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Summary of July 24 SBEC meeting

The State Board for Educator Certification (SBEC) met today, July 24, 2020, to take up a lengthy agenda, including the adoption of five items related to the implementation of the Science of Teaching Reading and a proposed fix for expiring Legacy Master Teacher certificates.

Highlights:

  • SBEC approved an ATPE-backed proposal to eliminate the expiration date of Legacy Master Teacher certificates, which were barred from being newly issued or renewed by last year’s House Bill (HB) 3.
  • The board adopted rules to implement science of teaching reading requirements of HB 3, including new testing requirements and replacement certificates for PK-6.
  • Two new non-voting members joined the board: Emily Garcia, Executive Director of Urban Teachers in Dallas replaced Carlos Villagrana as the alternative certification program representative. Dr. Edward Hill is replaced by Dr. Alma Rodriguez, Dean of the College of Education at the University of Texas- Rio Grande Valley in Brownsville. Both new members were former public school teachers and administrators.
  • SBEC will meet again next Friday, July 31, to discuss special rules regarding COVID-19 and educator candidates and will likely hear from many educator preparation stakeholders who want flexibility for their programs amid an ever-changing landscape of pandemic policies and practices.

Legacy Master Teachers

Chevalier testifies at SBEC meeting, July 24, 2020.

ATPE Lobbyist Andrea Chevalier testified today in support of a proposal to create two new rules that would eliminate the expiration date on Legacy Master Teacher (LMT) certificates and make these certificates exempt from renewal requirements. The rules would apply to valid LMT certificates and LMT certificates that expired on or after September 1, 2019.

This transition to a lifetime certificate will solve the unintended consequences of House Bill (HB) 3, which barred the Master Teacher certificates from being issued or renewed after September 1, 2019. This change has left some teachers unable to continue in their current teaching assignments once their LMT certificate expires. ATPE pushed the board for several months to take action on this issue, even requesting a letter of legislative intent from House Public Education Committee chairman and HB 3 author Dan Huberty.

Read Chevalier’s written testimony in support of the new rules here and see video of her oral testimony at 4:00:00 here. The board approved the proposal, which will be published in the Texas Register for public comment from August 21 to September 21, 2020. The proposal will then be up for final adoption at the October SBEC meeting and then subject to review by the State Board of Education. If all approval processes are finalized, the effective date of this proposal would be December 27, 2020, and the Texas Education Agency (TEA) has said it will do outreach over the winter break to make sure LMTs are aware of the change.

Coronavirus Update

Gov. Greg Abbott has provided flexibility through suspensions of statutes and rules that allowed Spring 2020 certification candidates to spend less time on face-to-face requirements, allowed candidates who weren’t able to test but who had completed all preparation requirements to receive a one year probationary certificate, and allowed for those have yet to pass the content pedagogy test to obtain a one-year intern certificate (only issuable prior to October 1). Other changes have allowed extension of a one-year emergency permit for candidates who are unable to test, and the state suspended requirements that internships, practicums, and clinical teaching experiences must occur in actual school settings rather than virtual ones. Witnesses testifying today echoed public comment provided at the beginning of the SBEC meeting, expressing that school district plans are extremely varied in terms of start dates, instructional settings, learning plans, and visitor policies, which makes it difficult to place student teachers and help students meet their preparation requirements. Next Friday, July 31, the board will consider specific rulemaking related to further COVID-19 considerations for educator preparation.

Science of Teaching Reading

SBEC adopted several agenda items today that implement the new science of teaching reading (STR) requirements of HB 3. Every teacher candidate issued a standard certificate after January 1, 2021, must take a stand-alone STR certification exam if they plan to earn a certificate in Early Childhood (EC): PK-3, Core Subjects: EC-6, Core Subjects: 4-8, English Language Arts and Reading: Grades 4–8, English Language Arts and Reading/Social Studies: Grades 4–8. These certificates (except for EC: PK-3) will be replaced after December 31, 2020, with new certificates that incorporate science of teaching reading into their name, standards, and testing requirements. Replacement certification exams are also being developed so that content within the STR is not duplicatively tested. Additionally, through August 2021, the STR exam requirement implementation will be pass/fail while curriculum is refined and details are being worked out. Starting September 6, 2021, a scaled score for the STR will be implemented. See below for the operational dates of the new tests.

Today’s adopted rules implement the STR change by updating the pre-admission content test requirements, adding an approval process for educator preparation programs (EPPs) to be able to offer the replacement certificates, adding the replacement certificates to the categories of classroom teaching certificates, updating exam requirements for the replacement certificates, and reorganizing the STR standards in rule to apply to all EC-6 educators.

TEA also provided an update to SBEC members on test development and its communication strategy with the field and candidates. An STR exam preparation manual is expected to be available September 2020. A TExES in Focus: Science of Teaching Reading (293) Webinar was held July 16, and it will be posted soon on the TEA website. TEA also plans to hold a deep-dive webinar series on the changes. EPPs must attest by December 15, 2020, to their ability and readiness to prepare candidates for the STR-impacted fields.

Other Adopted Rules

SBEC adopted several changes to rules regarding educator preparation requirements, including guidance to programs that are closing or consolidating; a requirement that EPPs that are closing publish in writing a formal exit or dismissal policy; additions to curriculum to align with the mental health, abuse, and suicide requirements of House Bill 18 (86th Texas legislature); alignment to board standards of the 150 clock hours of coursework and training prior to clinical teaching or internship; clarifications on certificate deactivations; guidance about summer practicums; guidance for programs and candidates who need to finish their practicum out-of-state and out-of-country; and guidance about test approval for completers from prior years who return to their program later on to test.

The board also adopted into rule new standards for bilingual Spanish, EC-6 and EC-12 special education, and deafblind certification areas and removed the one-year expiration date on passing PACT to give candidates more time to be admitted to a program if they have a passing score on a PACT exam that is more than a year old.

Proposed Changes

The board approved the proposed mandatory four-year rule review for 19 TAC Chapter 234, which relates to preparation, testing, certification, and renewal requirements for military service members, military spouses, and military veterans.

SBEC also discussed proposals for the Accountability System for Educator Preparation Programs (ASEP), including the “Not Rated: Declared State of Disaster” accreditation status for EPPs due to Abbott’s disaster declaration. Additionally, data for 2019-20 will be reported only, and candidates who were issued a probationary certificate under Abbott’s COVID-19 waivers will be excluded from ASEP pass rates for the 2020-21 school year. TEA also proposed an ASEP index, which combines the five ASEP indicators to create an overall “index” or score for EPPs. The five indicators are PPR/non-PPR pass rates, principal surveys, student growth, observation frequency and quality, and new teacher surveys. Each of these indicators will be weighted to create the index, with the PPR/non-PPR pass rates having the greatest weight. For the 2020-21 year, EPPs’ status will be the more favorable outcome of the index versus the current system. The proposed rule also contains an updated to say that if an EPP is under a board order, they aren’t eligible for a commendation.

A model for the student growth indicator of the ASEP system was also proposed today, which will assign points to beginning teachers of record in their first three years based on their students’ growth on standardized testing. These points will be attributed to the beginning teachers’ EPPs and incorporated into those programs’ ASEP scores. Earliest is Spring 2024 before this indicator could become implemented, due to uncertainties regarding testing during the pandemic.

The board also approved proposed updates to the SBEC rule chapter that designates which certificates are appropriate for certain teaching assignments (19 TAC Chapter 231). This includes changing “Master Teacher” to “Legacy Master Teacher” and updates to incorporate assignments for new SBOE-approved courses, such as English Language Development Acquisition, African American studies, and energy cluster courses (Oil and Gas Production).

Discussion Only Items

The first year of the EdTPA pilot program included 27 EPPs — 16 institutions of higher education (IHE) and 11 alternative certification programs (ACP). Over 450 candidates have submitted portfolios. The second year of the pilot will include 35 EPPs (19 IHEs, and 16 ACPs). SBEC members discussed the fact that the state of Georgia has eliminated its EdTPA requirements, while two other state legislatures have discussed eliminating EdTPA from their state frameworks. Researchers from Sam Houston State University will provide an update on their T-TESS pilot, which aims to explore an alternative to EdTPA, at the October SBEC meeting.

The board is set to meet again next Friday, July 31. Subsequent meetings this year are set for October 9 and December 11, 2020.

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

Teach the Vote’s Week in Review: April 24, 2020

Educators won’t see their classrooms filled with students anytime soon, so “emergency remote learning” and teacher parades will have to suffice in the meantime. Here is a look at this week’s education news from the ATPE Governmental Relations team.


CORONAVIRUS UPDATE: As we reported on our blog last week, Gov. Greg Abbott is slowly rolling out plans for a gradual reopening of Texas businesses, with more information expected to come from the governor on April 27. Abbott has ordered schools to remain physically closed through the end of the school year, while allowing educators to access school buildings to carry out their duties. The Texas Education Agency (TEA) has shared guidance on entering school buildings, which states that teachers should self-screen, maintain social distancing, and wear a face covering, among other things.

TEA has also added to its website a COVID-19 Support page for Texas educators. This resource page has a more limited scope than TEA’s main coronavirus resource section, focusing on topics of interest to educators, such as certification and evaluation.

The educator support page features new guidance this week for individuals pursuing educator certification, including details on a waiver from Gov. Abbott that allows certain educator certification candidates to apply for a one-year probationary certificate. These candidates will have to complete the fingerprinting process, which – while safer for students – will also cause some hiccups as many fingerprinting locations are closed or have limited appointments. TEA announced last week that out-of-state educators who are on a one-year certificate will receive an automatic one-year extension. Next Friday, the State Board for Educator Certification (SBEC) is set to discuss other COVID-19-related educator issues, stay tuned to Teach the Vote and @TeachtheVote on Twitter for coverage. Find the May 1 SBEC agenda here.

As we previously reported, the State Board of Education (SBOE) briefly discussed funding concerns associated with COVID-19, a thought that is on the minds of many educators. ATPE is monitoring the Texas economy and has taken action by sending a joint letter to TEA Commissioner Mike Morath requesting the suspension of charter school expansions during this pandemic. Current charter expansions could cost the state $90 million dollars at a time when state agencies and other public institutions foresee budget cuts on the horizon. ATPE has not received a reply to this request, though there was affirmation at the SBOE meeting that TEA would provide a response.

ATPE also hopes to hear back from the commissioner on our request for statewide action in the application of educator appraisals. Several other states have suspended appraisals, while others, like Texas, have left the decision up to individual school districts. Many educators have expressed that they feel like first-year teachers again and some say they haven’t heard from certain students since they last saw them in school. While feedback is essential for professional growth, this unique situation is likely to yield unfair and invalid appraisal results.

For more resources related to the pandemic, visit ATPE’s Coronavirus FAQ and Resources page for frequently updated information for educators, and follow the ATPE lobby team via @TeachtheVote on Twitter for the latest legislative and regulatory news. Also, keep reading below for updates on federal developments pertaining to COVID-19.


FEDERAL UPDATE: More COVID-19 developments at the federal level occurred this week as the U.S. Department of Education (ED) released the long-awaited application for Coronavirus Aid, Relief, and Economic Security Act (CARES) Act funding. The CARES Act provides waivers of various federal laws and $13.5 billion in education-dedicated funding, 90% of which is divvied up through Title I formulas. According to the Learning Policy Institute, Texas is expected to receive on average $264 per pupil for a total of over $1.4 billion dollars from the CARES Act. This amount includes the Texas portion of the $13.5 billion and assumes half of the Texas portion of the Governor’s Emergency Education Relief (GEER) Fund, which could send over $307 million to Texas, will go to PK-12 with the other half going to higher education. Without any additional federal funding, a statewide cut to education of just 6% would zap the boost from the CARES Act. Texas has also been approved for federal spending waivers, which will allow districts to move federal funds around more freely to address new expenditures and potential shortfalls in the future (though this will not solve overall cuts).

Congress also passed a fourth coronavirus aid package this week, which sends hundreds of billions of dollars to small businesses and provides assistance for hospitals and COVID-19 testing needs. For more information about how the other coronavirus aid packages impact you, including paid family/sick leave and cash rebates, visit ATPE’s Families First Coronavirus Response Act (FFCRA) page here and the CARES Act page here.


ELECTION UPDATE: With Texas’ July 14 primary runoff elections on the horizon, many Texans are contemplating the safety of voting in person. The option of mail-in voting, while recommended by the U.S. Centers for Disease Control (CDC), has become a partisan issue. Ruling on one of two lawsuits filed by the Texas Democratic Party, a Texas district judge sided with voters last week by effectively allowing all Texans to vote by mail. This decision is expected to be appealed by Texas Attorney General Ken Paxton, who has already refuted the arguments used by the district judge. Do you think all Texans should be allowed to vote by mail? Read more in this blog post by ATPE Lobbyist Mark Wiggins.

Related: This year’s state legislative elections have even more significance with redistricting on the horizon. The 87th Texas Legislature is set to redraw district boundaries during the 2021 legislative session that begins in January. That’s why it’s important for Texans to respond to the 2020 U.S. Census. Talk to everyone you can about completing the census online, especially if they have small children. The census is crucial for funding public schools and informing redistricting decisions next year. Learn more about the 2020 Census and find FAQs here.


Master Teacher certification was eliminated last year as part of House Bill (HB) 3 passed by the 86th Texas legislature, reportedly to avoid avoid naming confusion with the “master teacher” designation in the new Teacher Incentive Allotment (TIA) program. This has left Master Teachers wondering if they can keep their current teaching assignments once their certificates expire. The ATPE lobby team has been working on this issue with state leaders to find a solution and has made significant progress. Read more in this week’s blog post by ATPE Lobbyist Andrea Chevalier.


ATPE member and award-winning, 17-year teaching veteran Amy McKee of Leander ISD planned to have her annual show week for her dance students this week. McKee’s spring show is the culmination of months of hard work, growth, and team spirit, and is an emotional capstone for seniors who ceremoniously hang up their uniform hats at the end of the show. Not about to let her students miss out on the joys of show week, McKee put her creative skills to work and curated a series of special, “socially-distanced” events to honor her students.

Thank you to all educators who are transitioning to the unique needs of students during this time! #TeachersCan

Do you have a story to tell? ATPE wants to hear how you are adapting to a new educational environment during the coronavirus pandemic. Click here to email us your stories, best practices for distance learning, or strategies you’re using to stay upbeat during the crisis.

ATPE continues advocacy for Master Teacher fix

While it is not uncommon for Texas teaching certificates to come and go as they keep up with the needs of an evolving education system, the legislature’s abrupt decision in 2019 to eliminate prestigious Master Teacher certificates caught many by surprise. To address this issue, ATPE’s lobbyists have been working diligently with state leaders and officials to ensure that the expertise and value of Master Teacher certificate holders is upheld.

Under House Bill (HB) 3 passed by the 86th Texas legislature in 2019, Master Teacher certificates can no longer be issued or renewed, effective September 1, 2019. The bill also repealed the authorizing statutes for those Master Teacher certificates, which were offered in Reading, Mathematics, Science, and Technology, essentially wiping them from existence. Master Teacher certificate holders will now find their certificates marked with a “legacy” notation, as designated by the State Board for Educator Certification (SBEC).

This change has left many of our state’s nearly 5,000 Master Teachers perplexed as to the status of their certificates and their teaching assignment prospects. Once their Master Teacher certificate expires, will they be able to continue teaching in their current position? Take the popular Master Reading Teacher certificate as an example (82% of Master Teachers hold this certificate). First issued in 2001, this certificate was designed for those who wanted to go above and beyond – only obtainable by educators who had already been teaching on a standard certificate. Because the certificate is EC-12, in some cases it allows an educator to obtain a teaching assignment for which they wouldn’t otherwise be eligible if they held only their underlying standard certificate. Teachers in this situation who want to maintain their current assignments must either pay to take a test for earning an appropriate credential, request permission to remain in their assignment on an expired certificate, or find another job.

ATPE Lobbyist Andrea Chevalier testifies before SBEC, Dec. 6, 2019

ATPE has been working with SBEC, the Texas Education Agency (TEA), members of the legislature, and state leaders to remedy this issue for several months. ATPE Lobbyist Andrea Chevalier submitted written testimony at an SBEC meeting on October 4, 2019, written and oral testimony at the December 6, 2019 SBEC meeting, and written and oral testimony at the February 21, 2020 SBEC meeting. ATPE also submitted public comments on the rule review of Chapter 239, Student Services Certificates, which is where the original Master Teacher certificates were housed in the Texas Administrative Code.

These efforts have led to important developments, including a letter of intent being shared by House Public Education Committee chairman and HB 3 author Dan Huberty (R-Kingwood) and a decision to add a discussion item to the agenda for an upcoming SBEC meeting on May 1, 2020, aimed at finding solutions to the Master Teacher issue. (The May 1 SBEC meeting starts at 8:30 a.m. and will be broadcast here. ATPE will also provide updates on the meeting here on our Teach the Vote blog.)

In unexpectedly dramatic fashion, Chairman Huberty’s letter in response to ATPE’s advocacy was delivered into SBEC members’ hands as ATPE Lobbyist Andrea Chevalier was delivering her testimony on the Master Teachers issue during the February SBEC meeting. The letter stated that the intent of the elimination of the Master Teacher certificates was to avoid naming confusion with the newly created “master teacher” designations under the state’s new Teacher Incentive Allotment, also included in HB 3.

“Our intent was never to abandon the expertise of these highly trained educators,” Huberty wrote in the letter. “Holders of legacy master teacher certificates should be entitled to maintain their existing assignments without interruption, additional cost, or the need to seek additional certifications.”

Responding to the requests from ATPE and the letter from Chairman Huberty, SBEC members voted to create a separate agenda item for the May SBEC meeting to discuss options for Master Teacher certificate holders. ATPE has also sent a letter letter to Gov. Greg Abbott expressing our appreciation for his interest in the issue.

Master Teacher certificate holders underwent time-intensive, rigorous, and often costly educator preparation programs in order to receive this extra credential. Their roles are content-specific and include teacher mentoring duties as they support the other professionals on their campus. Master Teachers are also highly educated, with 67% having either a master’s or doctorate degree. In many cases, the Master Teacher certificates (especially the Master Reading Teacher certificate) are highly prized, and at least in the early days of the certificate, were accompanied by stipends. Furthermore, Master Reading Teachers’ focus on literacy is crucial to the reading success of the state and is directly related to many of the aims of HB 3.

As this issue progresses, ATPE will continue to work carefully to preserve the hard work and expertise of Master Teacher certificate holders and share updates here on our advocacy blog.

Highlights of the Feb. 2020 SBEC meeting

At their first meeting of the year, the certification board discussed rule changes to implement recently passed legislation, enact numerous technical updates, and approve new supplemental certifications in special education and bilingual education.

On Friday, February 21, 2020, the State Board for Educator Certification (SBEC) met for the first time this year and for the first time under the leadership of new Chairperson Dr. Arturo Cavazos (Superintendent of Harlingen CISD). The board discussed several agenda items, including allowing high school students to obtain the educational aide certificate, changes to contract abandonment rules, and educator preparation program (EPP) commendations.

Master Teachers

ATPE Lobbyist Andrea Chevalier testified before SBEC on Feb. 21, 2020.

On Friday, SBEC adopted the standard, four-year rule review of 19 Texas Administrative Code (TAC) Chapter 239, Student Services Certificates, voting to continue the existence of the chapter without changes. Chapter 239 specifies rules pertaining to the school counselor, school librarian, educational diagnostician, and reading specialist certificates. This chapter formerly housed the rules for the Master Teacher certificates, which were repealed by House Bill (HB) 3 of the 86th Legislature (2019). Master Teacher certificate holders will now find a “legacy” designation on their certificates and an expiration date five years from their last renewal. Unfortunately, these “legacy” certificates are non-renewable, which will leave some teachers unable to maintain their current teaching assignments.

ATPE Lobbyist Andrea Chevalier provided written and oral testimony today urging SBEC to exercise its authority to remedy this situation, specifically through the creation of new certificates that Master Teachers can transition into without having to pay additional fees. (See Andrea’s testimony here at 1:07:00 into the video.) ATPE previously submitted written testimony to the board on this topic at the October 2019 SBEC meeting, written and oral testimony at the December 2019 SBEC meeting, and submitted public comment to SBEC on the rule review earlier this month.

Rep. Dan Huberty addressed the Texas House during final passage of his House Bill 3 in May 2019.

Ahead of today’s meeting, Rep. Dan Huberty (R-Kingwood), who chairs the House Public Education Committee and authored HB 3, also sent a letter to SBEC members at ATPE’s request to clarify legislative intent behind the bill’s elimination of the Master Teacher certification statutes. Chairman Huberty wrote, “Our intent was never to abandon the expertise of these highly trained educators…. Holders of legacy master teacher certificates should be entitled to maintain their existing assignments without interruption, additional cost, or the need to seek additional certifications.”

Ultimately, the board agreed to allow TEA to present them with options to address the Master Teacher issue at the next SBEC meeting in May.

Other action items on the agenda:

The SBEC board adopted several changes to professional educator preparation and certification rules in 19 TAC Chapter 230. The rules will implement several bills by making changes such as removing master teacher certificates from the list of active certifications, reducing the time for certification test retakes from 45 to 30 days, and specifying that the Early Childhood: Prekindergarten-Grade 3 certificate cannot be obtained via certification by exam. Other changes will require candidates taking the intensive pre-service route to take the English as a Second Language Supplemental assessment before being issued an intern certificate and require requests for certificate corrections to be submitted within six weeks of the original date of issuance.

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. See the public comment ATPE previously submitted in support of this change here. TEA staff made some last minute changes to this item, including a delay on the implementation of testing changes to comply with HB 3 regarding the requirement to take the science of teaching reading exam. Staff said they will propose entirely new certificate names, such as “EC-3 Core Subjects with Science of Teaching Reading”.

SBEC also adopted revisions to general certification provisions and professional development rules in 19 TAC Chapter 232 to implement several bills passed by the 86th Legislature in 2019. 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). Edits will also be made to the National Criminal History Record process to update the rule with current technology and TEA practice. The chapter will also be simplified and reorganized as suggested by ATPE and other stakeholders.

The board took several actions relating to educator preparation programs (EPPs), including the approval of accreditation statuses under the 2018-19 Accountability System for Educator Preparation Programs (ASEP). Sixty percent of EPPs have an accredited status, 20% are accredited-warned, and 20% are on an accredited-probation status. SBEC also approved proposed 2018–19 commendations for EPPs, which complement the ASEP system by highlighting high-performing EPPs in three categories with indicators such as teacher retention and percentage of prepared teachers in shortage areas. Prairie View A&M University, Texas A&M International University, Baylor University, Austin Community College, and McClennan Community College all appear in the commendations multiple times, among others. The board voted to create a committee to review and evaluate EPP applications for a fourth category relating to innovative educator preparation, to be chaired by SBEC member Jose Rodriguez and include members Laurie Bricker, Shareefah Mason, and John Kelly. Lastly, the board approved an agreed order to close Intern Teacher ACP Alternative Certification Program, which decided to voluntarily close after lack of compliance with administrative rules.

SBEC also voted to formalize an already informal policy that non-voting members of the board may not make or second motions and may not serve as officers. The non-voting members of the board are an employee of TEA, and employee of the Texas Higher Education Coordinating Board, a dean of a college of education, and a person representing an alternative certification program.

Discussion only agenda items (no action taken):

At the July, October, and December 2019 SBEC meetings, the board discussed potential changes to contract abandonment rules for educators. After disagreements surfaced between stakeholders and board members, the board voted to split contract abandonment off from other rules being revised, saving it for future discussion after stakeholder meetings (in which ATPE was involved). Today, the board discussed proposed revisions that would add “change to a position that requires a new class of educator certification” (such as moving from teacher to counselor) to the definition of good cause for contract abandonment. Additionally, the changes would cross-reference the mitigating factors that the SBEC considers when evaluating a contract abandonment case. After several witnesses from both the teacher and administrator perspective shared their feedback on the proposed language, the board seemed to reach a near-consensus that the contract abandonment rules did not need to be altered.

The board also discussed proposed revisions to requirements for EPPs (19 TAC Chapter 228). The changes 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 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 formal observations conducted during a practicum.

SBEC also discussed changes to certificate standards (19 TAC Chapter 235), including a TEA-recommended split certification for special education, with separate certificates for grades EC-6 and 6-12. TEA staff also presented information on two sets of supplemental certificate 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. Thirty-five applications have been submitted for Year Two of the pilot, including 16 from alternative certification programs. Two programs participating in Year One have submitted portfolios already and the rest of programs will submit theirs in the spring. Dr. Christina Ellis of Sam Houston State University gave an update on the T-TESS-based alternative pilot to the EdTPA pilot, stating that 13 EPPs are participating. Additionally, TEA staff updated SBEC on certification test development, stating that development of new health and physical education tests is delayed due to the State Board of Education’s (SBOE) work on revamping the standards.

In a final item, the board discussed proposed amendments to the criteria for personnel assignments (19 TAC Chapter 231) to add the word “legacy” to all master teacher certificate references and include new courses approved by the SBOE such as African-American studies.

Future meetings:

The upcoming SBEC meeting dates for 2020 are:

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