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Texas Educator Preparation Programs Newsletter
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Welcome
“Then let me take the first step” - Raya (newest Disney Princess from Raya and the Last Dragon)
Disney recently named Raya as the newest Disney princess for Disney Princess week. If you have not seen Raya and the Last Dragon, I strongly recommend the movie for the lessons it teaches. For example, the above quote, “Let me take the first step,” really stands out to me. First steps are not easy, especially when there is no reference to potential outcomes of said steps. Although stepping into the dark may be frightening, there are often amazing rewards as you continue to take steps along the journey. As the school year ramps up, I challenge you to not be afraid to take the first step. Just think - maybe you will become Disney Royalty too!
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Our goal is for this newsletter to serve as a support by compiling the most up-to-date information concerning what you need to know that impacts your candidates in the coming weeks. Please thoroughly read all the sections for reminders, upcoming events, to dos, and FAQs.
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This webinar is for faculty, instructors, supervisors, and P-12 partners who support teacher candidates and are new to edTPA. In this edTPA 101 webinar, participants will be provided with an overview of the purpose, development, and design of edTPA. Additionally, participants will examine what candidates provide as evidence for each of the edTPA tasks, engage in a review of the scoring process, and learn how to access key resources.
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edTPA Handbook and Rubric Deep Dive
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This workshop is intended for faculty, instructors, supervisors, and school partners who support teacher candidates. In this workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will guide participants through a close examination of the edTPA tasks and rubrics, providing a deeper dive into what candidates are asked to think about, do, and write for each task as well as how candidate portfolios will be evaluated. Additionally, several instrumental resources will be shared along with best practices from successful implementation. Furthermore, this session will provide guidelines and best practices for supporting candidates as they prepare for edTPA within participants’ program context.
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This workshop is intended for faculty, instructors, and supervisors who support teacher candidates. In this collaborative workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will provide opportunities for participants to review their programs’ scope and sequence and course syllabi to identify areas in which the constructs, measured by edTPA, are already embedded and could naturally be embedded.
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Supporting the Change Process for Educator Preparation Programs, Part 1: Orientation to edTPA
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In this webinar series, an edTPA National Academy Member (affiliated with a Texas Educator Preparation Program) will orient participants to the subject-specific, performance-based assessment edTPA, provide examples of best practices to effectively implement edTPA, identify strategies when supporting candidates during instruction and implementation, and describe methods for using and learning from edTPA evidence.
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*Please view the Fall 2022 edTPA Virtual Workshops and Webinars calendar linked here.
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(Below committee recommendation)
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School Counselor Certification
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Last day to apply and recommend for certification using #152
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Trade & Industrial Education 6-12 Certification
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Last day to apply and recommend for certification using #270
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Last day to apply and recommend for certification using #117
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Last day to apply and recommend for certification using #291
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(At committee recommendation)
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Your best source for information and support at the TEA.
As an Educator Preparation Program, your main point of contact is your Education Specialist.
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Or, EPPs (and candidates) may call (512) 936-8400 and select Option #5: Educator Preparation Programs. If an Education Specialist is not available to answer the call at that time, please leave a voicemail. An Education Specialist will promptly return the call.
If EPPs (and candidates) would like to speak to a representative from another area(s), they may submit a Help Desk Ticket or contact (512) 936-8400 and select one of the options listed below.
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Option 2: Educator Certification
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Option 3: Fingerprinting
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Option 6: Investigations
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Option 8: General Office Information
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Updates related to Accountability System for Educator Preparation (ASEP) Reporting
To assist EPPs with completing ASEP Reporting with ease, we have developed weekly reminders for those staff working on ASEP Reporting at each EPP. Each week, you will receive a reminder in this EPP Newsletter that includes timely tasks to successfully complete reporting for 2021-22 by September 15, 2022.
Week 6 ASEP Task Reminders: Complete your Applied Spreadsheet.
The Applied spreadsheet is an Excel sheet that EPPs download and complete by providing the number of individuals who applied to their EPP during the reporting year (2021-2022). The total number of individuals who applied must be greater than or equal to the total number of candidates admitted. Applicants to all programs within the EPP are included in the applied numbers. EPPs must complete both tabs on the spreadsheet. The Applied spreadsheet is available for download on the Program Provider Resources page under Forms and Documents/ASEP Reporting 2021-2022 Forms. Once completed, EPPs should submit it to their Education Specialist using a Help Desk ticket.
ASEP Webinar and FAQs.
The ASEP webinar presented on August 3, 2022, is now posted on the Program Provider Resources page. You can find the webinar and FAQ document under the EPP Training Events and Materials section. We hope you find the information helpful!
Updates related to Educator Preparation Program Management
New: Updates to 19 TAC Chapter 228 to be Effective September 1, 2022
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What this means for the EPP
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19 TAC §228.10(a)(1)(J) Add Component 10: Candidate Training & Support on Inclusive Practices for Students with Disabilities
19 TAC §228.30(c)(9) Curriculum Requirement
19 TAC §228.2(34) Definition: Students with Disabilities
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Include proactive instructional planning techniques throughout the coursework for candidates and across content areas and inclusive practices for all students, including students with disabilities, throughout coursework and clinical experience for candidates.
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Continue working with your program teams to further refine updates to coursework and training to effectively increase candidate knowledge and skills in the elements of this requirement.
Updates should be in coursework and in clinical teaching, internship, and practicum requirements.
Review the TEC for more detail about the required subject matter.
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19 TAC §228.35(c)(8) Digital Literacy Requirement
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Adds virtual instruction and virtual learning to the existing Digital Literacy requirement.
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Review and refine coursework as necessary to provide this instruction to all candidates in all certificate classes.
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19 TAC §228.35(a)(5)(A) Transfer credit for military personnel
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Updates this policy requirement: The EPP must develop and implement specific criteria and procedures that allow military service member or military veteran candidates to credit verified military service, training, clinical and professional experience, or education toward the training, education, work experience, or related requirements (other than certification examinations) for educator certification requirements, provided that the military service, training, or education is directly related to the certificate being sought; and…
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Review admission policies for programs within your EPP to determine if changes need to be made to transfer policies allowing prior coursework and experience in lieu of coursework to be completed through the EPP.
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19 TAC §228.35(g)(1-9) Virtual Observations
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Allows up to 2 observations conducted for teacher candidates completing clinical teaching or internship to be conducted virtually.
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Provide training to field supervisors on conducting virtual observations.
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New: Clinical Experience Placement Collection for the 2022-2023 Academic Year
As we previewed at the ASEP reporting webinar, there will be a new data collection related to clinical experiences starting in the 2022-2023 academic year. This new collection will simplify observation reporting (allowing EPPs to report the details about the placement just once) while allowing EPPs to store this required data in ECOS.
While this reporting will not start until October, we wanted to provide you with information so that you can start to plan forward. This document, which is published in the Forms and Documents section on the Program Provider Resources page on the TEA website, provides all the information you need about the collection. We will also be hosting a webinar in October as we get closer to the collection going live. A registration link will be available in the next edition of the newsletter.
New: Changes in EPP Staff
It is that time of the year again when EPP Legal Authority (LA) and Back-Up Legal Authority (BULA) may need to be updated. If your EPP has a new LA or BULA, please contact your Education Specialist to request a template letter to make the change. Please ensure that TEA also has the EPP current address and phone number by including this information in your request. Once the change request has been completed, please submit it directly to vanessa.alba@tea.texas.gov and copy your assigned Education Specialist.
If your EPP has new staff that needs ECOS for Entities access, please direct them to Secure Applications and scroll to ECOS for Entities to download the instructions before submitting the request. The request will go to the EPP’s LA/BULA for approval before being directed to TEA for final approval. After TEA approves the request, the new staff will be added to ECOS for Entities.
Remember – the Read Only status does not allow the staff member to make changes in ECOS.
To ensure TEA has the most up to date EPP contact information, make sure to send the following information to your assigned Education Specialist:
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First and last name, including title (ex: Dr.)
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Campus role (if applicable)
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EPP role
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Email address
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Phone number
Also identify if the contact should be the primary or secondary contact for the following:
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EPP Data
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Invoices
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Accreditation Letters
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Title II role
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Legislative Budget Board role (for public universities)
New: August Observations – Report in ECOS
Don’t forget to report observations that occur in August in the 2021-2022 reporting year. Though they might be a part of the new academic year, they fall under the 2021-2022 reporting year. Observations that occur on and after 9/1/2022 will be reported in the 2022-2023 reporting year.
New: Certificate Deactivation Information
To stay in alignment with TAC, TEA would like to remind EPPs of the certificate deactivation notification timeline found in 19 TAC §228.35(e)(2)(B)(vii). EPPs are required to notify the candidate and employer of the notification time per 19 TAC §228.35(e)(2)(B)(viii). EPPs can determine the best way to communicate the certificate deactivation notification timeline to the internship candidate and the employer.
Updates related to Educator Standards and Certification Testing
Exam Deadline Reminders
School Counselor #152 and PPR for Trade & Industrial #270 can only be used for certification through September 6, 2022. The informational one-pagers for both exams are available on the Teacher Certification Redesign webpage.
ELAR #117 can only be used for certification through October 30, 2022. The ELAR 4-8 (217) informational one-pager is available to address timelines and other frequently asked questions related to the exam launch
Updated: Purchasing Exam Vouchers
There will be a change to the implementation date. More information should be available in our next newsletter.
DID YOU KNOW?
Candidates are responsible for ensuring that the name shown in their testing account matches (excluding suffix, middle name or initial, spaces, and special characters such as hyphens, accents, and apostrophes) the first and last name on the ID documents that will be presented at the test center.
If their ID documents do not match the first and last name used when they registered, they will be prohibited from testing and their exam fees will be forfeited.
A name change request can be submitted via the TEA Help Desk at least 12 business days before their exam date.
EPPs’ FAQs Regarding Certification Assignment Flexibilities
As the academic year approaches, school districts are diligently working to hire educators that meet their districts’ needs. Although the hiring flexibilities primarily fall within the purview of the school district, EPPs may have a role in supporting their EPP candidates and partnering school districts.
Listed below are frequently asked questions TEA has received from EPPs regarding certification assignment flexibilities. NOTE: These flexibilities are not applicable for special education, bilingual, or ESL assignments due to federal requirements and state statutes.
Teacher Certification Waiver
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Does the EPP have any responsibilities for their EPP candidate who is working in a district on a certification waiver?
- Yes, the EPP should provide preparation (e.g., test preparation) and work with their partnering school district to encourage the candidate to finish the program requirements (e.g., pass required exams) to qualify for an SBEC-issued credential as quickly as possible since the activities and service on a certificate waiver do not count towards completion of EPP preparation and certification requirements. The moment the candidate can qualify for an SBEC-approved credential (e.g., Intern certificate), the EPP must recommend the candidate for the credential.
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For an EPP candidate who has been issued an SBEC-approved certificate (i.e., Intern or Probationary), can they qualify for a teacher certification waiver?
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Yes, a certification waiver could be issued to a candidate who is enrolled in an EPP on an Intern or Probationary certificate; however, prior to considering approval of the request, TEA staff would seek additional information to determine why the assignment cannot be covered with an SBEC-issued credential (e.g., EPP candidate is needed to teach in an area outside of those approved by the EPP).
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How long may an individual be employed as a teacher on a certification waiver?
- The educator may serve on a certification waiver for up to 3 years. The certification waiver must first be approved by the local board of trustees, and the district must apply for and request each certification waiver based on their district’s needs (i.e., needs in teaching assignments and other teaching assignments), and the Commissioner must approve each request before serving on a certificate waiver.
SBEC-Approved Emergency Permits
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Who may serve on an emergency permit?
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Aspiring educators who have a conferred bachelor's degree (or higher degree) or educators who are certified in another classroom teaching area, may serve on the SBEC-approved emergency permit. NOTE: Educators already certified as a classroom teacher and serving on the emergency permit must be registered for the requisite teaching assignment’s exam at its next administration date.
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What is the EPP’s role to support their EPP candidates for the SBEC-Approved Emergency Permit?
- The EPP may complete the Statement of Eligibility (SOE), indicating what the EPP candidate is qualified to teach. Once the district has received the SOE from the EPP, this should be sufficient in completing the emergency permit request. NOTE: The requirement to be registered for the next testing date (as noted in the FAQ above) is specific to individuals who are already certified as a classroom teacher and only need to pass exams to qualify for issuance of a new certificate area.
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Where can I find more information about emergency permits?
School District Teaching Permit
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What should an EPP know about the school district teaching permit?
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There are two types of school district teaching permits (SDTPs). The Noncore Academic CTE SDTP is used by districts to notify the commissioner of education about the placement of an individual into CTE course assignments that are not eligible to satisfy foundation graduation credit in mathematics, science, language arts, or social studies. This process is vetted by the superintendent and local board of trustees, and by provisions in statute (TEC 21.055), there is no approval needed by the commissioner of education. The SDTP for Other Than Noncore Academic CTE teaching assignments does require commissioner of educator review and approval for individuals to teach core subject area course. This process must also be vetted by the superintendent and local board of trustees prior to submitting a completed application to TEA. The school district teaching permit once issued, and regardless of type, is valid for the duration that the individual remains employed and in good standing with the district.
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Most school district teaching permits requested are for noncore academic CTE assignments and do not require commissioner approval. TEA strongly discourages utilizing school district teaching permits as data indicates that candidates do not complete requirements for an SBEC-approved certificate. NOTE: Certified educators are not eligible for issuance of a school district teaching permit. More information about school district teaching permits can be found on the page, School District Teaching Permits | Texas Education Agency.
Districts of Innovation Plan
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What should an EPP know about the District of Innovations’ (DOI) Plans?
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A school district develops their DOI plan based on their districts’ needs that will support their ability to hire hard-to-fill teaching assignments. Districts work with their legal counsel and local school board to develop, amend, and approve the districts’ DOI plans. Districts are required to notify TEA of their plans, but TEA does not have the authority to approve or reject the plans. More information about DOIs can be found on the page, Districts of Innovation.
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May an EPP support their EPP candidate who is teaching in a DOI?
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Yes. There is nothing in TAC that would prohibit an EPP from supporting their EPP candidate (e.g., supervising, coaching) who is teaching in a DOI. It should be noted though that the activities and service in a DOI do not count towards a candidate’s completion of EPP requirements.
In each newsletter, we aim to celebrate the great work from EPPs around Texas.
Reminder: Do know of exemplar educator preparation work happening in Texas? We want to spotlight this excellent work in our great state! If you would like to nominate your EPP or another EPP you’ve worked with, please complete and submit the Program Spotlight Nomination Form. If you have any questions, please reach out to Kelly Torrey (Kelly.Torrey@tea.texas.gov) or your Education Specialist.
Every newsletter we take this space to highlight questions that we have heard from EPPs.
Q: If we have an applicant with an overall GPA less than 2.5 but has a 2.5 GPA in the last 60 semester credit hours, would the applicant be admitted through the 10% exception allowance found in 19 TAC §227.10(a)(3)(B)?
A: No, EPPs do not have to admit the applicant under the 10% exception because the Texas Administrative Code (TAC) allows the EPP to calculate the admission GPA from the official transcript based on all coursework or on the last 60 hours of coursework attempted by the person at an accredited institution of higher education (IHE) where the applicant is currently enrolled or from the most recent bachelor’s degree or higher. The applicable rule can be found in 19 TAC §227.10(a)(3)(A). NOTE: The 10% exception rule could be used if the candidate has a GPA less than 2.5 when calculated overall and in the last 60 semester credit hours. The 10% exception rule can be found in 19 TAC §227.10(a)(3)(B).
Q: How can our EPP verify if a private school is an approved site for a clinical experience?
A: The EPP can search for the school using the Texas Private School Accreditation Commission (TEPSAC) website. TEPSAC maintains the database of accredited private schools in Texas. The private school must be listed in the TEPSAC database to be used as a site for clinical teaching, an internship, or a practicum. See 19 TAC §228.35(e)(9)(A) for more information.
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Lesson Study Gateway Resources
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Practice based preparation resources for virtual field-based experience: Provides model lessons and video of instructional delivery.
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Texas Teach Like a Champion (TLAC)
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Practice based preparation resources for virtual field-based experience: Provides content neutral pedagogical skill building through observing a model of and practicing the same high leverage skill.
Texas TLAC One Pager for EPPs
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PASL Videos
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TEA
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TEALearn has a new dyslexia training, TEA Dyslexia, that has been made available (at no cost) to candidates who are seeking an initial certification for all certification classes. Information about the training and how to enroll can be found on the TEA Learn platform. NOTE: For candidates who have not yet been issued an intern, probationary, or standard certificate, please follow the steps noted on the webpage, Dyslexia Requirements for Educator Preparation Programs, to enroll in the course.
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Information and updates regarding the Performance Assessment for School Leaders (PASL) can be accessed at the Important Updates link.
Updated information related to the COVID-19 response can be accessed here.
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The Texas Education Agency will improve outcomes for all public school students in the state by providing leadership, guidance, and support to school systems.
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