| (a) The educator standards adopted by the State Board
for Educator Certification (SBEC) shall be the curricular basis for
all educator preparation and, for each certificate, address the relevant
Texas Essential Knowledge and Skills (TEKS).
(b) The curriculum for each educator preparation program
(EPP) shall rely on scientifically based research to ensure educator
effectiveness and include opportunities for candidate practice in
increasingly more authentic and developmentally rigorous ways, including
analysis, representations, and enactments of instructional pedagogies
and opportunities to receive feedback and adjust practice during coursework,
training and field-based and clinical experiences.
(c) The following subject matter shall be included
in the curriculum for candidates seeking initial certification in
any certification class:
(1) the code of ethics and standard practices for Texas
educators, pursuant to Chapter 247 of this title (relating to Educators'
Code of Ethics) as well as Chapter 249, Subchapter B, of this title
(relating to Enforcement Actions and Guidelines), which include:
(A) professional ethical conduct, practices, and performance;
(B) ethical conduct toward professional colleagues;
and
(C) ethical conduct toward students;
(2) instruction in detection and education of students
with dyslexia by an approved provider as indicated in Texas Education
Code (TEC), §21.044(b);
(3) instruction regarding mental health, substance
abuse, and youth suicide, as indicated in TEC, §21.044(c-1).
Instruction acquired from the list of recommended best practice-based
programs or from an accredited institution of higher education or
an alternative certification program as part of a degree plan shall
be implemented as required by the provider of the best practice-based
program or research-based practice;
(4) the skills that educators are required to possess,
the responsibilities that educators are required to accept, and the
high expectations for all students in this state, including students
with disabilities;
(5) the importance of building strong classroom management
skills;
(6) the framework in this state for teacher and principal
evaluation;
(7) appropriate relationships, boundaries, and communications
between educators and students;
(8) instruction in digital learning, virtual instruction,
and virtual learning, as defined in TEC, §21.001, including a
digital literacy evaluation followed by a prescribed digital learning
curriculum. The instruction required must:
(A) be aligned with the latest version of the International
Society for Technology in Education's (ISTE) standards as appears
on the ISTE website;
(B) provide effective, evidence-based strategies to
determine a person's degree of digital literacy;
(C) cover best practices in:
(i) assessing students receiving virtual instruction,
based on academic progress; and
(ii) developing a virtual learning curriculum; and
(D) include resources to address any deficiencies identified
by the digital literacy evaluation;
(9) instruction regarding students with disabilities,
the use of proactive instructional planning techniques, and evidence-based
inclusive instructional practices, as required under TEC §21.044(a-1)(1)-(3);
and
(10) instruction in the open education resources instructional
materials included on the list of approved instructional materials
maintained by the State Board for Education under TEC, §31.022,
in each subject area and grade level covered by the candidate's certification
category, as required under TEC, §21.044(a-1)(4). A preparation
program may not include instruction on the use of instructional materials
that incorporate the method of three-cueing, as defined by TEC, §28.0062(a-1),
into foundational skills reading instruction, as required under TEC, §21.044(h).
(d) The following subject matter shall be included
in the curriculum for candidates seeking initial certification in
the classroom teacher certification class:
(1) the relevant TEKS, including the English Language
Proficiency Standards;
(2) reading instruction, including instruction that
improves students' content-area literacy;
(3) for certificates that include early childhood and
prekindergarten, the Prekindergarten Guidelines; and
(4) the skills and competencies as prescribed in Chapter
235 of this title (relating to Classroom Teacher Certification Standards)
and captured in the Texas teacher standards in Chapter 149, Subchapter
AA, of Part 2 of this title (relating to Teacher Standards).
(e) The following educator content standards from Chapter
235 of this title shall be included in the curriculum for candidates
who hold a valid standard, provisional, or one-year classroom teacher
certificate specified in §230.31 of this title (relating to Types
of Certificates) in a certificate category that allows the candidates
who are seeking the Early Childhood: Prekindergarten-Grade 3 certificate
to teach all subjects in Prekindergarten, Kindergarten, Grade 1, Grade
2, or Grade 3:
(1) child development provisions of the Early Childhood:
Prekindergarten-Grade 3 Content Standards;
(2) Early Childhood-Grade 3 Pedagogy and Professional
Responsibilities Standards; and
(3) Science of Teaching Reading Standards.
(f) For candidates seeking certification in the Principal
certification class, the curriculum shall also include the skills
and competencies captured in the Texas administrator standards, as
indicated in Chapter 149, Subchapter BB, of Part 2 of this title (relating
to Administrator Standards).
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