My name is Devaughn Walker, and I am an Agriculture Teacher dedicated to creating a hands-on, engaging, and supportive learning environment for all students.
My background includes experience in agriculture, leadership, customer service, and education. I have worked in hands-on agricultural settings at Fresno State, including livestock and agricultural mechanics environments, where I developed practical skills and a strong work ethic. In addition, I have gained valuable experience working with students as a substitute teacher at the high school level, which has strengthened my classroom management, communication, and instructional skills.
I believe agricultural education is unique because it allows students to learn by doing. Whether in the classroom, shop, or through FFA and SAE participation, students gain real-world skills that prepare them for success beyond high school. My goal is to help students build confidence, discover their strengths, and develop skills they can carry into their future careers.
Bachelor’s Degree in Agricultural Education (In Progress)
California State University, Fresno
Department of Animal Sciences & Agricultural Education
Substitute Teacher (High School Level)
Amazon Fulfillment Associate – Problem Solve Department
Fresno State Dairy Unit – Milker / Farm Technician
Fresno State Swine Unit – Animal Care and Facility Support
Fresno State Field Day – Awards Committee (Junior Chair, Senior Chair, President)
Conference Facilitator – California FFA
Wedding Planning Assistant – Event Coordination
Customer Service Experience – Food Service Industry
🌱 Why I Teach Agriculture
I teach agriculture because it provides students with opportunities to grow both personally and professionally. Agricultural education is more than just learning about farming, it teaches responsibility, leadership, teamwork, and problem-solving skills that students can use in any career.
I am passionate about creating a classroom where students feel supported, challenged, and motivated to succeed. I want to give students hands-on experiences that make learning meaningful and help them see the value of what they are doing.
My goal is to build a program where students can explore career pathways, develop real-world skills, and become confident individuals who are prepared for life after high school.
Husband and father
Agriculture Education student
Future agriculture teacher
Substitute teacher
Working adult/student
26 years old
Family-oriented
Participating in FFA during high school and developing an interest in agriculture and leadership.
Attending Fresno State and studying Agriculture Education.
Working with students as a substitute teacher and gaining experience in different classroom environments.
Completing classroom observations and fieldwork, including working around students with different learning needs and abilities.
Balancing college, work, and family responsibilities while continuing toward my goal of becoming an agriculture teacher.
Hardworking
Patient
Responsible
Collaborative
Adaptable
Caring
Inclusivity
Fairness
Accountability
Community
High expectations
My emerging values as an educator have been influenced by my identity, my experiences as a student, and the different responsibilities I have taken on throughout my life. Being a husband and father has especially influenced the way I think about working with students. It has helped me become more patient and understanding because I realize that every student has different needs, experiences, and circumstances outside of the classroom. I want my students to know that I care about their success while also holding them accountable and encouraging them to reach their potential.
My experiences in agriculture and FFA also played a major role in why I chose to pursue Agriculture Education. FFA showed me that education does not only happen through textbooks and lectures. Some of the most meaningful learning can happen through hands-on activities, leadership opportunities, competitions, and working with others. Because of these experiences, I want to create an agriculture classroom where students can learn skills that they can actually use outside of school.
Substitute teaching and completing classroom observations have also shaped my values of inclusivity and fairness. I have seen that students learn in different ways and that one teaching strategy will not work for everyone. A good teacher has to be willing to adapt while still maintaining high expectations for all students.
The character traits I identified also connect with my developing teacher identity. Being hardworking and responsible connects to commitment and responsibility because teaching requires preparation and consistency. Being patient and caring helps motivate me to build relationships with students, while being collaborative allows me to learn from other teachers and my students. Being adaptable connects to teacher efficacy because I need to be confident enough to adjust when a lesson does not go as planned. As I continue toward becoming a good teacher, I want to strengthen these traits through experience and reflection. I also have to make sure that being hardworking does not cause me to take on too much at once. Continuing to learn, asking for help, accepting feedback, and reflecting on my teaching will help me develop the expertise and confidence needed to become the type of teacher I want to be.
Reflection on Housing and Schooling Experiences
Growing up, I never really thought about how much where someone lives can affect their education. I always saw school as a normal part of life and didn't pay much attention to how different neighborhoods can offer different opportunities. Looking back now, I realize that where a family lives can play a big role in what schools their children attend, what resources are available, and what opportunities they have growing up.Â
One thing that stands out to me is how students can have completely different educational experiences depending on their neighborhood. Some schools have newer facilities, better technology, and more extracurricular activities, while others may struggle to provide the same opportunities. At the time, I didn't really question why certain schools had more resources than others. Now that I'm studying to become a teacher, I think more about how those differences can affect students and their futures.Â
I also think about how families don't always control where they live or which schools their children attend. Things like housing costs, job opportunities, transportation, and family responsibilities can influence those decisions. Just because a family lives in a certain neighborhood doesn't mean that was necessarily their first choice. These circumstances can also affect how easily students can participate in activities outside regular school hours.Â
Through my experiences as a substitute teacher, I've become more aware that students come from different backgrounds and don't always have access to the same resources. Some students may have reliable transportation, internet access, and family support, while others may face challenges that make school more difficult. As a future agricultural educator, I want to keep this in mind, especially when planning FFA activities, SAE projects, and other opportunities that require students to participate outside school hours.Â
Another thing I've been thinking about is the importance of belonging. Students should feel comfortable and accepted at school regardless of where they live or their family's financial situation. I want my future classroom to be a place where students can participate, learn new skills, and feel like they belong.
Overall, reflecting on the relationship between housing and education has made me realize how many factors outside the classroom can influence student success. As a future teacher, I may not be able to change where students live or the resources available in their neighborhoods, but I can be more aware of those differences and work toward providing opportunities that are accessible to everyone.