| (a) General requirements. This course is recommended
for students in Grades 10-12. Students shall be awarded one-half credit
for successful completion of this course.
(b) Introduction.
(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) Professional Standards in Agribusiness primarily
focuses on leadership, communication, employer-employee relations,
and problem solving as they relate to agribusiness. To prepare for
careers in agribusiness systems, students must attain academic skills
and knowledge, acquire technical knowledge and skills related to leadership
development and the workplace, and develop knowledge and skills regarding
agricultural career opportunities, entry requirements, and industry
expectations. To prepare for success, students need opportunities
to learn, reinforce, apply, and transfer their knowledge and skills
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.
(c) 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
related to agribusiness;
(B) apply competencies related to resources, information,
interpersonal skills, and systems of operation in agriculture, food,
and natural resources industries;
(C) identify employers' expectations, including appropriate
work habits, ethical conduct, and legal responsibilities;
(D) demonstrate employers' expectations and appropriate
work habits;
(E) demonstrate characteristics of good citizenship
such as stewardship, advocacy, and community leadership; and
(F) research career topics using technology such as
the Internet.
(2) The student develops a supervised agriculture experience
program. The student is expected to:
(A) plan, propose, conduct, document, and evaluate
a supervised agriculture experience program as an experiential learning
activity;
(B) apply proper record-keeping skills as they relate
to the supervised agriculture experience;
(C) participate in youth leadership opportunities to
create a well-rounded experience program; and
(D) produce and participate in a local program of activities
using a strategic planning process.
(3) The student demonstrates professional development
related to effective leadership in agribusiness. The student is expected
to:
(A) describe the importance of positive self-concept,
social skills, and maintaining a professional image with respect to
cultural diversity;
(B) identify leadership styles;
(C) prepare personal resumes, letters of interest,
and employment applications; and
(D) use positive interpersonal skills to work cooperatively
with others from different cultures, genders, and backgrounds.
(4) The student evaluates employer and employee responsibilities
for occupations in agriculture, food, and natural resources. The student
is expected to:
(A) identify and discuss work-related and agribusiness-related
ethics;
(B) demonstrate methods for working effectively with
others;
(C) practice job interview and evaluation skills; and
(D) outline complaint and appeal processes.
(5) The student communicates effectively with groups
and individuals. The student is expected to:
(A) understand elements of communication such as accuracy,
relevance, rhetoric, and organization in informal, group discussions;
formal presentations; and business-related, technical communication;
(B) describe how the style and content of spoken language
varies in different contexts and influences the listener's understanding;
(C) modify aspects of presentations such as delivery,
vocabulary, length, and purpose;
(D) identify appropriate written and verbal communications
in agribusiness;
(E) demonstrate effective listening in a variety of
settings;
(F) demonstrate nonverbal communication skills and
effective listening strategies; and
(G) discuss the importance of relationships and group
organization.
(6) The student identifies professional agricultural
communications using appropriate spoken communication techniques and
procedures. The student is expected to:
(A) identify the importance of verbal and nonverbal
communication;
(B) demonstrate the importance of communicating factual
and unbiased data and information obtained from reliable sources;
(C) demonstrate speech preparation and delivery skills
such as using presentation software and technology etiquette; and
(D) plan and deliver focused and coherent presentations
that convey clear and distinct perspectives and demonstrate solid
reasoning.
(7) The student demonstrates the factors of group and
individual efficiency. The student is expected to:
(A) define the significance of personal and group goals;
(B) demonstrate leadership traits when solving a problem
such as risk-taking, focusing on results, decision making, and empowering
and investing in individuals when leading a group;
(C) discuss the importance of time management and teamwork;
(D) list the steps in the decision-making and problem-solving
processes; and
(E) demonstrate a working knowledge of parliamentary
law.
(8) The student identifies opportunities for involvement
in agribusiness professional organizations. The student is expected
to:
(A) discuss the role of agricultural organizations
in formulating public policy;
(B) develop strategies for effective participation
in agricultural organizations; and
(C) identify and discuss the purpose of various agricultural
organizations such as the Texas Farm Bureau, Association of Soil and
Water Conservation Districts, Texas and Southwestern Cattle Raisers
Association, and Independent Cattlemen's Association and agricultural
cooperatives, commodity associations, and breed associations.
(9) The student identifies and researches current agribusiness
issues. The student is expected to:
(A) compare and contrast the marketing of agricultural
and non-agricultural products; and
(B) describe the effects of urbanization on traditional
agriculture.
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