PLANNING TO TEACH AGRICULTURE

A STUDENT GUIDE

TO

AGRICULTURE TEACHING CREDENTIAL REQUIREMENTS

AND

RECOMMENDATIONS FOR

AGRICULTURE TEACHING CANDIDATES

Agricultural Education & Communication Department California Polytechnic State University

San Luis Obispo (805) 756-2803

Spring 2012

IF YOU ARE INTERESTED IN QUALIFYING TO TEACH AGRICULTURE,

TAKE A LOOK AT THIS . . .

Contents A Teacher of Agricultural Education. . . . . . . . . . . . Only the Brave Should Teach . . . . . . . . . . . . . . . Personal Qualifications Needed . . . . . . . . . . . . . . SOE Standards of Conduct & Performance . . . . . . . Dispositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Self Evaluation. . . . . . . . . . . . . . . . . . . . . . Occupational Experience Needed . . . . . . . . . . . . . . University Courses Needed. . . . . . . . . . . . . . . . . Student Teaching . . . . . . . . . . . . . . . . . . . . . Credential Program Evaluation. . . . . . . . . . . . . . . The Collegiate FFA (CFFA). . . . . . . . . . . . . . . . . Alpha Tau Alpha (ATA). . . . . . . . . . . . . . . . . . . Selection Process. . . . . . . . . . . . . . . . . . . . . Planning Guide and Checklist . . . . . . . . . . . . . . . Professional Expenses Relating to Credential Fees. . . . . Getting the First Teaching Position. . . . . . . . . . . . Act Now! . . . . . . . . . . . . . . . . . . . . . . . . . Notice to All Students . . . . . . . . . . . . . . . . . .

FORWARD This handbook is for the specific use of students planning to teach agriculture in a Cali-fornia secondary school. Members of the Agricultural Education and Communication Department faculty are available to answer any questions which you may have regarding teaching agriculture at the junior high, high school and community college level.

California Polytechnic State University, San Luis Obispo, is approved by the California Department of Education – Agricultural Education Unit, and the California Commission for Teach-er Credentialing, to prepare individuals for the teaching profession. Upon completion of the agri-culture teacher preparation program at this University, you will be qualified to teach vocational and/or general agriculture in California. The requirements for becoming an agriculture teacher are outlined in this handbook. Early attention to the University’s procedures is essential since approval for candidacy may be a prerequisite to certain professional courses as well as student teaching. Dr. Bill Kellogg, Department Head Ag Specialist Credential Coordinator

A TEACHER OF AGRICULTURAL EDUCATION

Do you have an inner desire to be a veterinarian, agricultural mechanic, horticulturist, agronomist, live-stock producer, poultry producer, rancher, agricultural businessman, professional leader, counselor and friend? Becoming a teacher of agricultural education may fulfill your desires in all of these areas in addition to many oth-ers. As an agriculture teacher, you will prepare high school students for a variety of jobs in the nation’s billion dollar agricultural industry. You also become a counselor and “friend” to these young people as you work with their minds, their hands and their hearts. It is truly a rewarding profession. The shortage of well-prepared vocational agriculture teachers in California continues. You will have an excellent opportunity for employment in almost any location in California when you hold this teaching credential. Many opportunities for personal and professional development exist in our profession. This booklet will help you to better understand the processes, procedures and requirements of becoming an agriculture teacher in California.

ONLY THE BRAVE SHOULD TEACH “Only the brave should teach, only the men and women whose integrity cannot be shaken, whose minds are enlightened enough to understand the high calling of the teacher, whose hearts are unshakably loyal to the young, whatever the threats of the old who are in power. “There is no hope for our world unless we can educate a different kind of man and woman. I put the teacher higher than any other person today in world society in responsibility and in opportunity. Only the brave should teach. “Only those who love the young should teach. Teaching is not a way to make a livelihood. The livelihood is incidental. Teaching is a vocation. It is as sacred as priesthood, as innate as desire, as inescapable as the genius which compels a great artist. If the teacher has not the concern for humanity, the love of living creatures, the vision of the priest and the artist, he must not teach. Teachers who hate to teach can only have pupils who hate to learn. “A great and true teacher thinks of the child, dreams with the child, sees visions of the child’s potential and assists the child to grow into manhood or womanhood. The great teacher thinks of the child first, last and always. “It takes courage to be a teacher and it takes unalterable love for the child.” Sources Unknown

PERSONAL QUALIFICATIONS NEEDED Only candidates who can demonstrate promise of success and fitness for public school agriculture teach-ing shall be recommended for admission to the agriculture teacher education program, and only those who con-tinue to demonstrate such fitness shall be eligible to continue in the program.

EVALUATION OF YOUR QUALIFICATIONS IS BASED ON THE FOLLOWING In exceptional cases, variation below an acceptable minimum standard in one factor may be compen-sated for by exceptionally high abilities in other factors. A. Academic Aptitude: The agriculture teacher candidate must demonstrate academic aptitude by showing a

satisfactory score on a college aptitude test or by demonstrating compensating strength in other qualities. You, as a college student, have met this qualification.

B. Scholarship: Students applying for Step I must demonstrate a minimum GPA of 2.75 for the last 90 quarter

units or a Cal Poly overall GPA of at least a 2.67. A minimum GPA of 3.0 must also be maintained in profes-sional education coursework.

C. Professional Aptitude: The Agriculture Teacher candidate must demonstrate suitable aptitude and fitness for

teaching and for adjusting to public school conditions. These qualities will be based on evidence provided through interviews, personal contacts and written recommendations.

D. Physical Fitness: Evidence of good physical health must be shown before the time of student teaching. This includes certification of freedom from tuberculosis and measles.

E. Early Field Experience: In order to help you determine if teaching agricultural education is for you, an oppor-

tunity is provided for you to observe vocational agriculture teachers in their environment. All candidates who wish to apply for Step I must have an “Early Field Experience” in a high school vo-ag department prior to ap-plication. This experience can be achieved by enrolling in AGED 330.

F. Fundamental Skills: Satisfactory performance must be demonstrated in reading, writing, and speaking Eng-

lish. All teachers in California must pass the CBEST.

G. Personality and Character: You must demonstrate personality and character qualities acceptable for the teaching profession. Qualifications are evaluated by the Agricultural Education and Communication faculty and are based on tests, observations, recommendations, interviews and written recommendations.

H. Many-Sided Interests: You must demonstrate diverse and well-balanced interests. In addition, you should be

able to understand and interpret your major interests and field of study in a suitable relationship to all others. I. Certificate of Clearance: You must certify absence of criminal conviction that would preclude the issuance of

a credential. This is done through issuance of the Certificate of Clearance. J. Occupational Experience in Agriculture: You must have a minimum of 3,000 hours of approved occupational

experience in Agriculture prior to being approved for student teaching.

K. Dispositions: The School of Education and the Agricultural Education and Communication Department have

adopted common dispositions that indicate initial and advanced candidates are prepared to be responsive and responsible educators to enact the moral dimensions of teaching through dispositions that are patterns of pos-itive action that guide candidate learning development, effectiveness, and professional growth. AGED and EDUC faculty, and Cooperating Teachers conduct a Candidate Disposition Inventory (CDI) each course each quarter to determine a continuum of professional candidate behavior.

Remember that there may be exceptions to the above cases. Low qualifications in one area may be compen-sated for by exceptionally high abilities in other factors.

SCHOOL OF EDUCATION STANDARDS OF CONDUCT

& PERFORMANCE

The School of Education at California Polytechnic State University-San Luis Obispo adheres to the following

standards for faculty, staff, and candidate conduct and performance. Our Vision and Mission statements

provide the core identity, purpose, and values of the School. In support, the faculty has identified six learning

outcomes and six dispositions (professional commitments) that reflect the Vision and Mission statements and

form the basis for all our credential and graduate programs. Our ultimate goal is for all affiliated with the

School to uphold the highest standards as professional educators.

VISION

The School of Education develops and supports qualified, competent, and caring education professionals who

prepare a diverse student population to become active and thoughtful participants in a democratic society.

MISSION

The School of Education leads the campus in an all-university approach to preparing education professionals.

These professionals create, assess, and modify environments, practices, and policies to foster the achievement

of each and every learner; they strive for equity in schools and society; and they are committed to inquiry and

professional growth for themselves and the advancement of P-20 education.

School of Education faculty models leadership in its teaching, scholarship, and service through a grounded,

reflective, learn-by-doing approach and through sustained collaborations with its education partners: P-12

schools, families, community colleges, universities, and local, state, and national agencies.

LEARNING OUTCOMES expected for all candidates:

• Be qualified, competent, and caring professional educators: Demonstrate subject mastery, pedagog-

ical and professional knowledge, and dispositions toward ethical practice that shape change as well

as promote educational equity and equal access to learning for all students.

• Integrate principles and practices of professional fields to support student learning: Demonstrate

the ability to translate theory into practice and utilize knowledge-building technologies to foster learn-

ing, mentoring, and leadership.

• Engage in cross-disciplinary and collaborative practices: Understand the relationships of one disci-

pline to another within their particular profession, and demonstrate the ability to establish collaborations

and partnerships to enhance professional practices and support student success.

• Demonstrate authentic assessments designed for student success, individual growth, and pro-

gram improvement: Develop and use assessments that are data-driven, involve multiple sources

and opportunities, are linked to professional standards; and are used to modify programs and practices.

• Effect sustainable communities in a multicultural environment: Assume leadership roles in

schools, communities and their professional associations to shape change, ensure tolerance and inclu-

sion, and advance principles of social justice; promote comprehensive schooling to support education

equity and access to college and career preparation.

• Engage in professional practices: Demonstrate reflective practice, uphold professional standards,

and enact dispositions for both personal growth and advancement of the education field; initiate the prac-

tice of life-long learning by engaging in professional associations and establishing personal profes-

sional growth plans.

AG STEP I 12/16/2011

DISPOSITIONS expected for all candidates:

Professionalism

1.1 Responsibility and Accountability — Acts ethically, responsibly, and with integrity, and is consider-

ate, respectful, punctual, and appropriate in appearance, in conduct, and in all interactions with stu-

dents, families, mentors, and colleagues. Is creative and self-reliant in finding solutions to problems and man-

aging dilemmas. Is open to constructive feedback from others, manages situations of conflict and their own

stress appropriately, and takes responsibility for own actions.

1.2 Creating Positive Climate — Develops curricula and programs that provide equitable access to learn-

ing opportunities for each and every student and educator through both content and processes. Promotes

a climate in which learning is valued and on-going. Provides choices to enable all to share in and contribute

to social and intellectual life. Upholds fair and equitable standards for conduct that encourage

responsibility, mutual respect, and civic values, and that safeguard the physical, intellectual, and emotional

well-being of each and every student and education professional.

Ethical Practice

2.1 Cross-Cultural Competence — Promotes respect for self, students, families, and cultures. Demon-

strates belief that everyone can learn and values human diversity and equity in the learning envi-

ronment. Examines own biases and prejudices and develops necessary awareness, attitudes, knowledge, and

skills for effectively and respectfully teaching and mentoring people whose culture differs from their own.

2.2 Collaboration — Actively engages in a community of learners that develops relationships, programs,

and projects with colleagues in P-20 schools and educational agencies designed to improve the quality

of education for each and every student and education professional. Contributes professionally to the field

at local, regional, state, and national levels.

Shaping Change

3.1 Inquiry and Innovation — Is prepared to engage in and fosters in others life-long learning, continu-

ous reflection, and research (on own practice or beyond). Creates learning opportunities for self and oth-

ers. Maintains currency with professional knowledge, effective and ethical practices, and scholarship in

the field. Tries new methods and tools. Incorporates knowledge-building technologies; critical, creative,

and metacognitive thinking; conceptual understanding; independent and interdependent problem solving;

and experiential approaches to learning.

3.2 Social Justice — Seeks to understand own privileges and prejudices, the stereotypes embedded

in educational materials, and the cultural bias institutionalized in schools and other education-

related organizations. Works toward realizing a nation and world where all have basic human rights and

actively seeks to eliminate social, political, and economic inequities. Promotes social and envi-

ronmental responsibility. Independently and collaboratively identifies opportunities, goals, and avenues for

social and organizational development toward excellence and equity. Empowers others to achieve organiza-

tional and personal goals.

--Revised 2009

ACKNOWLEDGEMENT

My signature below indicates that I have read and discussed the School of Education’s Vision and Mission

statements, Learning Outcomes, and Dispositions, which are part of the School’s overall assessment program.

Name (printed)

Signature Date

AG STEP I 12/16/2011

COMPLETE THIS SELF EVALUATION OF CANDIDATES DESIRING TO BECOME TEACHERS OF AGRICULTURE

Each candidate is encouraged to complete this self-evaluation and then review it with your advisor and/or an Ag.Ed. faculty member A

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PERSONAL QUALITIES & CHARACTERISTICS: The candidate shall demonstrate personality and character traits in keeping with

the standards of agriculture teaching.

DO I HAVE: 1. Initiative and enthusiasm

2. Leadership ability

3. Ability to cooperate with faculty and others

4. Personal appearance and neatness

5. Character

6. Dependability

7. Pleasing personality

8. Use of good judgment and good conduct

9. Poise and self control

10. Cooperative spirit

11. Diplomacy and tact

12. Physical fitness for teaching agriculture

PROFESSIONAL APTITUDE: The candidate shall demonstrate suitable aptitude and fitness for teaching and for adjustment to public school conditions

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DO I HAVE: 1. Organizational ability:

Planning and organizing work & activities

2. Time management ability

3. Professional attitudes

4. Capacity for growth

5. Ability to understand and work with: a. students

b. parents

c. farmers and ranchers

d. agricultural industry persons

6. A developed philosophy of agricultural education

7. Demonstrated competency in technical agriculture

CANDIDATE’S PROBABLE SUCCESS AS A TEACHER: I WILL HAVE:

1. Success in classroom teaching

2. Success in shop teaching

3. Success in laboratory teaching

4. Skill in controlling/maintaining discipline

5. Skill in supervising FFA activities

6. Skill in supervising occupational programs

TYPE OF RECOMMENDATION I ANTICIPATE (Mark one): ____ 1. Recommend strongly without reservation for a teaching position. ____ 2. Well recommended for a teaching position. ____ 3. Recommend for teaching with reservations. ____ 4. Substantial doubts about my potential. ____ 5. Not recommended for teaching. DEGREE OF EFFECTIVENESS PREDICTED (Mark one): I PREDICT. . . ____ 1. Outstanding success in teaching. ____ 2. Good success in teaching (well above average). ____ 3. Average or below average effectiveness as a teacher. ____ 4. Ineffective or failure in teaching. ____ 5. Complete ineffectiveness. ____ 6. Not able to indicate at this time.

OCCUPATIONAL EXPERIENCE NEEDED

A minimum of 3,000 hours of work experience in agriculture is required of all agriculture teacher candidates

prior to student teaching.

A. Any work experience related to agriculture may be counted whether it be paid, volunteer, supervised project experience or other non-class/lab agriculture experience.

B. These 3,000 hours must meet the following qualifications:

1. At least 1,500 hours must be post high school. 2. At least 500 hours must be paid experience or post high school self-employment. 3. At least 500 hours must be in production agriculture or ornamental horticulture. 4. Verification of experience must be submitted in the form of letters from employer(s) and/or

notarized statement from candidate.

C. The Head of the Agricultural Education and Communication Department, in consultation with the faculty, evaluates and approves the appropriateness of occupational experience.

See form for OCCUPATIONAL EXPERIENCE IN AGRICULTURE on the next two pages.

NAME_____________ DATE _____________

CALIFORNIA POLYTECHNIC STATE UNIVERSITY

San Luis Obispo

OCCUPATIONAL EXPERIENCE IN AGRICULTURE Minimum Qualifica-tions:

Each candidate for a vocational agriculture teaching credential must have completed at least 3,000 hours of occupational ex-perience in agriculture prior to student teaching. These 3,000 hours must meet the following qualifications:

a. At least 1,500 hours must be post high school. b. At least 500 hours must be paid experience or post high school self-employment. c. At least 500 hours must be in production agriculture or ornamental horticulture. d. Verification of experience must accompany the Agricultural Education and Com-

munication Department's copy in the form of letters from employer(s) and/or nota-rized statement from candidate.

List chronologically, with the last employment first, your agricultural experience to date.

Nature and Scope Dates Number of Hours

Name and Address of Employer Occupational Experience From To

Pay Non-Pay

TOTALS

COMBINED TOTALS OF THIS PAGE

SUMMARY OF SUPERVISED AGRICULTURE OR FOUNDATION ENTERPRISE PROGRAMS*

Nature of Enterprise

Size/ Scope

% or Degree of Responsi-bility

Name of Su-pervisor

Dates From To

Hours

*Verification of above must accompany department copy

TOTAL THIS PAGE

as appropriate: TOTAL FROM PAGE 1

A. Notarized signature of statement, below, and GRAND TOTAL

B. Letters from companies with which candidate did business or C. Letters from supervisors of their experience. TO WHOM IT MAY CONCERN: I do hereby certify that the above statement is a true

and accurate record of my self-employment as noted. Signature: Date: State of California County of San Luis Obispo On this date of , , before me, , the under-signed Notary Public, personally appeared and proved to me on the basis of satisfactory evidence to be the person whose name is subscribed to the within instru-ment and acknowledged to me that he/she executed the same in his/her authorized capacity, and that by his/her signature on the instrument the person or the entity upon behalf of which the person acted, executed the instrument. WITNESS my hand and official seal. _______________________________ Signature of Notary

UNIVERSITY COURSES NEEDED

Under present credential laws, you have a variety of ways in which you may qualify to become a teacher of agriculture in California. The following brief synopsis of courses and other requirements should be useful as a general planning guide. All students seriously considering a teaching credential should schedule a visit with a member of the Agricultural Education and Communication Department as soon as possible. In order to teach vocational agriculture in California, an individual must hold both the Single Subject and Agricultural Specialist Teaching Credentials. 1. A Single Subject Teaching Credential in Agriculture The Single Subject Teaching Credential in Agriculture was designed for persons desiring to teach agriculture at the

secondary level. Vocational Agriculture Teacher candidates must also earn this credential as well as the Agricul-ture Specialist Credential described on the next page.

A. Single Subject Technical Agriculture (Documents the requirement for Subject Matter Competency)

Complete any one of these options: a. State Approved Examination -CSET (Single Subject Assessment Test)

b. Any major in the College of Agriculture at Cal Poly and 53 units of breadth in agriculture. Some of this

breadth will have come from your major.

c. The Agricultural Science major

d. Individuals who possess a B.S. Degree, but not in agriculture, may qualify to teach agriculture classes by completing 22 units of concentration plus 53 units of breadth.

B. Single Subject Professional Education Coursework

AGED 438 (4) Instructional Processes in Agricultural Education AGED 410 (2) Computer Applications in Agricultural Education EDUC 412 (4) Schooling in a Democratic Society EDUC 414 (4) Curriculum and Organization in Secondary Schools EDUC 416 (4) Literacy and Learning in Secondary Schools EDUC 418 (4) Advanced Topics in Teaching and Learning EDUC 420 (4) Professional Development and Collaboration

C. Single Subject Student Teaching All agriculture teacher candidates will complete one semester of student teaching in a cooperating school. During the semester of Single Subject Student Teaching, the student generally completes these courses as a graduate student:

AGED 440 (18) Student Teaching in Agricultural Education AGED 424 ( 3) Organizing and Teaching Agriculture

AGED 441 ( 2) Student Teaching Practicum

2. Agriculture Specialist Teaching Credential

The Agriculture Specialist Teaching Credential is required of all teachers deciding to teach classes in the broad field of vocational agriculture. Since vo-ag classes receive specialized funding under the Federal Voca-tional Education Acts and under other California law, candidates should address each of the following re-quirements in addition to those identified for the Single Subject Teaching Credential in Agriculture: A. B.S. Degree plus completion of Single Subject Technical Agriculture requirements, as described previously

and a minimum of 3,000 hours of work experience in agriculture.

B. Ag. Specialist Professional Education Coursework In addition to all courses previously listed, the following are required.

AGED 102 (2) Introduction to Agricultural Education and Communication AGED 330 (6) FFA and Supervised Agriculture Programs AGED 520 (3) Program Development in Ag.Ed. AGED 522 (3) Instructional Programs in Ag. Mechanics AGED 513 (5) Field Experience in Agriculture

C. Ag. Specialist Technical Agriculture

28 additional units of agricultural coursework are required for added breadth or depth in technical agricul-ture. (Most of these are completed as part of the B.S. Degree for an Ag. Science major.)

3. Obtaining a Clear Credential

All candidates must have completed baccalaureate degree plus 45 quarter units in order to qualify for “clear” credential. These 45 quarter units consist of courses completed during the graduate program.

STUDENT TEACHING

As part of the requirements to receive their credentials, candidates must participate in a practical teaching ex-perience commonly called “student teaching.” Placement in high schools is dependent upon many factors. A list of current cooperating schools is the start-ing point. The Cal Poly Agricultural Education and Communication faculty then take into consideration each student’s personal preferences as well as factors such as marital status, undergraduate major, minor or areas of breadth, personality, and other related factors. The final outcome is placement in a cooperating school from which each student teacher can receive an optimum learning experience as a teacher in a California high school. The student teaching experience will be different for each student. The purpose is to provide an opportunity for each prospective teacher to sample the responsibilities and tasks of vocational agriculture instruction under the guidance of experienced instructors. In most cases, the assignment will run an entire high school semester, or approximately five months. In addi-tion to your duties as a teacher, you will be required to do a variety of assignments, as well as attend student teacher meetings that will enhance your student teaching experience.

CREDENTIAL PROGRAM EVALUATION The following example of a “Program Evaluation” form should be completed for your major. Evaluation forms are available from any Ag.Ed. faculty member in the Agricultural Education and Communication Department offices. This form lists all course requirements for the single subject and agriculture specialist credentials.

CALIFORNIA POLYTECHNIC STATE UNIVERSITY San Luis Obispo

Single Subject – Agriculture Agriculture Specialist Credential Worksheet

AGRICULTURAL SCIENCE 1. SINGLE SUBJECT CORE (All blanks must indicate quarter course was completed.) EHS 230 (4) ___ DSCI 230 (4) ___ *WELD

Cuesta or

270a

(4.5) ______ FRSC 230 (4) ___

SS

121 (4) ___ PM

225 (4) ___ *IME 142 (2) ______ AGED

404

(3)

___

CRSC

132 (4) ___ BRAE 121 (2) ___ AGB 301 (4) ___ NR

323

(4)

______

ASCI

112 (4) ___ BRAE 141 (3) ___ AGB 321 (4) ___

BRAE 340 (4) ___ *either course

Total (53/56.5) 2. SINGLE SUBJECT CONCENTRATION (Undergraduate Concentration) ______________ ______________ ______________ _________________________

______________ ______________ ______________ _________________________

______________ ______________ ______________ _________________________

TOTAL (22) 3. SINGLE SUBJECT PROFESSIONAL EDUCATION AGED 410 (2) ____ EDUC 412 (4) ____ Level II ______ Livescan ______

AGED 438 (4) ____ EDUC 414 (4) ____ CBEST ______ Speech

______

KINE 250 (4) ____ EDUC 416 (4) ______ CPR ______ US Constitution POLS 112

______

EDUC 410 (4) ____ EDUC 418 (4) ______ TB/ Measles

______ Credit for Certif. Of Clearance

______

Level I ______ ______ TOTAL () 4. AG. SPECIALIST TECHNICAL AGRICULTURE. Area of specialization (Circle One): Animal Science, Plant and Soil Science, Ornamen-

tal Horticulture, Agricultural Business Management, Environmental Science and Natural Resource Management, or Agricultural Systems Technology

_______________________ _______________________ ________________________ _________________________

_______________________ _______________________ ________________________ _________________________

_______________________ _______________________ ________________________ _________________________

TOTAL (24.5/28) 5. AG. SPECIALIST PROFESSIONAL EDUCATION AGED 202 (2) ____ AGED 330 (6) ____ AGED 520 (3) ______ AGED 522 (3) _______ 6. C.4 English course (C or better) or WPE/8 .or Writing Competency Course. 7. SINGLE SUBJECT STUDENT TEACHING (& AG. SPECIALIST FIELD EXPERIENCE) AGED 440 (18) ______ AGED 424 (3) _______ AGED 441 (2) ______ AGED 513 (5) ______

Section 1, 2, 3, 5 and 6 above must be competed before student teaching. Each candidate is strongly encouraged to complete all coursework prior to student teaching. Each candidate must complete at least 45 units beyond the baccalaureate to qualify for the Preliminary Single Subject and Clear Ag. Specialist Credentials. Each candidate is strongly encouraged to consult an Agricultural Education faculty member for advice and counsel. If you are within 12 units of graduation and have taken any courses not needed for graduation (most specifically in 4, 5, & 6 above), you may petition a maximum of nine units to count as graduate units and they will count as part of your 45 post baccalaureate units. 103 units of “technical agriculture” coursework are required to earn both cre-dentials. If competed alone, the Ag Specialist credential requires 28 units of “technical Ag coursework.”

I certify this candidate has completed 103 units of technical Agriculture courses and has an identified area of specialization (See above)

____________________________________ Department Head, Agricultural Education and Communication Department and Cre-dential Advisor

Credential Evaluation- Ag Science

Name: ________________________

EMPL ID#: _____________________

Date: ________________________

CALIFORNIA POLYTECHNIC STATE UNIVERSITY

San Luis Obispo Single Subject – Agriculture

Agriculture Specialist Credential Worksheet TECHNICAL AGRICULTURE 1. SINGLE SUBJECT CORE (All blanks must indicate quarter course was completed.) EHS 230 (4) ____ DSCI 230 (4) ____ BRAE 500 (2) ____ BUS 201A (6) ____

SS 121 (4) ____ PM 225 (4) ____ FRSC

230 (4) ____

AGED

581 (3) ____ BRAE 121 (2) ____ *WELD Cuesta * either course

270a (4.5) ____

ASCI 102

(4) ____ BRAE 141 (3) ____ AGB 301 (4) ____ FNR 360 (4) ____

Total (48/53.5) 2. SINGLE SUBJECT CONCENTRATION (Undergraduate Major) _______________ _______________ _______________ _________________________

_______________ _______________ _______________ _________________________

_______________ _______________ _______________ _________________________

TOTAL ( ) 3. SINGLE SUBJECT PROFESSIONAL EDUCATION

AGED 410 (2) ______ EDUC 412 (4) ______ Level II ______ Livescan ______

AGED 438 (4) ______ EDUC 414 (4) ______ CBEST ______ Speech SCOM 102

______

KINE 250 (4) ______ EDUC 416 (4) ______ CPR ______ US Constitution ______

EDUC 410 (4) ______ EDUC 418 (4) ______ TB/ Measles

______ Credit for Certif. Of Clearancece

______

Level I ______ ______ TOTAL

______

4. AG. SPECIALIST TECHNICAL AGRICULTURE. Area of specialization (Circle One): Animal Science, Plant and Soil Science, Ornamen-

tal Horticulture, Agricultural Business Management, Environmental Science and Natural Resource Management, or Agricultural Systems Technology

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________

TOTAL (21.5/27) 5. AG. SPECIALIST PROFESSIONAL EDUCATION

AGED 102 (2) _____ AGED 330 (6) _____ AGED 520 (3) ______ AGED 522 (3) ______ 6. C.4 English course (C or better) _____ or WPE/8 ______ or Writing Competency Course. 7. SINGLE SUBJECT STUDENT TEACHING (& AG. SPECIALIST FIELD EXPERIENCE)

AGED 440 (18) ______ AGED 424 (3) ______ AGED 441 (2) ______ AGED 513 (5) ______

Section 1, 2, 3, 5 and 6 above must be competed before student teaching. Each candidate is strongly encouraged to complete all coursework prior to student teaching. Each candidate must complete at least 45 units beyond the baccalaureate to qualify for the Preliminary Single Subject and Clear Ag. Specialist Credentials. Each candidate is strongly encouraged to consult an Agricultural Education faculty member for advice and counsel. If you are within 12 units of graduation and have taken any courses not needed for graduation (most specifically in 4, 5, & 6 above), you may petition a maximum of nine units to count as graduate units and they will count as part of your 45 post baccalaureate units. 103 units of “technical agriculture” coursework are required to earn both cre-dentials. If competed alone, the Ag Specialist credential requires 28 units of “technical Ag coursework.”

I certify this candidate has completed 103 units of technical Agriculture courses and has an identified area of specialization (See above) _________________________________ Department Head, Agricultural Education and Communication Department and Credential

Advisor

Credential Evaluation- Technical Ag

Name: _____________________

EMPL ID#: __________________

Date: _____________________

THE COLLEGIATE FFA (CFFA) Active participation in the departmental club is highly recommended. The purpose of the CFFA is as follows:

1. To assist prospective agriculture teachers in becoming good advisors of local FFA chapters, and local agriculture clubs.

2. To become better acquainted with the statewide agricultural education program.

3. To supplement the regular instruction offered to prospective teachers of agriculture and to encour-

age qualified individuals to enter the field of agricultural education.

4. To provide services to California Association of Future Farmers of America and the university. In addition to the above, you will develop a degree of fellowship that will be with you during your career as an agricul-ture teacher.

The CFFA also serves as a service club assisting local Future Farmers in activities such as leadership development, Chapter Farmer Degree Work, and State Finals Judging Contest. Working with actual FFA programs and students allows future teachers to get a feel for the reality of the FFA in California. The CFFA plays a major role in helping with the Annual State FFA Convention held each spring. Members are en-couraged to enroll in AGED 220 and present workshops at the State FFA Leadership Conference in Fresno

ALPHA TAU ALPHA (ATA) The ATA, an honorary fraternity, is a capstone organization of the CFFA that provides students, who have made a formal commitment to teaching Agriculture, an opportunity to deal with events relevant to student teaching, the first teaching job, and the professional organization - the California Agriculture Teachers’ Association. Membership in this organization is by invitation.

SELECTION PROCESS The selection of candidates to prepare for teaching is accomplished through two two-step processes, involving teacher education committees from the UCTE and Agricultural Education and Communication departments. The steps leading to the final completion of the credential are:

Acceptance to Candidacy (Agricultural Education and Communication) – approval to continue in the agricultural education career path.

Step I. Approval to enter the teacher education. (College of Education - COE)

Candidate Placement (Agricultural Education and Communication) – Concurrent with Step II (COE)

Step II. Approval to participate in student teaching. (COE)

PLANNING GUIDE AND CHECKLIST

In the course of completing the Agricultural Education curriculum and becoming a credentialed vocational agri-culture teacher, there are numerous functions to perform that must be considered and scheduled. The following guide to necessary duties is provided, along with a space to indicate completion date, for your convenience. Date or Quarter of Completion _____ 1. Do I qualify as a teacher of agriculture? Review carefully the items listed under “Personal Qualifica-

tions Needed”. Be sure that you fully understand the meaning of each requirement. _____ 2. Visit with an Ag. Ed. Departmental Faculty member, indicating your interest in becoming an agriculture

teacher. He/she can help you plan undergraduate courses that will most help you upon entering the teaching program as well as offering other helpful advice.

_____ 3. Complete AGED 102 early in your undergraduate program to gain information on many important

points on becoming an agriculture teacher. _____ 4. Early Field Experience: The California State University System has mandated that teacher candidates

be required to have an early experience at the high school level. This is generally accomplished in AGED 330.

_____ 5. Acceptance to Candidacy. Potential teachers who have Junior, Senior or Graduate standing and are

enrolled in AGED 330 should initiate this first formal process declaring their intention to enter the teaching profession. Students from majors other than Agricultural Science may proceed with this phase based on advisor approval. You will then schedule a personal interview with the Agricultural Education and Communication staff.

_____ 6. Become active in the Collegiate Future Farmers of America to maintain an ongoing relationship with

the FFA organization and strengthen your commitment to teaching agriculture. Your participation will also provide the Ag. Ed. instructors with a chance to get to know you better.

_____ 7. Apply for a Certificate of Clearance. Application forms are available at the SOE Services Center.

Don't delay. Do this as soon as you have determined teaching is for you! This process takes a long time. Should you have a previous arrest record, please visit with a faculty member before completing this form.

_____ 8. CBEST. In order to be admitted to the Credential Program you must pass a basic competency test in

reading, writing and mathematics. This is called the CBEST. You must pass the CBEST prior to ap-plying for Step I.

_____ 9. Attend Official Advisement Meetings when scheduled. The Agricultural Education and Communication

Department will announce dates and locations of these meetings. Check the hall outside 10 244. _____ 10. Apply for Step I by securing the Step I application from the Credential Technician in Building 53, Room

211 when achieving junior standing or at least two quarters prior to student teaching and before com-pleting 9 units of Education prefix courses. Complete the requirements and return materials to the SOE Services Center by the published deadline.

Competency Checklist (a part of Step I process) Speech _______ U.S. Constitution _______ CBEST _______ Computer Class _______ Nutrition _______ Early Field Experience _______ CPR _______ Writing Requirement _______

Administrative Checklist (a part of Step I process):

Community College/Other Transcripts _______ Certificate of Clearance _______ (or copy of Emergency Credential) _____ 11. The writing requirement may be fulfilled by obtaining a “C” or better in an English prefix C.4. course or

by scoring an “8” or more on the Writing Proficiency Exam. ______12. Lifescan paperwork done along with Certificate of Clearance. This is needed prior to applying to grad-

uate school and should be done early. _____ 13. Obtain your Bachelor of Science Degree from a department within the College of Agriculture, Food

and Environmental Sciences. Keep in mind that California teachers are generally paid on the basis of the number of units completed after the baccalaureate degree.

_____ 14. Apply for Admission to Graduate School by completing the application on “CSUmentor.edu” prior to

indicated deadlines. Generally, this is at least 4-6 months in advance of your date of registering as a graduate student. Your immediate objective is the Single Subject Teaching Credential and you will be an “Agriculture” major as a graduate. You should also consider having a dual objective and list the Master’s Degree in addition to applying to the credential program. See the Credential Handbook or the University catalog for dates.

_____ 15. Apply for Step II by securing an application from the COE Services Center. Step II is your application

to student teach. An application must be received by the published due date. _____ 16. Apply for Candidate Placement concurrently with Step II. A Candidate Placement application may be

obtained in the Agricultural Education and Communication Office (10-244) and should be presented at the Candidate Placement Interview.

_____ 17. A second interview needs to be scheduled in order to evaluate your progress and discuss your student

teaching objectives. _____ 18. T.B./Measles results are needed prior to student teaching at the Step II process. One copy of the T.B.

test results is given to your school district and the other is retained by you. Turn one copy in with Step II application to the COE.

_____ 19. Contact your Cooperating School upon receiving your letters of appointment from the Agricultural Ed-

ucation and Communication Department to make any necessary arrangements. Most districts require an additional fingerprint clearance before you will be allowed to student teacher

in their school. Ask you cooperating teacher about this requirement, and if necessary, meet these re-quirements immediately.

PROFESSIONAL EXPENSES RELATING TO CREDENTIAL FEES During student teaching you will be asked to incur several expenses related to the professional nature of your as-signment. You need to know the cost of these expenses, in advance, as you may need to make special arrange-ments to provide for them in a timely manner. In order to teach in California classrooms (without your Cooperating Teacher present) you will need to be in pos-session of a credential (California Education Code requirement). At the start of student teaching, you will be asked to obtain a “substitute credential” through your district. The credential will allow you to work with students alone, both inside and outside of the classroom (i.e., FFA related activities). Upon successful completion of student teaching, you will have an opportunity to apply for a Preliminary Single Subject Credential, and a Clear Agriculture Specialist Credential. Keep in mind, that with the exception of the pro-cessing fee, these are professional fees required of all new teachers in California. A breakdown of your anticipat-ed expenses are as follows:

ANTICIPATED EXPENSES (Subject to Change) Certificate of Clearance Livescan Fingerprint Fee $27.50 (Cashier or Money Order) Processing Fee $68.00

A credit from this fee you pay for your Certificate of Clearance will be applied to one credential application

Substitute Teaching Credential (through the cooperating school district) Credential Application $55.00 Preliminary Single Subject-Agriculture Transcript Fees $ 4.00 Processing Fees $25.00 Credential Application $55.00 Only one credential fee if applying for two credentials concurrently Clear Agriculture Specialist Credential Application $55.00 Transcript Fee $ 4.00 Clear Single Subject – Clear Single Subject credentials will be issued after completion of the two-year In-

duction Program through the employee’s school district.

TIMELINE

The processing fee for the Certificate of Clearance is submitted when you enroll in AGED 330. The preliminary single subject credential (and agriculture specialist) applications and fees will be discussed during the final student teaching seminar. If you wish to apply for these credentials, you will do so upon completing student teaching.

PROFESSIONAL ORGANIZATIONS We in the Agricultural Education and Communication Department also hope you join the California Agricultural Teachers’ Association (CATA) and the National Association of Agricultural Educators’ (NAAE) as student mem-bers. These combined dues are $12.00 and will be collected at the first orientation seminar. As a student member of the CATA you have all the rights and privileges of all CATA members. This includes voting at sectional, region-al, and state business meetings.

GETTING THE FIRST TEACHING POSITION

The Agricultural Education and Communication Department, in cooperation with the Agricultural Education Unit of the California Department of Education, will assist you in the selection of your first teaching position. A compre-hensive listing of all openings from throughout the state will be provided to you. This listing is made available to all interested teachers.

ACT NOW! After reviewing the directions and program suggestions outlined in this booklet, you should schedule an appointment with a member of the Agricultural Education and Communication Department. CALL: Main Office (Donetta Rosson) (805) 756-2803 Mr. Jerry Clark (805) 756-6324 Mr. Bob Cummings (805) 756-5362 Dr. Ann De Lay (805) 756-7272 Dr. Robert Flores (805) 756-2169 Dr. Bill Kellogg (Dept. Head) (805) 756-2973 Dr. Ben Swan (805) 756-2401 Dr. Scott Vernon (805) 756-2707 …or drop by the Agricultural Education and Communication Department, Room 244 of the Erhart Agriculture Building (10).

NOTICE TO ALL STUDENTS

Although every effort has been made to assure the accuracy of the information in this booklet, students and others who use this booklet should note that laws, rules, and policies change from time to time and these changes may alter the information contained in this publication. Changes may occur in the form of statutes enacted by the Legislature, rules and policies adopted by the Board of Trustees of the California State University, by the Chancellor or designee of the California State University, or by the President or designee of the institution. Further, it is not possible in a publica-tion of this size to include all the rules, policies and other information which may pertain to the students, the institution, and the California State University. More current or complete information may be obtained from the appropriate department, school, or administrative office. Nothing in this booklet shall be construed, operate as, or have the effect of an abridgment or limitation of any rights, powers or privileges of the Board of Trustees of the California State University, the Chancellor of the California State University, or the President of the campus. The Trustees, the Chancellor, and the President are authorized by law to adopt, amend, or repeal rules and policies, which apply to students. This booklet does not constitute a contract or the terms and conditions of a contract between the student and the Institution or the California State University. The rela-tionship of the student to the institution is one governed by statute, rules and policy adopted by the Legislature, the Trustees, the Chancellor, the President and their duly authorized designees. It is recommended that the students maintain regular and consistent contact with the Agricultural Education and Com-munication Department.