Current through Register Vol. 48, No. 39, March 25, 2024
Subpart
1.
Scope of practice.
A teacher of agricultural education is authorized to provide
to students in grades 5 through 12 instruction that is designed to develop the
student's literacy in the food, fiber, and natural resources systems, the
agricultural applications of the concepts, and the interdisciplinary nature of
science; and to assist students to develop agricultural and agriculture-related
career perspectives and workplace skills.
Subp. 2.
Licensure requirements.
A candidate for licensure to teach agricultural education to
students in grades 5 through 12 shall:
A. hold a baccalaureate degree from a college
or university that is regionally accredited by the association for the
accreditation of colleges and secondary schools;
B. demonstrate the standards for effective
practice for licensing of beginning teachers in part
8710.2000; and
C. show verification of completing a Board of
Teaching preparation program approved under part
8700.7600 leading to the licensure
of teachers of agricultural education in subpart
3.
Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of agricultural
education must complete a preparation program under subpart
2, item C, that includes the
candidate's demonstration of the knowledge and skills in items A to M.
A. A teacher of agricultural education must
understand the anatomy, taxonomy, physiology, and ecology of plants and the
application of the principles of genetics, propagation, selection, culture, and
use of plants in agronomy, horticulture, or forestry.
B. A teacher of agricultural education must
understand the anatomy and physiology of animals; the application of principles
of genetics, breeding, selection, nutrition, care and health of animals for use
in production, companionship, and recreation; and other contemporary issues
that include ethics and waste management.
C. A teacher of agricultural education must
understand the principles and practices of ecology and conservation in the
areas of air, water, land, and wildlife flora and fauna; the principles and
practices of soils and soil management; and the interactions of humans in
natural and managed environments.
D. A teacher of agricultural education must
understand the principles of economics; business and resource management; sales
and marketing of commodities and services; and managerial accounting and
bookkeeping procedures.
E. A
teacher of agricultural education must understand the principles and practices
of mechanical systems that include fluid, electrical, and fuel-powered units;
the design, fabrication, construction, and use of agricultural structures,
equipment, and systems; alternative energy sources, including wind, solar, and
geothermal energy; measuring tools and equipment; and product storage, water
management, waste management, and materials handling.
F. A teacher of agricultural education must
understand the selection and use of technology appropriate to the
industry.
G. A teacher of
agricultural education must understand the production, processing,
preservation, packaging, storage, marketing, and distribution of dairy
products, meats, fruits and vegetables, textiles, and wood products; and have
knowledge of the laws, regulations, and issues affecting food and fiber quality
and safety.
H. A teacher of
agricultural education must understand the diversity of agriculture; population
and cultural impact on world economics and trade; and productive capacity,
productive potential, and comparative advantage.
I. A teacher of agricultural education must
understand the principles and practices of leadership and communication that
apply to organizations and community settings; role and structure of the
student organization as an integral curricular component; and integration of
the role and structure of the student organizations in developing the student
through individual, cooperative, and collaborative activities that prepare the
student for a role in the school, community, and workplace.
J. Through regular employment, internship,
mentorship, job shadowing, or apprenticeship, a teacher of agricultural
education must understand the function and operation of:
(1) businesses that supply goods and services
to agriculture and agricultural-related enterprises; production units; and
businesses that process, market, and distribute agricultural-related products;
and
(2) diverse natural resources
occupations, including recreational, conservation, and related
occupations.
K. A
teacher of agricultural education must understand the principles and practices
of career planning and development that incorporates the role of career
exploration in the process.
L. A
teacher of agricultural education must demonstrate an understanding of the
teaching of agriculture that integrates agriculture with pedagogy, students,
learning, classroom management, and professional development to:
(1) understand and apply educational
principles relevant to the physical, social, emotional, moral, and cognitive
development of preadolescents and adolescents;
(2) understand and apply the research base
and the best practices of middle level and high school education;
(3) develop curriculum goals and purposes
based on the central concepts of agricultural education; and know how to apply
instructional strategies and materials for achieving student understanding of
agricultural education;
(4)
understand the role and alignment of district, school, and department mission
and goals in program planning;
(5)
connect students' schooling experiences with everyday life, the workplace, and
further educational opportunities;
(6) involve representatives of business,
industry, and community organizations as active partners in creating
educational opportunities; and
(7)
understand the role and purpose of cocurricular and extracurricular activities
in the teaching and learning process.
M. A teacher of agricultural education must
understand the content and methods for teaching reading including:
(1) knowledge of reading processes and
instruction including:
(a) orthographic
knowledge and morphological relationships within words;
(b) the relationship between word recognition
and vocabulary knowledge, fluency, and comprehension in understanding text and
content materials;
(c) the
importance of direct and indirect vocabulary instruction that leads to enhanced
general and domain-specific word knowledge; and
(d) the development of academic language and
its impact on learning and school success;
(2) the ability to use a wide range of
instructional practices, approaches, methods, and curriculum materials to
support reading instruction, including:
(a)
the appropriate applications of a variety of instructional frameworks that are
effective in meeting the needs of readers of varying proficiency levels and
linguistic backgrounds in secondary settings;
(b) the ability to scaffold instruction for
students who experience comprehension difficulties;
(c) selection and implementation of a wide
variety of before, during, and after reading comprehension strategies that
develop reading and metacognitive abilities;
(d) the ability to develop and implement
effective vocabulary strategies that help students understand words, including
domain-specific content words;
(e)
the ability to identify instructional practices, approaches, and methods and
match materials, print and digital, to the cognitive levels of all readers,
guided by an evidence-based rationale, which support the developmental,
cultural, and linguistic differences of readers; and
(f) the complexities involved in the
development of academic language and the impact of that development in school
success; and
(3) the
ability to use a wide range of instructional practices, approaches, methods,
and curriculum materials to support reading and writing instruction including:
(a) selection and implementation of a wide
variety of before, during, and after reading comprehension strategies that
develop reading and metacognitive abilities;
(b) the ability to develop and implement
effective vocabulary strategies that help students understand words including
domain-specific content words; and
(c) the ability to identify instructional
practices, approaches, and methods and match materials, print and digital, to
the cognitive levels of all readers, guided by an evidence-based rationale,
which support the developmental, cultural, and linguistic differences of
readers.
Subp.
3a.
Student teaching and field experiences.
A candidate for licensure to teach agricultural education
must have a broad range of targeted field-based experiences, of a minimum of
100 hours prior to student teaching, that provide opportunities to apply and
demonstrate competency of professional dispositions and the required skills and
knowledge under this part and part
8710.2000.
Across the combination of student teaching and other
field-based placements, candidates must have experiences teaching the content
at both the middle level, grades 5 through 8, and high school level, grades 9
through 12.
For initial teacher licensure, the student teaching period
must be a minimum of 12 continuous weeks, full time, face-to-face, in which the
candidate is supervised by a cooperating teacher, and evaluated at least twice
by qualified faculty supervisors in collaboration with the cooperating
teachers.
Subp. 4.
Continuing license.
A continuing license shall be issued and renewed according to
the rules of the Board of Teaching governing continuing licensure.
Subp. 5.
Effective
date.
The requirements in this part for licensure as a teacher of
agricultural education are effective on September 1, 2015, and
thereafter.