TITLE education

Part VII. State Board for Educator Certification

Chapter 227. Admission to an Educator Preparation Program

19 TAC §§227.1, 227.10, 227.20

The State Board for Educator Certification adopts §§227.1, 227.10 and 227.20, concerning Admission to an Educator Preparation Program, without changes to the proposed text as published in the May 21, 1999, issue of the Texas Register and will not be republished.

In its proposed Framework for Educator Preparation and Certification the Board stated as an underlying assumption that "Board rules must identify a single set of standards applicable to all educator preparation programs to enhance flexibility in program delivery and to accommodate multiple routes."

To allow the profession to have a voice in establishing the standards under which they will be governed, staff convened representatives from the Consortium of State Organizations for Texas Teacher Education (CSOTTE) to assist in the development of rules. The CSOTTE membership or representatives recommended the initial components, which were based on principles of high standards flexibility, and accountability. The initial CSOTTE draft was then disseminated to the membership of each of the CSOTTE organizations as well as to others across the state, including college and university presidents, provosts, and vice presidents for academic affairs. The Consortium representatives considered all input received at an April 16, 1998, meeting and revised the initial draft to incorporate additional ideas from the field. At its May meeting and during its June retreat in 1998, the Board discussed the proposed components of the candidacy rules. At its November 1998 meeting, the Board discussed the proposed rule. No suggestions for changes were made.

Developing a single set of quality admission standards will assure consistency in educator preparation as well as the accountability of those programs through the Accountability System for Educator Preparation (ASEP). While entities are held accountable for educator preparation, these rules provide appropriate flexibility in allowing individual preparation programs to determine if applicants possess the characteristics associated with success in the program and the profession.

No comments were received regarding adoption of the new rules.

The new rules are adopted under the Texas Education Code (TEC), §21.044 which requires the State Board for Educator Certification to propose rules that establish training requirements a person must accomplish to obtain a certificate, enter an internship, or enter an induction-year program. Section 21.044 also requires the Board to specify the minimum academic qualifications required for a certificate and to propose rules governing educator preparation.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on June 21, 1999.

TRD-9903680

Pamela B. Tackett

Executive Director

State Board for Educator Certification

Effective date: July 11, 1999

Proposal publication date: May 21, 1999

For further information, please call: (512) 469-3001

Chapter 228. Requirements for Educator Preparation Programs

19 TAC §§228.1, 228.2, 228.10, 228.20, 228.30, 228.40, 228.50, 228.60

The State Board for Educator Certification proposes new §§228.1, 228.2, 228.10, 228.20, 228.30, 228.40, 228.50 and 228.60, concerning Requirements for Educator Preparation Programs, without changes to the proposed text as published in the May 21, 1999, issue of the Texas Register and will not be republished.

In its proposed Framework for Educator Preparation and Certification the Board stated as an underlying assumption that "Board rules must identify a single set of standards applicable to all educator preparation programs to enhance flexibility in program delivery and to accommodate multiple routes."

To allow the profession to have a voice in establishing the standards under which they will be governed, staff convened representatives from the Consortium of State Organizations for Texas Teacher Education (CSOTTE) to assist in the development of rules. The CSOTTE membership or representatives recommended the initial components, which were based on principles of high standards flexibility, and accountability. The initial CSOTTE draft was then disseminated to the membership of each of the CSOTTE organizations as well as to others across the state, including college and university presidents, provosts, and vice presidents for academic affairs. The Consortium representatives considered all input received at an April 16, 1998 meeting and revised the initial draft to incorporate additional ideas from the field. At its May meeting and during its June retreat in 1998, the Board discussed the proposed components of the candidacy rules. At its November 1998 meeting, the Board discussed the proposed rule. No suggestions for changes were made.

At its November 1998 meeting, the Board discussed the proposed rule and directed staff to add language regarding the approval of additional certificate fields at approved entities. Those entities that are fully accredited may request by letter of intent additional certificate fields within the same classes of certificates for which they are currently approved. The Executive Director must approve the request. If additional fields are to be added in a different class from what current approval allows, the entity must present a full proposal for consideration and approval by the Board.

Four additional issues have been addressed in this version of the rule:

(1) more specific language has been included to emphasize the intent of the Board to provide for multiple routes to certification including Centers for the Professional Development of Teachers and alternative routes in accordance with TEC §21.047 and TEC §21.049;

(2) a section has been added to require that institutions with branch campuses or centers be responsible for those campuses'/centers' addressing the requirements of this chapter as well as Chapters 227 (admission requirements) and 229 (Accountability System for Educator Preparation);

(3) a reminder that approval of certificate programs by the Board or by the Executive Director is contingent upon approval by other governing bodies such as the Texas Higher Education Coordinating Board or Boards of Regents and other members of program collaboratives; and

(4) stipulation of a minimum length of teaching required for the certificate in compliance with TEC §21.044.

In addition, §228.2 has been added to define "ongoing, relevant field-based experiences" as intended by the Board to ensure consistency among educator preparation programs.

Developing a single set of quality program standards will assure consistency in educator preparation as well as the accountability of those programs through the Accountability System for Educator Preparation (ASEP). While entities are held accountable, these rules provide for appropriate flexibility and creativity in the design and delivery of educator preparation.

No comments were received regarding adoption of the new rules.

The new rules are adopted under the Texas Education Code (TEC) §21.044, which requires the Board to establish training requirements a person must accomplish to obtain a certificate; TEC §21.045, which requires the Board to propose rules establishing standards to govern the approval and continuing accountability of all educator preparation programs; TEC §21.047, which requires the Board to aid the development of Centers for the Professional Development of Teachers; and TEC §21.049, which directs the Board to provide alternative routes to certification.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on June 21, 1999.

TRD-9903681

Pamela B. Tackett

Executive Director

State Board for Educator Certification

Effective date: July 11, 1999

Proposal publication date: May 21, 1999

For further information, please call: (512) 469-3001

Chapter 230. Professional Educator Preparation and Certification

Subchapter A. Assessment of Educators

19 TAC §230.5

The State Board for Educator Certification adopts an amendment to §230.5, concerning Educator Assessment, without changes to the proposed text as published in the May 21, 1999, issue of the Texas Register (24 TexReg 3818) and will not be republished.

During the development of the Framework for Educator Preparation and Certification, the Board discussed in general terms requirements for admission to educator preparation programs, which included an assessment of general knowledge, reading, writing, and mathematical and critical thinking skills. With the implementation of the Accountability System for Educator Preparation (ASEP), the Board discussed at the June 1998 retreat its intent to allow each preparation program to determine how these skills would be assessed and to set the level of performance required for admission to the program. Agenda Item #13 proposing new rules for admission reflects the Board's intent.

The TASP test--which assesses reading, writing, and mathematics--has been used since 1991 as one of the primary tools for basic skills assessment for admission to all approved educator preparation programs. As required by TEC §54.306, Texas public institutions of higher education also use the TASP to determine a student's eligibility to enroll in upper-division coursework.

Over the past several years, legislation has allowed various other measures to substitute for the TASP, including: (1) qualifying scores on the Scholastic Achievement Test (SAT), American College Test (ACT), and the Texas Assessment of Academic Skills (TAAS); and (2) achieving a grade of "B" or higher in specific courses identified by the Texas Higher Education Coordinating Board. At its October 3, 1997, meeting, the Board aligned SBEC's TASP exemption standards with revisions then adopted by the Texas Higher Education Coordinating Board.

The Board has had numerous discussions concerning its philosophy that educator preparation programs should have more flexibility in determining who is eligible for admission into their programs. Educator preparation programs will ultimately be held accountable for those admission decisions by the Accountability System for Educator Preparation. The Board discussed this proposed rule at its November 1998 meeting but did not suggest any revisions to the proposal at that time.

Under the amended rules, Educator preparation programs may use multiple ways to determine if an applicant has attained appropriate levels of knowledge and skill in reading, writing, and mathematics. In addition, programs can incorporate assessments into their curriculum, which identify the knowledge, skills and characteristics that a potential educator possesses.

No comments were received regarding adoption of the amendment.

The amendment is adopted under the Texas Education Code (TEC), §21.045, which requires the State Board for Educator Certification to propose rules establishing standards to govern the continuing accountability of all educator preparation programs. Texas Education Code (TEC) §21.041(4) requires the Board to specify requirements for the issuance of a certificate.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on June 21, 1999.

TRD-9903682

Pamela B. Tackett

Executive Director

State Board for Educator Certification

Effective date: July 11, 1999

Proposal publication date: May 21, 1999

For further information, please call: (512) 469-3001

Subchapter Q. Permits

19 TAC §§230.501-230.507

The State Board for Educator Certification adopts amendments to §§230.501-230.507, concerning Permits, without changes to the proposed text as published in the May 21, 1999, issue of the Texas Register (24 TexReg 3819) and will not be republished.

The various types of permits, the procedures for requesting permits, and the renewal of permits are currently contained in 19 TAC Chapter 230, Subchapter Q, Permits. The permit process is designed to allow districts to place an individual in a position for which they are not certified when the district cannot find an appropriately certified educator. The district must document that it has not been able to hire a certified educator and that the non-certified individual will have a support system, including a mentor. The individual must have a deficiency plan from an educator preparation program that leads to issuance of the appropriate certificate for the assignment. The Emergency Permit (Certificate) is valid for one year with the possibility of two one-year renewals. Districts request the permits through the certification officer located at each education service center. The permit is the property of the requesting district and is not transferable to another district. When an individual serving on a permit moves from the original district to another district, the receiving district must request a new permit for that individual. However, the validity period for the individual on a permit is cumulative in that the time spent in each district is used for the total validity period of the permit.

An amendment to Subchapter Q was adopted by the Board on January 9, 1998 adding §230.512 Emergency Certificates. This amendment aligned the terminology used in Subchapter Q, Permits, with the terminology contained in TEC §21.041(b)(2).

The Board has discussed several issues in previous meetings: (1) documentation required by the superintendent to support the request, (2) adequate support structure for the teacher, (3) notification of parents, (4) types of emergency certificates, (5) who should serve on an emergency certificate, (6) enforcement of the rule, and (7) flexibility in the rule.

At the Board's September 4, 1998 meeting, a Proposed New Chapter 243 (relating to Emergency Certificates) was discussed. Although the proposed chapter addressed issues previously discussed by the Board, concerns were expressed over the impact on school districts by trying to change the process all at once. The Board asked staff to identify the components that should be addressed in the near future and consider only amending Subchapter Q.

At the Board's November 6, 1998, meeting, a proposed amendment to Chapter 230, Subchapter Q (relating to Permits) was provided for discussion. The Board heard public testimony and discussed the proposed amendments. After the discussion, the Board asked staff to bring the proposed amendments back for the January meeting to allow Board members more time to study the proposed amendments along with the public testimony.

Based on the Board's discussion and the public testimony, staff has revised Subchapter Q to ensure consistency and to provide clarity. Comments and concerns from the Board's discussions and the public testimony have been incorporated into the chart and identified in Subchapter Q as appropriate. In addition, the permit nomenclature in Subchapter Q has been revised to be in line with the terminology used by the Texas Education Agency. For example, "Career and Technology" is now used in lieu of "Vocational"; consequently, Subchapter Q is revised accordingly.

No comments were received regarding adoption of the amendments.

The amendments are adopted under the Texas Education Code (TEC) §21.041(b)(2), which requires the State Board for Educator Certification to propose rules that specify the classes of certificates to be issued, including emergency certificates.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on June 21, 1999.

TRD-9903683

Pamela B. Tackett

Executive Director

State Board for Educator Certification

Effective date: July 11, 1999

Proposal publication date: May 21, 1999

For further information, please call: (512) 469-3001