19 Tex. Admin. Code § 127.45 - Professional Standards and Communication in Agribusiness (One Credit), Adopted 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. Recommended prerequisite: Principles
of Agriculture, Food, and Natural Resources. Students shall be awarded one
credit for successful completion of this course.
(c) 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 and Communication
in Agribusiness 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 knowledge and
skills, acquire technical knowledge and skills related to leadership
development and communications in agriculture, 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.
(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 development, education, and entrepreneurship opportunities in
the field of agribusiness;
(B)
identify and demonstrate interpersonal, problem-solving, and critical-thinking
skills used in agriculture, food, and natural resources industries;
(C) describe and demonstrate appropriate
personal and occupational safety and health practices for the
workplace;
(D) identify employers'
legal responsibilities and expectations, including appropriate work habits and
ethical conduct;
(E) describe and
demonstrate characteristics of good citizenship in the agricultural workplace,
including promoting stewardship, community leadership, civic engagement, and
agricultural awareness and literacy; and
(F) identify training, education, and
certification requirements for occupational choices.
(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) apply
proper record-keeping skills as they relate to the 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 analyzes the professional
development skills needed to be an effective leader in agribusiness. The
student is expected to:
(A) describe the
importance of positive self-concept, social skills, and maintaining a
professional image;
(B) analyze
various leadership styles;
(C)
prepare a professional resume, letters of interest, employment applications,
and follow-up communications related to the hiring process; and
(D) explain the interpersonal skills needed
to work cooperatively with others.
(5) 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) identify and practice job interview
skills; and
(C) outline complaint
and appeal processes in the workplace.
(6) The student communicates effectively
through various mediums with groups and individuals. The student is expected
to:
(A) describe elements of effective
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 can influence the listener's understanding;
(C) evaluate elements of oral presentations
such as delivery, vocabulary, length, and purpose;
(D) modify presentations based on
audience;
(E) identify elements of
appropriate professional communications in agribusiness such as correct usage
of grammar and punctuation;
(F)
explain the importance of communicating factual and unbiased data and
information obtained from reliable sources;
(G) identify and demonstrate effective
nonverbal communication skills and listening strategies; and
(H) analyze and discuss the importance of
relationships and organization for effective communication within
groups.
(7) The student
understands the dynamics of group collaboration. The student is expected to:
(A) explain the significance of personal and
group goals;
(B) apply various
leadership traits to solve problems when leading a group;
(C) discuss the importance of time management
and teamwork;
(D) outline the steps
in the decision-making and problem-solving processes; and
(E) demonstrate an understanding of
parliamentary procedures by conducting or actively participating in a
meeting.
(8) The student
applies principles of design in visual media as they relate to agriculture. The
student is expected to:
(A) explain the
purpose of visual media;
(B)
identify principles of design for visual media;
(C) create designs such as web design or
print design for a targeted purpose in agribusiness; and
(D) interpret, evaluate, and justify artistic
decisions in visual media related to agribusiness.
(9) The student demonstrates journalistic
writing in agriculture. The student is expected to:
(A) differentiate between news, feature, and
opinion writing;
(B) identify
different forms of journalistic writing such as feature story, press release,
and editorials; and
(C) create
different forms of journalistic writing for a topic in agribusiness using the
drafting process, including layout, selection, revisions, and
editing.
(10) The
student identifies new media being used in agriculture. The student is expected
to:
(A) identify effective use of emerging
technology in agricultural communications;
(B) propose a media campaign for an
agricultural product or business;
(C) distinguish between appropriate and
inappropriate uses of media; and
(D) identify key concepts related to digital
citizenship and demonstrate appropriate use of technology for the
workplace.
(11) The
student examines media laws and ethics related to agricultural communications.
The student is expected to:
(A) define free
speech, free press, defamation, and libel within communications;
(B) identify and explain media laws
applicable to various agricultural communications;
(C) identify and discuss ethical
considerations related to media; and
(D) evaluate and practice safe, legal, and
responsible use of communication technologies.
(12) The student examines crisis management
and risk communication in agricultural communications. The student is expected
to:
(A) differentiate between crisis and risk
communication;
(B) create an
outline for a crisis communication plan in agriculture; and
(C) analyze communication techniques,
relevant communication networks, and organization communication strategies
before, during, and after a crisis.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
No prior version found.