Current through Reg. 50, No. 13; March 28, 2025
(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).
