Current through Reg. 49, No. 38; September 20, 2024
(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).
