Tag Archives: teacher preparation

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.

SBEC considers EdTPA pilot, special education certification, and more

SBEC meeting, April 26, 2019

On Friday, April 26, 2019, the State Board for Educator Certification (SBEC) met in Austin to take up an agenda including several important items. Items considered by the board included final approval of the EdTPA pilot, discussion of a new framework for special education certification exams, and approval of final details for the new “Principal as Instructional Leader” certificate.

Some action items on the board’s agenda last week will result in a public comment period that will run from May 31, 2019, through July 1, 2019. These include proposals to prompt a routine four-year review of rules regarding the certification of appraisers and rules establishing the certificate categories within the certificate class for classroom teachers (e.g. Science 4-8, Social Studies 7-12, Music EC-12). The board is also proposing changes to rules regarding how districts are required to make personnel assignment decisions. For instance, if you have a certificate in Ethnic Studies: Mexican American Studies 9-12, you are allowed to teach a variety of social studies and history courses. Due to public testimony, three changes were made to the proposed rules following the February meeting: allowing with agriculture certificates to teach Principles of Architecture: Principals of Construction, Grades 9-12;  allowing those with Physics/Math certificates to teach Robotics 1, Grades 9-12; and allowing those with technology education certificates to teach Transportation, Distribution, and Logistics, Grades 9-12.

Another major rule-making item on the SBEC agenda that will require a public comment period was the approval of proposed changes to rules on Teacher Certification Redesign, including certification requirements, testing requirements, and types of certificate classes and permits issued (probationary, intern, etc.). The proposed changes include the following:

  • A maximum 45-day waiting period between test attempts, which supports test reliability.
  • The option of a four-week, intensive pre-service pathway towards an intern certificate, which is meant to incentivize alternative certification and post-baccalaureate programs to have pre-service teaching.
  • The use of EdTPA, a portfolio-based performance assessment, as a testing option that educator preparation programs (EPPs) can opt into using during a two-year implementation pilot.
  • Updates to fees, including a shift to subject-matter-only assessments for EPPs that require pre-admission content tests (PACT), which would cost $106 (proposed effective January 1, 2020). EdTPA would cost $281 and only affect candidates who choose to use EdTPA and participate in an EPP that is in the pilot, with a cost of $111/task for retakes (three tasks total).

Testimony on the EdTPA proposal was voluminous during Friday’s meeting. An overwhelming majority of EPPs (university, alternative, and post-baccalaureate) testified in opposition to the proposed new assessment, citing concerns with test integrity, cost to candidates, and pilot design. Those in favor of the change, including Teach Plus Texas and four Teach Plus Texas policy fellows, stated that authentic assessment will be effective at inciting change in EPPs that will lead to better prepared teachers. While the board voted in favor of beginning the pilot, certain board members such as Dr. Art Cavazos, Dr. Rex Peebles, Dr. John Kelly, Carlos Villagrana, and Tommy Coleman expressed concerns with the structure and viability of data obtained from the pilot. Dr. Cavazos strongly advocated for a simultaneous alternative to EdTPA to be developed, so that additional data and options are available after the two-year pilot concludes, should the EdTPA data turn out to be inconclusive or negative. Again,a  public comment period on these proposed changes to the certification exam rules will run from May 31, 2019, through July 1, 2019, and will be published in the Texas Register.

Here are additional agenda items on which SBEC took action last Friday:

  • Final approval of the review of rules regarding educator disciplinary proceedings, sanctions, and contested cases. This is a standard four-year review that all state agency rules are subject to on an ongoing, cyclical basis.
  • Final approval of a new rule specifying certification standards for the English as a Second Language (ESL) Supplemental Certificate (proposed effective July 21, 2019). One of the changes to the standards is a section on culturally responsive teaching in order to construct mutually adaptive learning environments for English language learners.
  • Final approval of the deadline for candidates to qualify and apply for the current Principal Certificate (August 31, 2019) so that all certificates under this category can be issued by October 30, 2019. SBEC also heard an update on the 59 EPPs that have been approved to offer the new Principal as Instructional Leader Certificate. See more about Principal Certification Redesign here.
  • Approval of the membership of the Bilingual Education certificate advisory committee, which will work with TEA staff to draft educator standards that define the content of EPPs and certification exams. The committee will convene in June 2019.
  • Approval of the rest of the EPP accountability ratings (56), as most others (77) had been approved during the February SBEC meeting.
  • Approval/action on disciplinary cases involving educator misconduct.

The following additional items were on the board’s agenda last week for discussion only:

  • Discussion of changes to rules regarding accountability standards and procedures for EPPs, including new commendations for high-performing EPPs, adoption of the accountability manual, and how accreditation statuses are determined.
  • Discussion of proposed changes to admission requirements into EPPs to reflect changes to the PACT, which is a part of the Teacher Certification Redesign mentioned above. The purpose of the PACT is to allow candidates admittance to EPP programs by demonstrating subject-matter-only knowledge (if they don’t have the commensurate coursework and minimum 2.5 GPA). Currently, candidates can gain admission through a content pedagogy test, which tests for teaching strategies that the candidate hasn’t been exposed to yet. The proposed revisions would also implement SB 1839, HB 2039, HB 3349 of the 85th Legislature, which created an Early Childhood through Grade 3 (EC-3) certificate and a Trade and Industrial Workforce Training: Grades 6-12 certificate.
  • Discussion of recommendations made by the Special Education policy forums and an update on the upcoming certification test development process. This includes four new special education certifications and a Deaf/Blind supplemental certification. The four new certification tests would be a “Mild/Moderate Support, Grades EC-8”, “Mild/Moderate Support, Grades 6-12”, “High Support, Grades EC-8”, and “High Support, Grades 6-12”.
  • Discussion of the 5-year EPP continuing approval review process and the current results for the 2017-2018 and 2018-2019 reviews. This item will come up again at the October 2019 meeting as an action item.

SBEC will hold a work session on July 25, 2019 and will hold its next formal meeting on July 26, 2019. There will be an opportunity for public testimony at the July 26 meeting for items that will result in a public comment period (see above) and for the discussion items above. Stay tuned to Teach the Vote for updates.

Highlights of Friday’s SBEC meeting

The State Board for Education Certification (SBEC) met yesterday, Feb. 22, in Austin to take up an agenda involving several actions items and discussions.

Action Items

The action items for the February 2019 SBEC meeting included:

  • Updates from TEA’s Divisions of Educator Leadership and Quality, which included current numbers on educator certification; educator standards, testing, and preparation; educator investigations; and legal case dockets.
  • Approval of the proposed new rule specifying the certification standards for the English as a Second Language (ESL) Supplemental Certificate (proposed effective July 21, 2019). One of the changes to the standards is a section on culturally responsive teaching in order to construct mutually adaptive learning environments for English learners.
  • Approval of the review of Chapter 249 of Title 19 of the Texas Administrative Code on educator disciplinary proceedings, sanctions, and contested cases. (SBEC rules are reviewed periodically according to a normal schedule, chapter by chapter.)
  • Approval of the proposal to change the closing deadline for the certification and testing requirements for the current Principal Certificate to August 31, 2019. Additionally, all applications must be completed and received by TEA by October 30, 2019. SBEC also heard an update on the 52 educator preparation programs (EPPs) that will now offer the new Principal as Instructional Leader Certificate. See more about Principal Certification Redesign here.
  • Approval of the 2017-18 Accountability System for Educator Preparation Programs (ASEP) accreditation statuses for all EPPs. This is an annual action item.
  • Approval of a new Superintendent class of certificate to be offered by the Harris County Department of Education.
  • Annual review of the Board Operating Policies and Procedures (no changes).
  • Approval of decisions regarding educator litigation and disciplinary cases.

Discussion Items

The board’s agenda included a lengthy discussion on the upcoming EdTPA pilot, which will examine the validity and feasibility of using a performance-based assessment for teacher certification.

  • On the issue of Teacher Certification Redesign, the board found themselves listening to hours of testimony from representatives of university EPPs and alternative certification providers, TeachPlus, and TeachPlus fellows. The majority of board members expressed concern with EdTPA following the testimony, but were at an impasse as no action could be taken since the item was posted on the agenda as discussion-only. Among the discussed alternatives to EdTPA were residency programs (suggested by SBEC member Art Cavazos) and using the T-TESS plus a revised EC-12 Pedagogy and Professional Responsibilities (PPR) exam that includes constructed response questions (suggested by multiple EPPs). The board also very briefly discussed:
    • The shift to subject-matter-only assessments for EPPs that require pre-admission content tests (PACT), which would increase the cost of the test by $106 (proposed effective January 1, 2020).
    • The option of a four-week, intensive pre-service pathway towards an intern certificate, which is meant to incentivize alternative certification and post-baccalaureate programs to have pre-service teaching.
    • Updates to current content exams to support a focus on content pedagogy. Public comment is currently being taken to help develop two of these: the science of teaching reading exam and the EC-3 content exam.
  • Proposed revisions to EPP admissions, specifically to implement the subject-matter-only assessments to be used for the PACT, in lieu of the current exam that tests an applicant’s content and pedagogy knowledge. Currently, only alternative certification programs are able to require PACT for admission purposes. Additionally, the revisions include new rules for the Trade and Industrial Workforce Training (6-12) certification to fulfill the requirements of HB 3349 (passed in the 85th legislative session in 2017).
  • Proposed revisions to requirements for EPPs, including the definition and programmatic requirements of the intensive pre-service option; a new rule that EPPs can change their name for purposes of accreditation only if they change ownership; a new requirement for candidates seeking certification in two fields to have clinical teaching in both fields; and a revision to align EPP responsibilities to the new subject-matter-only PACT exam.
  • Proposed revisions to the guidelines and procedures related to educator testing and certification to reflect the changes of the Teacher Certification Redesign. The revisions would align with new PACT exam definitions, include a 45-day waiting period between test attempts, update required tests for issuance of the standard certificate, create the new requirements for the intensive pre-service option, and update testing fees for edTPA and the new subject-matter-only PACT exams.
  • A discussion of how districts are required to make personnel decisions. For instance, if you have a certificate in Ethnic Studies: Mexican American Studies 9-12, you are allowed to teach a variety of social studies and history courses. Additionally, those with Art certifications will be able to teach Floral Design, grades 9-12.

The next SBEC board meeting will be on April 26, 2017. After approval, items from the agenda will be posted on the Texas Register for public comment. Search the agency “State Board for Educator Certification” to find the items once they are published.

TEA announces “Grow Your Own” grant recipients for 2018-19

On Wednesday, Texas Commissioner of Education Mike Morath announced the recipients of the  2018-19 “Grow Your Own” grant. A brainchild of the Texas Rural Schools Task Force that was commissioned in 2016 to address challenges faced by rural school districts, the Grow Your Own award is designed to help districts cultivate interest in the teaching profession.

According to information provided by recipients, this year’s awards will be used to help districts prepare for the 2020-21 school year by assisting educators currently pursuing their Masters in Education, allowing districts to expand their dual credit courses, and facilitating current paraprofessionals in pursing their teacher certification, adding 59 full-time teachers and 136 full time teachers to the workforce in the 2019-20 and 2020-21 school-years respectively. The Grow Your Own grant funds will also be used to assist student teachers during their clinical teaching assignments and high schools to expand education training programs.

The 25 recipients of the 2018-19 award are as follows:

  • Amarillo ISD
  • Angleton ISD
  • Burkeville ISD
  • Chapel Hill ISD (Smith County)
  • Cumby ISD
  • Everman ISD
  • Fort Stockton ISD
  • Grand Prairie ISD
  • Lamar CISD
  • Lometa ISD
  • Midland ISD
  • Moody ISD
  • O’Donnell ISD
  • Pearsall ISD
  • Region 2 ESC
  • Region 5 ESC
  • Region 6 ESC
  • Snook ISD
  • Socorro ISD
  • Springtown ISD
  • Stafford ISD
  • Stephen F. Austin University
  • Texas Tech University
  • Texas Woman’s University
  • Timpson ISD

ATPE congratulates all the recipients of the Grow Your Own grants.

ATPE testifies before school finance commission

The Texas Commission on Public School Finance met this morning, Feb. 22, in Austin to consider another round of testimony, this time largely focused on teacher quality. Chairman Justice Scott Brister began the meeting by announcing subcommittee assignments.

Texas Commission on Public School Finance meeting, Feb. 22, 2018.

The Revenue Committee will be led by state Sen. Paul Bettencourt (R-Houston) and include state Rep. Ken King (R-Canadian), Nicole Conley Johnson, Elvira Reyna, and Justice Brister. The Expenditures Committee will be led by state Rep. Dan Huberty (R-Houston) and include state Sen. Royce West (D-Dallas), state Sen. Larry Taylor, State Board of Education (SBOE) Member Keven Ellis (R-Lufkin), and Justice Brister. The Outcomes Committee will be led by Todd Williams and include state Rep. Diego Bernal (D-San Antonio), Dr. Doug Killian, Melissa Martin, and Sen. Taylor.

The first to testify was Texas Education Agency (TEA) Chief School Finance Officer Leo Lopez, who presented information that $28.8 billion of combined state, local, and federal funding was spent on instruction in 2016, which comprised 47.7 percent of total education spending. Rep. Huberty, who chairs the House Public Education Committee, pointed out that when factoring in instructional materials and other classroom supports, the 47.7 percent figure does not accurately capture the percentage of funding spent directly on students in the classroom.

Rep. Bernal, who is vice-chair of the House Public Education Committee, asked about the cost to the state that can be attributed to teacher turnover. Austin ISD Chief Financial Officer Nicole Conley Johnson answered that each teacher who leaves her district costs between $7,000 and $12,000, which doesn’t even address the negative impact on students. Teacher turnover has been estimated to cost the nation $2.2 billion per year.

The commission heard next from Dr. Eric Hanushek, a professional paid witness who has made a living for decades testifying in court against efforts to increase and equalize school funding, as well as advocating for private school vouchers. Hanushek laid most of the blame for poor student performance at the feet of teachers, but argued against increasing teacher pay. Member Ellis contended that there is a strong statistical relationship between total school spending and results, and that how much is being spent is at least of equal importance as the manner in which the money is spent. Several other commission members, including Conley Johnson and Rep. Bernal, pushed back on Hanushek’s attempts to minimize the importance of adequate school funding.

Dallas ISD Superintendent Michael Hinojisa testified regarding his district’s efforts to implement a robust performance-based pay system. The Dallas system provides teachers significant tiered pay increases based on performance. Rep. Huberty lauded the concept, but raised questions about cost and affordability. Hinojosa conceded that the program is unsustainable going forward, and as such is being “recalibrated” in order to bring costs under control. Hinojosa also pointed out that public school districts offer many “school choice” options, which include magnet schools and district transfers. According to data presented by Todd Williams, who advises Dallas Mayor Mike Rawlings on education policy, implementing Dallas ISD’s ACE program costs $1,295 per student, or roughly $800,000 per campus. The commission heard from several more witnesses describing various performance pay programs.

ATPE Executive Director Gary Godsey and Lobbyist Monty Exter testify before the school finance commission.

ATPE executive director Gary Godsey testified before the commission, and began by stating the obvious: Texas schools need more money. Godsey informed the commission that teachers often experience low morale, difficult working conditions, and the feeling they are underappreciated. Teacher turnover costs Texas an estimated $500 million per year. Some initiatives, such as mentorship programs, could reduce turnover with a minimal impact on school budgets. Regarding pay, Godsey testified that teachers are very concerned about efforts to repeal the minimum salary schedule (MSS), which guarantees a minimum level of pay for educators that increases over time. In addition to other low-cost initiatives to reduce turnover, Godsey suggested modifying funding weights and tracking the distribution of teacher quality. Regarding performance pay programs, ATPE Lobbyist Monty Exter testified that incentive pay must be complemented by adequate base pay and should not be tied solely to student test scores. Exter added that any incentive pay program must be financially viable in the long term in order to achieve buy-in from educators and administrators.

The final panel addressed prekindergarten programs, and witnesses emphasized the importance of pre-K in getting children prepared to learn and excel in elementary school. Witnesses testified that dollars invested in early education are dollars saved in remediation later on in a student’s educational career.

The commission is scheduled to meet next on March 7, followed by a March 19 meeting that will be open to comments from members of the public. Another meeting is scheduled for April 5.

Federal Update: Obama education regulations likely to be repealed

medwt16002Two Obama administration rules involving teacher preparation and accountability are in the process of being scrapped. Last month, the U.S. House of Representatives voted to block recently finalized regulations involving teacher preparation and accountability, and the U.S. Senate did the same this week. The resolution to repeal the rules is now on its way to President Trump’s desk for final approval.

The teacher preparation rules were released in October after years of delay due to significant opposition from some stakeholders. The final version did include revisions to temper concerns, but the original proposal remained largely intact. The accountability rules were a piece of the much bigger set of regulations implementing the Every Student Succeeds Act (ESSA), and involved a much more contentious debate on the Senate floor. The Senate narrowly passed the repeal measure. (Eight Democrats joined Republicans in voting the repeal the teacher preparation rules, but no Democrats voted to dismantle the accountability rules and one Republican joined them in opposition.)

Proponents of scrapping the regulations say the rules represent federal overreach and fail to convey the intent of Congress. Critics of the repeal believe strong standards are needed in order to hold teacher preparation programs and schools accountable. President Trump is widely expected to sign the rule repeals.

Interestingly, the Congressional Review Act prohibits agencies from issuing new rules in “substantially the same form” without Congress passing a new law that explicitly allows them to do so. While the teacher preparation rules could be readdressed in a more timely manner, since Congress is due to rewrite the Higher Education Act, a new law pertaining to accountability is likely years out.

In the meantime, states will have to rely on statutory language of ESSA to remain compliant under the law. The timing of the effort to do away with these administrative rules interpreting ESSA has created some ambiguity for states that are currently in the process of developing their required state plans for implementing the federal law. Some states have already announced that they will proceed with ESSA state plans that were being developed in alignment with the regulations previously put out by the Obama administration, even though those regulations may no longer be in effect going forward.

Teach the Vote’s Week in Review: Nov. 18, 2016

Here’s a look at education news highlights from this busy first week of bill filing in Texas:


SBOE logoThe State Board of Education (SBOE) has been meeting this week in Austin. ATPE Lobbyist Mark Wiggins has compiled an update on the board’s actions this week, which covered topics from textbooks to school finance to educator preparation. This was also the last meeting for two members of the board who are stepping down at the end of their terms this year: Martha Dominguez (D) and Thomas Ratliff (R). Read the full SBOE wrap-up here.

 


The Joint Interim Committee to Study TRS Health Benefit Plans released its report to the 85th Legislature yesterday with recommendations for changes to TRS-Care and TRS-ActiveCare to address affordability and long-term viability of the programs. The state’s underfunded health care programs have faced ongoing shortfalls, curtailed in the past by a series of supplemental two-year appropriations and short-term measures. Noting the continuing rise in health care costs and the number of annual new retirees, the committee made up of three state senators and three state representatives is recommending major plan changes by the 85th legislature. The proposed changes are not likely to sit well with affected stakeholders. Citing ambiguous “budgetary constraints the state is facing,” the report offers little hope for increased state funding to alleviate the financial burdens that have been placed on active and retired educators, as well as school districts seeking to offer affordable health care benefits to their staffs and their families. But ATPE reminds members that the report is merely a recommendation and that many legislators will be eager to hear from a broad swath of education stakeholders before taking action in the upcoming session. Read more in today’s blog post by ATPE Governmental Relations Director Jennifer Canaday.

 


The Texas Education Agency (TEA) has been conducting a survey regarding state implementation of the Every Student Succeeds Act (ESSA). The online survey is meant to gather public feedback about the new federal law. Today was the last chance to share input with TEA, as the survey is set to close at 5 pm today, Nov. 18. Read more in this blog post from ATPE Lobbyist Kate Kuhlmann.

 


Monday was the first day of bill pre-filing for the 85th Legislature. ATPE’s Governmental Relations Specialist Bria Moore has been tracking the new bills and shared some statistics for today’s blog. According to the Legislative Research Library, 525 bills were filed on the opening day of pre-filing. While the bills pertained to a number of issues, several focused on hot topics in the education realm such as vouchers and addressing educator misconduct.

ThinkstockPhotos-93490246School privatization has been in the spotlight heading into the 2017 legislative session with vouchers being lauded by both Lt. Gov. Dan Patrick (R) and President-Elect Donald Trump (R) as a reform priority. HJR 24 by Rep. Richard Raymond (D) moves to tackle the controversial subject by proposing a constitutional amendment that would prohibit the authorization or funding of a school voucher program in Texas. ATPE opposes the privatization of public schools through such programs and has made fighting vouchers a top legislative priority for the 85th legislative session.

Meanwhile, a handful of legislators are filing bills to deal with educator misconduct cases, which were discussed during the interim. HB 218 by Rep. Tony Dale (R) prohibits educators dismissed from their positions in one school district due to sexual misconduct from being hired at another district. Legislation banning this type of action, sometimes called “Passing the Trash,” is another one of Lt. Gov. Patrick’s top priorities for the 2017 legislative session. HB 333 by Rep. Morgan Meyer (R) extends the criminal penalty for educators engaging in inappropriate relationships with students to those educators lacking certifications, which would cover teachers in charter schools who aren’t necessarily required to be state-certified. Meyer’s bill would amend a section of the Texas Education Code that previously only applied penalties to certified educators.

Other notable bills filed on Monday included HB 77 by Rep. Will Metcalf (R) which is an extension of SB 149 from the 2015 legislative session allowing for alternative paths to graduation. ATPE strongly supported Sen. Kel Seliger’s (R) SB 149 last year, which is set to expire without an extension. We’ll be watching Rep. Metcalf’s bill closely, along with any others that help to reduce the emphasis placed on high-stakes testing – another ATPE legislative priority.

Stay tuned to Teach the Vote and ATPE.org for more coverage of pre-filed bills in the weeks to come.

 


tea-logo-header-2In other TEA news this week, final accountability ratings have been released for the state’s 1,200+ school districts and charters 8,600+ campuses. Preliminary ratings were revealed back in August, as ATPE Lobbyist Monty Exter reported for Teach the Vote. After that announcement, 104 appeals were filed by districts and campuses. The agency granted appeals and changed ratings for nine school districts and 21 campuses. The overwhelming majority of schools received a “met standard” rating. Read more in this Nov. 17 press release from TEA.

Also from TEA, the agency issued correspondence to school administrators this week reminding them of school district responsibilities under the federal Individuals with Disabilities Education Act (IDEA). The letter from Penny Schwinn, TEA’s Deputy Commissioner of Academics, addresses “child find” obligations to identify students potentially in need of special education and consequences for districts that fail to comply. The letter also clarifies IDEA provisions aimed at preventing misidentification and disproportionate representation of students as children with disabilities. The state’s Performance-Based Monitoring Analysis System (PBMAS), under fire recently, is also mentioned in the correspondence along with a reminder that districts should avoid delaying or denying special education referrals in order to complete Response to Intervention (RTI) phases. The agency writes also that it is creating a new unit with the TEA Division of IDEA Support to provide additional support to districts and education service centers, with further details to be provided “at a later date.” Read the complete Nov. 17 letter from TEA here. Also, watch for a guest post with more on these issues next week on the Teach the Vote blog.

 


 

Preparation, training, and support that educators deserve

Students School College Teaching Learning Education ConceptAs we reported following the board’s meeting last month, the State Board for Educator Certification (SBEC) recently revised a number of rules involving educator preparation in Texas. The lengthy and thorough process to rewrite the rules lasted about a year. The rules cover preparation, program requirements, pathways to certification, and more, and they seek to raise the quality of training all teachers receive before going into the classroom where they are expected to excel.

One of ATPE’s policy priorities involves a strong focus on all aspects of the teacher pipeline, and that starts with high-quality training for Texas educators. ATPE recognizes that we do a disservice to our teachers and our students when inadequately prepared educators are placed in the classroom and expected to achieve excellence. We also recognize that we cannot expect teachers to stay in the profession if they aren’t strongly prepared to enter the classroom in the first place.

ATPE knows that Texas teachers are incredible and work hard in their classrooms (and beyond!) every day to provide a great education for the students they teach; they deserve high-quality preparation that will provide them with a strong, solid base and great potential from which they can continue to grow.


Research also backs ATPE’s focus on ensuring all Texas teachers receive the high-quality preparation and support they deserve. A sampling of those findings include: that access to an effective educator is the most important school-based factor affecting a student’s success; that we can better prepare Texas teachers and create a higher achieving student body by raising standards for educator preparation; that candidates seeking certification through the state’s most popular pathway, alternative certification (or a post-baccalaureate path that can currently involve as little as two weeks of training), are leaving the classroom at a faster rate than their peers; and that teacher turnover could be costing our state up to billions of dollars.


SBEC’s new rules are not extreme and they represent a lot of compromise with interests that thought original proposals went too far. Still, they set a foundation and represent a positive step. Here are some of the ways SBEC’s new rules seek to improve preparation:

  • a two-tiered system of probationary certification for alternative certification candidates, which better identifies a candidate’s level of training and requires supplementary support for less prepared candidates;
  • revised measures of accountability for EPPs, such as a newly established new-teacher survey;
  • a more appropriate definition of “late hire” candidates, who are put in the classroom as the teacher-of-record with significantly less coursework and training; and
  • an increase in the number of coursework hours a candidate must receive prior to an internship or clinical teaching.

The rule revisions and rationale for the changes can be read in their entirety here. They now go to the State Board of Education (SBOE), which will review them at its meeting in two weeks and can affirm the proposals or send them back to SBEC for further review.

Educational Aide Certificate

The SBEC rules also include recent changes to educational aide certificates. The new rules specify that beginning Sept. 1, 2017, all educational aide certificates issued will be valid for two years. The current validity period of an educational aide certificates is five years. Concurrently, the fees associated with renewing an educational aide certificate will be reduced to $15 (from $30). Those aides with lifetime certificates will not be affected by this change.

The Texas Education Agency (TEA) provided several reasons for this move in their rationale to SBEC, including a large number of unused certificates and the issues this can cause with TEA’s investigations and prosecutions divisions. According to TEA staff, a total of 227,910 educational aide certificates were issued in the 2014-15 school year, but only approximately 53,791 educational aides were actively employed.

As TEA has explained it, although only 53,791 educational aides were employed in schools, the investigations and prosecutions divisions remain responsible for all 227,910 certificate holders, meaning they are using resources to pursue any certificate holder accused of wrongdoing. As TEA put it, “Shortening the validity period for the educational aide certificate would focus TEA investigative and prosecutorial resources only on those who are actively using the educational aide certificate in a Texas public school.”

Districts of Innovation

Regardless of the SBOE’s actions on these newly revised certification rules, another piece of education policy has the potential to interfere with SBEC’s work: Districts of Innovation (DOI). The DOI law was created by the Texas legislature last session, and it allows certain school districts to opt out of the majority of the Texas Education Code, including provisions requiring quality teacher preparation and certification. ATPE will continue to advocate for high-quality educator training for all Texas educators and will encourage the upcoming legislature to join SBEC in its quest toward raised standards as they consider the potential negative effects of the broad exemption opportunities created under the DOI statutes. Fore more on DOI, visit our DOI Resource Page at atpe.org.

Federal Update: ED releases long delayed teacher preparation rules

U.S. Dept of Education LogoThe U.S. Department of Education (ED) has released a final set of regulations that lay out federal stipulations for states’ teacher preparation programs. The rules have seen delays since 2014, when an initial iteration was released. That initial proposal garnered significant input, and while some revisions are included in the newest version, the original proposal remains largely intact.

Under the newly released regulations, states will be required to develop a rating system aimed at evaluating the success of its teacher preparation programs. One piece of that rating system must analyze how programs’ teachers perform based on a measure of student academic achievement. This was a highly controversial piece retained from the original proposal, which was heavily-reliant on student test scores, but the newer version does provide flexibility with regard to how states determine student success. Ultimately, if programs don’t perform well on the state’s rating system, states will be required to cut off access to federal grants aimed at supporting teachers who teach in high-need certification areas and in low-income schools (or TEACH grants).

Teacher Standing in Front of a Class of Raised HandsThe rating system must also include the job placement data, retention rates, and feedback of programs’ graduates as well as the feedback from their graduates’ employers. Initial reactions to the final version of the regulations have been mixed. While some support the higher accountability to which programs will be held, others have concerns with the unintended consequences that could result, such as the effect a measure of student achievement could have on the support available for teachers going into high needs schools.

As we shared last week, Texas is at the end of a process to revamp its educator preparation accountability system. Much of what Texas has and is in the process of implementing is in line with the standards to be enforced by ED under its new regulations. One missing piece, however, is the inclusion of student achievement. While such a measure is included in Texas law and rules governing educator preparation programs (EPPs), to date, the Texas Education Agency (TEA) has been unable to find a valid way to measure student outcomes. TEA has, however, included a student growth measure in its new teacher evaluation system, the Texas Teacher Evaluation and Support System (T-TESS). The new system is in its first year of implementation statewide, but the measure of student growth piece is still in the pilot phase. ATPE and other organizations have filed legal challenges based in part on the inclusion of value-added modeling (VAM) as a element of the T-TESS model. The final commissioner’s rules for T-TESS outline four ways in which schools may assess student growth for purposes of teacher evaluations; VAM, which many consider to be an unfair and unreliable statistical calculation for this purpose, is one of the four options. Despite the pending litigation, the student growth piece of T-TESS  is set to take effect statewide next school year. With the new federal rules for EPPs calling on states to look specifically at the performance of students taught by those programs, it seems likely that Texas will at least consider further extension of the same questionable VAM methodology for EPP accountability.


For related content, read the perspectives of Kate Walsh with the National Council on Teacher Quality (NCTQ). She highlights her thoughts on the new regulations, including why she doesn’t disagree with ED’s decision to omit the previously required use of student test scores or VAM.


U.S. Secretary of Education John B. King and President Obama have stood by the administration’s new regulations and are joined by those who support stronger regulations for teacher preparation in the United States, but the rules have received criticism from congressional leaders and other stakeholders. As all of this plays out, two things create some uncertainty: 1) regardless of who is elected, it is relatively unknown how a new president would implement these regulations, and 2) Congress has been toying with reauthorizing the Higher Education Act, which has a questionable likelihood but would entail fresh laws that could render these new teacher preparation regulations meaningless. Plus, the price tag of implementing these regulations would be high for states (latest estimates from the administration indicate $27 million per year for the next 10 years). Bottom line, the final version of the regulations released today might not be the end of the road. Stay tuned to Teach the Vote for more.