The SBEC proposes amending this section to clarify how an EPP may amend its program. To make changes to its program, an EPP would submit notification of a proposed amendment on a letter signed by the EPP's legally authorized agent or representative that explains the amendment, details the rationale for changes, and includes documents relevant to the amendment. If the EPP is rated "accredited" or "accredited-not rated," this notice must be sent to TEA staff 60 days prior to the EPP implementing the changes. If the EPP is not rated "accredited" or "accredited-not rated," this notice must be sent to TEA staff 120 days prior to the EPP implementing the changes, and the changes must be approved by TEA staff. The amendment would create a clear and efficient process for EPPs to amend program components.

The SBEC also proposes amending this section to require each EPP to develop and implement a calendar of program activities that must include a deadline for accepting candidates into a program cycle to assure adequate time for admission, coursework, training, and field-based experience requirements prior to a clinical teaching or internship experience. This amendment would provide applicants to an EPP with more information as to the expectations for adequate educator preparation. If an applicant is admitted after the deadline, the applicant would have a better understanding of whether the applicant can reasonably complete the requirements necessary to be placed in a clinical teaching assignment or hired as a classroom teacher during an internship.

§228.30, Educator Preparation Curriculum

Because the educator preparation curriculum serves as the basis of the coursework and training that fulfills an essential role in preparing educators, the SBEC proposes amending 19 TAC §228.30 to improve the preparation of educators and provide consistency among preparation programs. The SBEC proposes amending this section to clarify which of the existing curriculum requirements are for all classes of certificates and which requirements are appropriate for a specific class of certificate. The SBEC also proposes amending the curriculum requirements for the classroom teacher class of certificate to include the English Language Proficiency Standards and, for certificate fields that include early childhood, the Prekindergarten Guidelines.

The SBEC proposes adding curriculum requirements for all classes of certificates to include the information required by the TEC, §21.044, as amended by HB 2012, 83rd Texas Legislature, Regular Session, 2013; and the TEC, §21.0453, as added by HB 2318, 83rd Texas Legislature, Regular Session, 2013. These requirements would include the skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for students; the importance of building strong classroom management skills; and the framework for teacher and principal evaluation. The SBEC proposes adding curriculum requirements to include mental health, substance abuse, and youth suicide training as required by the TEC, §21.044, as amended by Senate Bill (SB) 674, 84th Texas Legislature, Regular Session, 2015. The SBEC also proposes adding a curriculum requirement for the principal class of certificate to include the skills and competencies captured in the Texas administrator standards as indicated in 19 TAC §149.2001, Principal Standards.

The TEC, §21.044, as amended by HB 2205, 84th Texas Legislature, Regular Session, 2015, requires all programs that provide training in certification areas that require a bachelor's degree to include training on the instruction of dyslexia. Changes to 19 TAC Chapter 228 are not necessary because the current rules as written comply with the change in law.

§228.35, Preparation Program Coursework and/or Training

The SBEC proposes amending 19 TAC §228.35 to clarify which of the existing coursework and training requirements are for all classes of certificates and which requirements are appropriate for a specific class of certificate. The SBEC proposes amending the coursework and training provisions for all classes to clarify that coursework and training must adequately prepare candidates for educator certification and that coursework and training must be sustained, rigorous, intensive, interactive, candidate-focused, and performance based. The SBEC also proposes removing the provision that allows up to 50 hours of an EPP's coursework and/or training to be provided by a school district or campus. EPPs may require additional hours beyond the minimum requirement of 300 hours and allow school district or campus professional development to count toward these additional hours. In accordance with the Texas Occupations Code, §55.007, the SBEC proposes adding a provision that would allow an EPP to substitute prior or ongoing service, training, or education for educator certification requirements so that military service members and military veterans may credit verified military service, training, or education toward training, education, work experience, or related requirements for educator certification. The SBEC also proposes amending the provision for candidates who are not military service members or military veterans to substitute prior or ongoing service, training, or education if the service, training, or education was provided by an approved EPP or an accredited IHE within the past five years and is directly related to the certification being sought. This amendment would provide flexibility to EPPs and candidates while providing consistency among EPPs.

Because many EPPs are already either offering or planning to offer coursework and training online, the SBEC proposes adding a requirement for EPPs that offer coursework and/or training online to meet standards for online coursework and training. EPPs at public and private universities must already meet Texas Higher Education Coordinating Board (THECB) standards for online coursework and training. Requiring EPPs to meet online accreditation or certification standards would improve the preparation of educators participating in online coursework and training and provide consistency among preparation programs offering online coursework and training.

The SBEC proposes amending the coursework and training provisions for the classroom teacher class of certificate to clarify that an EPP must provide a minimum of 300 hours of coursework and training. The SBEC also proposed that the number of coursework hours required before clinical teaching or an internship be increased from 80 to 150 hours and the content of these hours include 10 proficiencies that are based on the performance standards described in 19 TAC §149.1001, Teacher Standards. The coursework and training would require candidates to demonstrate proficiency in areas specified in proposed 19 TAC §228.35(b)(2).

The proposal to increase the hours and provide more specificity of the coursework and training would improve the quality of educator preparation for candidates who would be hired as a classroom teacher under an internship and candidates who would be working directly with students in the capacity of a clinical teacher. The coursework and training requirement would be equivalent to 10 semester credit hours at an accredited IHE. The content of the coursework and training requirement would be similar to the performance standards to be used to inform the training, appraisal, and professional development of all teachers. The proposals are based on the direction provided by SBEC members and input from a variety of stakeholders.

The SBEC proposes amending the EPP delivery provisions to clarify that an EPP must direct a candidate's participation in a field-based experience. The SBEC also proposes amending the field-based experience provisions so that the standards are similar for onsite experiences and those experiences provided by use of electronic transmission or other video or technology-based method. Because field-based experiences fulfill an essential role in preparing educators, clarifying these provisions would improve the preparation of educators and provide consistency among preparation programs.

The SBEC proposes amending the clinical teaching provisions to increase the 12-week clinical teaching experience to 14 weeks of at least 65 full days and increasing the 24-week clinical teaching experience to 28 weeks of at least 130 half days. By increasing the minimum standards for the length of clinical teaching, the amendment would improve the preparation of educators by providing clinical teachers with more opportunities to develop their knowledge and skills. The SBEC also proposes amending the clinical teaching provisions to require candidates to experience a full range of professional responsibilities that include the start of the school year through field-based experiences and/or clinical teaching. This amendment would allow candidates to observe how critical routines and procedures are established during the first part of the year.

The proposal also provides language that would allow the SBEC to approve an EPP request for an exception to the clinical teaching options described in rule. An exception request must include an alternative option that would adequately prepare candidates for educator certification and ensure the educator is effective in the classroom. An exception request must include the rationale and support for the alternative option, a full description and methodology of the alternative option, a description of the controls to maintain the delivery of equivalent and quality support for clinical teaching, and a description of the ongoing monitoring and evaluation process to ensure EPP objectives are met. By allowing an exception to the existing clinical teaching options, an innovative program can be allowed to pursue flexible and creative designs to accommodate the unique characteristics and needs of different regions of the state as well as the diverse population of potential educators.

The SBEC proposes amending the internship provisions to clarify that a candidate must hold an intern or probationary certificate while participating in an internship and must meet the requirements and conditions, including the subject matter knowledge requirement, to be eligible for an intern or probationary certificate. The clarification would address the proposed changes in 19 TAC Chapter 230 regarding the creation of an intern certificate. The SBEC proposes amending the internship provisions to clarify that the beginning and ending date of an internship is the first and last day of instruction with students. This clarification would address confusion with EPPs, schools, and districts regarding the beginning of the contract with the school or district, the beginning of the intern or probationary certificate period, and the beginning of the internship.

The SBEC proposes amending the internship provisions to allow for an additional internship assignment of less than a full day under conditions specified in proposed 19 TAC §228.35(e)(2)(C)(iii).

This amendment would provide more flexibility for EPPs to meet the needs of schools and districts.

The SBEC also proposes amending the internship provisions to clarify that an EPP may recommend an additional internship year if the EPP certifies that the first internship was not successful, the EPP has developed a plan to address any deficiencies identified by the candidate and the candidate's field supervisor, and the EPP implements the plan during the additional internship. An EPP may also recommend an additional internship year if the EPP certifies that the first internship was successful and that the candidate is making satisfactory progress toward completing the EPP before the end of the additional internship. The amendment would also define an internship as successful when the field supervisor and supervising campus administrator recommend to the EPP that the candidate should be recommended for a standard certificate. The amendment would provide clear and consistent rules for programs to follow regarding recommending additional internships for candidates.

The SBEC also proposes amending the internship provisions to clarify that an EPP must provide ongoing support to a candidate for the full term of the initial or additional internship, unless, prior to the expiration of that term a standard certificate is issued to the candidate during an additional internship; the candidate resigns, is non-renewed, or is terminated from the school assignment; or the candidate withdraws, is discharged, or is released from the EPP.

The amendment would also clarify how a candidate, an EPP, an employing school or district, and the TEA must be notified if a candidate resigns, is non-renewed, or is terminated from the school assignment or withdraws, is discharged, or is released from the EPP. The amendment would provide clear and consistent rules for providing ongoing support for candidates and improve communication between candidates, EPPs, schools and districts, and TEA staff in the event of a resignation, termination, withdrawal, release, or discharge.

The SBEC proposes amending the Head Start Program provisions to clarify that an internship or clinical teaching experience for certificates that include early childhood may be completed at a Head Start Program that meets the requirements. This amendment would address any future changes to the Early Childhood-Grade 6 certificate.

The SBEC proposes amending the internship, clinical teaching, and practicum provisions to prohibit an assignment in a setting where the candidate has an administrative role over or is related to the mentor, cooperating teacher, or site supervisor. This amendment would address inappropriate supervisory relationships. The SBEC also proposes clarifying that a practicum assignment must take place in an actual school setting rather than a distance education learning lab or virtual school setting. This amendment would align the practicum requirement with the existing requirements for clinical teaching and internships.

The SBEC proposes amending the practicum provisions to clarify that an intern or probationary certificate may be issued to a candidate in a certification class other than classroom teacher if the candidate meets the requirements of the EPP and the candidate meets the requirements and conditions, including the subject matter knowledge requirement, for the probationary certificate. The clarification would address the proposed changes in 19 TAC Chapter 230 regarding the probationary certificate.

The SBEC also proposes amending the practicum provisions to clarify that an EPP may recommend an additional practicum if the EPP certifies that the first practicum was not successful, the EPP has developed a plan to address any deficiencies identified by the candidate and the candidate's field supervisor, and the EPP implements the plan during the additional practicum. An EPP may also recommend an additional practicum if the EPP certifies that the first practicum was successful and that the candidate is making satisfactory progress toward completing the EPP before the end of the additional practicum. The amendment would define a practicum as successful when the field supervisor and supervising campus administrator recommend to the EPP that the candidate should be recommended for a standard certificate. The amendment would provide clear and consistent rules for programs to follow regarding recommending additional practicums for candidates.

The SBEC proposes amending the mentor, cooperating teacher, and site supervisor provision to require that a site supervisor who is trained by the EPP be assigned to a practicum candidate. The amendment would also allow a regional education service center (ESC) to provide the required mentor, cooperating teacher, and/or site supervisor training. The amendment would align the requirements for the site supervisor with those that are in rule for the mentor and cooperating teacher. The amendment would also provide EPPs with more flexibility to ensure that mentors, cooperating teachers, and site supervisors have had the required training. The SBEC also proposes amending this provision to allow the EPP and campus or district administrator to assign an individual who most closely meets the cooperating teacher, mentor, or site supervisor criteria if an individual who meets the criteria is not available. The EPP and campus or district administrator must document the reason for selecting an individual that does not meet the criteria. The amendment would provide flexibility in selecting cooperating teachers, mentors, or site supervisors. The SBEC proposes amending the provisions for ongoing support for teacher candidates to emphasize collaboration among the field supervisor, candidate, cooperating teacher, mentor, and supervising campus administrator. This amendment would underscore the joint responsibility of EPPs, schools, and districts to develop, deliver, and evaluate educator preparation. The amendment would require supervision provided on or after September 1, 2017 to be provided by a field supervisor who has completed TEA-approved observation training. This amendment would provide consistency among programs and align the supervision of candidates with the criteria used by schools and districts to develop and support teachers. The amendment would require an individualized pre-conference and an individualized and synchronous post-observation conference for each formal observation. This amendment is supported by systems of support such as the Texas Teacher Evaluation and Support System (T-TESS). The amendment would allow a formal observation by a field supervisor that was conducted in collaboration with school or district personnel to meet the requirements for ongoing support. The amendment would require the field supervisor to provide a copy of the written observation feedback to the cooperating teacher or mentor, but only require the field supervisor to provide a copy of the written observation feedback to the candidate's supervising campus administrator for an internship. This amendment would identify the most appropriate members of the collaboration team who would need to receive a copy of the written observation feedback. Because a candidate participating in an internship is a classroom teacher, it is appropriate for the candidate's campus supervisor to receive a copy of the written observation feedback. The SBEC also proposes amending the ongoing support for teacher candidate provisions to increase the number of observations for a 28-week half-day clinical teaching experience from three to four. The amendment would increase the number of observations from three to five for an internship under an intern certificate or an additional internship under a probationary certificate due to an unsuccessful internship. The amendment would require three observations for an internship under a probationary certificate unless the probationary certificate was an extension due to an unsuccessful internship. For an internship under an intern certificate or an additional internship under a probationary certificate due to an unsuccessful internship that involves more than one certification category that cannot be taught concurrently during the same period of the school day, the amendment would require three Cont'd...