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Standard 2 Aspect B

Standard 2b: Program completers engage in professional practice in educational settings and show that they have the skills and abilities to do so in a variety of additional settings and community/cultural contexts. For example, candidates must have broad and general knowledge of the impact of culture and language on learning, yet they cannot, within the context of any given program, experience working with the entire diversity of student identities, or in all types of school environments. 

Candidate preparation includes first-hand professional experience accompanied by reflection that prepares candidates to engage effectively in different contexts they may encounter throughout their careers.


Data Sources & Analysis

Data Source 1

Employer Survey

Description of Data Source:
Approximately every five years, the Agriculture Specialist Program administers a survey to the School Site Administrator of each of our program completers to determine their perceptions of how well the program prepared their teacher for their duties as an agriculture teacher. Employers rate the completers’ level of preparedness on a scale of 1 (not prepared) to 5 (very well prepared) in six Core Agriculture areas, including animal science, plant science, agriculture mechanics, ornamental horticulture, agricultural economics/business, and natural resources/forestry, and 11 Agricultural Education Competencies that relate to specific instructional areas unique to agriculture education.

Perspective Captured from Data Source: Employers of Program Completers

Rationale for using Data Source:
The Agriculture Specialist Employer Survey provides the program with administrators’ perceptions of how well the program prepared their teacher with content and pedagogy necessary to carry out their role as agriculture teachers.

Specific Elements of Data Source:
Two items from the Agricultural Education Competencies

  • Working with students of diverse cultures
  • Working effectively with the local community

Definition of Success for Each Element:
Overall mean scores of 3.00 or greater which would indicate that Employers perceive their new teacher to be at least “Adequately Prepared” to teach the Agricultural Education Competencies included in the instrument. 

Displays of Analyzed Data:

Table 1. Summary of adminstrators' perception of new teachers' level of preparedness

Agricultural Education Competency n Mean SD
Communicating and working effectively with school
administrators
19 4.21 .71
Following established school policies and procedures 19 4.21 .71
Working effectively with other teachers 19 4.16 .69
Teaching agricultural classes 19 4.16 .83
Working with students of diverse cultures 19 4.05 .71
Preparing lesson plans 19 4.05 .78
Planning the objectives and curriculum of the Ag. Education
program
19 4.00 .67
Utilizing school labs for instruction (farm, ag mech, floral, etc.) 19 3.95 .85
Supervising FFA activities 19 3.95 .91
Supervising SAE projects 19 3.89 .88
Working effectively with the local community 19 3.84 .90
Working effectively with the agricultural education advisory
committee
19 3.84 .90
Supervising students outside the classroom 19 3.84 .96
Maintaining discipline in the classroom 19 3.74 .81
Completion of required reports, plans, budgets, etc. (i.e. incentive grant, R-2 report) 19 3.74 1.05

Link to Full Dataset: 2021 Ag Ed Graduate Survey Data (Google spreadsheet)

Interpretation of Data:
Because the program only captured data from the graduate survey in 2012 and 2021, we only have two cycles of data to analyze. Employers indicated that their new teachers were at least “Adequately Prepared” (M = 3.00 or better) in all technical/competencies areas, including their ability to work with their local community (M = 3.84) and a diverse student population (M = 4.05). These competencies will be continually examined and efforts made to improve the curricula in these areas to ensure that new teachers are able to effectively work with their local community and serve a diverse student population. 

Data Source 2

Fresno Assessment of Student Teachers (FAST) Teaching Sample Project (TSP) Learning Outcomes

Description of Data Source:
The Teaching Sample Project is one of two tasks in the Fresno Assessment of Student Teachers (FAST) that collectively measure the pedagogical competence of teacher candidates and interns for Preliminary Teaching Credentials in California, and as information useful for determining program quality and effectiveness. To complete the TSP, candidates are required: (a) to identify the context of their classroom (i.e. students and classroom environment), (b) to plan and teach a series of at least five cohesive lessons (a unit of study) with a focus on content knowledge and literacy, (c) to assess students’ learning before, during, and after the unit, (d) to document their teaching and their students’ learning, and (e) reflect on the effectiveness of their teaching. The assessment is scored using specific, task-focused rubrics. All coaches in the Ag Specialist program are calibrated to score the assessment.

Perspective Captured from Data Source: University Coach

Rationale for using Data Source:
The Learning Outcomes section of the TSP requires candidates to provide a description of the unit that includes how it meets the state-adopted standards for subject matter content knowledge and literacy skills. They are to describe how these standards will be addressed in the unit and provide a rationale for why the unit is appropriate for the students enrolled in the class. The rationale should address the appropriateness for the students in the class in terms of: 1) development of content knowledge and literacy skills, 2) connections to past learning and experience, 3) relevance to the students in the class, and 4) importance for future learning. 

Specific Elements of Data Source:
Teaching Sample Project rubric for Learning Outcomes (TPE 3.1, 3.2, 3.3) 

Overall score for Two Areas:

  • Learning Outcomes and Standards
  • Appropriateness for Students

Definition of Success for Each Element:
The university coaches encourage candidates to strive for a score of four on the scoring rubric and would like to see scores of 2.5 or better. Candidates must score a two or better on the scoring rubric to show they meet the expectation for the site visitation project. To score a two, the rubric calls for candidates to effectively implement instruction consistent with subject-specific pedagogy.

Displays of Analyzed Data:
Table 2: FAST Teaching Sample Project (TSP) Learning Outcomes Mean Scores

Teaching Sample Project Data Summary Fall 2018 - Spring 2020

Semester Fall 2018
N=11
Spring 2019
N=14
Fall 2019
N=13
Spring 2020
N=15
Students in Context 2.27 2.07 2.27 2.33
Learning Outcomes 2.09 2.04 2.31 2.20
Assessment Plan 2.09 2.07 2.08 2.07
Design for Instruction 2.18 2.07 2.19 2.20
Instructional Decision Making 2.18 2.21 2.31 2.07
Analysis of Student Learning 2.09 2.00 2.19 2.00
Reflection and Self-
Evaluation
2.27 2.11 2.23 2.07

Link to Full Dataset:  FAST TSP F18 Sp20 Ag Students Summary and Data

Interpretation of Data:
The university coaches encourage candidates to strive for a score of four on the scoring rubric and would like to see scores of 2.5 or better. Candidates must score a two or better on the scoring rubric to show they meet the expectation for the learning outcomes section of the project. For the semesters listed in the table above the students all scored a two or better on this section of the TSP. Although they failed to reach the goal of a score of 2.5, all students passed this section of the TSP.

Still, scores were just above the passing point, meaning there is room for improvement. Moving forward, program faculty will work to better understand where, specifically students struggled and will look for ways to embed further attention to assessment within existing coursework.

Data Source 3

Student Teacher Placements

Description of Data Source: 
Candidates complete two semesters of student teaching. They are placed in two different schools to provide a variety of experiences with different mentor teachers, different students, and diverse communities. Field placement assignments are made by the agricultural education faculty to match candidates with schools and mentor teachers that will provide the most meaningful experiences for the candidate. Candidate preferences are considered; however, placement decisions are the responsibility of the program faculty.

Perspective Captured from Data Source: Program faculty

Rationale for using Data Source: 
As a program, we believe that one of the best ways to prepare our completers to support their culturally and linguistically diverse students is by providing them with opportunities to work with a range of learners throughout their field placement experiences

Specific Elements of Data Source: Schools and districts in which candidates are placed

Definition of Success for Each Element: 
Programmatically, our goal is for our candidates to have experience in diverse contexts that serve learners from a range of culturally and linguistically diverse backgrounds.

Displays of Analyzed Data:
Table 3: Demographics of Schools Where Candidates Have Been Placed

Madera Unified(Madera South HS)

Number of Candidates in 2019 2
Number of Candidates in 2020 3
Number of Candidates in 2021 3
District Demographics
African-American 270
Native American 103
Asian 241
Filipino 34
Hispanic/Latino 18,937
Pacific Islander 8
White 1,062
2+ races 140
Not Reported 113
Total 20,908
% English Learner 25.8%
% Free/Reduced Meals 89.8%

Central Unified (Central West HS)

Number of Candidates in 2019 4
Number of Candidates in 2020 5
Number of Candidates in 2021 4
District Demographics
African-American 1,318
Native American 67
Asian 2,363
Filipino 141
Hispanic/Latino 9,561
Pacific Islander 30
White 1,993
2+ races 263
Not Reported 6
Total 15,742
% English Learner 13.9%
% Free/Reduced Meals 58.9%

Clovis Unified (Clovis East HS)

Number of Candidates in 2019 4
Number of Candidates in 2020 5
Number of Candidates in 2021 4
District Demographics
African-American 1,382
Native American 277
Asian 6,316
Filipino 950
Hispanic/Latino 16,755
Pacific Islander 128
White 15,500
2+ races 1,482
Not Reported 0
Total 42,790
% English Learner 4.4%
% Free/Reduced Meals 54.9%

Tulare Joint Union (Tulare HS Farm)

Number of Candidates in 2019 4
Number of Candidates in 2020 4
Number of Candidates in 2021 2
District Demographics
African-American 137
Native American 16
Asian 76
Filipino 21
Hispanic/Latino 4,452
Pacific Islander 9
White 927
2+ races 31
Not Reported 31
Total 5,700
% English Learner 10.8%
% Free/Reduced Meals 12.9%

Modesto Unified (Thomas Downey HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 2
Number of Candidates in 2021 2
District Demographics
African-American 4.8
Native American 55
Asian 813
Filipino 243
Hispanic/Latino 9,655
Pacific Islander 108
White 3,488
2+ races 746
Not Reported 411
Total 15,957
% English Learner 12.9%
% Free/Reduced Meals 64.1%

Visalia Unified (Mt. Whitney, El Diamante)

Number of Candidates in 2019 5
Number of Candidates in 2020 4
Number of Candidates in 2021 5
District Demographics
African-American 397
Native American 140
Asian 1,185
Filipino 229
Hispanic/Latino 20,124
Pacific Islander 48
White 5,221
2+ races 738
Not Reported 802
Total 28,884
% English Learner 14.4%
% Free/Reduced Meals 65.9%

Kern Unified (Bakersfield-North HS, Foothill HS, Independence HS, Highland HS)

Number of Candidates in 2019 2
Number of Candidates in 2020 4
Number of Candidates in 2021 3
District Demographics
African-American 2,381
Native American 235
Asian 1,218
Filipino 511
Hispanic/Latino 29,249
Pacific Islander 133
White 7,849
2+ races 447
Not Reported 337
Total 42,370
% English Learner 8.5%
% Free/Reduced Meals 71.5%

Porterville Unified (Monache HS, Porterville HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 4
Number of Candidates in 2021 1
District Demographics
African-American 45
Native American 297
Asian 205
Filipino 118
Hispanic/Latino 11,852
Pacific Islander 52
White 1,538
2+ races 148
Not Reported 117
Total 14,372
% English Learner 23.4%
% Free/Reduced Meals 85.8%

Merced Unified (Golden Valley HS, Atwater HS, El Capitan HS, Buhach Colony HS, Livingston HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 7
Number of Candidates in 2021 6
District Demographics
African-American 406
Native American 50
Asian 861
Filipino 85
Hispanic/Latino 7,749
Pacific Islander 34
White 1,605
2+ races 98
Not Reported 89
Total 10,977
% English Learner 9.8%
% Free/Reduced Meals 75.9%

Selma Unified (Selma High School)

Number of Candidates in 2019 1
Number of Candidates in 2020 3
Number of Candidates in 2021 1
District Demographics
African-American 13
Native American 12
Asian 201
Filipino 3
Hispanic/Latino 5,515
Pacific Islander 8
White 283
2+ races 15
Not Reported 0
Total 6,050
% English Learner 28.1%
% Free/Reduced Meals 86.2%

Caruthers Unified (Caruthers HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 1
Number of Candidates in 2021 1
District Demographics
African-American 5
Native American 8
Asian 59
Filipino 0
Hispanic/Latino 1,337
Pacific Islander 3
White 145
2+ races 11
Not Reported 0
Total 1,568
% English Learner 26.1%
% Free/Reduced Meals 90.3%

Wasco Unified (Wasco HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 1
Number of Candidates in 2021 2
District Demographics
African-American 24
Native American 0
Asian 3
Filipino 1
Hispanic/Latino 1,812
Pacific Islander 0
White 80
2+ races 0
Not Reported 1
Total 1,921
% English Learner 17.3%
% Free/Reduced Meals 87.0%

Le Grand Union (LeGrand HS)

Number of Candidates in 2019 2
Number of Candidates in 2020 2
Number of Candidates in 2021 0
District Demographics
African-American 2
Native American 1
Asian 0
Filipino 1
Hispanic/Latino 483
Pacific Islander 0
White 23
2+ races 1
Not Reported 3
Total 514
% English Learner 22.2%
% Free/Reduced Meals 89.1%

Turlock Unified (Turlock HS)

Number of Candidates in 2019 2
Number of Candidates in 2020 1
Number of Candidates in 2021 2
District Demographics
African-American 278
Native American 89
Asian 775
Filipino 18
Hispanic/Latino 8,238
Pacific Islander 72
White 4,095
2+ races 184
Not Reported 176
Total 13,925
% English Learner 24.5%
% Free/Reduced Meals 53.2%

Chawanakee Unified (Minarets)

Number of Candidates in 2019 2
Number of Candidates in 2020 3
Number of Candidates in 2021 2
District Demographics
African-American 9
Native American 99
Asian 23
Filipino 0
Hispanic/Latino 350
Pacific Islander 1
White 923
2+ races 85
Not Reported 41
Total 1,531
% English Learner 1.3%
% Free/Reduced Meals 55.6%

Lemoore Union (Lemoore HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 1
Number of Candidates in 2021 2
District Demographics
African-American 92
Native American 64
Asian 21
Filipino 92
Hispanic/Latino 1,379
Pacific Islander 13
White 554
2+ races 126
Not Reported 0
Total 2,341
% English Learner 7.5%
% Free/Reduced Meals 51.9%

Dinuba (Dinuba HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 2
Number of Candidates in 2021 1
District Demographics
African-American 25
Native American 26
Asian 73
Filipino 48
Hispanic/Latino 6,219
Pacific Islander 4
White 245
2+ races 0
Not Reported 0
Total 6,640
% English Learner 33%
% Free/Reduced Meals 81.5%

Golden Valley Unified (Liberty HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 2
Number of Candidates in 2021 2
District Demographics
African-American 704
Native American 48
Asian 402
Filipino 462
Hispanic/Latino 3,029
Pacific Islander 55
White 3,061
2+ races 394
Not Reported 67
Total 8,222
% English Learner 5.9%
% Free/Reduced Meals 25.0%

Sanger Unified (Sanger HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 1
Number of Candidates in 2021 2
District Demographics
African-American 141
Native American 19
Asian 1,515
Filipino 50
Hispanic/Latino 8,775
Pacific Islander 19
White 1,554
2+ races 340
Not Reported 212
Total 12,625
% English Learner 14.4%
% Free/Reduced Meals 64.2%

Kerman Unified (Kerman HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 3
Number of Candidates in 2021 3
District Demographics
African-American 27
Native American 19
Asian 231
Filipino 1
Hispanic/Latino 4,560
Pacific Islander 2
White 369
2+ races 21
Not Reported 0
Total 5,230
% English Learner 30%
% Free/Reduced Meals 90.6%

Fowler (Fowler HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 2
Number of Candidates in 2021 0
District Demographics
African-American 19
Native American 7
Asian 232
Filipino 0
Hispanic/Latino 2,092
Pacific Islander 1
White 210
2+ races 20
Not Reported 1
Total 2,582
% English Learner 18.7%
% Free/Reduced Meals 71.0%

Kings Canyon Unified (Reedley HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 2
Number of Candidates in 2021 2
District Demographics
African-American 18
Native American 33
Asian 59
Filipino 44
Hispanic/Latino 8,584
Pacific Islander 4
White 791
2+ races 100
Not Reported 1
Total 9,634
% English Learner 28.3%
% Free/Reduced Meals 87.2%

Sierra Unified (Sierra HS)

Number of Candidates in 2019 2
Number of Candidates in 2020 2
Number of Candidates in 2021 2
District Demographics
African-American 10
Native American 173
Asian 7
Filipino 7
Hispanic/Latino 225
Pacific Islander 0
White 735
2+ races 44
Not Reported 3
Total 1,204
% English Learner 0.91%
% Free/Reduced Meals 86.7%

Los Banos Unified (Los Banos HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 1
Number of Candidates in 2021 1
District Demographics
African-American 161
Native American 37
Asian 98
Filipino 72
Hispanic/Latino 9,167
Pacific Islander 67
White 1,112
2+ races 82
Not Reported 62
Total 10,858
% English Learner 25.8%
% Free/Reduced Meals 70.0%

Ceres Unified (Central Valley)

Number of Candidates in 2019 0
Number of Candidates in 2020 0
Number of Candidates in 2021 1
District Demographics
African-American 242
Native American 54
Asian 713
Filipino 75
Hispanic/Latino 11,555
Pacific Islander 911
White 1,786
2+ races 123
Not Reported 28
Total 14,667
% English Learner 29.8%
% Free/Reduced Meals 81.5%

Kinsburg (Kingsburg HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 2
Number of Candidates in 2021 2
District Demographics
African-American 1
Native American 4
Asian 29
Filipino 2
Hispanic/Latino 736
Pacific Islander 0
White 398
2+ races 21
Not Reported 0
Total 1,191
% English Learner 11.8%
% Free/Reduced Meals 59.4%

Exeter Unified (Exeter HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 1
Number of Candidates in 2021 1
District Demographics
African-American 15
Native American 16
Asian 9
Filipino 6
Hispanic/Latino 1,714
Pacific Islander 2
White 861
2+ races 10
Not Reported 4
Total 2,637
% English Learner 13.5%
% Free/Reduced Meals 68.9%

Mendota Unified (Mendota HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 1
Number of Candidates in 2021 1
District Demographics
African-American 4
Native American 0
Asian 24
Filipino 0
Hispanic/Latino 3,576
Pacific Islander 0
White 55
2+ races 3
Not Reported 6
Total 3,668
% English Learner 56.1%
% Free/Reduced Meals 97.2%

Firebaugh-Las Deltas Unified (Firebaugh HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 2
Number of Candidates in 2021 0
District Demographics
African-American 1
Native American 0
Asian 5
Filipino 0
Hispanic/Latino 2,097
Pacific Islander 4
White 70
2+ races 1
Not Reported 0
Total 2,178
% English Learner 35.7%
% Free/Reduced Meals 90.3%

Cutler-Orosi Unified (Orosi HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 1
Number of Candidates in 2021 0
District Demographics
African-American 1
Native American 5
Asian 6
Filipino 110
Hispanic/Latino 3,841
Pacific Islander 2
White 39
2+ races 1
Not Reported 2
Total 4,007
% English Learner 37.5%
% Free/Reduced Meals 94.7%

Mariposa County Unified (Mariposa HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 1
Number of Candidates in 2021 0
District Demographics
African-American 8
Native American 68
Asian 16
Filipino 10
Hispanic/Latino 387
Pacific Islander 0
White 1121
2+ races 119
Not Reported 28
Total 1,757
% English Learner 5.2%
% Free/Reduced Meals 66.9%

Gustine Unified (Gustine HS)

Number of Candidates in 2019 0
Number of Candidates in 2020 0
Number of Candidates in 2021 1
District Demographics
African-American 9
Native American 7
Asian 10
Filipino 7
Hispanic/Latino 1,505
Pacific Islander 2
White 183
2+ races 24
Not Reported 18
Total 1,765
% English Learner 34.2%
% Free/Reduced Meals 81.8%

Lodi Unified (Lodi HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 0
Number of Candidates in 2021 0
District Demographics
African-American 2,071
Native American 131
Asian 5,530
Filipino 1,074
Hispanic/Latino 14,307
Pacific Islander 210
White 5,735
2+ races 933
Not Reported 747
Total 30,738
% English Learner 19.1%
% Free/Reduced Meals 68.4%

Hilmar Unified (Hilmar HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 0
Number of Candidates in 2021 0
District Demographics
African-American 7
Native American 17
Asian 17
Filipino 3
Hispanic/Latino 1,044
Pacific Islander 3
White 1,237
2+ races 18
Not Reported 4
Total 2,350
% English Learner 21.8%
% Free/Reduced Meals 52.5%

Ripon Unified (Ripon HS)

Number of Candidates in 2019 2
Number of Candidates in 2020 0
Number of Candidates in 2021 1
District Demographics
African-American 131
Native American 16
Asian 239
Filipino 94
Hispanic/Latino 1,625
Pacific Islander 12
White 2,163
2+ races 429
Not Reported 19
Total 4,728
% English Learner 8.7%
% Free/Reduced Meals 35.2%

Chowchilla Union (Chowchilla HS)

Number of Candidates in 2019 1
Number of Candidates in 2020 1
Number of Candidates in 2021 1
District Demographics
African-American 8
Native American 5
Asian 28
Filipino 3
Hispanic/Latino 724
Pacific Islander 1
White 307
2+ races 22
Not Reported 0
Total 1,098
% English Learner 21.1%
% Free/Reduced Meals 75.4%

Interpretation of Data:
All candidates were placed at two different schools for their student teaching experience and all candidates except two successfully completed both semesters of student teaching. As highlighted in Table 3, the districts in which Agriculture Specialist candidates have been placed in recent semesters are home to learners from a range of racial and ethnic backgrounds other than white. Given the overall demographics of our region, it is not surprising that the vast majority of learners identify as Hispanic/Latinx. It is also worth noting that, in most districts where candidates are placed, the percentage of students classified as English Learner is well over 10%, providing candidates the opportunity to also develop expertise in supporting students who are Emergent Bilingual. 

Next Steps:
The findings above demonstrate that our candidates do have opportunities to develop knowledge of culturally responsive educational practices, and, according to their employers, they are prepared to do so. We believe that one of the reasons they are able to do so successfully is because of the range of contexts in which they are placed for their field experience.

However, looking at the results of the Learning Outcomes portion of the FAST Teaching Sample Project, which includes the section that evaluates how appropriate the instruction is for the students in the classroom, suggests that candidates may need additional support to ensure they have the knowledge to provide learning opportunities that are culturally relevant. Moving forward, this is an area the program will work to improve.

Aspect C →