Please think about the following quote and be ready to share your thoughts. “If you don’t know where you are headed, any road will get you there.”

The Update and Validation of the Professional Education Competencies in Agricultural Education at the University of Arizona. By Quint Molina AED 615 Fall 2006

Presentation Objectives Introduce the background information that led to this topic. Examine the introductory components in Chapter 1 of my thesis. Identify the information gathered from previous research along with the guiding framework in Chapter 2. Highlight the Operational aspect of the research study. Identify the references used throughout the process.

Presenter’s Background B.S. in Agricultural Education in 1999 Secondary Agriscience Instructor with 5 years experience. Goal is a Masters Degree in Agricultural Education This topic is directly related to the continued success of the program which is now under my direct supervision. Continually improve the quality of Agriscience Instructors and Programs in Arizona.

Chapter 1 - Introduction American Education is based on Standards/Competencies Standards/Competencies guide the curriculum within all programs For over 40 years the AGED curriculum has been guided by 85 Field Based Competencies In the 1980s the 85 Competencies were revisited in Mr. Walt Wesch’s Masters Project.

Introduction Continued… Timely update and revision of the competencies will provide Pre-Service Teachers with a more quality experience. Internal Review Board Approval and a Delphi Study will give the 85 Competencies a solid foundation for future implementation. Sound education of pre-service teachers will improve the future of Agriscience Education in the state of Arizona.

Need for the Study/Project Pedagogical competencies must be periodically reviewed and validated by experts in the field (secondary level agriscience instructors).

Purpose Statement The purpose of the research study is the timely update and validation of the 85 Agricultural Education competencies upon which the teacher preparation program at the University of Arizona is based. This study will test the validity of the competencies according to the perceptions of experts within the profession

Objectives of the Study Evaluate the quality and effectiveness of the 85 professional competencies using an expert review team. Develop a means by which field based competencies may be added or deleted at the recommendation of the experts. Incorporate the information gathered via the study in the future content and delivery within the Agricultural Education program at the University of Arizona.

Limitations Response rate. The years of individual teaching experience. University of Arizona AGED Dept. Alumni. Dropout of participants from round to round. Results are geographically specific.

Assumptions Assume that all of the instructors/experts understand the concept of competency based instruction. Assume that all of the experts will be able to link their professional routines and requirements to the 85 competencies. Assume that all the experts realize we are not evaluating their teaching effectiveness but their perceived level of preparedness according to the 85 competencies.

Definition of Terms Competency – A level of performance or grasp of information that will enable the student to perform at an adequate level. Agricultural Education – Academic based education using agriculture as the means of conveyance. Supervised Agricultural Experience – Experiential learning using agriculturally based skills as the focal point. FFA – Career and technical education student leadership organization

Chapter 2 What do We Know? Broad set of State Standards guide Teacher Preparation programs at the University level (Arizona Department of Education Review, 2006). AGED departments have adopted generic competencies to guide Teacher Prep (Lindner, Baker, 2003). Sound philosophy is the guiding force behind the competencies (Knight, 1999).

We Know….. AGED students want up-to-date curricula and courses (Lindner, Baker, 2003) There are many additional competencies that secondary vocational agriculture education teachers must possess in order to plan and implement successful program offerings (King, Miller, 1985).

We know……. Baker & Trussell (1981) suggested that competencies to be demonstrated by students should derive from explicit conceptions of the teachers’ role. The path taken has been to develop a foundation for the 85 competencies and to show their contributions to teacher success.

Importance of the Study Review and validation of the competencies by secondary school agricultural education teachers Enhances the quality of the program Ensures a consistent experience for individuals entering the teacher preparation program.

Contributions to Agricultural Education Teacher Retention Builds relationships within the Agricultural Education Community Insures stakeholders that qualified Agriscience Instructors will exist in the future. Improves the teacher preparation program experience for future students

Chapter 3 - Operations/Procedures Selection of Topic Selection of Panel of Experts Review of Literature Creation of Research Objectives Internal Review Board Approval Field Test of Instrument Instrument Development Evaluation of Field Test Instrument Revision Final Instrument Revision Evaluation of Pilot Test Pilot Test of Instrument Report Findings Analyze DataCollect Data Administration of Instrument

Research Design Delphi Study – 3 rounds plus data analysis. Web Based Survey – SureyMonkey with coordinated responses. Utilizes field experts – Current Agricultural Education Instructors.

Participant Information Current Agricultural Education teachers in the state of Arizona. Single requirement – UofA AGED Graduates.

Reliability and Validity Based on the fact that the review of the competencies is handled by proven experts. Each individual utilizes the 85 competencies daily. If it is deemed reliable and valid by the experts the data is sound.

Research References