The State Board for Educator Certification met on February 10th to discuss educator preparation programs, preparation framework development, special education certification redesign, among others. An archive of this hearing and the agenda can be found here.

This report is intended to give you an overview and highlight of the discussions on the various topics taken up. It is not a verbatim transcript of the discussions but is based upon what was audible or understandable to the observer and the desire to get details out as quickly as possible with few errors or omissions.

 

Associate Commissioner’s Comments Regarding the SBEC Agenda

Emily Garcia, Associate Commissioner

  • Excited to share the new structure for Education Prep. Certification and Enforcement structure

 

Consent Agenda

Item 3: State Board for Educator Certification Welcome New Board Members and Recognition of Former Board Members

  • Welcomed new board members, Dr. Michael McFarland replaces Andrew Kim
  • Andrew Lofters rolling off of the board

 

Item 4: Public Comment

Dr. Audrey Young, Director of Student Support Services for Nacogdoches ISD

  • Speaking on the reading specialist certification
  • Was told she didn’t qualify to be in the diagnostician programs for reading even though she has a masters and 12 years of experience
  • The reading specialist certification is not considered a teaching area
  • Chair- it is out of jurisdiction for our items today but will take a look at it in the future

 

Christine Brogle, Texans for Special Education Reform

  • their feedback into the item itself
  • Testimony related to discussion of amendments to 19 TAC concerning professional assessment of educators
  • Teacher certified in another state and hold a Texas Standard Certificate
  • Not able to obtain needed content certification for the STR due to the exam’s inaccessibility as a deaf individual
  • Chair – Thanks for testimony and will take this into consideration moving forward

Consent Agenda

Item 6:
Proposed Review of 19 TAC Chapter 232, General Certification Provisions

  • No changes or rule changing, only consenting on opening it up for public opinion
  • Consenting to previous rules and changes and adopted

Item 7: Proposed Review of 19 TAC Chapter 249, Disciplinary Proceedings, Sanctions, and Contested Cases

Item 8: Adoption of Proposed Amendments to 19 TAC Chapter 233, Categories of Classroom Teaching Certificates

Item 9: Adoption of Proposed Revisions to 19 TAC Chapter 239, Student Services Certificates, Subchapter B, School Librarian Certificate, and Subchapter D, Reading Specialist Certificate

 

Members vote to consent on items 6-9

 

Item 10:

Adoption of Proposed Amendment to 19 TAC Chapter 230, Professional Educator Preparation and Certification, Subchapter C, Assessment of Educators, §230.25, Test Exemptions for Persons with a Hearing Impairment

 

Jessica McLoughlin, Senior Director Educator Quality

  • An adoption item, already received public comment
  • Test exemptions for those with hearing impairment
  • Proposed amendment was brought by stakeholder Texas School for the Deaf
  • Create a crave out in current requirements must be unable to not understand written linguistics
  • Third proposed amendments that out of state candidates, remove EPP approval to get exemption
  • Majority of public comment was pro and positive
  • Considerations for not requiring the exams for kids from Oklahoma

 

Public Comment for Item 10

Kayla Hughes, Nacogdoches ISD School for the Deaf

  • Current test requires the knowledge of how to the phonic of words sound, deaf students trying to become teachers for the deaf cannot pass that reading exam, even if they can teach other deaf students
  • How the deaf produce sound and interpret sound is different
  • The Waiver would alleviate this issue

Members vote to approve the new language in the waiver proposed amendments are adopted

 

Item 10: Approval of Proposed 2023 State Board for Educator Certification Meeting Dates

Christie Pogue, TEA Staff

  • Notes meeting dates follow SBOE dates; SBEC members discuss meeting dates

Members vote to approve the SBEC 2023 board meeting and work session dates

 

Item 11:
Request to Approve 2021–2022 Accountability System for Educator Preparation (ASEP) Accreditation Statuses

  • Opportunity to approve the proposed 2021-2022 Accountability System for Educator Preparation (ASEP) and Educator Preparation Programs (EPPs)
  • Voting to approve accreditation statuses
  • Trying to learn how EPPs are responding to changes and how the public enjoys them
  • Index and legacy system resulted in the same ratings

Questions on item 11

  • Coleman- How often have we done consolations and how has it historically worked out?
    • Around 3 or 4 relatively rare
    • Laura- we have programs that consolidated into other programs it gives candidates opportunities because they can continue their careers instead of getting it interrupted
    • We prefer consolidation
  • Muri- Lessons learned from this legacy system versus index?
    • The legacy system is cumbersome
    • The single celled model of the legacy system is harder to pinpoint problems
    • The Index system works better
    • Programs focused on improving have a better time with the index system
  • Muri- Do you anticipate any other supports?
    • Yes, especially the five year consolidation
  • Galvan- Because PPR will be changing is that indicated in 1A, what is the new procedure?
    • The board already taken action to reference back to the testing figures with the last adoption of rules
  • Rodriguez- If the pedagogy exam is changing, it should be discussed
  • Chair- Will you have a chance to speak to your EPPs about anything from their side that would need to be streamlined to get you the data?
    • We didn’t have to change the data they sent us, we updated how we collect data for clinicals
    • We hope to see and provide training for that new field

Move to approve the 2021-2022 ESEP and EPPs accreditation programs, approves

Item 12: Request to Approve 2021–2022 Educator Preparation Program (EPP) Commendations

Mark Olofosn, Director of Education Research & Data, Jeremy Landa Director of EDRS

  • This item provides the State Board for Educator Certification (SBEC) the opportunity to approve the proposed 2021–2022 commendations for educator preparation programs (EPPs).
  • How the pass rate of the prep program and prep exams indicate success for future

Public Testimony

None

SBEC Questions

  • Gore- If you have students with not equal stats such as difference in GPAs and test scores, do the pass rates change?
    • There’s not enough data to give an exact answer
    • We are more looking at growth rate with this program
  • Oeser- there are things that our prep program do as well that contribute to a pass rate, are there external things we can start to look at besides just the pass rate of exams?
  • Gore- I wasn’t knocking the validity down the programs I just wanted to know if we could catch different data
  • McFarland- the innovative education preparation category why is it every other year?
    • It is determined by a committee of the board
    • At the committee they said that an every year candace is better for the field
  • Chair- we couldn’t see the student outcome because it wasn’t long enough which also helped the decide the every other year candace
  • Josue Tar- I have some concern on the retaining teachers part, why does it say no EPP met the standard that the teachers are staying in the classroom for 5 consecutive years
    • There are lots of teachers that meet the 5 year threshold, but there is none that have 85% of teachers are staying for 5 consecutive years to qualify for the commendation
  • Chair- Is that reasonable standard then?
    • It is right at 50%
    • We changed that standard last time meeting with the board to 85% in prior years it was easy to meet but this year programs did that meet that level
  • Chair- Is it possible that it’s a function of COVID and that it will come back?
    • I can’t predict that
    • Anecdotally we might have evidence, teacher retention has increased compared to last year however
  • Garcia- We should look at the incentives given to EPPs so they want to get onto this list, what are the results of becoming an admitted ed prep program so people know what they are striving for or so the board can create better incentives
  • Galindo- GPAs cannot always predict but the grit/perseverance does predict, these prep programs have to always have resources that provide. To guide and support a candidate to gain passing scores on the exam.

Carry Griffith, Texas State Teachers Association

  • Encourages to seek out mechanisms on expanding and improving how reporting is done
  • If they choose to move forward with the advisory group, requests that professional organizations be members of that
  • TEA Staff – Appreciated the testimonies and reassures that there wants are included in the plan drafts
  • MuriComments seem clear and coherent, encourages the board for other conversations about how to be more efficient
  • Chair Streepey- Approves of keeping the original EPSG structure and will work with them on the suggestions for improvement

Move to approve the 2021-2022 EPP commendations, approved

 

Item 13:
Consider and Take Appropriate Action on Request to Approve New Class of Certificate at University of Houston-Downtown

Carrie Ayers, Director of EPP Management

Keena Sandlin, Education Specialist, Ed Prep

  • This item provides the State Board for Educator Certification (SBEC) an opportunity to approve a request by the educator preparation program (EPP), University of Houston-Downtown, located in Houston, Texas, to offer the Principal as Instructional Leader class of certificate as part of their certificate inventory in a Post-Baccalaureate program
  • UHD’s application reviewed by multiple TEA members
  • Exceeds minimum requirements put down by the SBEC
  • The certificate class will be offered in a post-bach programs, a certificate with a masters
  • The enrollment rate will be around 40 candidates
  • Around $15,000 program price year

UHD President

  • Access university for the urban part of Houston
  • Excited to extend the to the leadership of schools

Dr. Diane

  • Offering the Principal certification diversifies all of education

Questions

  • Muri- What sets your program apart and uniquely focused on that niche from a curriculum perspective?
    • Diane- offers first four foundations classes for different reading
    • We don’t this asynchronous online
    • Accommodates to teachers by offering the weekend class for teachers
    • Writing support and educational research training
  • Garcia- what is your plan to partner with your ELAs and EPPs partnerships?
    • UHD President- we are partnered HISD
    • Call me Mr. Program with HISD that educates MOC teachers
  • Chair- I like that your teachers are going back to their neighborhoods

Motion to approve the certificate class, approved

 

Item 14:
Consideration of Petition for Adoption of Rule Change Concerning 19 TAC Chapter 230

Christine Pogue, Director of SBEC Policy Development and Support Presentation

  • Petition for adoption for rule change to intern certificate requirements
  • Texas Gov. Code 2001.021 and SBEC rule chapter 250 states anyone can make a petition, must respond in 60 days to take action and respond to petitioner
  • Rulemaking process:
    • TEA staff reviews several factors
    • Impact on students and teachers
    • Recent rulemaking
    • Impact of school districts and stakeholders
    • Alignment with SBEC rules
  • SBEC’s Options are:
    • Direct TEA staff to initiate rulemaking
    • Deny the petition with reasons
    • Can take action on things as a group if multiple petitions are filed at once
  • Candidates entering an ed prep program (EPP), candidate must have 15 or 15 semester credit hours on the subject specific to it (TEC 21.0441) (TAC Ch. 227)
  • Candidates serving as a Teacher of Record in a classroom must pass the SBEC approved pedagogy exam in area, must also provide instruction, assessment, and evaluations of their students for a year
  • The legislature changed that for science and math they need to take an extra course
  • Asked to change what an intern means, wants to change to be just a person who took the 13 to 15 hours not passed the test
  • Wants to change the testing requirements for the issuance of the Intern Certificate to demonstrate subject matter knowledge from individuals who have passes the content-pedagogy exams to admission requirements in Chapter 277
  • Petitioner also requests changing validity period from on 12-moth periods to one for probationary certificates
  • An intern certificate allows candidates to instruct and evaluate Texas schoolchildren
  • To be issued an intern certificate, a candidate would only need to meet the minimum requirements for admission into an EPP, at most 12-15 hours of college course work
  • Candidates could on an Intern Certificate for two academic years
  • Impact of request;
    • Candidates would be a teacher of record in Texas for 2 years with only the minimum college hours required
    • Reverses SBEC’s records since 2016 to ensure that every Texas student has a quality teacher
  • Would allowing an intern to be a teacher of record without passing the exam fix the teacher shortage problem?
  • After tests were waived during COVID, those candidates usually struggle to continue and finish their standard certification and leave the profession earlier
  • Changing these standards could worsen the teacher shortage
  • Chair- When would they take their exam at the end of the year instead of the beginning?
    • Yes
  • Galvan- This may give a short-term band-aid for teacher shortages, there are pros and cons, it would help with the teacher shortage, but being a novice teacher is very overwhelming, the con if that teacher’s goal is to develop but is their focus going to be completing their exam or on their students? Are we going to create a bigger teacher shortage by putting the pressure of passing exams at the end of their internship?
    • We suspect the reason they wouldn’t get standard certified because they didn’t know that they didn’t know of the test
  • TEA staff recommends you deny this petition for rule making

Questions/Discussion

  • Brescia- I like passing the content exam upfront, I am leaning towards that stance of us as a board
  • Galindo- taking the content exam is a good foundation so they better know what to do in the classroom
  • McFarland- I also agree with taking the content exam upfront, the short term benefit will cause a long term problem

Move to deny the petition requirements, petition is denied

 

 

 

 

Item 15:
Pending or Contemplated Litigation, including Disciplinary Cases

  • SBEC Heard Disciplinary Cases

 

Discussion Only

Item 16:
Discussion of Proposed Amendment to 19 TAC Chapter 235, Classroom Teacher Certification Standards, Subchapter G, Special Education Certificate Standards

Demarco Pitre and Kelly Torrey, Educator Standards and Test Development

  • Bilingual Special Education educator certificate
  • Proposed amendment would clarify the educator standards for the Bilingual Special Education certificate as recommended by the SBEC-approved educator standards advisory committee
  • Ensure that teachers can provide instruction to those with limited English proficiency and disabilities
  • HB 2256 show the standards required

Public Testimony

Dr. Steve Prisumus, TCU Answers Institute

  • Skills knowledge and mindset at the intersection at bilingual and disabilities
  • Dual identity students learn English faster and better than English only instruction
  • Helps with self identity

Dr. Dilenia Peon

  • Education associate, advocating for providing dually identified students and differently abled students

Steven Aleman, Disabilities Rights Texas

  • The need will grow in the years to come, we applaud the work of the agency

Questions

  • Muri- should we spend more time identifying those folks more before its implemented? What are the EPP implications
    • There are already tests for the bilingual certificate and special ed. Certificate
    • We haven’t decided a specific test for bilingual special ed.
  • Garcia- during 2025 in the timeline is when that will affected and we will decide on what type of tests and

Item 17:

 Discussion of Proposed Amendments to 19 TAC Chapter 230, Professional Educator Preparation and Certification, Subchapter A, General Provisions, and Subchapter C, Assessment of Educators

Jessica McLoughlin & DeMarco Pitre, Directors of Ed. Quality & Test Development

  • Look at alternative TPAs and different ways teachers can showcase their knowledge completion to teach beside the pedagogy test
  • EdTPA & TxTPA are the current standing tests
  • Thinking about carve out options where we may want to consider alternative pedagogy exam requirements
  • Two fields have been raised about maybe changing the pedagogy exams
    • CTE fields
    • Fine Arts field
  • We have decided going forward with changing the requirements for CTEs
  • Music teachers and other stakeholders have expressed being against a separate pedagogy exam for fine arts
  • Add a fourth exam of a PPR for CTE fields
  • Chair- I am concerned about the timeline and moving this along earlier.
  • Rodriguez- for the timeline I think it’s important for EPPs to be completely done so the year before the SBOE vote and requirement is a good thing for EPPs to catch up and roll out 100% instead of rolling this out in the summer
  • Garcia- There was not a career and concise direction about timeline, so staff is really looking for us to decide on a clear timeline today
  • Chair- I would have to respectfully disagree, I think we addressed everything, the point we agree on is that PPR can be replaced and have a better test for our teachers; improving the intern certificate is another thing that is the most concern from stakeholders and teachers
  • Rashav- The TxTPA is also an alternative right? Is the EdTPA what we are going to forward with? Is there not to be one primary and one alternate way for it to be assessed?
    • The way we’ve been thinking about TxTPA being alternative and different from all other teacher assessments is that the design and oversight is different of the assessment
    • The oversight for TxTPA will be owned by Texas and overseen by Texas and administered by Texas for consistency
    • Alternatives teacher assessments are taking into consideration “homegrown” assessments we have heard about through stakeholder and field feedback
    • We plan to see how alternative TPA candidates perform in comparison to candidates who did EdTPA
  • R- So then eventually you see a shake out between TxTPA and some alternative?
    • Eventually we the launch of the TxTPA alongside a TPA and to give programs a choice
    • We want to correlate all the assessments so that everyone no matter what they take they have baseline preparedness
  • Galvan- People would have to resort from EdTPA, there would be a shift from PPR, EdTPA is required in 24 25 26 and then we go to the Tx. Whereas in the alternative timeline would extend the PPR, keep EdTPA optional, so that would help the piloted programs? So there’s not three shifts?
    • That is a premise that the EdTPA would be out at the same time as the TxTPA and alternative TPAs
    • There are programs in the EdTPA pilot who want to stay in that process
  • Galvan- The investment is great, but keeping it as an option helps those who want to keep it or have already invested in it.
    • Even without the alternative timeline there is still an option for those to use EdTPA still
  • Glasscock- if EdTPA is mandatory a few years before TxTPA are even truly giving them an alternative
  • Rodriguez- There is a lot of advising of candidates when trying to transition
  • Chair- Can speak to weather or a TxTPA could be fully operational by 26-27?
    • Based upon our research we feel confident we can launch TxTPA by that timeline
    • 26-27 would be the first optional year, and we would see how those candidates fare
  • Bruscia- There could be another alternative of making PPR optional until the end of 25 and adopting TxTPA earlier? What would that do making it earlier?
  • Chair- There should be a lot of overlap of TxTPA and EdTPA, and now we’re asking programs to turn around and change program too fast, we have to balance that with if we’re doing something better for the students.
  • Chair- If wait until 26-27 if there’s a TxTPA or not, will we be able to tell people to at least take the EdTPA.
  • Garcia- EdTPA is still a passing standard in either timeline
  • Oeser- I also feel torn about these timelines, switching everyone to the TPA and then making those people switch to a TxTPA, I’m not sure that’s feasible, and the urgency to move towards a performance assessment.
  • Oeser- I feel slightly better towards the alternative timeline in the TxTPA development process, it is still developing but can also still be piloted adding more transition time.
  • Galvan- Is it possible to balance the urgency, along with the transition phases?
  • Rodriguez- Anytime we are allowed to pilot something it is very welcomed. This allows EPPs to provide feedback. Does this timeline also address the teacher shortage? Is it good to do such a big change during the teacher shortage?
  • McFarland- It is prudent we should with option 2 on page 92, the alternative timeline makes the most sense, the piloting incentivizes teachers
  • McDonald- I don’t understand why this is still in the process, people seem to be hopping off the wagon for implementation, and I am confused on a logical basis
  • Galindo- I do see why the extra year helps, but are we also waiting too long for this that supports EPPs but also
  • McDonald- the reason implementation was so slow was because the SBOE and stakeholders kept adding in input or stopping things, so that needs to be figured out so we can move forward
  • Chair- If there are incentives into play with the longer timeline then it will fix the issue of people not wanting to adopt the TxTPA and they can jump onboard
    • Muri- so just 26-27 just any TPA is required?
    • Chair- yes, any TPA of some type
  • Closing out this item changes to testing figure:
    • Adding new special ed, deafblind, school librarian, and reading specialist exam
    • Add new language cert. exam for Tamil
    • Add edTPA portfolios as choices for optional EdTPA
    • Add implementation date for edTPA and last operational date for PPR
    • Updates for ELAR7-12 and PE launches
    • Updating CTE pedagogy exam
  • Changes to Uses of Cert Exams
    • Update definition of pilot exam
    • Allow one pedagogy exams for issuance of multiple certs
    • Shorten test limit waiver waiting periods

Pubic Testimony

Dr. Susan Nesmitch, Baylor University

  • TECP members concerns about amendment 302, which makes the EdTPA the pedagogy exam requirement
  • Concerns about EdTPA
  • EdTPA It’s a nationalized assessment that does align with Texas standards and needs
  • EdTPA is not aligned with T test for teachers
  • Alternative TPA options are not viable options when issues arise

Item 18:

 Discussion of Proposed New Teacher Residency Certificate and Appointment of Standards Advisory Committee

Presented by Jessica McLoughlin, Director of Educator Quality

Melissa Yoder, Director of Quality Prep and Staffing

Beth Burkhart, Director of Teacher Apprenticeship

  • opportunity to discuss creating a new Teacher Residency certificate, and to discuss appointing a Standards Advisory Committee to recommend standards for the Teacher Residency certificate
  • Evidence that teachers in residency programs have higher retention rate
  • 32% of teachers in a residency program went on to teach language/bilingual along with special needs and special ed
  • Stronger reading scores amongst students that have teachers in a residency program
    • Only large impact in ed prep programs so far
  • 88 LEAs across 16 regions with partnership with EPPs have produced over 462 residents in the past year
  • Sustain this program by reinvesting underutilized dollars into existing LEA talent pipelines
  • Substitute teaching models are also an introduced idea
  • Teacher candidate readiness would be through pedagogy exams and meet quarterly review data
  • We’ve been able to use district dollars to support LEAs
  • Muri- we cash in a position and use those dollars to fund the residents in my district, it is very much possible for it to be funded with money we have today.
  • Gore- are there any bills that are being filed that give incentive grants to districts to fund this?
    • We have heard interest from multiple bill authors
  • Garcia- we also standing on the shoulders of philanthropic support as well
  • Rodriguez- Have you been discussing the number of field work or experience required before the residency year?
    • That is a hole in our draft which we will bring back to stakeholders
    • Do you have any recommendations since you do a residency program?
  • Rodriguez- some prior experience would be ideal
    • We will make sure to mention that
  • Galvan- When do they take their exams?
    • That is also not specified yet
  • Geldsinger- For programs already on the vetted residency list will they have to go through another process to offer this certificate?
    • Yes they would, the process we ran was purely for grant and we want to make sure we have an equitable vetting process for all
  • Chair- I support this because the best education is by being in the classroom, I would also like to see mentor pay, that is going to be a challenge the mentors are in high demand and everyone wants a good one in a good program
  • Rodriguez- right now we are contemplating two options,
    • The way traditional versus alternative preparation is classified, both are in statue that the board always has the option to offer a certification instead of traditional
    • Alternative certification is the alternative to traditional not the only way
    • This just defining a new type of route through the residency route

Public Testimony

Dr. Elizabeth Ward, Associate Professor

  • We would to request EPPs and LEAs flexibility in what residency placement would look like
  • There is currently a 1 teacher 1 classroom model, we already have a program and it a two placement model with one teacher spending time in a lower classroom and then upper classroom
  • There’s a benefit because it shows where teachers are more effective and have a best fit
  • There’s also a biggest difference in STAAR testing grades versus grades where you teach to read and not teach to read to learn
  • Chair- Jessica can you speak to this?
    • There is some studies on positive correlations of having a teacher consistent in one classroom but we will look for rooms of flexibly

Item 19: 228, Requirements for Educator Preparation Programs, and New 19 TAC Chapter 228, Requirements for Educator Preparation Programs

  • Discuss the proposed repeal of 19 Texas Administrative Code (TAC) Chapter 228, Requirements for Educator Preparation Programs, and new 19 TAC Chapter 228, Requirements for Educator Preparation Programs. The proposed repeal of and new 19 TAC Chapter 228 would reorganize the chapter to allow for improved readability; would implement legislation; and would include technical updates to remove outdated provisions
  • Separate into easier 26 sections to read
  • Intensive pre-service will not be in the new version
    • No candidates have used this, there’s currently no programs using it so its best to delete it
  • Implementing HB 159, HB 2256, SB 226
  • New definitions for 228.2, 228.13, 228.25
  • Consolidate into 5 cert classes
  • Rules changing to make candidates even switching subjects to have the requirements needed to qualify for any certification
  • EPP pay same fee regardless of the type of continuing approval review it receives
  • We excluded summer school for candidates to get their pre-intern hours before, because it sometimes doesn’t
  • Rodriguez- Can you explain more about changing the definition of before and after school activities, because in my mind I was thinking about tutorials
    • The rules would permit deleting after school tutoring
    • It also eliminates candidates going to daycares and getting their field based experience through that because it isn’t content instruction for FBEs
  • McFarland- I would encourage us to not include the after school activities as an exclusion because it usually involves children
    • I’m clarifying we are talking about the 30 hours you get as an intern, this is the only thing required before sent into a classroom, it doesn’t eliminate tutoring for normal teachers, this is for interns and making sure the get their time in a classroom to learn classroom and curriculum management

Public Testimony

Dr. Susan Nesmitch, Baylor University

  • We strongly recommend that the intensive pre-service path should not be eliminated
  • Removing it would remove penitential use
  • Chair- can you give a potential use?
    • Using it as a form of curriculum requirement
    • Potential for a residency program and this being a potential for that

Cody Huey, Charles Butt Foundation 

  • I think residencies are exciting and I support it
  • Preservice is specifically important for teacher retention
  • We are still fighting attrition, raising the bar on alt. cert. will fix that problem, not lowering the bar of entry
  • 30 hours is not sufficient