Standard 9 – Career Planning and Preparation
T
he program provides the opportunity for candidates to develop the knowledge, skill and ability to integrate and apply concepts of career planning and preparation in careers in agriculture needed to advise students, including the foundations of work, the career development process, occupational skills standards, and workplace skill requirements.

Required Elements for Standard 9 – Career Planning and Preparation:

9(a) The program provides candidates with knowledge of the history, organization and future of work and how work relates to the needs and functions of the economy and society, both generally and in specific agricultural occupations.

9(b) The program familiarizes candidates with career development concepts, an understanding of the relationship between work and learning, and the fundamentals of the career planning process, both generally and in specific agricultural occupations.

9(c) The program exposes candidates to professional literature relating to specific content area and workplace needs, both generally and in specific agricultural occupations.

9(d) The program provides candidates with an understanding of economic and socio- economic conditions, patterns of business development, and changing labor and career opportunities and their impact on the relevancy of classroom instruction, both generally and in specific agricultural occupations.

9(e) The program provides candidates with an understanding of the value of instilling lifelong learning concepts as a component of career success, both generally and in specific agricultural occupations.

Career Planning and Preparation

The history, organization, and future of work and its importance to society in general are introduced in AGED 135. In AGED 187 the importance of agricultural occupations is covered.

Candidates are first introduced to the importance of career planning and preparation in AGED 135, Introduction to Agricultural Education, where the agricultural education model is presented and discussed along with agricultural education philosophy, and common strategies and techniques utilized by agriculture teachers in California. Employment opportunities are covered and the requirements for teaching at the secondary and post-secondary levels are presented. The importance of life-long learning to keep abreast of agricultural and educational trends and issues is also emphasized. Candidates are also exposed to the history, organization and future of work and the importance of providing an educated workforce and how that relates to the overall economy and to society.

In AGED 187, Organization, Administration, and Supervision of Agricultural Education candidates are presented information from the Blue Print for Excellence and the Strategies Manual for Program Improvement on how to effectively organize and manage an agricultural education program including completing and annually updating student career data sheets, placement of students in industry settings and follow-up of program completers. Strategies for informing students about agricultural career opportunities are discussed along with conducting needs assessments for creating and expanding agricultural education programs. In this course candidates are presented with information on the relationship of learning and work and the educational philosophies relating to preparing individuals for their role in society and for employment. The work of Charles Prosser, John Dewey, and others that have helped shape education and particularly career and technical education are covered.

Current professional subject-matter and pedagogical literature is available in the Agricultural Education Teaching Laboratory (Agricultural Sciences Building, Room 234). These resources are referred to regularly in agricultural education classes and are utilized by students preparing for lesson presentations in AGED 189 and CI 161. In AGED 150 candidates are taught about electronic resources and how to select materials appropriate for secondary agricultural education students.

Economic and socioeconomic conditions, business patterns, and career opportunities are incorporated into the AGED 187 course. Students are informed of emerging agricultural occupations and the needs of employers hiring high school graduates. Procedures for conducting program needs assessments to identify employer needs and to justify existing career pathways and adding new pathways along with how to conduct follow-up studies of program completers are also covered in this course. The importance, value, and procedures for establishing and conduction business and industry advisory committees to determine business and industry needs is also included in this course.

The importance and value of lifelong learning as it relates to career success is introduced in AGED 135 and is also included in the AGED 187 course. In AGRI 280 seminar students refine their personal philosophy of teaching and learning. Lifelong learning is one of the dispositions that teachers are expected to exhibit.

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