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 2016

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..………………………………………………………… Acceptance to Candidacy – FORM…………………....…………………………………………………………….. Occupational Experience Needed . . . . . . . . . . . . . . ..……………………………………………………………. University Courses Needed . . . . . . . . . . . . . . . . . .. ………….…………………………………………………… Student Teaching Experience . . . . . . . . . . . . . . . . . . . . . ……………………………………………………….. 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 sec-ondary school. Members of the Agricultural Education and Communication Department faculty are availa-ble 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. Ben Swan, 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 na-tion’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 book-let will help you to better understand the processes, procedures and requirements of becoming an agri-culture 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 ines-capable 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 po-tential 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 compen-sated for by exceptionally high abilities in other factors.

A. Academic Aptitude: The agriculture teacher candidate must demonstrate academic aptitude by showing a sat-isfactory 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 ag department prior to applica-tion. This experience can be achieved by enrolling in AGED 303.

F. Basic Skills: Satisfactory performance must be demonstrated in reading, writing, and speaking English. All teachers in California must meet the basic skills requirement. This can be satisfied by passing the CBEST, completion of the CSU Early Assessment Program (EAP), or through SAT/ACT scores (earned minimum scores on the College Board SAT with a 500 (English) and 550 (Math) OR earned minimum scores on the ACT with a 22 (English) and 23 (Math)).

G. Personality and Character: You must demonstrate personality and character qualities acceptable for the teach-ing 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. Up to 1500 hours can be counted prior to high school graduation. If the agriculture teacher candidate did not have hours prior to high school gradua-tion, the requirement is 2,000 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 posi-tive 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 fac-

ulty 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 profession-

als who prepare a diverse student population to become active and thoughtful participants in a demo-

cratic society.

MISSION

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

fessionals. These professionals create, assess, and modify environments, practices, and policies to fos-

ter 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 educa-

tion.

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 educa-

tion 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.

DISPOSITIONS expected for all candidates:

Professionalism

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

siderate, 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 prob-

lems and managing dilemmas. Is open to constructive feedback from others, manages situations of con-

flict 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 f a i r a n d e q u i t a b l e s t a n d a r d s f o r

c o n d u c t t h a t 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, atti-

tudes, 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. Contrib-

utes 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 prac-

tices, and scholarship in the field. Tries new methods and tools. Incorporates knowledge-build-

ing technologies; critical, creative, and metacognitive thinking; conceptual understanding; inde-

pendent 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 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.

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 assess-

ment program.

Name (printed) ___________________________ Signature ______________________________

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 Agricul-tural 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 agricul-

ture 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 Agriculture subtest I, II, and III (California Subject Examina-

tions for Teachers)

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 EDUC 410 (4) Social, Historical, and Ethical Perspectives on Teaching & Learning EDUC 412 (4) Access to Learning in a Pluralistic Society EDUC 414 (4) Curriculum & Inquiry in Public Schools EDUC 416 (3) Literacy, Language, and Culture in Content Area Classrooms EDUC 417 (1) Literacy, Language, & Culture in the Content Area Classroom Fieldwork EDUC 418 (3) Culturally Responsive Teaching in Diverse Classrooms EDUC 419 (1) Culturally Responsive Fieldwork in Diverse Classrooms

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 vocational-ag classes receive specialized funding un-der 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 Cre-dential 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 303 (4) FFA and Supervised Agricultural Experience AGED 350 (2) Early Field Experience in Agriculture Education AGED 520 (3) Program Development in Agriculture Education AGED 522 (3) Laboratory Pedagogy in Agricultural Technology AGED 513 (5) Field Experience – Agriculture Education

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 complete a Commission on Teacher Credentialing approved induction program. Induction programs are typically offered through your hiring school district/county.

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 con-sideration each student’s personal preferences as well as factors such as marital status, undergradu-ate 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 op-portunity for each prospective teacher to sample the responsibilities and tasks of vocational agricul-ture 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. Evalua-tion forms are available from any Agriculture Education faculty member in the Agricultural Education and Communication Department offices. This form lists all course requirements for the single subject and agriculture specialist credentials.

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 devel-opment, 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’ Asso-ciation. Membership in this organization is by invitation.

SELECTION PROCESS The selection of candidates to prepare for teaching is accomplished through two two-step processes, involv-ing teacher education committees from the School of Education (SOE) and Agricultural Education and Com-munication departments. Step I & Step II applications are due to 02-120 the Monday of the 4th week of the quarter. 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 program. (SOE) Due Monday of the 4th week of the quarter..

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

Step II. Approval to participate in student teaching. (SOE) Due Monday of the 4th week of the quar-ter.quarter.

PLANNING GUIDE AND CHECKLIST

In the course of completing the Agricultural Education curriculum and becoming a credentialed voca-tional 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. 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.

_____ 2. Complete AGED 102 early in your undergraduate program to gain information on many im-

portant points on becoming an agriculture teacher. _____ 3. 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 303.

_____ 4. Acceptance to Candidacy. Potential teachers who have Junior, Senior or Graduate standing

and are enrolled in AGED 303 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 inter-view with the Agricultural Education and Communication staff.

_____ 5. Become active in the Collegiate Future Farmers of America to maintain an ongoing relation-

ship 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.

_____ 6. Apply for a Certificate of Clearance. Application forms are available at the SOE Credential

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

_____ 7. Basic Skills Requirement. In order to be admitted to the Credential Program you must satisfy

the basic skills requirement. This can be satisfied in a number of ways with the most common being CBEST. The CBEST test you in reading, writing and mathematics. Other options for satisfying this requirement include the CSU EAP, SAT, and/or ACT.

_____ 8. Attend Official STEP I/II Orientation Meetings when scheduled. The Agricultural Education

and Communication Department will announce dates and locations of these meetings. Check the hall outside 10 244.

_____ 9. Apply for Step I by downloading the AGED Step I application from the SOE website,

www.soe.calpoly.edu, and prior to taking any EDUC prefix courses. Complete the application requirements and return materials to the SOE Credential Office by the published deadline.

Competency Checklist (a part of Step I process) Speech _______ U.S. Constitution _______ Basic Skills: _______ Early Field Experience _______ KINE 250 _______ Writing Requirement _______ CPR _______ Administrative Checklist (a part of Step I process): Community College/Other Transcripts _______ Certificate of Clearance (or copy of Emergency Credential) _______ _____ 10. 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. _____ 11. Livescan paperwork done along with Certificate of Clearance. This is needed prior to apply-

ing to graduate school and should be done early. _____ 12. 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.

_____ 13. 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.

_____ 14. Apply for Step II by downloading the AGED Step II application from the SOE website,

www.soe.calpoly.edu, priorand prior to beginning student teaching. An application must be received by the published due date, Monday of the 4th week of the Fall/Spring quarters.

_____ 15. 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.

_____ 16. A second interview needs to be scheduled with the student teaching experience coordinator

in order to evaluate your progress and discuss your student teaching objectives. _____ 17. 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 S.O.E.

_____ 18. Contact your Cooperating School upon receiving your letters of appointment from the Agricul-

tural 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 neces-sary, 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 ex-ception 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 $67.00 Certificate of Clearance Application Fee $52.50 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 $100.00 Preliminary Single Subject-Agriculture Transcript Fees $ 4.00 (Only one processing fee if applying concurrently) Processing Fees $25.00 (Only one processing fee if applying concurrently) Credential Application $102.50

Clear Agriculture Specialist Credential Application $102.50 Transcript Fee $ 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 303. The pre-liminary single subject credential (and agriculture specialist) applications and fees will be discussed dur-ing the final student teaching seminar. If you wish to apply for these credentials, you will do so upon com-pleting student teaching.

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PROFESSIONAL ORGANIZATIONS We in the Agricultural Education and Communication Department also hope you join the California Agri-cultural 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 in-cludes voting at sectional, regional, and state business meetings.

GETTING THE FIRST TEACHING POSITION

The Agricultural Education and Communication Department, in cooperation with the Agricultural Educa-tion 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 ap-pointment with a member of the Agricultural Education and Communication Department. CALL: Main Office (Donetta Dunnigan) (805) 756-2803 Dr. Ann De Lay (805) 756-7272 Dr. Robert Flores (Interim Department Head) (805) 756-2169 Dr. Ben Swan (805) 756-2401 …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 Univer-sity, 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 in-formation 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 Institu-tion 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.