado Guidelines NQPS
Advisory board marketing opportunities Must be employed for min of 40 summer days beyond 1. A strategic marketing effort is in place with pieces
Social media outreach the 9 month regular contract for: SAE supervision, implemented by key stake holders, data and evaluation
Fairs, Farm shows outreach (community) management/maintenance of lab, FFA activities, linked to program success.
Fundraisers involvement of state/county fairs, advisory meetings, 2. Recruitment and retention plan for steady or increasing
program marketing, ect. student enrollment.
3. Relevant ag ed program data is utilized for marketing and
communication purposes. Data driven key
messages distributed to key stake holders.

Marketing Standards are the smallest but can be the most important because it ultimately makes the reputation and volume of the chapter. My
personal standards are more detailed on how I plan to market my ag program, while the Colorado guidelines dont really implement on how
marketing should be done. The NQPS gives the most detailed suggestions on how a program will market themselves through plans,
recruitment and key stake holders.

Further Notes:
 Community and Partnership
Personal Standards Colorado Guidelines NQPS
Teachers must keep a functional advisory board with Program content must be based on input of advisory 1. Key stake holders are regularly informed of goals,
new/retiring members council objectives, and accomplishments of the program.
Community involvement through volunteer experiences Develop public relations activities (newspaper, career Written program and review and documentation of
for students days) assessment.
Work with other clubs within the school to do community Work Based Learning community connections for 2. Key stake holders engage in the ag ed program.
outreach students Highly engaged to expand involvement and overall
Advisory committee utilize business/ industry/ success of chapter.
community connections. 51% voting members related 3. Key stake holders are recognized for their support.
4. Teachers participate in key stake holders activities
to business and industry occupations; members include
educational admin, counselor and special population
admin; membership on the committee is representative
of ethnic and gender diversity; must meet min of two
times annually (minutes kept on file); Evaluate 5 year
plan
Establish a link with other postsecondary partners for
additional education opportunities for students.

The Community and Partnership standards written by myself, Colorado guidelines and NQPS generally revolve themselves around an advisory
board or key stake holders. The NQPS states more expectations of teacher responsibilities in an advisory board as well as the key stake
holders duties. The Colorado guidelines as well as my personal standards go past the advisory board to community outreach through public
relations, postsecondary opportunities, and SAE connections for students in the community.

Further Notes:
Program Facilities
Personal Standards Colorado Guidelines
Textbooks must stay up to date with current agriculture Facilities to ensure safety, orderly and quality
content areas instruction
Technology should be kept up to date classroom, computer lab, office, storage, shall be in close
Shop should meet safety standards for students proximity of each other
Storage for shop materials meet ALL requited safety standards and maintained
Adequate classroom space provided technological advances
Tools should be up to date minimum space requirements for office, classroom,
storage, and labs
equipment should compare to what is currently in
the industry including commercial equipment
appropriate number of work stations for students
All safety equipment must be operational, including
fire extinguishers updated and emergency exit
identified
Emergency lockout and tag procedures must be
provided and eye and body wash stations
NQPS
. Facilities and Equipment- Facility size provides for
effective delivery of all POS (5 year plan upgrading
existing infrastructure with budget).
Facility and equipment is in compliance with existing
state, local and federal regulations.
Trainings in place for individuals using facilities.
Clean, organized and maintained (standard operating
procedures).
Designed for all students. Storage spaces sufficiently
sized for student and teacher materials.
Inventory of equipment and quotes for replacements.
The quantity of equipment adequate for all
students enrolled.

All the Program Facility standards are pretty basic, with a few differences in standards to list. My personal standard difference is that textbooks
for the facilities must stay up to date in addition to technology. Colorado guidelines state the unique feature of that all the equipment should
meet what is currently in the industry and that emergency lockout procedures are in place for equipment. The NQPS keeps their standards
straight and to the point of updates, maintained, adequate quantities and safety procedures.
Further Notes:
Program Planning/Evaluation
Personal Standards
Finish POA throughout years/semesters
Advisory council inputs for evaluations
The Program Planning and Evaluation Standards are mostly based around the 5 year plan visited yearly in the Colorado and NQPS guidelines.
A budget and survey is also included in the NQPS for evaluation purposes.
Colorado Guidelines
The program will have a five-year plan (visited yearly) 1.
on file that will contain, but will not be limited to, the
following areas: Program mission statement, Program
goals and action statements, Facility operation and
maintenance requirements, Equipment and material
purchase goals, Consumable supplies budget, Staff 2.
travel and per diem, Transportation for field trips,
Student leadership development activities, Staff in-
service educational goals, Instructor professional
development
Program content must be based on input of advisory
council 3.
4.
5.
NQPS
Relevant ag ed program data is collected and
reported to key stake holders and other entities
determined by local and state requirements. Information
is linked to economic and workforce trends and career
readiness skills used for program design and direction.
Survey of key stakeholders is taken relative to their
expectations and current assessment of program quality
and success of students. Teacher uses feedback to
report to admin and advisory boards to adjust
instructional strategies, student requirement, and
offerings.
A representative of the advisory board meets
regularly and collaborates in creation and pursuit of
programs strategic plan.
A 5 year plan addressing the seven standards of
NQPS document is created and implemented based on
data, surveys and committee input. This is reviewed
annually.
A budget is in place and provides financial resources to
support the current and planned needs of the program,
aligns with 5 year plan.
Further Notes: