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This initial article in the Best Practices for Mentoring series provides SBAE cooperating teachers with a basic understanding of their role as cooperating teachers and mentors, as well as introduces the three major areas of focus for these best practices. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 4 pp.https://edis.ifas.ufl.edu/wc419

The purpose of this study was to examine the self-efficacy of Florida SBAE teachers for in-person and online instruction. The methodology included a descriptive survey approach to determine the self-efficacy of Florida SBAE teachers. A census of SBAE teachers was conducted in the Fall of 2020 and Spring of 2021. The population included a total of 500 SBAE teachers in the Florida. Major findings included a significantly different self-efficacy score for in-person instructors (M =4.22, SD = 0.48) when compared to instructors who taught online (M = 2.98, SD = 0.67). Navigating online platforms for teaching, coupled with the conditions in which teachers had to move to online instruction during COVID-19 could have reduced the self-efficacy of teachers. Recommendations include training for teachers on how to navigate online platforms, as well as professional development to enhance skillsets of teachers in pedagogical practices for engaging online learners. Teachers should look for support from their peers who are proficient in online teaching. Preservice teacher education programs should consider integrating online delivery instructional practices into existing coursework and moving back to in-person instruction when it is safe to do so.

An advisory council is an organized group of selected business representatives, community members, and school stakeholders who provide input in the planning, development, implementation and evaluation of a school-based agricultural education program. Recommendations and best practices are provided for implementing advisory councils. Written by R. G. Easterly III, D. M. Barry, B. E. Myers, and E. W. Osborne; published by the UF/IFAS Department of Agricultural Education and Communication; 7 pp.

Social support is most often considered the care of the student teacher’s problems. This publication will break down the major areas of social support and provide real-world examples of how to implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.https://edis.ifas.ufl.edu/wc420