Navigating the Sea of Partnership Building

By Estepp, Christopher M.; Stripling, Christopher T. et al. | The Agricultural Education Magazine, January/February 2010 | Go to article overview

Navigating the Sea of Partnership Building


Estepp, Christopher M., Stripling, Christopher T., Roberts, T. Grady, The Agricultural Education Magazine


We have all heard the saying "no man is an island." This saying is certainly true for the local agricultural education teacher. In order for an agricultural education program to be effective it needs to be built upon collaborative efforts within the local community. Anyone who has been in agricultural education for any amount of time recognizes the importance of developing partners in the local community. These partnerships are the lifeblood of a program ensuring current support, as well as a vibrant future. Without community partnership, the agricultural education program will never reach its full potential.

Establishing partnerships is not always easy, but being an agricultural education teacher lends itself very well to building relationships in the community. For example, many agricultural education teachers are the defacto town veterinarian, horticulturist, unofficial school spokesperson, and basic jack of all trades. However, building professional relationships within the community goes beyond the teacher providing services. To build professional relationships means your program is partnering with someone or some entity for the enhancement of both. According to National FFA's Local Program Success Guide (National Council for Agricultural Education, 2002) there are five basic steps to building successful partnerships in the community.

1 . Identify potential partners

2. Determine benefits of involvement for potential partners

3. Present benefits of involvement to potential partners

4. Establish a plan for involving core partners

5. Reward partners by recognizing them for their contributions and support

Identifying potential partners is probably the most difficult task for teachers. Remember, building partnerships should lead to reciprocal benefits. This is where agriculrural education teachers may get into trouble; they often want to help everyone without taking time to think how these people may be able to help their program. There are people and businesses in your community who are more than willing to support your program; you just need to identify them. For many agricultural education programs, potential partners include extension; businesses; civic and professional organizations; and producers.

Extension

Collaboration with a local 4-H agent can be beneficial to students in both programs and students should be encouraged to be part of both organizations. This can be a tremendous help to you as a teacher. First, it can give you another set of eyes when it comes to evaluating SAE projects. Most agents are very knowledgeable at evaluating projects, especially entrepreneurship projects like livestock. This resource can be helpful if you need another opinion about a student's project. Agents can also be very helpful to assist your students if you are not around. Students participating in both programs know you and the agent, and if for some reason you are not available they can go to the agent with questions. Sharing students can also have its benefits when it comes time for Career Development Events. Students participating in both 4-H and FFA events will be better prepared and have the opportunity to attend more competitions than students who are only members of one organization. This could also allow the teacher to devote more time to other activities. It can also be helpful to collaborate with extension agents on community service, program development, or other educational activities. Additionally, agents make great guest speakers on a variety of subjects and usually have a variety of resources at their disposal. County agents can bring a lot to the table to help advance your program.

Businesses

Community businesses are a great place for agricultural education teachers to seek out collaborative relationships. This experience can be rewarding for both the teacher and the business. Local businesses can provide many benefits to an agricultural education program. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Navigating the Sea of Partnership Building
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.