(5) If an internship under an intern certificate or
an additional internship described in subsection (e)(2)(B)(v)(I) of
this section involves certification in more than one certification
category that cannot be taught concurrently during the same period
of the school day, an EPP must provide a minimum of three observations
in each assignment. For each assignment, the EPP must provide at least
two formal observations during the first half of the internship and
one formal observation during the second half of the internship.
(6) For a first-year internship under a probationary
certificate or an additional internship described in subsection (e)(2)(B)(v)(II)
of this section that involves certification in more than one certification
category that cannot be taught concurrently during the same period
of the school day, an EPP must provide a minimum of one formal observation
in each of the assignments during the first half of the assignment
and a minimum of one formal observation in each assignment during
the second half of the assignment.
(7) For a 14-week, full-day clinical teaching assignment,
an EPP must provide a minimum of one formal observation during the
first third of the assignment, a minimum of one formal observation
during the second third of the assignment, and a minimum of one formal
observation during the last third of the assignment. For an all-level
clinical teaching assignment in more than one location or in an assignment
that involves certification in more than one certification category
that cannot be taught concurrently during the same period of the school
day, a minimum of two formal observations must be provided during
the first half of the assignment and a minimum of one formal observation
must be provided during the second half of the assignment.
(8) For a 28-week, half-day clinical teaching assignment
or a full-day clinical teaching assignment that exceeds 14 weeks and
extends beyond one semester, an EPP must provide a minimum of two
formal observations during the first half of the assignment and a
minimum of two formal observations during the last half of the assignment.
(h) Ongoing educator preparation program support for
certification in a certification class other than classroom teacher.
Supervision of each candidate shall be conducted with the structured
guidance and regular ongoing support of an experienced educator who
has been trained as a field supervisor. Supervision provided on or
after September 1, 2017, must be provided by a field supervisor who
has completed TEA-approved observation training. The initial contact,
which may be made by telephone, email, or other electronic communication,
with the assigned candidate must occur within the first quarter of
the assignment. For each formal observation, the field supervisor
shall participate in an individualized pre-observation conference
with the candidate; document educational practices observed; provide
written feedback through an individualized, synchronous, and interactive
post-observation conference with the candidate; and provide a copy
of the written feedback to the candidate's site supervisor. Neither
the pre-observation conference nor the post-observation conference
need to be onsite. Formal observations conducted through collaboration
with school or district personnel can be used to meet the requirements
of this subsection. Informal observations and coaching shall be provided
by the field supervisor as appropriate. The field supervisor shall
collaborate with the candidate and site supervisor throughout the
practicum experience.
(1) Formal observations must be at least 135 minutes
in duration in total throughout the practicum and must be conducted
by the field supervisor.
(2) If a formal observation is not conducted on the
candidate's site in a face-to-face setting, the formal observation
may be provided by use of electronic transmission or other video or
technology-based method. A formal observation that is not conducted
on the candidates' site in a face-to-face setting must include a pre-
and post-conference.
(3) Regardless of the type of certificate held by a
candidate during a practicum, an EPP must provide a minimum of one
formal observation within the first third of the practicum, one formal
observation within the second third of the practicum, and one formal
observation within the final third of the practicum.
(i) Coursework and/or training for candidates seeking
Early Childhood: Prekindergarten-Grade 3 certification.
(1) In support of the educator standards that are the
curricular basis of the Early Childhood: Prekindergarten-Grade 3 certificate,
an EPP shall integrate the following concepts and themes throughout
the coursework and training:
(A) using planning and teaching practices that support
student learning in early childhood, including:
(i) demonstrating knowledge and skills to support child
development (birth-age eight) in the following areas:
(I) brain development;
(II) physical development;
(III) social-emotional learning; and
(IV) cultural development;
(ii) demonstrating knowledge and skills of effective,
research supported, developmentally appropriate instructional approaches
to support young students' learning, including, but not limited to:
(I) intentional instruction with clear learning goals;
(II) project-based learning;
(III) child-directed inquiry;
(IV) learning through play; and
(V) integration of knowledge across content areas;
(iii) demonstrating knowledge and skills in implementing
instruction tailored to the variability in learners' needs, including,
but not limited to, small group instruction;
(iv) demonstrating knowledge and skills in early literacy
development and pedagogy, including:
(I) demonstrating effective ways to support language
development, particularly oral language development, including, but
not limited to, growth in academic vocabulary, comprehension, and
inferencing abilities; and
(II) demonstrating effective ways to support early
literacy development, including letter knowledge, phonological awareness,
early writing, and decoding;
(v) demonstrating knowledge and skills in early mathematics
and science development and pedagogy;
(vi) demonstrating knowledge and skills in developing
and implementing pedagogical approaches for students who are English
learners and/or bilingual; and
(vii) demonstrating knowledge and skills in developing
and implementing pedagogical approaches for students who have or are
at risk for developmental delays and disabilities;
(B) assessing the success of instruction and student
learning through developmentally appropriate assessment, including:
(i) demonstrating knowledge of multiple forms of assessment,
the information that each form of assessment can provide about a student's
learning and development, and how to conceive, construct, and/or select
an assessment aligned to standards that can demonstrate student learning
to stakeholders;
(ii) demonstrating knowledge in how to use assessments
to inform instruction to support student growth; and
(iii) demonstrating knowledge and application of children's
developmental continuum in the analysis of assessment results utilizing
a variety of assessment types to gain a full understanding of students'
current development and assets;
(C) creating developmentally appropriate learning environments,
including:
(i) demonstrating knowledge and skills in supporting
learners' development of self-regulation and executive function (e.g.,
behavior, attention, goal setting, cooperation);
(ii) demonstrating knowledge and skills in designing,
organizing, and facilitating spaces for learning, particularly small
group learning, in both indoor and outdoor contexts; and
(iii) demonstrating knowledge and skills in developing
learning environments that support English learners' development,
including structures to support language development and communication;
(D) working with families, students, and the community
through:
(i) teacher agency and teacher leadership;
(ii) research-based family engagement practices;
(iii) understanding the capabilities of students through
parent and community input; and
(iv) the development and modeling of responsive relationships
with children; and
(E) using a diversity and equity framework, such as:
(i) demonstrating knowledge and skills in creating
early learning communities that capitalize on the cultural knowledge
and strengths children bring to the classroom;
(ii) demonstrating knowledge and skills in creating
an early learning environment that reflects the communities in which
they work; and
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