Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS
Subpart C - ADDITIONAL TEACHING FIELDS
Section 27.400 - Agricultural Education
Universal Citation: 23 IL Admin Code ยง 27.400
Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in Agricultural Education will be required to complete a program aligned to the Standards for School-Based Agricultural Education Teacher Preparation Programs (2017), published by the American Association for Agricultural Education, and available at http://aaaeonline.org/Standards-for-Teacher-Preparation. (No later amendments to or editions of these guidelines are incorporated.) The standards effective until September 30, 2024 are as follows:
a) The competent agricultural education teacher understands the foundations of work, the career development process, occupational skill standards, and workplace skill requirements.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands the history, organization, and future of work and how work relates
to needs and functions of the economy and society.
B) understands career development concepts,
the relationship between work and learning, and the career planning
process.
C) understands the use of
the relevant Illinois Occupational Skill Standards in the development of
curriculum (see "Agriculture Machinery Service Technician" (2001), "Agriculture
Sales and Marketing Cluster" (2001), "Floristry Cluster" (1997),
"Greenhouse/Nursery Cluster" (1997), "Landscape Technician Cluster" (2002),
"Swine Production Cluster" (2000), "Retail Garden Center Cluster" (1997), and
"Row Crop Production Cluster" (2000), all published by the Illinois
Occupational Skill Standards and Credentialing Council, 2450 Foundation Drive,
Springfield IL 62703-5432; no later editions or revisions are
incorporated).
2)
Performance Indicators - The competent agricultural education teacher:
A) relates workplace cultural expectations to
workplace skills.
B) develops
partnerships with members of the business community to provide learning
opportunities for students.
C)
provides advice in the career planning process.
D) selects appropriate skill standards for
the program areas.
b) The competent agricultural education teacher demonstrates the ability to plan, deliver, and evaluate instruction based upon knowledge of subject matter in the field; student organizations; student, community and work needs; curriculum goals; and findings of educational research.
1) Knowledge Indicators
- The competent agricultural education teacher:
A) understands pedagogy unique to the
discipline.
B) understands the
rationale for integrating student organizations' activities into the
curriculum.
C) understands
professional literature relating to specific content area and to workplace
needs.
D) understands
economic/socio-economic conditions, patterns of business development, and
changing labor and career opportunities and their impact on the relevancy of
classroom instruction.
2)
Performance Indicators - The competent agricultural education teacher:
A) utilizes appropriate pedagogy unique to
the individual discipline within career and technical education.
B) creates learning environments and
classroom activities that develop life/workplace skills and knowledge in the
discipline.
C) identifies and
utilizes educational research findings that justify teaching
strategies.
D) applies curricular
content and processes in order to achieve the goals of student
organizations.
E) applies
post-secondary admission standards and occupational skill standards when
designing curriculum and assessment.
F) designs appropriate assessment plans for
students.
G) develops collaborative
partnerships with students, colleagues, community members, business/industry,
and parents to maximize resources.
H) participates in appropriate professional
organizations and develops a plan for continued personal and professional
growth.
I) plans, organizes, and
manages laboratories/technical facilities for instruction that meet diverse
needs of students (i.e., safety, inventory, filing, requisitioning equipment
and materials, maintenance, budgeting).
J) implements laws and policies relating to
safe environments and incorporates appropriate safety standards, healthy
practices, and ergonomic needs.
c) The competent agricultural education teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of agricultural education.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands that the reading process is the construction of meaning through the
interactions of the reader's background knowledge and experiences, the
information in the text, and the purpose of the reading situation.
B) recognizes the relationships among the
four language arts (reading, writing, listening, and speaking), and knows how
to provide opportunities to integrate these through instruction.
C) understands how to design, select, modify
and evaluate materials in terms of the reading needs of the learner.
D) understands the importance of and
encourages the use of literature for adolescents in the curriculum and for
independent reading.
E) understands
the relationship between oral and silent reading.
F) understands the role of subject-area
vocabulary in developing reading comprehension.
G) understands the importance of the unique
study strategies required of the specific content area in developing reading
comprehension.
H) understands the
importance of the relationship between assessment and instruction in
planning.
2) Performance
Indicators - The competent agricultural education teacher:
A) plans and teaches lessons for students
that develop comprehension of content-area materials through instructional
practices that include analyzing critically, evaluating sources, synthesizing,
and summarizing material.
B) plans
and teaches lessons on how to monitor comprehension and correct confusions and
misunderstandings that arise during reading.
C) plans and models use of comprehension
strategies before, during, and after reading of text.
D) provides opportunities for students to
develop content-area vocabulary through instructional practices that develop
connections and relationships among words, use of context clues, and
understanding of connotative and denotative meaning of words.
E) plans and teaches lessons that encourage
students to write about the content read in order to improve
understanding.
F) plans and teaches
lessons to help students develop study strategies that include previewing and
preparing to read text effectively, recognizing organizational patterns unique
to informational text, and using graphic organizers as an aid for recalling
information.
G) plans and teaches
units that require students to carry out research or inquiry using multiple
texts, including electronic resources.
H) provides continuous monitoring of
students' progress through observations, work samples, and various informal
reading assessments.
I) analyzes
and evaluates the quality and appropriateness of instructional materials in
terms of readability, content, length, format, illustrations, and other
pertinent factors.
J) promotes the
development of an environment that includes classroom libraries that foster
reading.
d) The competent agricultural education teacher understands the curriculum in the area of agricultural science.
1) Knowledge
Indicators - The competent agricultural education teacher:
A) understands scientific principles and the
scientific method of investigation.
B) understands biological concepts and
principles in the animal sciences.
C) understands biological concepts and
principles of agronomic crops.
D)
understands characteristics, components, and properties of soil.
2) Performance Indicators - The
competent agricultural education teacher:
A)
directs students' experimentation, following the scientific method of
investigation.
B) applies
biological concepts and principles to agricultural management practices for
animals.
C) applies biological
concepts and principles to agricultural management practices for
plants.
D) applies characteristics,
components, and properties of soil to management practices of drainage,
irrigation, soil testing, and conservation.
e) The competent agricultural education teacher understands the curriculum in the area of agricultural mechanization.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands agricultural power.
B)
understands agricultural surveying.
C) understands agricultural
electricity.
D) understands
agricultural structures.
E)
understands agricultural machinery.
F) understands agricultural construction
processes.
G) understands
agricultural technology.
2) Performance Indicators - The competent
agricultural education teacher:
A) applies
concepts of agricultural power to the repair of engines and
machinery.
B) uses surveying
equipment in agricultural applications.
C) applies knowledge of electricity to
installation and repair of electrical systems.
D) applies knowledge of structures to
agricultural applications.
E)
applies skills in repairing and maintaining agricultural machinery.
F) applies skills in carpentry, masonry, and
plumbing to agricultural construction.
G) uses technology in agricultural
applications.
f) The competent agricultural education teacher understands the curriculum in the area of agricultural business.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands agricultural marketing and economics.
B) understands the concepts of agricultural
sales and service.
C) understands
principles of entrepreneurship.
D)
understands economic policies and how they influence agriculture.
2) Performance Indicators - The
competent agricultural education teacher:
A)
applies principles of marketing and economics in agricultural business
operations.
B) applies strategies
for effective sales and service in agricultural applications.
C) applies entrepreneurship principles to the
development and operation of an agricultural business.
D) analyzes economic policies and their
influence on agriculture.
g) The competent agricultural education teacher understands the curriculum in the area of horticulture.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands plant systems.
B)
understands plant propagation.
C)
understands integrated pest management.
D) understands greenhouse
management.
E) understands fruit
and vegetable crops.
F) understands
floral design.
G) understands
landscaping.
H) understands turf
management.
2)
Performance Indicators - The competent agricultural education teacher:
A) applies principles of plant growth and
reproduction to the cultivation of horticultural plants.
B) uses approved procedures for propagating
horticultural plants.
C) uses
integrated pest management practices to control horticultural plant
pests.
D) operates a greenhouse
facility for the production of plants.
E) uses proven methods for the production of
fruit and vegetable crops.
F)
applies principles of floral design to create floral arrangements.
G) applies principles of landscaping to
design, plant, and maintain landscaped areas.
H) applies principles of turf management to
the production and maintenance of turf.
h) The competent agricultural education teacher understands the curriculum in the area of agricultural resources.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands the relationship among agriculture, the environment, and
society.
B) understands the role of
forest and agricultural management in protecting habitats and
species.
C) understands land-use
issues in agriculture.
2)
Performance Indicators - The competent agricultural education teacher:
A) applies principles of ecology in
agricultural resource management.
B) applies principles of conservation in
protecting habitats and species.
C)
applies knowledge of land use to agricultural applications.
i) The competent agricultural education teacher is able to develop and implement a comprehensive agriculture program reflective of student, community, and industry interaction.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands the development and effective use of advisory councils in the
agriculture program.
B) understands
agricultural literacy programs from kindergarten through the adult
level.
C) understands the
development of partnerships with constituent support groups.
D) understands students' and industry's needs
in career and technical education.
2) Performance Indicators - The competent
agricultural education teacher:
A)
establishes an active advisory council for the agriculture program.
B) conducts agricultural literacy activities
for K-adult populations.
C)
develops partnerships with constituent support groups.
D) develops programs to meet students' and
industry's needs in career and technical education.
j) The competent agricultural education teacher understands the principles of leadership and applies that knowledge through the activities of the Future Farmers of America (FFA), an agricultural education students' organization.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands the development of student development activities in the
FFA.
B) understands the development
of chapter development activities in the FFA.
C) understands the development of community
development activities in the FFA.
2) Performance Indicators - The competent
agricultural education teacher:
A) advises
students in planning and conducting student development activities.
B) advises students in planning and
conducting chapter development activities.
C) advises students in planning and
conducting community development activities.
k) The competent agricultural education teacher understands and provides individual career experiences through experiential learning in Supervised Agricultural Experiences (SAEs).
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands that SAEs are to be planned and comprehensive.
B) understands that SAEs are linked to the
curriculum and a career.
C)
understands that SAEs are individualized and student-managed.
D) understands that SAEs are documented by
using recordkeeping and analysis.
E) understands that SAEs allow students to
receive recognition.
2)
Performance Indicators - The competent agricultural education teacher:
A) assists students in developing planned and
comprehensive SAEs.
B) assists
students in selecting an SAE linked to the curriculum and a career.
C) assists students in managing their
individualized SAEs.
D) supervises
SAEs and assists with recordkeeping and analysis.
E) provides opportunities for recognition of
student SAEs.
l) The competent agricultural education teacher understands appropriate instructional strategies for integrating the unique components of a comprehensive agricultural education program, including FFA, SAE, classroom and laboratory instruction, and adult education.
1) Knowledge Indicators - The competent
agricultural education teacher:
A)
understands the methods and strategies used in teaching the unique
instructional areas of agriculture education, including FFA and SAE.
B) understands the references and resources
used in teaching agricultural education.
C) understands the development of effective
adult education programs.
2) Performance Indicators - The competent
agricultural education teacher:
A) uses a
variety of methods and strategies in teaching agriculture.
B) develops a library of references and
resources for teaching agriculture.
C) develops an effective adult education
program.
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