| (ii) The application shall identify the circumstances
that necessitate the request to complete clinical teaching or a practicum
outside of the United States and be in a form developed by the TEA
staff and shall include, at a minimum, the same provisions required
in subparagraph (C)(ii) of this paragraph for schools located within
any state or territory of the United States, with the addition of
a description of the on-site program personnel and program support
that will be provided and a description of the school's recognition
by the U.S. State Department Office of Overseas Schools.
(f) Mentors, cooperating teachers, and site supervisors.
In order to support a new educator and to increase educator retention,
an EPP shall collaborate with the campus or district administrator
to assign each candidate a mentor during the candidate's internship,
assign a cooperating teacher during the candidate's clinical teaching
experience, or assign a site supervisor during the candidate's practicum.
If an individual who meets the certification category and/or experience
criteria for a cooperating teacher, mentor, or site supervisor is
not available, the EPP and campus or district administrator shall
assign an individual who most closely meets the criteria and document
the reason for selecting an individual that does not meet the criteria.
The EPP is responsible for providing mentor, cooperating teacher,
and/or site supervisor training that relies on scientifically-based
research, but the program may allow the training to be provided by
a school, district, or regional education service center if properly
documented.
(g) Ongoing educator preparation program support for
initial certification of teachers. 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 three weeks of assignment. For each formal observation,
whether in-person or virtual, 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 cooperating teacher or mentor. Neither the pre-observation
conference nor the post-observation conference need to be onsite.
For candidates participating in an internship, the field supervisor
shall provide a copy of the written feedback to the candidate's supervising
campus administrator. Formal observations by the field supervisor
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. In a clinical teaching experience, the field supervisor
shall collaborate with the candidate and cooperating teacher throughout
the clinical teaching experience. For an internship, the field supervisor
shall collaborate with the candidate, mentor, and supervising campus
administrator throughout the internship.
(1) Each formal in-person observation must be at least
45 minutes in duration, must be conducted by the field supervisor,
and must be on the candidate's site in a face-to-face setting.
(2) Each formal virtual observation must be:
(A) at least 45 minutes in length;
(B) conducted by the field supervisor;
(C) followed by a post-observation conference within
72 hours of the educational activity; and
(D) conducted through use of an unedited electronic
transmission, video, or technology-based method.
(3) An EPP must provide the first formal observation
within the first third of all clinical teaching assignments and the
first six weeks of all internship assignments.
(4) For an internship under an intern certificate or
an additional internship described in subsection (e)(2)(B)(v)(I) of
this section:
(A) an EPP must provide a minimum of three formal observations
during the first half of the internship and a minimum of two formal
observations during the last half of the internship; and
(B) at least three of the minimum formal observations
must be in-person.
(5) For a first-year internship under a probationary
certificate or an additional internship described in subsection (e)(2)(B)(v)(II)
of this section:
(A) 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;
(B) at least two of the minimum formal observations
must be in-person; and
(C) if an EPP chooses to provide formal virtual observations,
it must provide at least two formal virtual observations in addition
to the two minimum formal in-person observations.
(6) 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:
(A) an EPP must provide a minimum of three observations
in each assignment;
(B) 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;
(C) at least two of the minimum formal observations
must be in-person for each assignment; and
(D) if an EPP chooses to provide formal virtual observations,
it must provide at least two formal virtual observations in addition
to the two minimum formal in-person observations for each assignment.
(7) 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:
(A) 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;
(B) at least two of the minimum formal observations
must be in-person for each assignment; and
(C) if an EPP chooses to provide formal virtual observations,
it must provide at least two formal virtual observations in addition
to the two minimum formal in-person observations for each assignment.
(8) 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. For either
of these assignments:
(A) at least two of the minimum formal observations
must be in-person for each assignment; and
(B) if an EPP chooses to provide formal virtual observations,
it must provide at least two formal virtual observations in addition
to the two minimum formal in-person observations for each assignment.
(9) 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:
(A) 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; and
(B) at least two of the minimum formal observations
must be in-person for each 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) 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.
(2) The three required formal observations must be
at least 135 minutes in duration in total throughout the practicum
and must be conducted by the field supervisor.
(3) 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.
(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
Cont'd... |
