Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter C - AGRICULTURE, FOOD, AND NATURAL RESOURCES
Section 127.47 - Agricultural Leadership, Research, and Communications (One Credit), Adopted 2024

Universal Citation: 19 TX Admin Code § 127.47

Current through Reg. 49, No. 38; September 20, 2024

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: one credit from the courses in the Agriculture, Food, and Natural Resources Career Cluster. Recommended prerequisite: Principles of Agriculture, Food, and Natural Resources. Students shall be awarded one credit for successful completion of this course.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

(3) Agricultural Leadership, Research, and Communications focuses on challenging students to use higher level thinking skills, develop leadership abilities, and develop and communicate agricultural positions effectively with all stakeholders. To prepare for careers in agriculture, food, and natural resources, students must attain academic knowledge and skills, acquire technical knowledge and skills related to the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and applying technologies in a variety of settings.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify career and entrepreneurship opportunities for a chosen occupation in the field of agriculture and develop a plan for obtaining the education, training, and certifications required for the chosen occupation;

(B) model professionalism by continuously exhibiting appropriate work habits, solving problems, taking initiative, communicating effectively, listening actively, and thinking critically;

(C) model appropriate personal and occupational safety and health practices and explain the importance of established safety and health protocols for the workplace;

(D) analyze and interpret the rights and responsibilities, including ethical conduct and legal responsibilities, of employers and employees; and

(E) describe and demonstrate characteristics of good citizenship in the agricultural workplace, including promoting stewardship, community leadership, civic engagement, and agricultural awareness and literacy.

(2) The student develops a supervised agricultural experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agricultural experience program as an experiential learning activity; and

(B) use appropriate record-keeping skills in a supervised agricultural experience program.

(3) The student develops leadership skills through participation in an agricultural youth organization. The student is expected to:

(A) participate in youth agricultural leadership opportunities;

(B) review and participate in a local program of activities; and

(C) create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

(4) The student researches the qualities and characteristics of effective leaders within the agricultural industry. The student is expected to:

(A) identify past agricultural leaders, explain contributions made by these leaders, and define the impact of their contributions on the agricultural industry;

(B) compare characteristics of effective leaders and explain how these traits enabled them to enact meaningful change; and

(5) The student describes organizational leadership structures at the local, state, and national levels. The student is expected to:

(A) identify agricultural or governmental leadership positions at the local, state, and national levels;

(B) explain how individuals in leadership positions and their decisions impact the agricultural industry;

(C) explain the processes by which laws, regulations, and policies are developed at the local, state, and national levels; and

(D) evaluate a recent law affecting agriculture, food, and natural resources and analyze the impact of that law on local agriculture.

(6) The student develops skills needed to participate effectively in an organizational meeting. The student is expected to:

(A) describe parliamentary laws, motions, and other procedures;

(B) apply parliamentary procedures to conduct organizational meetings;

(D) serve as presiding officer over an actual or mock organizational meeting; and

(E) analyze an organizational meeting such as a chapter, a district, an area, or a state meeting or a local board meeting and make recommendations to increase the meeting's overall efficiency and effectiveness.

(7) The student demonstrates an agriculture-related technical skill to stakeholders. The student is expected to:

(A) examine the components of an effective skills demonstration and create a list of essential characteristics;

(B) identify an agricultural skill, develop detailed instructions for performing that skill, and demonstrate the skill with proficiency;

(C) analyze the performance of a pre-identified skill and make recommendations to increase the performance for overall efficiency and effectiveness; and

(D) explain the relevance of real-world applications for the demonstration process.

(8) The student asks questions, identifies problems, and conducts investigations to answer questions in agriculture. The student is expected to:

(A) explain the importance of using scientific processes;

(B) ask questions and define problems based on observations or data;

(D) present findings and conclusions based on research performed using scientific processes.

(9) The student examines the use of logic in debate and analysis of current issues impacting the agricultural community. The student is expected to:

(A) identify the rules and responsibilities of the affirmative and negative positions in a debate;

(B) construct logical affirmative and negative cases in a debate using a variety of approaches; and

(10) The student examines an agricultural topic to develop an advocacy communication plan. The student is expected to:

(A) identify and research controversial areas of agriculture;

(B) identify and analyze all sides of a controversial agricultural issue;

(D) present the advocacy communication plan to an audience.

(11) The student presents and communicates agricultural information using various media. The student is expected to:

(A) identify historical and current media outlets;

(B) research and write agricultural articles for publication in print media outlets;

(C) develop and record scripts for radio broadcasts or podcast productions to effectively communicate agricultural information using technology;

(D) develop scripts for video broadcasts and communicate agricultural information effectively using a video broadcast;

(E) examine and critique various media platforms; and

(F) communicate agricultural information in a responsible, professional manner via media.

(12) The student communicates agricultural information by means of presentations to groups of various sizes. The student is expected to:

(A) select appropriate tone, language, and content for an intended audience;

(B) plan, develop, and deliver effective presentations; and

(13) The student evaluates and critiques agricultural informational resources. The student is expected to:

(A) identify processes used in the evaluation of a variety of agricultural resources;

(B) evaluate agricultural resources for credibility, bias, and accuracy;

(D) explain and defend decisions made in the evaluation of agricultural resources.

(14) The student understands the importance of agricultural education. The student is expected to:

(A) identify and examine historical and present-day agricultural education;

(B) identify and research individuals, governmental agencies, and advocacy groups that are responsible for agricultural information dissemination and education; and

Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.

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