Program Transition Success: A Practical Guide for Educators Moving SBAE Programs

Authors

Evey ChoatFollow

Committee Members

Becky Haddad (chair), Matt Kreifels, Troy White

Date of this Version

11-6-2025

Document Type

Manuscript

Citation

Research Other Than Thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Science Master of Science, Leadership Education, Teaching & Extension Education Specialization (ALEC)

Under the supervision of Assistant Professor Becky Haddad

Lincoln, Nebraska, 2025

Comments

Copyright 2025, Every Choat. Used by permission

Abstract

What tools, strategies, and support systems can help agriculture educators navigate leadership transitions and sustain program success when moving between schools or communities? Teacher mobility and leadership transitions within School-Based Agricultural Education (SBAE) present unique challenges to program continuity, community relations, and professional sustainability. Unlike other subject areas, SBAE teachers often manage multifaceted responsibilities—as classroom instructors, FFA advisors, and community liaisons—making transitions between programs especially complex. This project addresses the lack of structured support for educators navigating these transitions by developing a Program Transition Guide specifically tailored to the needs of agricultural educators in Nebraska.

Guided by Transformational Leadership Theory and the Leadership Identity Development (LID) framework, this project integrates theory and practice to support both the external and internal aspects of leadership transition. Transformational leadership emphasizes motivating and empowering others through vision, mentorship, and individualized support, while the LID framework focuses on how educators reconstruct their professional identity and confidence when adapting to new environments. Together, these frameworks inform the design of a resource that enhances teacher readiness, confidence, and connection during program changes.

The development of the Program Transition Guide was inspired by personal experience. My first three years of teaching were difficult, marked by limited mentorship and minimal constructive feedback. When I transitioned to a new school after those early years, I encountered new challenges—learning institutional systems, understanding community culture, and navigating expectations—all while maintaining program quality. These experiences, combined with insights from other SBAE educators and relevant literature, informed the creation of a practical and adaptable tool designed to minimize uncertainty and facilitate smoother transitions.

The guide includes sections addressing program context, facilities and equipment, curriculum and FFA structure, stakeholder engagement, and administrative logistics. It serves dual purposes: assisting incoming educators in learning the structure and expectations of their new programs and supporting outgoing educators in documenting essential information for their successors. Recommendations include piloting the guide with a small group of transitioning teachers to collect feedback through annotations, reflections, and surveys, followed by revisions and distribution through professional networks such as the Nebraska Agricultural Education listserv and the Nebraska Career Education Conference.

Ultimately, this project contributes a scalable model for supporting educator mobility within SBAE. By institutionalizing structured transition practices, agricultural education programs can strengthen mentorship networks, preserve institutional knowledge, and enhance program sustainability. Over time, the Program Transition Guide can evolve into a living document—continually refined through educator input—to reduce stress, promote continuity, and sustain thriving agricultural education programs across Nebraska and beyond.