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 California 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 Teacher Credentialing, to prepare individuals for the teaching profession. Upon completion of the agriculture 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, livestock 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 others.
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 teaching shall be recommended for admission to the agriculture teacher education program, and only those who continue 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 compensated 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 professional 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 opportunity 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 application. This experience can be achieved by enrolling in AGED 330.
F. Fundamental Skills: Satisfactory performance must be demonstrated in reading, writing, and speaking English. 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 positive 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 compensated 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, pedagogical 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 learning, mentoring, and leadership.
• Engage in cross-disciplinary and collaborative practices: Understand the relationships of one discipline 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 program 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 inclusion, 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 practice of life-long learning by engaging in professional associations and establishing personal professional 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 considerate, respectful, punctual, and appropriate in appearance, in conduct, and in all interactions with students, families, mentors, and colleagues. Is creative and self-reliant in finding solutions to problems and managing 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 learning 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. Demonstrates belief that everyone can learn and values human diversity and equity in the learning environment. 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, continuous reflection, and research (on own practice or beyond). Creates learning opportunities for self and others. 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 educationrelated 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 environmental responsibility. Independently and collaboratively identifies opportunities, goals, and avenues for
social and organizational development toward excellence and equity. Empowers others to achieve organizational 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
ALWAYS
USUALLY
SELDOM
NEVER
USUALLY
SELDOM
NEVER
Each candidate is encouraged to complete this self-evaluation and then review it
with your advisor and/or an Ag.Ed. faculty member
ALWAYS
COMPLETE THIS SELF EVALUATION OF CANDIDATES DESIRING TO BECOME TEACHERS OF
AGRICULTURE
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
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
____
____
____
____
____
1.
2.
3.
4.
5.
(Mark one):
Recommend strongly without reservation for a teaching position.
Well recommended for a teaching position.
Recommend for teaching with reservations.
Substantial doubts about my potential.
Not recommended for teaching.
DEGREE OF EFFECTIVENESS PREDICTED
(Mark one):
I PREDICT. . .
____
____
____
____
____
____
1.
2.
3.
4.
5.
6.
Outstanding success in teaching.
Good success in teaching (well above average).
Average or below average effectiveness as a teacher.
Ineffective or failure in teaching.
Complete ineffectiveness.
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 Qualifications:
a.
b.
c.
d.
Each candidate for a vocational agriculture teaching credential
must have completed at least 3,000 hours of occupational experience in agriculture prior to student teaching. These 3,000
hours must meet the following qualifications:
At least 1,500 hours must be post high school.
At least 500 hours must be paid experience or post high school self-employment.
At least 500 hours must be in production agriculture or ornamental horticulture.
Verification of experience must accompany the Agricultural Education and Communication Department's copy in the form of letters from employer(s) and/or notarized statement from candidate.
List chronologically, with the last employment first, your agricultural experience to date.
Nature and Scope
Name and Address of Employer
Occupational Experience
Dates
From
To
TOTALS
COMBINED TOTALS OF THIS PAGE
Number of
Hours
Pay
NonPay
SUMMARY OF SUPERVISED AGRICULTURE OR FOUNDATION ENTERPRISE PROGRAMS*
Nature of Enterprise
Size/
Scope
% or Degree
of Responsibility
Name of Supervisor
*Verification of above must accompany department
copy
as appropriate:
A.
Notarized signature of statement, below, and
B.
Letters from companies with which candidate did
business or
Letters from supervisors of their experience.
C.
TO WHOM IT MAY CONCERN:
Dates
From
To
Hour
s
TOTAL THIS
PAGE
TOTAL FROM
PAGE 1
GRAND
TOTAL
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 undersigned 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 instrument 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 Agriculture 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)
AGED 410 (2)
EDUC 412 (4)
EDUC 414 (4)
EDUC 416 (4)
EDUC 418 (4)
EDUC 420 (4)
Instructional Processes in Agricultural Education
Computer Applications in Agricultural Education
Schooling in a Democratic Society
Curriculum and Organization in Secondary Schools
Literacy and Learning in Secondary Schools
Advanced Topics in Teaching and Learning
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)
AGED 424 ( 3)
AGED 441 ( 2)
2.
Student Teaching in Agricultural Education
Organizing and Teaching Agriculture
Student Teaching Practicum
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 Vocational Education Acts and under other California law, candidates should address each of the following requirements 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)
AGED 330 (6)
AGED 520 (3)
AGED 522 (3)
AGED 513 (5)
Introduction to Agricultural Education and Communication
FFA and Supervised Agriculture Programs
Program Development in Ag.Ed.
Instructional Programs in Ag. Mechanics
Field Experience in Agriculture
C. Ag. Specialist Technical Agriculture
28 additional units of agricultural coursework are required for added breadth or depth in technical agriculture. (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 experience commonly called “student teaching.”
Placement in high schools is dependent upon many factors. A list of current cooperating schools is the starting 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 addition 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
Name: ________________________
EMPL ID#: _____________________
AGRICULTURAL SCIENCE
Date:
1. SINGLE SUBJECT CORE (All blanks must indicate quarter course was completed.)
EHS
230
(4)
___
DSCI
230
(4)
___
*WELD
Cuesta
or
SS
121
(4)
___
PM
225
(4)
___
*IME
270a
(4.5)
______
142
(2)
______
CRSC
132
(4)
___
BRAE
121
(2)
___
AGB
301
(4)
___
ASCI
112
(4)
___
BRAE
141
(3)
___
AGB
321
(4)
___
BRAE
340
(4)
___
*either course
________________________
FRSC
230
(4)
AGED
404
(3)
NR
323
(4)
___
___
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
______
_____
EDUC
410
(4)
____
EDUC
418
(4)
______
TB/
Measles
______
US Constitution
POLS 112
Credit for Certif. Of
Clearance
TOTAL
Level I
______
______
_____
()
4.
AG. SPECIALIST TECHNICAL AGRICULTURE. Area of specialization (Circle One): Animal Science, Plant and Soil Science, Ornamental Horticulture, Agricultural Business Management, Environmental Science and Natural Resource Management, or Agricultural Systems
Technology
_______________________
_______________________
________________________
_________________________
_______________________
_______________________
________________________
_________________________
_______________________
_______________________
________________________
_________________________
TOTAL
5.
(24.5/28)
AG. SPECIALIST PROFESSIONAL EDUCATION
AGED
202
6.
C.4 English course (C or better)
7.
AGED
SINGLE SUBJECT STUDENT TEACHING (& AG. SPECIALIST FIELD EXPERIENCE)
440
(18)
______
AGED
424
(3)
_______
AGED
441

(2)
____
AGED
330
(6)
or WPE/8
____
AGED
520
(3)
______
AGED
522
(3)
_______
______
AGED
513
(5)
______
.or Writing Competency Course.
(2)
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 credentials. 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- Ag Science
CALIFORNIA POLYTECHNIC STATE UNIVERSITY
San Luis Obispo
Single Subject – Agriculture
Agriculture Specialist Credential Worksheet
Name: _____________________
EMPL ID#: __________________
TECHNICAL AGRICULTURE
1. SINGLE SUBJECT CORE (All blanks must indicate quarter course was completed.)
EHS
230
(4)
____
DSCI
230
(4)
____
BRAE
SS
121
(4)
____
PM
225
(4)
____
AGED
581
(3)
____
BRAE
121
(2)
____
*WELD
Cuesta
Date:
500
(2)
270a
(4.5)
301
(4)
____
_____________________
BUS
201A
(6)
____
FRSC
230
(4)
____
FNR
360
(4)
____
____
* either
course
ASCI
102
(4)
____
BRAE
141
(3)
____
AGB
____
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
____
TOTAL
____
Level I
______
______
4.
AG. SPECIALIST TECHNICAL AGRICULTURE. Area of specialization (Circle One): Animal Science, Plant and Soil Science, Ornamental Horticulture, Agricultural Business Management, Environmental Science and Natural Resource Management, or Agricultural Systems
Technology
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
5. AG. SPECIALIST PROFESSIONAL EDUCATION
AGED 102
(2)
_____
AGED
330
6.
(6)
C.4 English course (C or better) _____ or WPE/8 ______
_____
AGED
520
______
(21.5/27)
AGED
522
(3)
______
513
(5)
______
or Writing Competency Course.
7.
SINGLE SUBJECT STUDENT TEACHING (& AG. SPECIALIST FIELD EXPERIENCE)
AGED
440
(18)
______
AGED
424
(3)
______
AGED
441

(3)
TOTAL
(2)
______
AGED
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 credentials. 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
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 encourage 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 agriculture 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 encouraged 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 agriculture 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 Qualifications 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 applying 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 completing 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
CBEST
Nutrition
CPR
_______
_______
_______
_______
U.S. Constitution
Computer Class
Early Field Experience
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 graduate 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 Education 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 requirements 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 assignment. You need to know the cost of these expenses, in advance, as you may need to make special arrangements 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 possession 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 processing fee, these are professional fees required of all new teachers in California. A breakdown of your anticipated expenses are as follows:
ANTICIPATED EXPENSES (Subject to Change)
Certificate of Clearance
Livescan Fingerprint Fee
Processing Fee
$27.50 (Cashier or Money Order)
$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
Processing Fees
Credential Application
Clear Agriculture Specialist
Credential Application
Transcript Fee
$ 4.00
$25.00
$55.00 Only one credential fee if applying for two credentials
concurrently
$55.00
$ 4.00
Clear Single Subject – Clear Single Subject credentials will be issued after completion of the two-year Induction 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 members. 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, regional, 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 comprehensive 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)
Mr. Jerry Clark
Mr. Bob Cummings
Dr. Ann De Lay
Dr. Robert Flores
Dr. Bill Kellogg (Dept. Head)
Dr. Ben Swan
Dr. Scott Vernon
(805) 756-2803
(805) 756-6324
(805) 756-5362
(805) 756-7272
(805) 756-2169
(805) 756-2973
(805) 756-2401
(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 publication 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 relationship 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 Communication Department.