Standard 5 – Coordination of Future Farmers of America (FFA) Programs
The program provides candidates with knowledge and understanding of principles of leadership, cooperation, and relationships with appropriate constituencies, and the ability to integrate and apply those principles through the Future Farmers of America (FFA) Program.
Required Elements for Standard 5 – Coordination of Future Farmers of America (FFA) Programs:
5(a) The program provides candidates with the knowledge of student, chapter and community development activities of the FFA needed to successfully organize and provide oversight of these activities.
5(b) Through the program, candidates develop methods for integrating leadership concepts and activities and procedures of student organizations into the agriculture curriculum.
5(c) The program ensures that candidates gain knowledge and skill in creating and maintaining positive interpersonal relationships, including relating to students, parents, other teachers, school administrators, local industry and the general community.
Coordination of Future Farmers of America (FFA)
The primary focus of FFA is developing every student’s potential for premier leadership, personal growth, and career success through agricultural education. Instruction about FFA is included in AGED 50, AGED 135, AGED 187, EHD 155B, and AGRI 280. The program is designed to prepare candidates to be successful in teaching leadership and personal development skills and in advising students participating in FFA events and activities. In the early field experience course, AGED 50, candidates are taught the purpose of FFA and how it fits in the agricultural education program model. Candidates are expected to observe practicing teachers as they teach leadership and personal development skills, conduct local FFA activities, and prepare students to participate in events and activities above the chapter level.
The philosophical foundation for preparing student to teach and advise students in this area is established primarily in AGED 135. This course introduces candidates to the agricultural education program model and presents the rationale for FFA as an integral part of the agricultural education program. The history, emblems, ceremonies, membership and degree requirements, and organizational structure of FFA are covered in this course. Career development events including public speaking and parliamentary procedure are also presented. Candidates are required to memorize the FFA advisor’s part in the opening ceremonies while enrolled in this class.
In AGED 150 candidates learn how to use computer technology to communicate with FFA members and officers, and to develop and maintain chapter membership, and other records including the components of an annual FFA Program of Activities.
In AGED 187 candidates are presented information about standards and criteria for establishing and maintaining an FFA Chapter as part of the total agricultural education program. California’s FFA membership roster and data reporting system for agricultural education are covered. The primary focus in this course is on the operation of an effective FFA Chapter. This includes managing budgets, memberships, transportation, advising students, working with advisory committees and booster clubs.
During final student teaching, EHD 155B, candidates are to serve as the FFA Advisor at one chapter meeting. They are also expected to supervise FFA chapter activities and to participate in a variety of FFA events and activities above the chapter level. Examples of FFA activities candidates supervise and/or attend include: 1) training teams to participate in career
development events, 2) assisting students prepare various exhibits and projects to be exhibited at local and regional fairs, 3) supervising students at section, region, and state FFA conferences and leadership development programs.
The Exit Evaluation of Objectives for Agriculture Specialist Candidates lists three competencies candidates must meet
during final student teaching. Candidates must participate in state and/or national
FFA activities, serve as advisor for a chapter meeting, and supervise FFA chapter
activities. Participation including supervision of FFA activities is also documented
in the Weekly Reports that candidates submit to their master teacher and university supervisor. The master teacher must
verify that the candidates meet these objectives. The University supervisor and students
discuss candidates’ experiences in conducting these activities including positive
and negative experiences and strategies for becoming a more effective FFA advisor
in the AGRI 280 seminar class. Candidates are instructed in maintaining positive interpersonal relationships
beginning with AGED 50, these concepts are reinforced in AGED 135, and again in AGED 187. During initial and final student teaching candidates must document their performance
in developing positive interpersonal relationships. In AGRI 280 candidates discuss and exchange ideas and experiences for developing interpersonal
relationships with students, parents, other teachers, school administrators, local
industry and the general community. Candidate participation in FFA activities is also documented on the Weekly Report Form on page two of the form.