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Standard 12 – Assessment of Candidate Competence
Prior to recommending each candidate for the Agriculture Specialist Credential, one or more persons who are responsible for the program determine, on the basis of thorough documentation and written verification by at least one supervising teacher and one institutional supervisor, that the candidate has met all requirements and competencies for the Agriculture Specialist Instruction Credential. This determination is based on documentation of completion of all specific program requirements and verification that the candidate has demonstrated competence in each of the elements listed below, as evidenced by multiple measures, including a combination of formative and summative assessments.

Required Elements for Standard 12 – Assessment of Candidate Competence:

12(a) Each candidate understands the philosophy,   history,   issues and current research associated with career and technical education and their specific influence on agriculture education, and is able to apply these concepts in the development and implementation of agriculture education programs.

12(b) Each candidate is prepared to manage agriculture education programs based on knowledge of the appropriate curriculum, the ability to garner program resources and establish community support, familiarity with leading state and national agriculture education organizations, and an understanding of key concepts of program management and accountability, and is able to apply this information in the management agriculture education programs.

12(c) Each candidate has a working knowledge of the integral nature and purpose of supervised agricultural experience programs, is familiar with related activities including record keeping, home visits, project advisement and management, and project ethics, and is able to apply this information in the supervision of student agriculture experiences.

12(d) Each candidate has an understanding of the integral nature, key principles and activities of Future Farmers of America (FFA), including principles of leadership, student chapter and community development activities, appropriate procedures for student organizations, and creating and maintaining positive interpersonal relationships, and is able to integrate and apply these activities and principles in FFA programs and related student agriculture education experiences.

12(e) Each candidate has completed a program of specialized study in one of the six agriculture domains identified in Standard 6, from which the candidate has developed advanced knowledge and understanding of this area of specialization, and is able to apply this advanced knowledge and understanding in the development and implementation of agriculture education programs.

12(f) Each candidate understands the special issues involved in teaching agriculture systems technology, including the hazards existent in working with tools and equipment and methods for mitigating those hazards and ensuring safety; specialized pedagogical skills and practices involved in this domain; and tool, equipment and facility use and management; and is able to apply   this information in the development and implementation of agriculture systems technology education.

12(g) Each candidate is prepared to plan and successfully execute agriculture education experiences in non-traditional learning environments, including implementing appropriate class management strategies in non-classroom situations such agricultural technology shops, school laboratories, school farm locations and school field trips.

12(h) Each candidate is able to competently advise students in planning and preparation for careers in agriculture through the candidate’s knowledge of career development concepts and the organization and needs of the and future workplace in general and the agriculture industry specifically.

Assessment of Candidate Competence

The program utilizes a number of means for assessing the subject matter competence as well as the total development of the student as a teacher candidate.

All Agricultural Education courses include assignments, quizzes, and exams that are graded to determine candidate performance and competency. However, the major assessment of candidate competency occurs during the two semesters the candidates are enrolled in the credential program.

Candidates for the agriculture specialist credential are evaluated on professional competence during initial (EHD 155A) and final student teaching (EHD 155B). A checklist of professional competencies is supplied to each student teacher at the Student Teaching Orientation Meeting prior to each semester of student teaching. Copies of the checklistsare found in Appendix. Cooperating teachers review the competency list with the university supervisor at the beginning of the semester. During the semester, student teachers are responsible for having each competency signed off as it is met or performed. Only the university supervisor, the cooperating teacher, or a school district administrator may verify the completion of a competency.

In addition to competency verification via the checklists, each cooperating teacher evaluates their student teacher utilizing a series of formal evaluation forms, which are filled out and sent to the program coordinator on a regular basis. Copies of the evaluation forms are located in Appendix.

The university supervisor completes additional evaluations of each student teacher’s classroom performance during or after each on-site visit.

At the completion of a candidate’s student teaching assignments, the program coordinator reviews each student’s field experience file to verify that all weekly reports of teaching activities, all cooperating teacher evaluations, and the competency checklists are completed and filed. Copies of the weekly report forms are found in Appendix.

The cooperating teacher and the university supervisor at the completion of the university semester fill out additional final evaluation forms from the Single Subject Manual. These evaluations include an evaluation of classroom and non-classroom activities.

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