Oley Valley School District
Oley, PA

When the Best Manufacturing Practices (BMP) program conducted its first educational survey at Stafford County, Virginia, the survey team found several best practices such as Stafford's Teacher Selection Process and its Facilities Management program. The team was enthusiastic about this exemplary work in education and looked forward to the next opportunity to participate in an educational survey. Consequently, when the National FFA Organization approached BMP about supporting its Local Program Success (LPS) initiative, BMP readily agreed to provide support. The National FFA Organization is a student organization for middle, secondary, and post-secondary agricultural education students that makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agricultural education. BMP contributed its proven and highly successful survey model to an important effort coordinated by three educational and government entities.

The LPS initiative seeks to help agriculture teachers and their students become more successful by applying nationwide best practices in agricultural education. This joint effort of the National Council for Agricultural Education, the U.S. Department of Education, and the National FFA Organization, funded through the National FFA Foundation, provides resources that teachers can use immediately to enhance and improve their existing programs. The FFA applied to the BMP program for use of its best practices survey model to identify, document, and disseminate information on best strategies and resources in education.

The National FFA Organization developed the framework for its best practices based on a national initiative for agricultural education. Nationally, agricultural education is driven by a strategic plan that contains the mission and seven value-based goals. Through the LPS initiative, a set of priority actions was developed for achieving the mission of agricultural education through the proactive development of local agricultural education programs. The philosophy driving the action agenda is the belief that when local programs are successful, state and national programs will be successful. While the primary focus is on middle and secondary schools, the intention is that opportunities for seamless educational strategies and life-long learning related to post-secondary and adult education will result from this effort.

A national task force of teachers, education leaders, teacher educators, and business/industry representatives was formed. The national task force identified six key factors related to successful local agricultural education programs. These key factors were utilized by the National FFA Partner Development Team and provided the basis for the Best Practices surveys. The factor of professional growth was not addressed in this survey.

The LPS initiative uses five key areas of observation: Program Development and Marketing; Classroom and Laboratory Instruction; Building Partnerships and Mobilizing Volunteers; Work Based Learning (connections between the classroom and careers); and Student Leadership and Personal Development.

The Oley Valley School District in Oley, Pennsylvania was recommended by educational leaders because of its exemplary Agricultural Science program. The Oley Valley School District, which encompasses 65 square miles, is located approximately 10 miles east of Reading, Pennsylvania. The Oley Valley School District serves the residents of Alsace, Oley, Pike, and Ruscombmanor Townships. This District has a total population of approximately 13,000 residents.

The Agricultural Science program at Oley Valley supports a strong project-based, student-oriented philosophy. This unique program emphasizes integrated work skills which the student needs for successful application in the workplace following graduation. Core competencies are taught, followed by contextual learning through student projects. These classes and projects are continually augmented with field trips, business-sided instruction, and work-based learning programs so students can learn not only what the business process is, but also its real-world application. The entire process for approximately 125 students is guided and administered by one, full-time instructor and one, half-time instructor. Next school year (1997-1998), the Agricultural Science program is expected to use the half-time instructor on a full-time basis.

The survey team found that the instructor, as in all learning situations, remains the pivotal element to education by establishing the climate, delivering instruction, and ensuring the subject matter is taught in a way that students can easily comprehend and enjoy. Many students at Oley Valley emphasized that the instructors made the learning process a fun and enjoyable experience. Although balancing the instructional elements in any program can be overwhelming, the instructors at Oley Valley have successfully moved into a manager-of-resources role. The survey team soon discovered that even though there were many inputs into this program (e.g., local advisory board, school administrators, alumni input), the central role of the success of the program always came back to rest on the shoulders of the instructor. This teacher-as-manager, or in this case teacher-as-catalyst role, is effective in helping Oley Valley students establish basic competency, implement project-based applications, and integrate important work skills.

The pilot program at the Oley Valley School District provides a benchmark for other technical educational instructors, educational professionals, and teachers across the United States. In addition, the industrial and manufacturing base may benefit from some of the best practices cited at Oley Valley such as training methods, marketing strategies, and business/industry partnerships. The survey team found the following practices among the best ' in other words, the elements of the program of which the teachers are proudest or those activities that could be duplicated in other programs to generate ideas for future growth and success nationwide. These practices are to be used as a resource for growth and development, and do not necessarily indicate the pinnacle of excellence has been achieved. The teachers in the Oley Valley Agricultural Science program are continually improving their program's elements.

TABLE OF ACRONYMS:
The following acronyms were used in this report:

INT OF CONTACT:
For further information on any item in this report, please contact:

Dr. James Howe
Agricultural Science Program
Oley Valley High School
Oley, Pennsylvania 19547
(601) 987-4270
Fax: (601) 987-4138

Students at Oley Valley High School, who pursue an agricultural education, tend to have a basic interest in science. The Agricultural Education program also helps the students understand the vastness of the agriculture industry and the opportunities available. The agricultural biology courses emphasize food science, plants, and animals in a hands-on contextual approach. In addition, several field trips are included in the course so students can observe first hand the operation of agriculture-related businesses. The students gain an appreciation for the sophistication of a production farm operation and of the skills required to be successful. Students can take this course as an elective to meet the requirements for biology.

Dr. James Howe and Mr. Jeremy Deysher meet with the parents of incoming, eighth-grade students to provide an overview of the program and update their perspective of the expanding opportunities in agriculture. They also meet with each eighth-grade student to inform them about the courses that are offered in agricultural education. Both teachers are very student oriented, caring, and personable. As a result, they have been very successful in recruiting students and increasing enrollment.

The application of science is the basis of these agricultural education courses. This basis combined with the availability of two college-prep courses (agricultural biology and advanced animal science) have been major factors in overcoming a negative, traditional 'cows and plows' stereotype of the program. Students, school officials, and the community recognize these agricultural courses as rigorous and beneficial to the students as they pursue further education.

Emphasis on career exploration is evident as a component of all regularly-scheduled course offerings as well as the SAE program. Although career exploration does not appear to be an organized effort in elementary or middle school, it is very evident in the agriculture program delivery. Efforts to connect with school-to-work and tech-prep programs are also evident. The program has a reputation in the community for providing a relevant and practical education for students.

The Oley Valley Agricultural Education program has a solid reputation throughout the community and the school as a rigorous, science-based program. The courses are taught via a practical, hands-on approach that facilitates the learning and retention process. Although these courses depict a strong academic component and high expectations for the students, the teaching techniques maintain a student-centered focus through patience, extra time when needed, and an attitude reflecting a strong belief in the students.

The Agricultural Education program has been modernized, diversified, and changed to meet today's needs. The effective teaching strategies include using current techniques such as hydroponics, aquaculture, and diversified products (e.g., ostrich eggs, alligator meat, Japanese quail). Parents commend the instructors on their ability to push the program to its fullest potential. Many students emphasized that the teachers make the learning process a fun and enjoyable experience. The FFA Chapter also compliments the Agricultural Education program because it teaches responsibility, team work, and diligence. David Miller, a school board member, commented 'FFA helps students live life better because they learn to give back to the community. It helps them make better choices and is a guide for what they will do for the rest of their lives.'

Each instructional unit taught has a section that deals with related career opportunities. Students become aware of the broad careers available and can develop the skills needed to pursue those careers and further education. As a result, most graduates of the program pursue further education. In addition, many students return to Oley Valley and are employed in local agriculture-related businesses.

Traditionally, the implementation and development of an advisory board for local agricultural education programs have been a significant part of successful programs. The presence alone of an advisory board is typically insufficient for the programmatic and visioning activities that a program requires. The Oley Valley Agricultural Education program utilizes a very effective and active advisory group. The Agriculture Advisory Board consist of 12 to 15 people who represent a cross-section of school, community, parents, and alumni of the program. The diversity of the Board assists in providing a greater representation from the community.

The Advisory Board serves as a very important, decision-making group for the Oley Valley program. The implementation of new curriculum and programmatic changes are approved through the Advisory Board. The Board also serves as an advocate for the program, and assists in representing the views of the program to the community and the school board.

The importance of the Advisory Board was evident through discussions with several of the community businesses. As indicated by the members of the community, a strength has developed over time as a result of using former graduates as members of the Board, who now work or own businesses in the community. This has increased the involvement and interest of the members of the Advisory Board as a result of their personal experiences.

Of the many activities of the Advisory Board, changing the curriculum and programs that were offered at the high school is a significant example of the successful vision of the Board. Through a needs assessment of the community and the Advisory Board representation of the community's interests, the Board makes recommendations, as needed, in the curriculum areas to meet students' needs.

The process is the truest way to market and research the needs of the students and the community, and to successfully deliver a program for meeting those needs. This success has increased enrollment from 30 students to over 160 who are registered for next year's classes. The fundamental aspects of this change were the leadership and guidance of the Advisory Board.

Local businesses and industry, parents, and school administrators are all active participants in the Agriculture Advisory Board. While the instructor is central to this Board, local advisors participate proactively and focus on local needs and concerns. Information is also provided to the community through the District's newsletter.

Students, parents, local businesses, and administrators are attracted to the Agricultural Education program because of the success of its students and the dedication of its instructors. The students also demonstrate an ownership to the program by maintaining and caring for the facility, and by showing their pride in the quality of their program.

The Agricultural Education program encourages proactive participation by conducting various activities such as presentations to middle school students. The Agriculture Advisory Board is representative of the local community and has accessibility to the program. The program builds the basis for various career opportunities for the students, including further education. In addition, the Agricultural Education program's value and quality facilitates proactive participation of adults in the community.

The Oley Valley School District program offers students an opportunity for practicing skills and knowledge, and applying those skills in real-life, oriented settings. Projects incorporate mathematics, science, business, and safety within the context of the real world. Students can observe the value of what they learn in a contextual manner.

Developing projects based on real-life (workplace) expectations and local industry needs are essential to the success of the program and student achievement. The use of technology and other resources within the school and the community are important to the development of skills, knowledge, and real-world applications for student projects.

Over the past ten years, the adoption and development of new initiatives has created a very positive influence on the elements of agricultural education. Numerous innovations and initiatives have and continue to impact education and educational reform. The Oley Valley School District and the Agricultural Education program have worked to promote and create opportunities for students through the adoption of many new initiatives. Some of the initiatives that involve the Oley Valley program include:

Supervised Agricultural Experiences (SAEs) are a work-based education that allows students to gain employability skills by placing them in real-life situations. Students who participate in a SAE program must be currently enrolled in an agriculture education course.

Oley Valley High School's Agricultural Science program utilizes SAEs as a way of connecting a student's career objective with classroom instruction and hands-on, real-world experience. This work-based learning approach affords students the opportunity to explore various career options. Since this experience is gained during their high school education, the students are also better prepared, upon graduation, to succeed in today's workforce or pursue post-secondary education. The emphasis for student involvement is based on their career objectives. Students with an agriculture career objective are encouraged to participate in the program.

Dr. James Howe manages the SAE program by offering an individualized approach that assists students in custom designing their programs. SAEs are credit offerings which do not occur during regularly-scheduled class periods. Instead, students participate in the program after regular school hours or during school hours at prearranged times, determined in consultation with the agriculture instructor. SAEs may be integrated into the students' regularly-scheduled courses to utilize the agriculture laboratory facilities, but currently, they do not take place during regularly-scheduled class time.

Some students choose entrepreneurial experiences, while others choose on-the-job training with local businesses or agriscience research projects. SAEs may take place at the student's home, a local business, or in the school's agriculture education facilities. The type of experience is based primarily on the student's career objective. Teachers serve as career advisors to help students identify their interests and advise them on the types of SAEs available. This teacher-as-manager method enables the students to direct their own future career plans, thereby instilling a sense of ownership in the student.

Considerable emphasis is placed on the importance of relating what the student learns in the classroom to real-world experiences. Students rate their SAEs very high in its effectiveness of relating back to the classroom experience. The students' career objectives and SAE programs are often supplemented by FFA career development events in related areas. Former students have identified their success in the workforce as being strongly related to the SAE programs which they conducted during high school.

At Oley Valley, the instructor is the catalyst for the active participation of local businesses, parents, alumni, and school administrators. This teacher-as-manager role is effective in helping the students establish basic competency, implement project-based applications, and integrate important work skills. The Oley Valley program also includes the active involvement of parents; local businesses and industry; school administrators; the school board; and a dynamic FFA Chapter led by the students. Upon seeing the program's benefits to the students and the community, school administrators and community members have provided support by obtaining supplies, planning events, marketing the program, securing equipment, and offering moral support.

The Oley Valley School District program is successful due to the student leadership of the Agricultural Education program and its activities. Students show pride in the program ' it is evident that the students are also looking for positive results, not just recognition.

The agricultural education instructors at Oley Valley have instilled a sense of ownership in their students regarding the Agricultural Education program. This ownership creates an opportunity for students to accept responsibility for leadership activities and events, while providing a unique opportunity for leadership development ' experiencing leadership.

The strong self images and confidence that the students exhibited during the survey visit is indicative of the leadership skills which these students have acquired. Students take responsibility for their leadership development and truly understand what is expected of them. In addition, the students express a genuine level of support from the agriculture instructors, which allows the students to take risks and try new opportunities. Clearly, the instructors provide students with encouragement to reach their goals, as well as the resources to accomplish those goals.

Comments made by students regarding their leadership experiences include: