Planning summer programs of vocational agriculture should begin well before the summer months. Teachers should make a priority list of activities containing items such as changes or improvements in the curriculum, Future Farmers of America activities, summer supervision, professional improvement, preparation of facilities and equipment, and…

A discussion of a study completed at Oklahoma State University whose purpose was to examine those segments which are basic to the summer program of vocational agriculture. The methods, findings, and implications are included. (HD)

Discusses extended summer contracts for vocational agricultural instructors in view of budget restrictions and the effectiveness of instructors' summer activities. Lists 23 activities normally undertaken by instructors during summer months and provides eight suggestions to vocational agriculture instructors to help them justify, maintain, and…

Summer programs of vocational agriculture can be both effective and accountable if they are well planned, placed into action, and publicized. Written plans should contain a daily list of activities. The effectiveness of the program will depend upon the efforts of the teacher. Public relations should continue into the summer months. (LRA)

Describes current inservice vocational agriculture education practices in Iowa. The following delivery methods are included: special topic seminars; Iowa Vocational Agricultural Teachers' Association (IVATA) instructional materials packet; workshops for specialty instructors, beginning teachers, and first-year instructors; summer workshops;…

Reviews the research on summer vocational programs and suggests how to justify a summer program. Presents major criticisms of summer vocational agriculture instructors and programs. Discusses acceptable summer activities (for example, those centering around students within the local community) and planning summer programs. (LRA)

A description of how a vocational agriculture teacher expanded his field of knowledge through a University of Arizona summer internship program with the National Forest Service. (HD)

Both school year and summer activities of Oregon vocational agriculture teachers were identified and the number of working hours spent on each activity was tabulated. The study indicated that over half the teachers' professional work time was spent in activities outside the classroom, including project supervision, placement development, and work…

Discusses the findings of a subcommittee of the American Vocational Association which examined the current information about 12-month programs of vocational agriculture. Surveyed state supervisors to determine what types of help and support were available from the state level. Discusses planning aids used in establishing and planning summer…

Focusing on the need to give aspiring teachers practical "hands-on" experience in vocational agriculture, the planning, supervision, and evaluation of a summer work experience program for vocational agriculture teachers in Pennsylvania ("Philadelphia Workshop") is described. (BM)

To continue high quality secondary agriculture education programs needs must be met with strong (1) recruiting, (2) summer teachers' programs, (3) teachers' professional background, (4) classroom approach, and (5) community involvement. (LRA)

To aid beginning New Mexico vocational agriculture teachers, the New Mexico State Department of Vocational Education initiated two activities: developing a first-year handbook to provide direction and guidance and making a visit to beginning teachers before the start of school. Beginning teachers indicated that both activities have been helpful.…