Tag Archives: educator preparation program (EPP)

SBEC holds special meeting to discuss educator preparation amid COVID-19

The State Board for Educator Certification (SBEC) met today to discuss a special rule to address educator preparation amid the COVID-19 pandemic. The board met previously in June to discuss proposed rule text that would allow for virtual completion of field-based experiences and clinical experiences to satisfy educator preparation requirements. The proposed rule text limited these provisions to the 2020-21 school year and limited the virtual observations to synchronous environments (where the observer must be in the virtual classroom with the student teacher for live instruction).

This proposal was met with concern from educator preparation programs (EPPs), whose representatives expressed that many school districts are planning to use both synchronous and asynchronous learning models, while others are still deciding. Furthermore, EPPs are unsure of how districts will handle visitor policies, which could impact field supervisors’ ability to observe candidates. Other voiced concerns included obtaining the media releases necessary for student faces to be included on video used by educator candidates as they meet their program requirements. ATPE participated in a stakeholder workgroup with Texas Education Agency (TEA) staff as they worked through these concerns in preparation for today’s meeting, taking the position that high-quality clinical experiences are essential for educator preparation and that any changes made to allow virtual experiences should be time-limited.

TEA staff presented the following alternative rule language to address EPP concerns, which was approved by the board:

This new rule text adopted by SBEC today will provide increased flexibility for educator candidates as EPPs work with districts. The changes are still limited to the 2020-21 school year. TEA staff said they will work with EPPs to ensure that virtual experiences for candidates are as high-quality as possible, expressing their belief that other flexibility for educator preparation is not necessary at this time.

The next regularly scheduled SBEC meeting will take place on October 9, 2020.

Teach the Vote’s Week in Review: June 12, 2020

You have until Monday, June 15, to register to vote in the July 14 primary runoff election (and a special election if you happen to live in Texas Senate District 14). While you are making your voting plan for the July election, check out this week’s education news from ATPE Governmental Relations.


CORONAVIRUS UPDATE: Phase three to reopen Texas is well underway, with restaurants allowed to expand capacity to 75% starting today. By next Friday, amusement parks and carnivals in counties with more than 1,000 confirmed positive cases of COVID-19 may open at 50% capacity. Gov. Greg Abbott spoke with CBS Austin this week and noted that, with cases on the rise, his contingency plan should there be a resurgence will be to first roll back non-essential surgeries and other medical procedures.

The Texas Education Agency (TEA) updated quite a few coronavirus-related web resources this week. TEA’s closure support and guidance page includes updates on personal protective equipment and other safety guidance for summer school, graduation, and UIL. Information on residential programs has been updated on the special education page. TEA also provided an updated COVID-19 waivers document.

Changes were also announced this week that will impact educator certification candidates who are beginning internship requirements but have not taken their test and candidates who are required to complete otherwise face-to-face educator preparation program (EPP) requirements in the 2020-21 school year. Specifically, eligible candidates who are beginning internships will be able to obtain an intern certificate upon recommendation of their EPP, without having to meet testing requirements first. (Fingerprinting requirements remain in place.) This is similar to a previous waiver that allowed certification candidates who had completed all EPP requirements except their test to obtain a probationary certificate. Candidates who would otherwise be expected to complete face-to-face requirements such as clinical teaching will be able to meet these in a virtual setting. Read more here and find more information below about similar developments at the State Board for Educator Certification this week.

As always, ATPE’s Coronavirus FAQ and Resources page is being frequently updated with the latest information on COVID-19 issues for educators.


ELECTION UPDATE: It’s almost election time again! The deadline to register to vote in the July 14 runoff election (and a Texas Senate District 14 special election happening the same day) is Monday, June 15, 2020. For more on registration and why this election is important, check out this week’s blog post by ATPE Lobbyist Mark Wiggins.

Make sure you’re registered and learn what’s on your ballot here. View candidate profiles, including their ATPE survey responses and voting records, on Teach the Vote here. If you feel you meet the eligibility criteria to vote by mail, your application for a mail-in ballot must be received by your local election administration (not postmarked) no later than July 2. Find additional information about voter registration from the League of Women Voters here, plus get election reminders and other resources from the Texas Educators Vote coalition here. Early voting begins June 29!


FEDERAL UPDATE: Facing the unprecedented threat of the deadly novel coronavirus, Congress entered the spring of 2020 with what has become an extremely rare sense of bipartisan purpose, passing four large legislative packages to provide funding for hospitals and health care workers fighting the virus, as well as for businesses and individuals affected by the closures and stay-at-home orders implemented to prevent the spread of COVID-19. The federal CARES Act provided $30 billion for the U.S. Department of Education, including $13.5 billion for elementary and secondary education formula funding to be provided directly to states.

David Pore

ATPE has been tirelessly lobbying Congress to enact laws and policies that protect your ability to effectively educate students and retire with financial security. That includes fighting to repeal the arbitrary Social Security offsets that unfairly reduce the retirement benefits of educators. Read more about how ATPE is advocating for you in Washington, D.C. in this update from ATPE’s federal lobbyist, David Pore, as published in the ATPE News Summer 2020 edition.

 


The State Board for Educator Certification (SBEC) held a special meeting this week to consider a new rule that will allow more flexibility for educator certification candidates undergoing face-to-face requirements such as internships, field experiences, clinical experiences, practicums, and observations. The changes will be limited to the 2020-21 school year and will allow for at least partial completion of these requirements in a virtual setting. Read more about yesterday’s SBEC meeting and the proposed rule language in this blog post by ATPE Lobbyist Andrea Chevalier.


A recent study by researchers at Princeton and Tufts Universities finds that “teachers are people too,” when it comes to racial biases. In the peer-reviewed study published in the prestigious journal Educational Researcher in April 2020, the authors found that teachers, while surely well-intentioned, are no different in their levels of implicit and explicit biases from non-teachers of the same race, level of education, age, gender, and political affiliation. This finding highlights the need for training and supports to help teachers work toward recognizing and combating biases that may negatively impact students. The study authors also point out that due to the progress we must make with respect to teacher racial bias, schools are not likely to be the great societal equalizers that so many conclude they are. Read more about the study here.

SBEC meets to discuss COVID-19 considerations for certification candidates

SBEC holds a special virtual meeting, June 11, 2020.

The State Board for Educator Certification (SBEC) met off their normal schedule today to discuss a new coronavirus-inspired rule regarding face-to-face requirements for certification candidates in educator preparation programs. View the agenda from today’s SBEC meeting here.

Candidates in educator preparation programs complete experiences such as internships, clinical teaching, practicums, and field-based experiences that involve face-to-face interactions with teachers, students, and observers. These experiences are crucial for candidates to practice pedagogical skills and get real exposure to what school environments are like, including the many unexpected aspects of daily life as an educator. The COVID-19 pandemic made these in-person experiences unsafe and impractical, which prompted the issuance of waivers from the governor’s office this spring.

Current waivers for educator candidate experiences during the pandemic only impact candidates who are completing experiences in 2019-20 and for candidates who are beginning such experiences in 2020-21. The waivers will stay in effect only as long as Gov. Greg Abbott’s disaster declaration is in place. For this reason, SBEC board members met today to consider a new rule today that would effectively allow for virtual practices with regard to certification candidate experiences. This unique provision would be limited to the 2020-21 academic year and would expire with no additional action by the board.

The rule discussed by the board today specifically states that “for the 2020-2021 academic year, actual school settings and authentic school settings may include campuses with a traditional, in-person setting that are temporarily functioning in a virtual setting and face-to-face settings for observations may include synchronous virtual settings.” With this change, internships, clinical teaching experiences, field-based experiences, teacher observations, and practicums could take place in a virtual setting during the upcoming academic year. Referring to synchronous virtual settings, the rule allows for observations to take place in which the candidate and observer are both in a virtual classroom setting at the same time, rather than the observer being able to watch a video of the educator after the fact (asynchronous).

Two representatives from the University of Texas at Austin, Dr. Jill Marshall and Dr. Michael Marder, testified today about how the changes would impact their educator preparation programs. Dr. Marshall expressed support for the proposal, but she also voiced concerns with synchronous observations and related issues such as school district permissions, student privacy, and inequitable candidate access to technology. Dr. Marder echoed Dr. Marshall’s concerns, expressing that both asynchronous and synchronous video would better serve students and suggesting alternative rule language for the board to consider. Staff of the Texas Education Agency (TEA) indicated that the inclusion of the word “synchronous” was meant to mirror the current face-to-face requirements of teacher observation, and the board did not make any changes to the proposed rule text.

SBEC voted to approve the proposed rule amendment today, which will now be posted in the Texas Register and available for public comment from June 26 to July 27, 2020. On July 31, the board will meet again to review the rule and, if finally approved, the rule will take effect Oct. 15, 2020.

During today’s virtual meeting, the board also introduced its two new members recently appointed by Gov. Abbott, Julia Dvorak (formerly Julia Moore) and Jean Streepey. As we previously reported here on Teach the Vote, Streepey is a middle school math teacher in Highland Park ISD (Dallas). Dvorak of Pflugerville is a consultant who works for a lobby and public relations firm that has represented organizations and candidates advocating for private school vouchers.

The next regularly scheduled SBEC meeting is set for July 24, 2020. For more information on the coronavirus pandemic, be sure to check out ATPE’s Coronavirus FAQ and Resources page.

Highlights of the May 2020 SBEC meeting

In its first meeting conducted via Zoom, the certification board discussed educators and coronavirus, Master Teachers, and more.

On Friday, May 1, 2020, the State Board for Educator Certification (SBEC) met for the first time in a virtual setting, due to COVID-19 meeting restrictions. Here are the highlights from the board’s agenda:

  • Carlos Villagrana of Teaching Excellence will no longer be a member of the SBEC board.
  • The Texas Education Agency (TEA) says beginning teacher support is a “huge priority” in light of COVID-19 and that the state is looking to federal CARES Act funding to implement programs and resources in this area.
  • SBEC gave the nod to rule changes to implement the Science of Teaching Reading requirements in last year’s House Bill 3 for all EC-6 teachers.
  • The board rejected an alternative certification program’s petition for several rule changes that would have lessened the responsibility of educator preparation programs (EPPs) to prepare high-quality teachers.
  • In a discussion of tying EPP accountability to STAAR-based student growth, EPPs and board members alike expressed concerns about clarity of the methodology and determining cut scores.
  • In a discussion-only item, SBEC members overwhelmingly agreed with ATPE in support of removing the expiration date from Legacy Master Teacher certificates. TEA will move forward with rule-making on this issue.

“Legacy” Master Teachers

On Friday, SBEC took up a discussion-only agenda item to move forward with potential solutions for Master Teachers (MT), whose certificates were eliminated under House Bill (HB) 3 passed by last year’s legislature. Though the process for gaining a MT certificate was arduous and often costly, MTs will not be able to renew these certificates and, upon their expiration, may find themselves ineligible to continue in their current teaching assignment.

In a letter requested by ATPE and delivered to the board at its Feb. 2020 meeting, HB 3 author Rep. Dan Huberty (R-Kingwood) explained that the intent of his bill was never to abandon MTs’ expertise, but simply to avoid naming confusion with the “master” teacher merit designation also included in the bill as part of the Teacher Incentive Allotment. This is why MTs now see the qualifier “legacy” attached to their certificate. Huberty’s letter urged the board to allow legacy MT certificate holders to “maintain their existing teaching assignments without interruption, additional cost, or the need to seek additional certifications,” which prompted today’s discussion on the SBEC agenda.

ATPE Lobbyist Andrea Chevalier testified virtually before SBEC on May 1, 2020.

ATPE Lobbyist Andrea Chevalier provided written and oral testimony today in support of solutions to allow MTs to retain their teaching assignments. In particular, ATPE supported a TEA-suggested option to remove the expiration date from Legacy MT certificates, and the board overwhelmingly agreed. ATPE looks forward to continuing to work on this issue as rules are proposed. For background on ATPE’s previous work regarding MTs, see this blog post by Chevalier.

Coronavirus and educators:

In the first discussion of the day, the board received an overview of the COVID-19 pandemic’s impact on educators. TEA staff explained that the first round of governor-issued waivers changed the time and physical setting requirements for clinical teaching, internships, and field-experience. The second round of waivers provided flexibility for certain candidates who have not been able to meet testing requirements for a one-year probationary certificate, which is typically reserved for candidates in alternative certification programs. This waiver gives candidates a year to meet the testing requirements as testing centers slowly reopen.

SBEC member Laurie Turner asked if waivers would still apply in the event of a second viral surge. TEA Associate Commissioner Ryan Franklin replied that his team is developing a plan for a next phase of admission and entrance requirements for candidates entering programs this fall. Franklin said all things will be on the table and a lot will depend on the emergency declaration from the governor’s office that enables TEA to address these issues.

SBEC heard testimony from representatives of the University of Texas at Austin, who said new teachers will need extra support next year due to decreased preparation experiences and the additional needs of students who have lost learning due to the pandemic. Testifiers argued that federal funding could be used for statewide targeted induction support, including activities such as close mentoring, summer professional learning, micro-credentialing, a hotline, and virtual planning sessions over the summer. Kelvey Oeser of TEA said this is a huge priority for the agency and that they are looking at the CARES Act as a potential funding source.

Implementation of the Science of Teaching Reading requirements:

Last year’s HB 3 requires  candidates who plan to teach students in grades EC-6 to complete a Science of Teaching Reading (STR) exam. To reflect this requirement, the board approved proposed amendments today across several chapters in Title 19 of the Texas Administrative Code (TAC) to implement the replacement certificate names, as well as other changes that might have been proposed in each particular chapter. These proposed changes by chapter will be posted in the Texas Register for public comment beginning May 29, 2020 and ending June 29, 2020. See below for more detail:

Chapter 227: Changes include updates to the PACT to implement the STR exam and removal of the one-year expiration date on passing PACT. This would reduce the burden on candidates, who may have taken a PACT exam more than a year before they try to gain admission to an EPP.

Chapter 228: This chapter houses requirements for EPPs. Eight revisions were approved, five of which were discussed at the February SBEC meeting. These would simplify a table of requirements in the chapter; implement portions of HB 18 passed by the legislature in 2019; authorize teaching sites outside of Texas in situations such as military assignment; provide admittance policy guidance to EPPs that are closing or consolidating; restrict a summer-only practicum unless it is part of a year-round school or extended year program; provide a dismissal policy for candidates who violate the code of ethics; supply concise reasons that an EPP would no longer support a candidate in an internship; and clarify the number (three) and spacing of formal observations conducted during a practicum. Three new changes to EPP requirements were made since the February meeting so that EPPs can offer the replacement certificates for the STR exam.

Chapter 230: The revisions update the testing figure in 230.21(e) to implement the STR requirements, including the insertion of replacement certificate names and a content pedagogy exam transition. This transition is necessary because the exams are based on standards that are changing with implementation of the STR and changes to English Language Arts and Reading (ELAR) curriculum standards in the TEKS. The changes also include technical edits to phase out a retired test and update test numbering conventions.

Chapter 233: This adds the replacement STR certificates to the categories of classroom teaching certificates and language requiring educators who teacher pre-K-6 to demonstrate proficiency of STR. New rule language also implements transition deadlines.

Chapter 235: These changes update the organization of the STR standards to comply with HB 3, including a split certification for special education with separate certificates for grades EC-6 and 6-12. Changes also include two sets of supplemental certificate standards: one for bilingual Spanish, grades EC-12, focusing on bilingualism, biliteracy, and biculturalism; and another for “DeafBlind” grades EC-12.

In a discussion-only item, the board also considered a communication timeline for the Science of Teaching Read exam transition, including test development.

Other action items:

SBEC approved the adoption of revisions to 19 TAC Chapter 232 to implement technical updates to renewal and fingerprinting procedures and several bills passed by the 86th Legislature in 2019. The new legislative requirements include continuing professional education regarding mental health and substance abuse training under HB 18 and Senate Bill (SB) 11); training requirements for superintendents on sexual abuse and human trafficking per HB 403; and the removal of student loan default as grounds to deny the a certificate renewal under SB 37. The fingerprinting updates include process and technology changes that match current practice. The simplification and reorganization of the chapter was presented as suggested by ATPE and other stakeholders.

The board voted to deny a rulemaking petition that included four requests related to EPPs. State law in the Texas Government Code allows any interested person to petition a rulemaking agency, such as SBEC, for regulatory action. The petition by an individual representing an alternative certification program (ACP) included requests for SBEC to make four rule changes as follows: 1) revert back to requiring that candidates take a certification exam for admission purposes into an EPP; 2) allow ACPs and post-baccalaureate programs to prepare candidates for pre-admission content tests; 3) change the EPP accountability system to give EPPs credit for any candidate who passes within the first five attempts, as opposed to current rule that is limited to the first two attempts; and 4) change the intern certificate to two-years rather than one-year. This last change would extend the amount of time that intern teachers are teaching students without having met certain proficiency requirements required at the end on an intern year. After mixed testimony, the board overwhelmingly agreed on the importance of keeping educator preparation as rigorous as possible and voted to deny the request

Discussion-only agenda items (no action taken):

The board also discussed potential changes to 19 TAC Chapter 229, covering the Accountability System for Educator Preparation (ASEP). Because of COVID-19, TEA proposed an EPP accreditation status of “Not Rated: State of Disaster,” since candidates cannot take certification tests due to test center closures and teacher and principal surveys were waived. An EPPs status from the prior year will remain its current status, which effectively makes the Not Rated status a pause in the accountability system. The agency also proposed a summative ASEP index, which brings all of the accountability indicators together through a weighting system. TEA presented a student growth indicator that would be integrated into the system, based on student scores on the State of Texas Assessment of Academic Readiness (STAAR) test. In this indicator, a beginning teacher’s growth scores would be determined by comparing STAAR student achievement to expected growth. This growth score would then be compared to a statewide cut score. Mark Olofson of TEA noted that the agency will provide more information about that manner in which candidates who are on probationary certificates under the governor’s waiver would fit into the ASEP model. Testimony on the changes included concerns from EPPs that the ASEP manual should be very explicit about which teachers will be included in the student growth indicator and what the cut scores will be, with which the board seemed to agree.

Lastly, the board discussed the voluntary closure of the Training via E-Learning Alternative Certification Program (TEACH) ACP. During a January 2020 status check of EPPs operating under agreed orders, TEA found that the TEACH program violated the agreed operating conditions by admitting students when the program was not allowed to do so. Upon notification of the violation, TEACH opted to voluntarily close in lieu of revocation.

Other housekeeping matters:

SBEC member Carlos Villagrana notified the board today that he is transitioning away from his role with Teaching Excellence, which is Yes Prep charter school’s alternative certification program. Because of this, he will not be able to remain a member of SBEC. Another EPP-oriented position on the board that is meant for a dean of a college of education has been vacant for a year. Both positions must be filled by governor’s appointments.

The board did not take up any further discussion of changes to contract abandonment rules, a topic that had bounced around since last fall through several meetings. The previously proposed changes to contract abandonment rules were meant to mitigate situations in which teachers relied on reasonable beliefs that their resignations had been accepted by someone in their districts with authority to do so. However, some teachers were mistaken and subsequently faced contract abandonment consequences. Administrators opposed the changes and the board ultimately reached a near-consensus at its February meeting that no action should be taken.

TEA postponed an update on the EdTPA performance assessment pilot until the July SBEC meeting.

Future meetings:

The upcoming SBEC meeting dates for 2020 are:

  • July 24, 2020
  • Oct. 9, 2020
  • Dec. 11, 2020

Texas educator preparation and testing in viral limbo

Uncertainty around educator preparation and testing in Texas during the novel coronavirus pandemic has left some aspiring and current educators wondering, “What’s next?” In this Teach the Vote blog post, we will cover what we know so far about educator preparation and what questions we still need answered.

Certification Testing Changes

Last month, the Texas Education Agency (TEA) posted a notice of the cancellation of educator certification examinations slated for March 17 through April 16, 2020. Pearson’s Texas educator certification website provides further information for educators whose tests were cancelled, including a listing of closed testing centers. TEA similarly announced that Performance Assessment for School Leaders (PASL) submission deadlines were being extended, with additional information available on the ETS performance assessment website here.

Pearson VUE, which administers the computer-based certification tests, also has a coronavirus-dedicated webpage with specific FAQs and information about rescheduling of the tests. In particular, the site explains that educator certification candidates can reschedule tests for dates starting May 1, 2020, and beyond, but this is subject to further orders or virus-related restrictions that may be issued by state and federal leaders. When rescheduling an exam, candidates will only be able to select from available dates at testing centers that are open, and all candidates are advised to contact testing centers before their test to ensure availability.

Other Certification Requirements

On TEA’s coronavirus Texas educator support webpage, educators can find other information about changes due to the virus, including an educator preparation FAQ and presentation. Importantly, Gov. Greg Abbott has waived impractical requirements for candidates who were completing clinical teaching, an internship, or a practicum this spring. These include face-to-face observations for those in a practicum, clinical teaching requirements based in school settings, and field supervision for interns. Additionally, the governor waived the requirement that 15 clock-hours of a field-based experience be conducted on a school campus for those completing their field-based experience this spring or summer. Find more information about eligibility for the waivers in the FAQ and Guidance section posted here.

Gov. Abbott has also waived the requirement that first-year teachers complete surveys related to their educator preparation programs, as well as the corresponding surveys that principals fill out about first-year teachers’ preparedness. This will certainly impact the state’s Accountability System for Educator Preparation (ASEP), as will interruptions to testing and candidate preparation. It is likely that the State Board for Educator Certification (SBEC) will be revisiting its rules to make potential changes regarding educator preparation.

Many questions remain regarding the impact to educator preparation and testing, especially as current educators are renewing their contracts and aspiring educators are hoping to find jobs. TEA staff have indicated they are working on a new FAQ document, but its release date is unclear. As the situation develops, stay tuned to the Teach the Vote blog and follow the ATPE Governmental Relations team on Twitter. Be sure also to visit ATPE’s Coronavirus FAQ and Resources page for frequently updated information designed to help educators during the pandemic.

Teach the Vote’s Week in Review: Dec. 13, 2019

Gearing up for the holidays? Take a break from shopping to catch up on this week’s education news from the ATPE Governmental Relations team.


ELECTION UPDATE: The candidate filing period has ended, bringing us one step closer to the Texas primary elections on March 3, 2020. The deadline to register to vote in one of the primaries is Feb. 3, 2020! Check your voter registration status here. Read more of the latest election news in this week’s election roundup blog post from ATPE Lobbyist Mark Wiggins here.

If you live in House District 28, 100, or 148, don’t forget that you’ve also got a special election runoff coming up on Jan. 28, 2020. Early voting begins Tuesday, Jan. 21. If you are registered to vote in one of these districts, you may vote in the runoff regardless of whether you voted in the original special election in November. The deadline to register to vote in that special election runoff is Dec. 29, 2019.

Visit TexasEducatorsVote.com to get involved, find activities you can do to drive more participation in elections, and sign up for voting updates. Also, be sure to check out your state legislators’ profiles on our Teach the Vote website to find out how they voted on education bills in 2019. Read our recent blog posts to learn more about which education bills are featured and takeaways for using the record votes featured on our site. Teach the Vote will soon include profiles of all the candidates vying for seats in the Texas Legislature and State Board of Education.


Reps. Steve Allison and Ernest Bailes chat with ATPE’s Shannon Holmes on Dec. 12, 2019

A group of educators gathered near Austin this week at the Texas Association of Midsized Schools (TAMS) annual conference. Attendees heard from legislators and education advocates on a number of important topics including school funding, accountability, and educator retirement issues.

ATPE Executive Director Shannon Holmes moderated a conversation about teacher pay in the wake of this year’s passage of House Bill 3. The teacher compensation panel featured state representatives Steve Allison (R-Alamo Heights) and Ernest Bailes (R-Shepard). House Public Education Committee chairman Rep. Dan Huberty (R-Kingwood) and Senate Education Committee chairman Sen. Larry Taylor (R-Friendswood) also participated in a panel during the conference.


The preliminary results of ATPE’s “Your Voice” survey are starting to take shape. Our members are telling us that standardized testing is their number one policy priority. Want to chime in? You still have time to participate in this short, three-question survey, which is meant to gather ATPE members’ opinions on education issues, including results of the last legislative session. ATPE members are encouraged to take our “Your Voice” survey on ATPE’s Advocacy Central. Call the ATPE Member Services department at (800) 777-2873 if you need help logging into Advocacy Central.


The Teacher Retirement System (TRS) Board of Trustees met in Austin for the last time this year on Thursday and Friday of this week. The board contemplated space planning needs for the TRS agency, reviewed a recent actuarial valuation of the TRS Pension Trust Fund, and discussed a funding policy. For more detail, check out this teaser post from ATPE Senior Lobbyist Monty Exter and check back on Teach the Vote next week for a full summary of this week’s TRS meetings.


Last Friday, Dec. 6, 2019, the State Board for Educator Certification (SBEC) held its final meeting of the year. The board discussed several items, including new teacher and principal surveys, enabling high school students to become certified as educational aides, and other changes to implement bills from recent legislative sessions. ATPE Lobbyist Andrea Chevalier testified at the meeting asking the board to help Master Reading Teachers retain their teaching assignments once their Legacy Master Teacher certificates expire under HB 3. Read a full meeting summary in this blog post and watch video of ATPE’s testimony here (located at the 41:00 mark on the archived broadcast).


A new report by the Center for American Progress describes the nationwide trend of declining enrollment and completion in educator preparation programs. The authors dive into Texas and California specifically to explain two different approaches to this issue. In Texas, enrollment has increased due to the proliferation of alternative certification programs, while completion has declined. Read an analysis of the report by ATPE Lobbyist Andrea Chevalier here.

Texas enrollment in ed prep programs is up, completion is down

A new report released by the Center for American Progress, an independent, nonpartisan policy institute, provides an analysis of the enrollment and completion decline impacting educator preparation programs (EPPs) nationwide, as well as a special inside look at what California and Texas are doing to address this issue.

In Texas, more aspiring teachers are enrolling in EPPs but fewer candidates are completing them.

From 2010 to 2018, EPPs experienced a nationwide decline in enrollment and program completion. Despite this trend, Texas saw just under a 10 percent increase in enrollment from 2010 to 2018. This was due to massive gains in the non-IHE (institution of higher education) alternative certification industry, which grew by nearly 30,000 students.

Source: Center for American Progress.

Texas’s increase in enrollment was not met with a matched increase in completion. In fact, EPP completion in Texas declined more than 15 percent during the 2010-2018 time period. Furthermore, the percentage change from 2010 to 2018 in completion rates for non-IHE alternative programs is only slightly above 0%, which means that even though these programs enroll the most students, they are getting demonstrably worse at helping them reach the finish line.

The enrollment boom in Texas can be attributed to the largest non-IHE alternative certification program: Texas Teachers of Tomorrow, formerly known as A+ Texas Teachers. But enrollment and completion numbers simply don’t match up, according to the report. The authors point to the model of the for-profit Texas Teachers program, which requires a small fee upfront and then thousands of dollars from future paychecks. As noted in the report, the Texas Teachers program is entirely online and self-paced.

Source: Center for American Progress.

In contrast to Texas, California has experienced proportional declines in enrollment and completion across all program types. California has far fewer alternative certification programs and has implemented policies to improve teacher preparation and retention. These efforts include teaching residencies, a required state-approved induction program, stipends for teachers in high-needs schools, and university partnerships with STEM organizations and nonprofits to aid in the recruitment of math and science teachers.

These findings regarding educator preparation are crucial to keep in mind as we address teacher recruitment and retention in Texas, which has long been an ATPE legislative priority. Texas has incubated a pathway to teaching that despite its popularity may be associated with lower outcomes with respect to long-term employment opportunities, considering that teachers trained in alternative certification programs in Texas have a lower retention rate than those from traditional EPPs, at 65.8 percent compared to 75.2 percent according to the Texas Education Agency. The increased funding for teacher compensation in this year’s House Bill 3 was necessary for current teachers, but there is no pay raise that can turn an under-prepared teacher into an effective teacher. It remains important for Texas policymakers to ensure that new teachers are prepared to face the rigors of the classroom, whether they have chosen a traditional route to teaching or an alternative route in which so much of their training takes place online. Additionally, improving recruitment into traditional teacher training programs, which could start as early as high school, is a shift that must happen to generate a well-prepared, lasting educator workforce.

Here are some of the other highlights of the report regarding nationwide trends:

What is the extent of the 2010-2018 decline?

  • More than one-third fewer students enrolled in EPPs.
  • There was a 28 percent decline in program completion.

Is the decline consistent across race, gender, and academic discipline?

  • Male, and Black, Latinx, and indigenous teacher candidates experienced steeper enrollment declines.
  • Science, technology, engineering, and mathematics (STEM) and special education subjects experienced completion declines.

Were there any cases of increase in enrollment and/or completion, despite the overall decline?

  • Non-IHE alternative certification programs experienced an enrollment increase of 42 percent, which was driven mostly by Texas.
  • There was a 30 percent increase in completion for credentials relating to teaching English-language learners or bilingual education.

What policy recommendations can we take away from these findings?

  • The federal government should use Title II reporting to collect data that can be used to generate more specific information about the decline in order to target policy.
  • States should improve data collection and reporting on teacher supply and demand to develop specific solutions.
  • States should approach non-IHE alternative certification programs, and particularly those operating as for-profit programs, with a critical eye.

Recap of the Dec. 2019 SBEC meeting

Certification board discusses educational aide certificates, teacher and principal survey data, and more at the fifth and final SBEC meeting of 2019.

Last Friday, Dec. 6, the State Board for Educator Certification (SBEC) met for the last time this year. The board discussed several agenda items, including reader teacher certifications, allowing high school students to obtain the educational aide certificate, an update on various educator certification statistics, and the latest on the EdTPA and T-TESS pilots. The board also elected a new Chairperson, Dr. Arturo Cavazos (Superintendent of Harlingen CISD), Vice-Chairperson, Rohanna Brooks-Sykes, a counselor in Klein ISD, and Secretary, Jose Rodriguez, an elementary school teacher in Leander ISD.

Master Reading Teachers

ATPE Lobbyist Andrea Chevalier testified before SBEC on Dec. 6, 2019

The board is undertaking a standard, four-year rule review of 19 Texas Administrative Code (TAC) Chapter 239, Student Services Certificates. These rules pertain to the school counselor, school librarian, educational diagnostician, and reading specialist certificates. Under House Bill (HB) 3 of the 86th Legislature, the Master Reading Teacher (MRT) certification was repealed and replaced with a “Legacy Master Teacher” designation. For affected teachers, the Legacy designation will disappear when their existing Master Teacher certificate expires, leaving some teachers unable to maintain their current teaching assignments.

ATPE is urging SBEC to honor the work that MRT certificate holders have accomplished by allowing them to transition over to the Reading Specialist certificate, which has identical teaching assignments. ATPE previously submitted written testimony to the board on this topic at its October SBEC meeting. At Friday’s meeting, ATPE Lobbyist Andrea Chevalier again provided written and oral testimony (watch archived video here at the 41:00 mark) in support of MRTs who may be negatively affected by this aspect of HB 3 and the elimination of their certificate.

Potential changes to the language in these SBEC rules will be acted upon at a future meeting. The board will accept public comments on this topic from Jan. 3 to Feb. 3, 2020, through the Texas Register. Additionally, interested educators can testify or submit written comments to the board at its next meeting on Feb. 21, 2020. (Witnesses must submit comments or register to testify at least 48 hours before the meeting.)

Other action items on the agenda:

The board voted to amend disciplinary rules contained in 19 TAC Chapter 249, implementing several educator misconduct bills passed during the 2019 legislative session, including Senate Bill (SB) 1230, SB 1476, and HB 3, as well as SB 37, which eliminates student loan default as a ground for SBEC discipline. This agenda item originally included proposed rule changes to allow SBEC to deny certification to someone who had abandoned a contract within the preceding 12 months. The proposed amendment sought to address intern and probationary certificate holders who abandon their contracts before SBEC can take disciplinary action against them, since their certificates are only valid for one year. The board voted to postpone discussing the contract abandonment language until after a planned stakeholder meeting in January, which ATPE will attend.

The board also adopted the required four-year rule review for two more sets of SBEC rules: 9 TAC Chapter 232, General Certification Provisions, which regulates certificate renewal, continuing education, and criminal history records; and 19 TAC Chapter 230, Professional Educator Preparation and Certification, which deals with procedures for issuing certificates and permits, testing requirements and fees, and the types and classes of certificates issued by the board.

In a separate agenda item, the board amended 19 TAC Chapter 230 to implement SB 1839, HB 2039, and HB 3349 (85th Legislature), plus HB 3 (86th Legislature). The changes include reducing  the time for certification test retakes from 45 to 30 days, and requiring candidates to take the English as a Second Language Supplemental assessment for issuance of an intern certificate obtained through the intensive pre-service route. ATPE is pleased with a change in this chapter to allow the Educational Aide I certificate to be issued to high school students who have completed certain courses within the Education and Training career and technical education cluster. Other changes include the addition of the Early Childhood: Prekindergarten-Grade 3 certificate to the list of certificates that cannot be obtained via certification by exam.

The board also took several actions relating to EPPs, including the approval of the accreditation statuses of 10 programs. Additionally, the board approved a request by East Texas Baptist University to offer the School Counselor class of certificate. Two programs, South Texas Transition to Teaching Alternative Certification (STTT) Preparation Program and Teaching via E-Learning (TEACH) Alternative Certification, were approved to continue to operate with conditions following SBEC orders to improve their programs due to inadequate performance. The board also approved the continuing approval review and lifted the board orders from August 2015 for TeacherBuilder.com Alternative Certification Educator Preparation Program.

Discussion only agenda items (no action taken):

The board discussed several possible future revisions to 19 TAC Chapter 228, which covers requirements for EPPs. The revisions would simplify a table of requirements in the chapter; implement portions of HB 18 of the 86th Legislature; authorize teaching sites outside of Texas under certain situations such as military assignment; provide admittance policy guidance to EPPs that are closing or consolidating; restrict a summer-only practicum unless it is part of a year-round school or extended year program; add language for a dismissal policy for candidates who violate the code of ethics; provide concise reasons that an EPP would no longer support a candidate in an internship; and clarify the number (three) and spacing of the formal observations conducted during a practicum.

Later in the afternoon, the board discussed possible amendments to 19 TAC Chapter 235 on certificate standards, including a TEA-recommended split certification for special education, with separate certificates for EC-5 and 6-12. TEA staff also presented information on two supplemental certificate sets of standards: one for bilingual Spanish, grades EC-12 that focuses on bilingualism, biliteracy, and biculturalism; and another for “DeafBlind” grades EC-12. The proposals reflect input from stakeholders in the bilingual and special education communities and from an April 2019 SBEC work group meeting.

TEA also updated the board on the EdTPA performance assessment pilot, which is almost halfway through its first year. In November, 34 candidates submitted their portfolios. Thirty-two applications have been submitted for the second year of the pilot, including 15 from alternative certification programs. Dr. Stacey Edmonson, Dean of the College of Education at Sam Houston State University, is directing an alternative pilot to the EdTPA pilot that is based on the T-TESS. The pilot attempts to use the T-TESS as a performance assessment tool.

Finally, the board discussed proposed revisions to 19 TAC Chapter 232 on general certification provisions and professional development, which would implement several bills passed by the 86th Legislature. These include continuing professional education instruction regarding mental health and substance abuse training (HB 18 and SB 11); training requirements for superintendents regarding sexual abuse and human trafficking (HB 403); and the removal of student loan default as grounds to deny the renewal of a certificate (SB 37). The chapter would also be simplified and reorganized as suggested by ATPE and other stakeholders.

Facts and figures:

Texas Education Agency (TEA) staff updated the board on Texas educator certification statistics from fiscal year (FY) 2018 (September 1, 2017 to August 31, 2018) to FY 2019 (September 1, 2018 to August 31, 2019). Of note, the number of standard certificates issued increased from 67,748 to 85,708. Nearly half (49%) of all initial teacher certificates issued are through alternative certification programs. The percentage of EPPs accredited as warned or on probation greatly increased, from 5.1% to 27.6% and 5.1% to 13.4%, respectively. This increase is due to additional ASEP standards becoming operational. As for educator leadership and quality, most legal cases opened were due to contract abandonment, the number of which increased by 124% from 111 up to 249 in FY 19.

TEA staff also updated the board on the results of the 2018-19 principal survey of first-year teachers and new teacher survey, which are part of the Accountability System for Educator Preparation Programs (ASEP). The survey results show that principals find their first-year teachers from alternative certification programs to be the least prepared. Similarly, new teachers from alternative certification programs indicated they felt the least prepared. Forty-nine percent of new teachers in 2019 were prepared in alternative certification programs, compared to 32 percent from traditional, undergraduate programs.

Additionally, TEA updated the board at its request on educator testing data. The data show that pass rates even into the third test attempt can be quite low. A representative from an EPP suggested that programs be given more time to remediate candidates who cannot pass tests.

Future meetings:

Mark your calendars! The approved SBEC meeting dates for 2020 are:

  • Feb. 21, 2020
  • May 1, 2020
  • July 24, 2020
  • Oct. 9, 2020
  • Dec. 11, 2020

SBOE committee discusses charter schools, ed prep

SBOE Committee on School Initiatives meeting Sept. 12, 2019.

The Texas State Board of Education (SBOE) members met Thursday in their respective committees to discuss a number of items of interest to educators. The Committee on School Initiatives began with a discussion of a new educator preparation pilot program called “EdTPA.” This two-year pilot program was discussed at length by the State Board for Educator Certification (SBEC) and aims to increase rigor, although the final examination comes with a higher price tag. Members of the committee had several questions regarding the structure of the program and challenges unique to the EdTPA system.

Members then heard updates on the Generation 25 charter application, which is the process by which applicants may apply to the Texas Education Agency (TEA) for a new charter. It’s important to note that this application is not needed for existing charters to expand the number of schools under operation. The application is to establish new charter operators, which may plan to operate multiple schools and may expand in the future.

Member Matt Robinson (R-Friendswood) expressed concern over the number and quality of new charters expanding across the state, and in particular a lack of transparency in the process. Member Ruben Cortez (D-Brownsville) expressed disappointment that suggestions from board members to improve the application have yet to be incorporated into the new application. Members secured a commitment from TEA staff to consider a list of recommendations provided by a group of public education organizations, including ATPE, and report back to the board.

Member Georgina Perez (D-El Paso) questioned TEA staff at length over requirements that charter applicants notify the communities within which they intend to open a new charter school, as well as the requirements for a charter to expand its geographical boundary to beyond what was set forth in its initial application. Much of the criticism around charter schools has concentrated on the lack of public input on proposed new charters as a result of minimal notification requirements, as well as few checks on the ability of charter school organizations to expand far beyond their initial size.

The board will conclude its September meeting Friday with an update from TEA Commissioner Mike Morath.

Teach the Vote’s Week in Review: June 7, 2019

Here’s your weekly wrap-up of education news from ATPE Governmental Relations:


If you are a new teacher who participated in an Educator Preparation Program (EPP) and completed your first year of teaching on a standard teaching certificate, the Texas Education Agency (TEA) would like to hear from you. This survey for first year teachers is a part of the Accountability System for Educator Preparation. An email containing the survey link was sent to all eligible teachers on April 3. Be sure to complete your survey by Monday, June 17. For more information check out this blog post by ATPE Lobbyist Andrea Chevalier.

 


On Thursday, Gov. Greg Abbott signed into law a number of bills related to school safety. Chief among them, SB 11 by Sen. Larry Taylor (R-Friendswood) was the omnibus school safety bill passed as a response to the deadly school shooting in Santa Fe, Texas. A full breakdown of SB 11 can be found in this post by ATPE Lobbyist Mark Wiggins.

The governor also signed HB 11 by Rep. Four Price (R-Amarillo), which increases mental health training requirements for school employees, as well as HB 1387 by Rep. Cole Hefner (R-Mt. Pleasant), which removes the cap on the number of school marshals that can work at a single campus. The governor’s press release on Thursday’s signings can be found here.

 


The “86th Legislative Session Highlights from ATPE” is a high level overview of the major bills impacting public education passed during the recently adjourned legislative session. This post has now been updated to include more information on bills passed this session. Continue to follow TeachtheVote.org for the most up to date information regarding public education.

 


ATPE State President Byron Hildebrand and State Vice President Tonja Grey will be traveling to the nation’s capital next week. While there they will meet with members of the Texas congressional delegation and U.S. Department of Education officials. Their meetings will feature discussions  about issues including Social Security offsets like the Windfall Elimination Provision (WEP)  and the Government Pension Offset (GPO), as well as ATPE’s stance on federal voucher proposals. Byron and Tonja will be accompanied by ATPE Executive Director Shannon Holmes and ATPE Senior Lobbyist Monty Exter. David Pore, ATPE’s Washington-based lobbyist, will be on hand to assist and coordinate. We’ll provide updates from Washington, DC next week on Teach the Vote.