For Pleasanton agricultural education teacher Heath Ahrens, learning doesn’t stop after 20 years of teaching. This spring, he took part in a valuable field experience by visiting the agriculture programs at Valentine and Ainsworth, two schools outside his district. The trip offered not only a change of scenery but also a fresh dose of inspiration and professional reflection.
“Visiting the agriculture programs in Valentine and Ainsworth was a valuable field experience, offering fresh perspectives and new ideas, particularly for shop and welding projects,” Ahrens said. While he wasn’t previously familiar with these particular programs, he found the experience eye-opening. “The opportunity to see how others structure and implement their curriculum was both refreshing and informative.”
Ahrens spent time observing how these schools manage their shop setups and organize student projects. What stood out most was the deliberate, systematic way students rotate through different welding tasks. Both programs have developed structured project lists and weld expectations that clearly outline skill-building objectives, helping students progress with confidence and purpose. “These rotations gave me several ideas I’m excited to adapt for my own students,” he said.
He was particularly impressed by how Mr. Brent Nollette, one of the ag teachers he observed, builds rapport with his students. “Brent does an excellent job of building relationships with his students, and it shows in their effort and the respect they have for him,” Ahrens shared.
That atmosphere of mutual respect and high expectations left a strong impression and reinforced the power of student-teacher relationships in hands-on, project-based education. The visit also sparked big-picture thinking about program development at Pleasanton. Perhaps the most meaningful part of the experience was the reminder that no matter how long someone has been teaching, there’s always room to grow.
“Even after more than 20 years in agricultural education, I found the visit to be an excellent use of time,” Ahrens reflected. “It reinforced the importance of continuous learning and collaboration within our field.”
The trip reaffirmed what many educators already know: that some of the best professional development comes not from a textbook or a conference, but from conversations, classroom visits, and a willingness to explore ideas for how to improve for your students. As Ahrens returns to Pleasanton with new ideas and renewed energy, he’s thinking about what he can do for his program, students, and the future of agricultural education.
