M.Ed. in Educational Leadership & Principal Certification Program Handbook

SPRING & SUMMER 2018

Table of Contents

Letter from the Dean ...... 3 Letter from the Department Chair ...... 4 Program Overview ...... 5 Organizational & School Leadership Mission Statement ...... 5 Student Learning Outcomes (SLOs) ...... 5 SLO 1 ...... 5 SLO 2 : ...... 6 SLO 3: ...... 6 Admission Requirements ...... 7 Criminal History Acknowledgement ...... 7 For more information on Preliminary Criminal History Evaluation ...... 7 Application Deadlines ...... 7 Department Policies for Graduate Students ...... 8 Transfer Hours ...... 8 Changes to the Degree Plan ...... 8 Comprehensive Exam ...... 8 University Policies for Graduate Students ...... 8 Student Conduct Code ...... 8 Academic Honesty and Plagiarism ...... 8 University Email ...... 8 Disability Services ...... 9 Sexual Harassment Policies ...... 9 Academic Appeals ...... 9 Academic Probation and Suspension ...... 10 Incomplete Grade Policy ...... 10 Faculty Concerns about a Student ...... 10 Program Requirements for Master’s Degree ...... 10 Course Descriptions ...... 11 Summer Semesters ...... 12 Program Timeline ...... 13

1 | Page Revised 12/17:rhfg Principal Certification Program ...... 13 Program Course Requirements ...... 14 Course Descriptions ...... 14 Certification Procedures for Applying for a Certificate ...... 14 Apply for Principal Standard Certificate ...... 15 CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS ENFORCEABLE STANDARDS ..... 16 FERPA Notice ...... 19

2 | Page Revised 12/17:rhfg Letter from the Dean

Dear Student, Welcome to the College of Education & P16 Integration at the University of Rio Grande Valley! Whether this is your first experience with UTRGV or you are continuing your education at our institution, I am pleased that you have chosen to pursue your master’s degree with us. Excellent teachers must constantly reflect on their professional skills and endeavor to meet the changing needs of all their students. Our graduate degree programs are designed to provide teachers with the knowledge, skills, and attitudes that will continue their professional growth. Our goal is to produce caring and reflective educators who are capable of meeting the educational challenges of the Rio Grande Valley in the 21st century. As you continue your education, we expect that the new information you learn and the abilities you develop will challenge you intellectually and professionally. We also expect to be challenged and changed by your questions, insights, and lived experiences. Together, we will work toward the development of the most effective pedagogy, curriculum, scholarship, and care for students in order to improve the current state of education in the Rio Grande Valley and across the United States. This handbook will present you with important guidelines, policies, and information regarding the Educational Leadership program. While additional details will be shared with you as you move through the program, the handbook will assist in a general understanding of the program. Please read the entire handbook and keep it as a reference for when questions arise. Note that the handbook is meant to supplement, not replace, the Graduate Catalog and the Handbook of Operating Procedures. The faculty and staff of the College of Education & P16 Integration wish you success on your educational journey.

Sincerely,

Dean, College of Education & P16 Integration

3 | Page Revised 12/17:rhfg Letter from the Department Chair

Dear Graduate Student, Welcome to the Department of Organization and School Leadership. I am so pleased you have decided to earn your degrees or certificates from this Department. The mission of the Department is to continuously improve leadership development through teaching, research, and service that includes the cultural and linguistic history of the Texas-Mexico border. The vision of the Department is to be nationally recognized in the preparation of educational leaders to transform schools into culturally responsive learning communities. The Department offers four programs: a master’s degree in Educational Leadership, the principal certificate, the superintendent certificate, and the Doctor of Education in Educational Leadership. The master’s degree is a 30-hour degree that can be completed either on campus or online. Either format instructional delivery can be completed within 12-18 months. Once completing the master’s degree, you may choose to apply to the principal program. Application deadlines for both programs can be found on the Graduate Office website. There is a strong commitment from faculty to ensure students in these programs are successful. The Department has a Coordinator for the master’s program, the principal certification program the superintendent certification program, and the doctoral program. All programs are designed to provide school leaders with the knowledge and skills to lead schools that have culturally and linguistically diverse populations. This handbook will provide you with important information as you begin your journey in this program. It provides you with important guidelines, policies, and information regarding the master’s degree and/or the principal certification program. The handbook also provides Texas Education Agency certification guidelines, policies, procedures and requirements. Please read the entire handbook and keep it as a reference. Please contact the Coordinator of the program you are seeking should you have any questions. Note that the handbook is meant to supplement, not replace, the Graduate Catalog and the Handbook of Operating Procedures. The faculty and staff of the Department of Organization and School Leadership wish you success on your educational journey.

Sincerely,

Velma Menchaca, Ph.D., Department Chair Department of Organization and School Leadership

4 | Page Revised 12/17:rhfg Program Overview

The Department of Organization and School Leadership (OSL) offers a Master of Education (M.Ed.) in Educational Leadership. All students pursuing the M.Ed. Degree in the Department of Organization & School Leadership must meet the following requirements:

 The UTRGV Graduate Admissions and OSL Graduate Admissions requirements,  Successful completion of all required courses, and  Pass a comprehensive written examination at the end of the program.

The department provides a comprehensive and challenging graduate program for a Master of Education degree and prepares students for careers in school leadership positions. Graduate students shall adhere to the university and department admission deadlines.

 Graduate students are admitted every semester in cohorts and move through the program in cohorts.  Graduate students may take two assigned courses each semester.  Graduate students shall attend the Student Orientation before beginning the program.  Graduate students shall pass the comprehensive examination.  Graduate students shall be required to purchase software to store key documents, field- based work and assessments.  Graudate sudents are expected to conduct themselves in an ethical, responsible, and professional manner.

Organizational & School Leadership Mission Statement

The mission of the Department of Organization and School Leadership is to continuously improve leadership development through teaching, research, and service that includes the cultural and linguistic history of the Texas-Mexico border.

Student Learning Outcomes (SLOs)

Student learning outcomes are defined as the accumulated knowledge, skills, and attitudes students develop during a course of study. As experts in their disciplines, UTRGV faculty determines the appropriate outcomes for their programs. SLO assessment is the process of collecting and reviewing SLO data and using that information to improve an academic program. It is the application of research methodology to the teaching setting so that decisions about curriculum and instruction can be made on a firm foundation.

SLO 1: Students will be able to demonstrate knowledge and skills necessary to conduct research, plan strategically, create responsive learning organizations, lead schools, and manage change effectively.

5 | Page Revised 12/17:rhfg Measurements A) 90% of the students will pass Section 1.0 of the Department’s Comprehensive Exam, on the first exam administration during the semester immediately preceding student’s graduation date, by responding correctly at the 80% passing standard or above to one of three questions in accordance with the department’s scoring rubric. B) Each semester 90% of students enrolled in EDUL 6340, 6350, and 6310 will demonstrate competency in the respective course content at the 80% mastery level as determined by the professor of record using a department approved knowledge and skills question and scoring rubric. SLO 2 : Students will be able to demonstrate knowledge and skills necessary to provide effective leadership in the areas of data analysis, curriculum development, instructional programs, serving special student groups, and assessment practices.

Measurements A) 90% of the students will pass Section 2.0 of the Department’s Comprehensive Exam, on the first exam administration during the semester immediately preceding student’s graduation date, by responding correctly at the 80% passing standard or above to one of three questions in accordance with the department’s scoring rubric. B) Each semester 90% of students enrolled in EDUL 6300,6335, 6338, and 6339 will demonstrate competency in the respective course content at the 80% mastery level as determined by the professor of record using a department approved knowledge and skills question and scoring rubric. SLO 3: Students will be able to articulate the importance and impact that socio-cultural factors, school law, school community relations, and budgeting have on the development and management of public schools and on educational success.

Measurements A) 90% of the students will pass Section 3.0 of the Department’s Comprehensive Exam, on the first exam administration during the semester immediately preceding student’s graduation date, by responding correctly at the 80% passing standard or above to one of three questions in accordance with the department’s scoring rubric. B) Each semester 90% of students enrolled in EDUL 6305, 6345, 6315, and 6355 will demonstrate competency in the respective course content at the 80% mastery level as determined by the professor of record using a department approved knowledge and skills question and scoring rubric.

6 | Page Revised 12/17:rhfg Admission Requirements

To be admitted to the 30-hour graduate program in Educational Leadership, prospective candidates must first meet all requirements for graduate admission to UTRGV, as well as the other requirements listed below: 1. GPA o 3.0 for Clear Admission o 2.75-2.99 for Conditional Admission with GRE results as required by UTRGV

2. Official Transcripts 3. Vita/Resume 4. Personal Statement 5. Criminal Background Check

Criminal History Acknowledgement

As required by Texas HB1508, applicants need to be aware of the following. 1. In order to receive an educator certification in Texas, you must pass a criminal history background check. 2. If you have been convicted of an offense that is considered not appropriate for an educator, you could be ineligible to earn this certification from the state of Texas. 3. You have a right to request a preliminary criminal history evaluation letter from the Texas Education Agency prior to admission into this program. The Texas Education Agency currently charges a $50 fee for this criminal history evaluation.

For more information on Preliminary Criminal History Evaluation https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluatio n-FAQs/

Application Deadlines

All application materials must be submitted according to UTRGV deadlines. The schedules are available on the UTRGV website.

Once the application is complete, the program coordinator makes admission decisions. Prospective students will be informed of the admission decisions through the Graduate Office and then by the OSL department chair.

Application for admission must be submitted before the published deadline. The application is available on the Graduate School website.

7 | Page Revised 12/17:rhfg Department Policies for Graduate Students

Transfer Hours A maximum of nine (9) semester hours of relevant coursework may be transferred to the master’s degree and applied to the degree plan, if approved, by the department chair. No course lower than a B may be transferred.

Changes to the Degree Plan Any deviations from the degree plan must be approved by the program coordinator. Students must complete a Petition to Change Degree Plan form and submit it to the department’s administrative assistant for processing. The degree plan change is not approved until the petition has been signed by the program coordinator, the department chair and the Dean of the College of Education & P16 Integration. Once the change is approved, the form will be sent to the Office of the Registrar.

Comprehensive Exam During the last semester of coursework, students shall apply to take the comprehensive examination with the department administrative assistant. All students must complete and pass a Comprehensive Exam to fulfill degree requirements for graduation. If students fail an item on the comprehensive examination, they must retake that part of the examination. Should they fail the item a second time, they will need to retake the course related to the item.

University Policies for Graduate Students

Student Conduct Code UTRGV students are expected to behave responsibly and with integrity. All students should be familiar with the Student Conduct Code. Academic Honesty and Plagiarism Academic honesty and integrity are expected of all students. Examples of academic dishonesty include but are not limited to: (1) turning in work as original that was used in whole or in part for another course and/or instructor without obtaining permission; (2) turning in another person’s work, in part or in whole, as your own; (3) copying from professional works without citing them; and (4) any form of cheating on exams or quizzes.

Violations of academic integrity/honesty may result in receiving a zero on the particular assignment in question, receiving an “F” in the course, and/or possible suspension or expulsion from the University. Academic integrity/honesty is a matter of professional ethics for anyone involved in the field of education. University Email University policy requires all electronic communication between the University and students be conducted through the official University supplied systems. Students must use their assigned mail or Blackboard account for all correspondence with UTRGV faculty and staff.

8 | Page Revised 12/17:rhfg Disability Services Students with disabilities are encouraged to contact the Disability Services office for a confidential discussion of their individual needs for academic accommodation. It is the policy of the University of Texas Rio Grande Valley to provide flexible and individualized accommodation to students with documented disabilities that may affect their ability to participate in course activities fully or to meet course requirements. Students who receive accommodation services must register with the Student Accessibility Services, University Center #108, 665-7005 or [email protected] Sexual Harassment Policies The University condemns sexual harassment of or by its students, staff, and faculty. The University is committed to the principle that the learning and working environment of its students, employees, and guests should be free from sexual harassment and inappropriate conduct of a sexual nature. Sexual harassment is a form of sex discrimination and is illegal. Sexual misconduct and sexual harassment are unprofessional behaviors. Such conduct is prohibited as a matter of institutional policy and will be subject to disciplinary action. Students who believe they are victims of sexual harassment or sexual misconduct are encouraged to immediately report the incident to the Dean of Students, the EO/AA Officer, or the supervisor of the accused individual. The Dean of Students, or his or her designee, will work in consultation with the EO/AA Officer to resolve the complaint. Academic Appeals Students wishing to appeal final grades or misunderstandings in academic standards should first discuss the matter with the individual instructor of the class. If no resolution occurs, and the student wishes to pursue the matter further, he or she should appeal in writing to the department chair involved within one year after the disputed grade is issued or the misunderstanding occurred. The department chair will respond in writing to the student within ten class days of the receipt of the student's written appeal. Pursuant appeals will be written and directed within ten class days of the date of the department chair's decision to the school, college, or division Academic Appeals Committee. The committee will consist of a panel of three faculty members, two of whom may not be from the department in which the appeal originated. The dean/director will appoint the panel members upon receipt of the written appeal and notify the student in writing of the date, time, and location of the hearing and the names of the members of the panel. The hearing will take place within ten class days of the dean's/director's receipt of the student's written appeal. The student and the faculty member involved may appear in person before the panel and present evidence and/or witnesses. The hearing will be closed to the public and no person other than the student, the faculty member involved, and panel members may be present. No person may represent the student or the faculty member.

After the Academic Appeals Committee has heard the appeal, it will deliberate and come to a decision. The committee's decision will be written and mailed or delivered in person to the student and faculty member within ten class days of the close of the hearing.

The student may appeal in writing within ten class days to the dean/director. The dean's/director's decision will be final and must be mailed or delivered in person to the student within ten class days of the receipt of the student's written appeal. 9 | Page Revised 12/17:rhfg Academic Probation and Suspension If a graduate student makes less than a B average in a given semester, the student will be placed on academic probation and warned that continuance in the program is in jeopardy. Graduate students on academic probation must, during the following regular semester (or summer school), recoup a cumulative graduate grade point average of 3.0 or higher. Those who do not will be suspended. A suspended graduate student may petition for readmission. The petition includes submitting a written request through the Coordinator of the Graduate Program to the Dean of the College. The Dean may approve or deny admission to the graduate program. If the Dean of the College recommends readmission to the graduate program for a suspended graduate student, the Dean forwards the student’s petition to the Vice Provost for Graduate Studies for final approval Incomplete Grade Policy An Incomplete Grade (“I”) is a temporary grade given only during the last one-fourth of a term/semester and only if a student: (1) is passing the course to date, and (2) has a justifiable and documented reason, beyond the control of the student (such as serious illness or military service), for not completing the work on schedule.

The student must arrange with the instructor to finish the course within one (1) year by completing specific requirements. These requirements must be listed on a form signed by the instructor, student, department chair and Dean. This form must be received by the Office of the Registrar by the published deadline for faculty to enter grades. Grades of “I” assigned to a course at the end of a regular semester will default to an “F” at the end of one year unless the student completes the requirements and the faculty member processes a grade change for the course. Faculty Concerns about a Student According to H.O.P. policy, when a faculty or staff member sees student behavior that is concerning, disruptive or threatening, they will refer the matter to the Student Concern Intervention Team (SCIT) at 665-5375. SCIT will assess the situation and coordinate a response that protects the safety and rights of everyone within the university community.

If faculty or staff members receive a credible report that a student has engaged in, or threatened suicidal behaviors, that student will be referred to the Office of the Dean of Students.

Program Requirements for Master’s Degree

*EDUL 6300: Data Management for School Improvement 3 *EDUL 6305: Socio-Cultural Contexts of Education 3 *EDUL 6310: Organizational Leadership 3 *EDUL 6315: Equity, Ethics and Diversity 3 *EDUL 6320: Curriculum Leadership for School Involvement 3 *EDUL 6325: Instructional Leadership 3 *EDUL 6330: Instructional Leadership for Diverse Learners 3 *EDUL 6345: School Community Relations 3 *EDUL 6350: The Principalship 3 *EDUL 6355: Administration of Human Resources and Budgeting 3

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Total hours required for degree: 30

* Courses may require field-based hours which will be completed outside of class time.

Course Descriptions

*EDUL 6300: Data Management for School Improvement [3-0] This course focuses on analyzing and interpreting campus data for decision-making necessary to promote the success of all children. Special emphasis will be on developing action plans to meet student performance goals. Additionally, the course focuses on the development of educators as leaders in assessment, research, and evaluation. Applicable laws, policies, and regulations including local, state, and federal accountability standards will be emphasized.

*EDUL 6305: Socio-Cultural Contexts of Education [3-0] This course develops an understanding of how socio-cultural forces and emerging issues impact the school leader’s role in creating culturally responsive learning environments. Attention will be given to leadership strategies and best practices essential for addressing diverse learners. Future leaders learn to promote the success of all students and shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the full community. Applicable laws, policies, and regulations will be emphasized. A minimum of 20 hours of field-based experiences is required.

*EDUL 6310: Organizational Leadership [3-0] This course emphasizes an examination of self and the study of major organizational leadership models and their applicability in various school settings. Students will engage in field-based activities as they pertain to decision making and problem-solving. Additionally, appropriate management techniques and group processes will be emphasized. A minimum of 20 hours of field-based activities is required.

*EDUL 6315: School Law and Ethics [3-0] The study of legal and ethical issues relating to constitutional provisions, statutory laws, court decisions, torts, and regulations governing public schools with special reference to their influences upon the administration and function of public schools.

*EDUL 6320: Curriculum Leadership for School Involvement [3-0] In this course, students will learn to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning. Emphasis is on the alignment of curriculum, curriculum resources, and assessment, and the use of various forms of assessment to measure student performance. It will include the research of successful strategies for identified student groups. Applicable laws, policies, and regulations will be emphasized.

*EDUL 6325: Instructional Leadership [3-0] This course examines effective instructional approaches and programs used in schools. It explores critical issues specific to curriculum, innovative instructional methods, and the role of educators as school leaders. Additionally, the course focuses on the development of educators

11 | Page Revised 12/17:rhfg as leaders in assessment, research, and evaluation. Applicable laws, policies, and regulations will be emphasized.

*EDUL 6330: Instructional Leadership for Diverse Learners [3-0] This course provides a study of the delivery of differentiated instruction for diverse learners to include Bilingual Education/ESL, Gifted & Talented, Migrant, Special Education, 504, Career & Technology Education (CATE), and other special programs. Emphasis is placed on the principal’s role of elementary and secondary school programs. Applicable laws, policies, and regulations will be emphasized. A minimum of 20 hours of field-based experiences is required.

*EDUL 6345: School Community Relations [3-0] This course examines the relationships between the school and its internal and external constituencies. The course focuses on collaborative strategies to involve families and community members to shape the campus culture in responding to diverse community interests and needs and to mobilize community resources for the success of all student learners. Applicable laws, policies, and regulations will be emphasized. A minimum of 20 hours of field-based experiences is required.

*EDUL 6350: The Principalship [3-0] This course examines a study of the unique functions of the principalship as they relate to the administration of elementary, middle, and high schools. Special emphasis will be focused on the leadership role of the principal in the management and instructional aspects of the school programs. Applicable laws, policies, and regulations will be emphasized. A minimum of 20 hours of field-based experiences is required.

*EDUL 6355: Administration of Human Resources & Budgeting [3-0] This course provides a study of human resources and school budgeting functions. Emphasis is on understanding and applying local district and campus practices: e.g., recruitment, retention, evaluation. For budgeting, the emphasis is on aligning the budget to the campus plan and understanding how the various funding sources may be allocated. Applicable laws, policies, and regulations will be covered. A minimum of 20 hours of field-based experiences is required.

* Courses may require field-based hours which will be completed outside of class time.

Summer Semesters

The department will offer a full complement of day and night courses during the summer terms. Please check with the department office for summer class hours.

12 | Page Revised 12/17:rhfg Program Timeline

It is the student’s responsibility to keep track of program deadlines.

1. Apply online at https://www.utrgv.edu/graduate/for-future-students/how-to- apply/index.htm

The application process is a comprehensive process, so make sure you apply early. You must be accepted by the Graduate School before enrolling for any graduate courses at UTRGV. However, acceptance into the UTRGV Graduate College does not ensure acceptance into the Organization & School Leadership program.

2. Two semesters before your anticipated graduation date, go to the Graduate School and fill out an Application for Graduation. (If you intend to graduate in May, apply for graduation the summer before). If your graduation date changes, later on, you will need to pay a fee and inform the Graduate School of your new graduation date.

3. During your last semester of coursework, you must complete the Comprehensive Exam. This must be successfully completed to graduate from the program.

Principal Certification Program

The Department of Organization and School Leadership offers the Principal Certification Program for students who have earned the master’s degree in educational leadership from UTRGV. All students pursuing the principal certificate must meet UTRGV, College of Education & P16 Integration, and department graduate admission requirements.

Admission Requirements for the Principal Certification Program for Students with a Master’s Degree in Educational Leadership at UTRGV are:

1. Master’s Degree in Educational Leadership 2. 3.5 GPA 3. Two (2) years teaching experience 4. Evidence of Educator Certificate 5. Evidence of Teacher Service Record 6. Criminal Background Check 7. Presentation of the following to the Faculty Committee. A. Evidence of Teaching Effectiveness 1. Presentation of how you use student performance data to improve instruction B. Evidence of Leadership Activities 1. Presentation of an End-product from the M.Ed. program 2. Presentation of school site leadership roles/responsibilities

13 | Page Revised 12/17:rhfg Program Course Requirements *EDUL 6390: Pre-Practicum 3 *EDUL 6391 or (EDUL 6291 & 6191 for online students only): Practicum 3 Total hours required for completion: 6

Course Descriptions *EDUL 6390: Pre-Practicum [3-0] EDUL 6390 is a pre-requisite for EDUL 6391. The course provides students the opportunity to practice competencies and state standards in preparation to assume responsibility as principals in school districts and to pass the state principal certification exam. Applicable laws, policies, and regulations will be emphasized. Students must pass the TExES exam before enrolling in EDUL 6391; this course may be repeated. Students will be enrolled in the Practicum course according to their program enrollment as a graduate student. Therefore, there are two options, a face-to-face practicum or an accelerated online practicum.

*EDUL 6391: Practicum for Traditional Face-to-Face Students [3-0] This course is based on Texas Education Agency regulations. Students apply their knowledge of the state standards and theories as they engage in principal responsibilities in school districts. Applicable laws, policies, and regulations will be emphasized. A minimum of 160 hours of field-based activities is required. Prerequisite: EDUL 6390

*EDUL 6291and 6191: Practicum for Accelerated Online Students [3-0] This course is based on Texas Education Agency regulations. Students apply their knowledge of the state standards and theories as they engage in principal responsibilities in school districts. Applicable laws, policies, and regulations will be emphasized. A minimum of 160 hours of field-based activities is required. Prerequisite: EDUL 6390

Certification Procedures for Applying for a Certificate

Students who have passed the TExES and met all other program requirements should contact The Office of Educator Preparation and Accountability (OEPA), EDUO 2.510 for more information regarding certification. It is the student’s job to pursue certification if desired.

Applying for Principal Certification is a TWO-STEP Process:

Step 1 Submit the following required documents to The Office of Educator Preparation and Accountability (OEPA), EDUO 2.510.  Current official transcript sealed in an envelope documenting all courses taken for certification including date when degree was awarded  Copy of official degree plan/certification plan

14 | Page Revised 12/17:rhfg  Copy of service record from school district  Copy of Log Hours (160 hours are required)  Copy of (3) observation forms Step 2 Apply for Principal Standard Certificate  Go to https://secure.sbec.state.tx.us/SBECOnline/login.asp  Enter User Name and Password in the boxes provided, then Click Login  From menu on the left of screen, click Applications  Click on Standard Certificate  Click on Apply for Certification  Answer the yes/no questions.  Under "I request to be recommended by this Entity." o Select: The University of Texas Rio Grande Valley (University Based) from the drop-down menu  Click Apply and pay for the certificate by clicking “Pay Online Now.”

Please Note Program finishers who have passed the certification examination should pursue certification immediately. If TEA certification standards change between the time a student completes the program and applies for certification, the student will be required to meet the new standards before being certified. This may require additional courses and/or certification requirements.

15 | Page Revised 12/17:rhfg CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS ENFORCEABLE STANDARDS

I. Professional Ethical Conduct, Practices and Performance. Standard 1.1 The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. Standard 1.2 The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. Standard 1.3 The educator shall not submit fraudulent requests for reimbursement, expenses, or pay Standard 1.4 The educator shall not use institutional or professional privileges for personal or partisan advantage. Standard 1.5 The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. Standard 1.6 The educator shall not falsify records, or direct or coerce others to do so. Standard 1.7 The educator shall comply with state regulations, written local school board policies, and other state and federal laws. Standard 1.8 The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.

Standard 1.9 The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. Standard 1.10 The educator shall be of a good moral character and be worthy to instruct or supervise the youth of this state.

Standard 1.11 The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. Standard 1.12 The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. Standard 1.13 The educator shall not consume alcoholic beverages on school property or during school activities when students are present. II. Ethical Conduct toward Professional Colleagues.

16 | Page Revised 12/17:rhfg Standard 2.1 The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law

Standard 2.2 The educator shall not harm others by knowingly making false statements about a colleague or the school system. Standard 2.3 The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. Standard 2.4 The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. Standard 2.5 The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. Standard 2.6 The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.

Standard 2.7 The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.

17 | Page Revised 12/17:rhfg III. Ethical Conduct toward Students. Standard The educator shall not reveal confidential information concerning students 3.1 unless disclosure serves lawful professional purposes or is required by law. Standard The educator shall not intentionally, knowingly, or recklessly treat a student or 3.2 minor in amanner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. Standard The educator shall not intentionally, knowingly, or recklessly misrepresent 3.3 facts regarding a student Standard The educator shall not exclude a student from participation in a program, deny 3.4 benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual Standard Thei educt ti ator shall not intentionally, knowingly, or recklessly engage in 3.5 physical mistreatment, neglect, or abuse of a student or minor. Standard The educator shall not solicit or engage in sexual conduct or a romantic 3.6 relationship with a student or minor. Standard The educator shall not furnish alcohol or illegal/unauthorized drugs to any 3.7 person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized Standard The educator shall maintain appropriate professional educator-student 3.8 relationships and boundaries based on a reasonably prudent educator standard. Standard The educator shall refrain from inappropriate communication with a student or 3.9 minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate to include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either h d h d I hereby acknowledge that I have read and agree to abide by the Code of Ethics and Standard Practices for Texas Educators.

Printed Name Signature

Date Student ID#

18 | Page Revised 12/17:rhfg FERPA Notice

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY Principal Certification Program Student Authorization to Release Educational Records and Information

Student’s Name: ______

FERPA Notice: The Family Educational Rights and Privacy Act of 1974 (FERPA), initially called the Buckley Amendment, allows students at an institution of higher education to control outside access to their educational records, including requests for information from their parents, guardians, or others as designated by the student. Submitting this completed form allows The University of Texas Rio Grande Valley to comply with FERPA regulations as well as with UTRGV rules and Texas state law.

I, the above-named student, hereby declare that UTRGV faculty and staff may:

 Discuss my progress and disclose information from my practicum-related education records to the school principal/designee and field-based mentor (if different than school principal/designee) at the practicum site.*  Use my Principal Representative scores and TExES scores for the purposes of program evaluation, program assessment, student advising, and certification.

*Please note that Texas state law requires that students pursuing principal certification complete a practicum. In order to fulfill program requirements, during the practicum, the field-based supervisor must observe the student and provide written and oral feedback to the student, their mentor, and the school principal. Student’s Signature: ______Date: ______UTRGV SID: ______Date of Birth: ______UTRGV Email: ______Student Mailing Address: ______

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