Part 2. TEXAS EDUCATION AGENCY
Chapter 153. SCHOOL DISTRICT PERSONNEL
Subchapter BB. COMMISSIONER'S RULES CONCERNING PROFESSIONAL DEVELOPMENT
The Texas Education Agency (TEA) adopts new §153.1011, concerning beginning teacher induction and mentoring program. The new section is adopted with changes to the proposed text as published in the March 9, 2007, issue of the Texas Register (32 TexReg 1184). The adopted new section implements the requirements of the Texas Education Code (TEC), §21.458, Mentors, as added by House Bill 1, 79th Texas Legislature, Third Called Session, 2006, that requires the commissioner of education to adopt rules for the administration of the mentor program for beginning teachers.
TEC, §21.458, requires the commissioner of education to adopt rules to administer mentoring programs designed to increase retention of beginning teachers. The statute directs the commissioner to adopt rules addressing qualifications of a mentor and uses for mentor program funding. In adopting these rules, the commissioner is to rely on research-based mentoring programs that have demonstrated success.
In accordance with the TEC, §21.458, the adopted new 19 TAC §153.1011 establishes definitions and provisions relating to the beginning teacher induction and mentoring program, including program implementation and the qualifications, assignment, and duties of a mentor teacher. The adopted new rule specifies provisions for the allocation and use of mentor program funding, allows for the TEA to audit mentor program funds, and requires each district providing a program to submit progress reports to the commissioner within a specified period and in a prescribed manner.
In response to public comment, the rule was modified since published as proposed. Subsection (b), relating to program implementation, was modified to specify that a beginning teacher induction and mentoring program must also demonstrate success in teacher retention. In addition, a new subsection (b)(5) was added to provide for continuous support and ongoing professional development for mentor teachers as well as scheduled release time for the mentor to fulfill mentoring duties. The subsequent paragraph in subsection (b) was renumbered accordingly.
The public comment period on the proposal began March 9, 2007, and ended April 8, 2007. The following is a summary of the public comments received on the proposed new 19 TAC §153.1011 and the corresponding agency responses.
Comment. The Texas Classroom Teachers Association (TCTA) commented on the importance of teacher retention and cited statistics and the evaluation of the Texas Beginning Educator Support System (TxBESS) as support for addressing teacher retention in the proposed new rule. The TCTA requested that teacher retention be mentioned in subsection (b), relating to program implementation, and in subsection (h), relating to program review. The TCTA also commented on the importance of training and scheduled release time for mentors. The TCTA requested that subsection (b) be expanded to include continuous support and ongoing professional development tailored to the needs of mentor teachers and scheduled release time in order for a mentor teacher to fulfill mentoring duties as described.
Agency Response. The agency agrees in part and disagrees in part and incorporated some of the recommended additions. New subsection (b)(5) was added to address support and professional development for mentor teachers as well as scheduled release time in order for a mentor teacher to fulfill mentoring duties. Subsection (b) was modified to include teacher retention as a component of program implementation. However, subsection (h) was not modified to require the collection of numbers of teachers retained at participating campuses. Retention in the teaching profession as a whole is the goal of the program rather than retention at the local campus level.
Comment. The executive director of the Texas Staff Development Council requested that subsection (b)(4) be removed based on the rationale that the rule directs professional development for the induction year teacher as opposed to the mentor teacher.
Agency Response. The agency disagrees with removing subsection (b)(4) but agrees with providing support and training for mentor teachers. There was a wording problem in the proposal, and a correction is reflected in the adopted rule. The agency maintained language in subsection (b)(4) for support and professional development for beginning teachers and added new subsection (b)(5) to address support and professional development for mentor teachers.
Comment. A representative from Cypress Fairbanks ISD requested the website for directions in completing grant applications for mentoring programs.
Agency Response. The agency provided the website address. TEA grant opportunities are available at: http://burleson.tea.state.tx.us/GrantOpportunities/forms/. The deadline for receipt of applications for the 2007-2009 Beginning Teacher Induction and Mentoring Program is May 17, 2007.
The new section is adopted under the Texas Education Code, §21.458, which requires the commissioner of education to adopt rules necessary to administer the mentor program, including rules concerning the duties and qualifications of a teacher who serves as a mentor.
The new section implements the Texas Education Code, §21.458.
§153.1011.Beginning Teacher Induction and Mentoring Program.
(a) Definitions. The following words and terms, when used in this section, shall have the following meanings, unless the context clearly indicates otherwise.
(1) Agency--Texas Education Agency.
(2) Beginning teacher--A classroom teacher who has less than two years of teaching experience.
(3) Beginning Teacher Induction and Mentoring Program--An annual grant program established in accordance with the Texas Education Code (TEC), §21.458, under which a school district may receive funds to establish a mentoring program at each eligible campus where a mentor teacher is assigned to each classroom teacher who has less than two years of teaching experience.
(4) Classroom teacher--An educator who is employed by a school district and who, not less than an average of four hours each day, teaches in an academic instructional setting or a career and technology instructional setting. The term does not include a teacher's aide or a full-time administrator.
(A) For a school district, a classroom teacher, as defined in this subsection, must hold an appropriate certificate issued by the State Board for Educator Certification and must meet the specifications regarding instructional duties defined in this paragraph.
(B) For a charter school, a classroom teacher is not required to be certified but must meet the qualifications of the employing charter school and the specifications regarding instructional duties defined in this paragraph.
(5) Commissioner--Commissioner of education.
(6) Mentor teacher--A classroom teacher in Texas who provides effective support to help beginning teachers successfully transition into the teaching profession.
(7) School district--For the purposes of this section, the definition of school district includes open-enrollment charter school.
(8) School district board of trustees--For the purposes of this section, the definition of a school district board of trustees includes a charter holder board.
(b) Program implementation. A beginning teacher induction and mentoring program must be a research-based mentoring program that, through external evaluation, has demonstrated success in improving new teacher quality and teacher retention. Programs must be approved by the commissioner in a process to be determined by the Agency. Such a program must provide orientation and mentoring specifically tailored for beginning teachers that includes the following:
(1) a process for the recruitment of mentor teachers;
(2) a structured mentoring component based upon research in:
(A) teacher induction;
(B) beginning teacher development; and
(C) quality professional development;
(3) regular teacher observations and standards-based assessments;
(4) continuous support and ongoing professional development tailored to the needs of beginning teachers that includes:
(A) collecting and analyzing student performance data;
(B) classroom management; and
(C) pertinent topics related to pedagogy and student achievement;
(5) continuous support and ongoing professional development tailored to the needs of mentor teachers that includes topics listed in paragraph (4) of this subsection and scheduled release time in order for a mentor teacher to fulfill mentoring duties as described in this section; and
(6) training for administrators on implementing and supporting an induction and mentoring program.
(c) Qualifications of a mentor teacher. To serve as a mentor teacher, a teacher must:
(1) have a minimum of three years of teaching experience with a superior record of assisting students in achieving improvement in student performance;
(2) complete a research-based mentor and induction training program approved by the commissioner; and
(3) complete a mentor training program provided by the district.
(d) Assignment of a mentor teacher. Each school district may assign a mentor teacher to a beginning teacher.
(1) In order for a teacher to be assigned as a mentor teacher, in accordance with the TEC, §21.458, the teacher must:
(A) teach in the same school as the beginning teacher; and
(B) meet the qualifications specified in subsection (c) of this section.
(2) The organization may elect to use funds to employ retired teachers or other instructional personnel who meet the definition and qualifications of a mentor teacher described in this section.
(3) To the extent practicable, a school district will assign a mentor teacher to a beginning teacher who teaches or has taught the same subject or grade level. A local school district board of trustees' decision determining whether such an assignment is practicable is final and may not be appealed to the commissioner.
(e) Duties of a mentor teacher. A mentor teacher must:
(1) participate in beginning teacher orientation;
(2) meet weekly with the beginning teacher;
(3) maintain documentation of mentor/beginning teacher activities;
(4) attend regularly scheduled campus mentor support meetings and trainings;
(5) provide support to new teachers in collecting and analyzing student data, classroom management, curriculum planning, and other activities related to pedagogy and improved student achievement;
(6) conduct observations and assessments of the beginning teacher; and
(7) complete all requirements of the school district's beginning teacher induction and mentoring program.
(f) Allocation and use of funds. In accordance with the TEC, §21.458, funds may only be used for the following:
(1) mentor teacher stipends;
(2) release time for mentor teachers and beginning teachers to meet regularly for conferencing, observations, networking sessions, shared professional development, and other mentoring activities; and
(3) mentoring support through providers of mentor training.
(g) Audit of funds. The Agency may audit, disallow, and recover grant funds. A decision to award, audit, disallow, or recover funds by the commissioner or commissioner's designee is final.
(h) Program review. School districts awarded grant funds must agree to submit all information requested by the Agency through periodic activity/progress reports. Reports will be due no later than 30 days after the close of the reporting period and must contain all requested information in the format prescribed by the commissioner. A final evaluation report must include:
(1) the total number of beginning teachers and mentor teachers who actually participated in the beginning teacher induction and mentoring program;
(2) the use of funds and activities conducted; and
(3) any other pertinent information deemed appropriate by the commissioner.
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 May 11, 2007.
TRD-200701827
Cristina De La Fuente-Valadez
Director, Policy Coordination
Texas Education Agency
Effective date: May 31, 2007
Proposal publication date: March 9, 2007
For further information, please call: (512) 475-1497