| (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
(iii) demonstrating knowledge and skills in how to
access the knowledge children and families bring to school.
(2) An EPP shall provide each candidate who holds 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 applicant to teach all subjects
in Prekindergarten, Kindergarten, Grade 1, Grade 2, or Grade 3 with
a minimum of 150 clock-hours of coursework and/or training that is
directly aligned to the educator standards as specified in Chapter
235, Subchapter B, Division 1, of this title (relating to Early Childhood:
Prekindergarten-Grade 3) and that is based on the concepts and themes
specified in subsection (i)(1) of this section. A clinical teaching,
internship, or practicum assignment is not required for completion
of program requirements.
(3) An EPP shall provide each candidate who holds a
valid standard, provisional, or one year classroom teacher certificate
specified in §230.31 of this title (relating to Professional
Educator Preparation and Certification) in a certificate category
that does not allow the candidate to teach all subjects in Prekindergarten,
Kindergarten, Grade 1, Grade 2, or Grade 3 coursework and/or training
as specified in subsections (a) and (b) of this section that is directly
aligned to the educator standards as specified in Chapter 235, Subchapter
B, Division 1, of this title (relating to Early Childhood: Prekindergarten-Grade
3) and that is based on the concepts and themes specified in subsection
(i)(1) of this section, a clinical experience as specified in subsection
(e)(2) of this section, a mentor or cooperating teacher as specified
in subsection (f) of this section, and ongoing support as specified
in subsection (g) of this section.
(j) Coursework and/or training for candidates seeking
a Teacher of Students with Visual Impairments (TVI) Supplemental:
Early Childhood-Grade 12 certification.
(1) An EPP must provide a minimum of 300 hours of coursework
and/or training related to the educator standards for that certificate
adopted by the SBEC.
(2) An EPP shall provide a clinical experience of at
least 350 clock-hours in a supervised educator assignment in a public
school accredited by the TEA or other school approved by the TEA for
this purpose. A TVI certification candidate must demonstrate proficiency
in each of the educator standards for the certificate being sought
during the clinical experience. A clinical experience is successful
when the field supervisor recommends to the EPP that the TVI certification
candidate should be recommended for a TVI supplemental certification.
(A) An EPP will provide guidance, assistance, and support
for the TVI certification candidate by assigning a cooperating teacher
and/or providing individual or group consultation. The EPP is responsible
for providing training to cooperating teachers and/or consultation
providers.
(B) An EPP will collaborate with the program coordinator
for the Texas School for the Blind and Visually Impaired Statewide
Mentor Program to assign a TVI mentor for the TVI certification candidate.
The Texas School for the Blind and Visually Impaired Statewide Mentor
Program is responsible for providing training for all TVI mentors.
(C) An EPP will provide ongoing support for the TVI
certification candidate. 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 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; and provide written feedback through an individualized,
synchronous, and interactive post-observation conference with the
candidate. 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.
Cont'd... |
