Texas A&M University-Central Texas SPEAC Meeting
When: June 18th
Where: Warrior Hall Multipurpose Room
Time: 9:00 a.m. – 11:00 a.m.
We greatly appreciate your service and commitment to serve on such an important council. We look forward to seeing you in a few weeks!
Please see attached Parking Pass (place on your dashboard)
If you have any questions, please contact: Director of Educator Preparation Services Dr. Amber Lynn Diaz (254) 519-5791 [email protected]
Strategic Partners Education Advisory Council (SPEAC)
Agenda
Date: June 18, 2015 Time: 9:00 a.m. to 1:30 p.m. Location: Texas A&M University-Central Texas, Warrior Hall Multipurpose Room
Welcome & Call To Order Robin Battershell - SPEAC Co-Chair; Temple ISD Superintendent Approval of Minutes (Appendix A)
Recognition of SPEAC Members Jeff Kirk - SPEAC Co-Chair; TAMUCT College of Education Dean Appreciation & Introduction
Partners in Education Linda Angel - Texas Workforce Director
Advisory Council Roles & Responsibilities Jeff Kirk - SPEAC Co-Chair; TAMUCT College of Education Dean (SPEAC Handbook)
Educator Preparation Program Compliance – Update Amber Lynn Diaz - Director of Educator Preparation Services/Certification Officer SPEAC Handbook & Materials - TEA Audit
Review of Program Operation and Evaluation by Program Coordinators & Co-Chairs Principal Preparation Program Update Christine Parks, Temple ISD (ES); Co-Chair Matt Widacki, Killeen ISD (MS); Co-Chair Robert White, McGregor ISD (HS); Co-Chair Bobbie Eddins; Chair
Program Advisement Jeff Kirk & Amber Lynn Diaz Response to SPEAC Recommendations Memorandum of Understanding with Local School Districts Educator Preparation Program Complaint Process EPP Fee Changes EC-C/4-8 Core Subjects Test Complete Membership Form
Luncheon & Guest Speaker - Jimmie Don Aycock 11:00 a.m. to 1:30 a.m.
Next Meeting: November 13, 2015
College of Education - Texas A&M University-Central Texas 1001 Leadership Place, Killeen, TX 76549
A SPEAC Logo is being designed by Texas A&M University-Central Texas Marketing Department. Table of Contents
Strategic Partners Education Advisory Council (SPEAC) ...... 4 SPEAC Rationale ...... 4 SPEAC Purpose ...... 4 SPEAC Mission ...... 4 TAMUCT Mission ...... 4 College of Education Mission ...... 4 Governance of Educator Preparation Programs - TAC §228.20 Requirements...... 4 SPEAC Focus ...... 5 SPEAC Outcomes ...... 5 Strategic Partners Education Advisory Council Membership ...... 5 Advisory Council Membership - TAC §228.20(b) ...... 5 Strategic Partners Education Advisory Council Duties ...... 6 SPEAC Collaboration ...... 6 SPEAC Accountability ...... 6 Strategic Partners Education Advisory Council Roles & Responsibilities ...... 6 SPEAC Roles & Responsibilities - TAC §228.20(b) ...... 6 Council Roles & Responsibilities ...... 6 SPEAC Leadership ...... 6 SPEAC Membership Responsibilities ...... 7 Council Structure ...... 7 Certificate Area Practitioner Sub-Groups (CAPS) ...... 7 Educator Preparation Council ...... 7 Educator Preparation Program Operation ...... 9 Educator Preparation Program Curriculum ...... 9 Initial Certification ...... 10 Professional Certification...... 10 Educator Code of Ethics TAC §247.1 ...... 11 TAMUCT Educator Preparation Program Supervision ...... 11 Field Supervision TAC §228.35(f) ...... 11 Cooperating Teacher & Mentor Teacher §228.35(e) ...... 11 TAMUCT Educator Preparation Program Accountability & Accreditation ...... 12 Accountability - TAC §229 ...... 12 Accreditation Status - TAC §229.4(b-f)...... 12 Consumer Information ...... 12 Fees for EPP Approval & Accountability - TAC §229.9 ...... 13 Strategic Partners Education Advisory Council Evaluation ...... 14 Appendices ......
Appendix A ...... Topics Required in Advisory Council Agendas & Meeting ...... Copy of November 14, 2014 Minutes ...... Appendix B ...... Advisory Council Members...... Appendix C ...... Notice of Membership ...... Appendix D ...... Advisory Council Minutes...... Certificate Area Practitioner Sub-Group Committee ...... Appendix E ...... Educator Preparation Program Operation Reviews ...... Bachelor’s in Interdisciplinary Studies with Teacher Certification ...... Master’s in Education with Teacher Certification ...... Master’s in School Counseling with School Counselor Certification ...... Master’s in School Leadership with Principal Certification ...... Master’s in Educational Leadership with Superintendent Certification ...... Appendix F ...... Degree Plans ...... Appendix G ...... Code of Ethics and Standard Practices for Texas Educators ...... Appendix H ...... Field-Supervisor & Mentor Training Artifacts ...... Appendix I...... TEA Notice of Accredited ...... Appendix J ...... Initial Teacher Education Program Evaluation Reports ...... Appendix K ...... Program Advisement ...... Memorandum of Understanding (Sample) ...... Educator Preparation Program Complaint Process (Draft) ...... Program Fee Changes ...... EC-6 /4-8 Core Subjects Test ......
Texas A&M University-Central Texas
Strategic Partners Education Advisory Council (SPEAC)
SPEAC Rationale A need exists for key stakeholders in Central Texas to engage in public discussions about shifts that are occurring in education and identify ways in which PK-12 and higher education can work collaboratively to prepare new teachers and leaders who are prepared to address these changes.
SPEAC Purpose To support the mission of Texas A&M University-Central Texas and the College of Education Educator Preparation Program’s efforts to prepare new teachers and leaders who are teaching our nation’s students to be college and career ready.
SPEAC Mission Develop educators who are fully prepared to facilitate the critical learning work or school communities, ensuring student and school success in the midst of a constantly changing environment.
TAMUCT Mission Texas A&M University-Central Texas is an upper-level university offering junior and senior-level coursework needed to successfully complete baccalaureate degrees and all coursework leading to the completion of graduate
College of Education Mission The mission of the College of Education is to provide students in professional education and other human services with a quality education through academic, cultural, and leadership experiences, and to provide leadership through scholarship and service to the extended community and profession. Programs in College of Education prepare students for challenging, gratifying, and socially significant careers in education, counseling, and psychology. In additional to its teaching function, the program has a strong service commitment to public schools and human service agencies.
Governance of Educator Preparation Programs - TAC §228.20 Requirements Texas A&M University-Central Texas will operate advisory councils to meet the following Texas Administrative Code (TAC) requirements:
(a) Preparation for the certification of educators may be delivered by an institution of higher education, regional education service center, public school district, or other entity approved by the State Board for Educator Certification (SBEC) under §228.10 of this title (relating to Approval Process).
(b) The preparation of educators shall be a collaborative effort among public schools accredited by the Texas Education Agency (TEA) and/or TEA-recognized private schools; regional education service centers; institutions of higher education; and/or business and community interests; and shall be delivered in cooperation with public schools accredited by the TEA and/or TEA-recognized private schools. An advisory committee with members representing as many as possible of the groups identified as collaborators in this subsection shall assist in the design, delivery, evaluation, and major policy decisions of the educator preparation program (EPP). The approved EPP shall approve the roles and responsibilities of each member of the advisory committee and shall meet a minimum of twice during each academic year. 4 | Page
(c) The governing body and chief operating officer of an entity approved to deliver educator preparation shall provide sufficient support to enable the EPP to meet all standards set by the SBEC and shall be accountable for the quality of the EPP and the candidates whom the program recommends for certification.
(d) All EPPs must be implemented as approved by the SBEC as specified in §228.10 of this title.
(e) Proposed amendments to an EPP must be submitted to the TEA staff and be approved prior to implementation. Significant amendments, related to the five program-approval components specified in §228.10(a) of this title, must be approved by the SBEC to become effective. The EPP will be notified in writing of the approval or denial of its proposal within 60 days following a determination by the SBEC.
Please refer to (Appendix A) for Topics Required in Advisory Council Agendas & Meetings
SPEAC Focus Input during the meetings will be focused on: • Improvement of teaching, learning, and leading within teacher and leader preparation programs; • Reporting of relevant information to the public regarding the effectiveness of teacher and leader preparation programs; and • Identification of research related questions about teacher and leader preparation effectiveness that can be pursued by higher education.
SPEAC Outcomes Information generated by the Strategic Partners Education Advisory Council will be used by Texas A&M University-Central Texas, Central Texas School Districts, and Central Texas Community Constituents to: • Make systemic changes to the curriculum within teacher and leader preparation programs; • Generate teacher and leader preparation reports that will be disseminated to the public; • Pursue external resources to support changes to the teacher and leader preparation programs; and • Implement research studies to meet the needs of our Central Texas Community.
Strategic Partners Education Advisory Council Membership
Advisory Council Membership - TAC §228.20(b) The Strategic Partners Education Advisory Council is Co-Chaired by Dr. Robin Battershell, Superintendent of Temple ISD and Dr. Jeffrey Kirk, Dean of TAMUCT College of Education.
The Strategic Partners Education Advisory Council is comprised of members representing the following stakeholders: • Local School District Representatives (superintendents, directors, principals, teachers, counselors, specialists, etc.) • Higher Education Representatives • Regional Education Service Center Representatives • Business & Community Representatives
Please refer to (Appendix B) for a spreadsheet of all current SPEAC members,
5 | Page Strategic Partners Education Advisory Council Duties
SPEAC Collaboration The Strategic Partners Education Advisory Council will be concerned with the establishment or revision of educator preparation programs, the assessment of educator preparation program outcomes and the alignment of educator preparation programs with state and national standards for educators. The SPEAC will assist in the design, delivery, evaluation, and major policy decisions of TAMUCT Educator Preparation Programs.
SPEAC Accountability • SPEAC will provide sufficient support for TAMUCT Educator Preparation Programs to meet all TEA standards outlined in the Texas Administrative Codes. • SPEAC will be accountable for the quality of TAMUCT Educator Preparation Programs. • SPEAC will be accountable for the quality of the candidates that TAMUCT Educator Preparation Programs recommend for certification.
Strategic Partners Education Advisory Council Roles & Responsibilities
SPEAC Roles & Responsibilities - TAC §228.20(b) The Strategic Partners Education Advisory Council is a collection of individuals that bring expertise and knowledge to effectively guide the development and implementation of strong Educator Preparation Programs at Texas A&M University-Central Texas.
Council Roles & Responsibilities The Strategic Partners Education Advisory Council (SPEAC) will: a. Develop policy concerning educator preparation at TAMUCT and communicate such policies to internal and external constituents, including faculty, staff, students, and PK-12 school partners; b. Coordinate and review assessment processes and results to assure candidates meet national, state, and TAMUCT standards; c. Consider possible deficiencies in programs, and recommend, initiate and monitor program improvements; d. Consult regularly with PK-12 school partners to guarantee that educator preparation at TAMUCT is responsive to the changing demands of public education and make recommendations for improvements to TAMUCT Educator Preparation Programs based on those consultations; e. Report information and decisions made through the Educator Preparation Council, the Curriculum Council, the Academic Council, the Senate Council, and the Graduation Council; and f. Consider any other matters affecting TAMUCT Educator Preparation Programs.
SPEAC Leadership SPEAC is lead through a Co-Chair partnership. The College of Education Dean will always serve as a Co-Chair and the second Co-Chair will commit to serve for two years, with the option for a third year renewal. The second Co-Chair will be selected through a nomination process during the fall SPEAC Meeting and a voting process during the spring SPEAC meeting. The Co-Chair will officially serve and lead the following fall SPEAC meeting.
6 | Page The SPEAC Co-Chair’s primary role is to oversee and guide the work of the council as developed in a yearly scope of work. Additionally, the Co-Chair’s will facilitate discussion among peers during the council meetings. Core responsibilities include: a. Draft annual goals for review; b. Develop meeting agendas and lead meetings; c. Ensure committee work is pursued between meetings; d. Review and approve committee reports; e. Assign tasks to committee members; f. Serve as liaison between the council, university, and school districts; and g. Where appropriate, develop policy, procedures, or recommendations to the university or school districts.
SPEAC Membership Responsibilities a. Make a serious commitment to participate actively in committee work. b. Volunteer for and willingly accept assignments and fulfill them within reasonable timeliness. c. Stay informed about committee matters, prepare well for meetings. d. Get to know other committee members and build a collegial working relationship that contributes to consensus. e. Accept and agree to the Code of Ethics as a part of their leadership role of the organization. f. Act on behalf of the organization and not on personal interest or that of a related external constituent.
Please refer to (Appendix C) Membership Form.
Council Structure The SPEAC comprises of eight sub-councils: There are 7 Certificate Area Practitioner Sub-Groups (CAPS) and an Educator Preparation Council (EPC). The SPEAC may establish ad hoc councils as needed to address emerging issues. The programmatic work is accomplished through the following sub-councils who will set their own meeting schedules, but meet at least once each semester. The chair of each subcommittee must be a member on the Strategic Partners Education Advisory Council. The TAMUCT Strategic Partners Education Advisory Council meets twice a year (June and November). All SPEAC agendas, minutes, and sign-in sheets are maintained for auditing purposes.
Certificate Area Practitioner Sub-Groups (CAPS) Certificate Area Practitioner Sub-Groups (CAPS) are advisory councils that are program specific. The advisory members have explicit knowledge and expertise in the certificate area. The CAPS are focused on the roles in program planning, decision-making, policy formation, and program evaluation. The CAPS advisory council meets twice a year.
Please refer to (Appendix B) for a spreadsheet of all current CAPS members,
Please refer to (Appendix D) for minutes from the Spring CAPS meetings.
Educator Preparation Council The TAMUCT Educator Preparation Council (EPC) is a policy-making and review body with oversight of any matter related to the preparation of PK-12 education professionals including undergraduate and graduate programs. The EPC will be concerned with the establishment or revision of educator preparation program admission requirements, the assessment and recommendation for admission of program candidates, and the alignment of programs with state standards and TExES competency standards. The EPC will assist in the design, delivery, evaluation, and major policy decisions of the TAMUCT Educator Preparation Programs. 7 | Page The EPC will be accountable for the quality of the candidates admitted into a TAMUCT Educator Preparation Programs for certification. Furthermore, the EPC reviews candidates GPA following reporting of grades and candidates that are ready for a clinical teaching placement. Its ultimate goal is to improve the quality of TAMUCT Educator Preparation Programs to ensure the highest level of student success for the education profession.
The EPC is composed of one faculty member from each academic discipline that supports certification by an Educator Preparation Program. The length of member service from each academic discipline is determined by the respective department chair. The Director of Enrollment Management, the Director of Student Financial Affairs, the Registrar, and the Director of Graduate Studies also serve on the Educator Preparation Council. The Certification Officer and the Coordinator of Certification Testing and Field Placement serve as ex officio members. The Dean of the College of Education or his/her designee typically chairs the Educator Preparation Council. The Educator Preparation Council serves as the appellate body for those students who have been denied admission to the teacher education program or to student teaching.
The Educator Preparation Council serves as the appellate body for those candidates who have been denied admission to the educator preparation program or clinical teaching. The Educator Preparation Council also serves as the council that will discuss and respond to student/candidate complaints.
Educator Preparation Council Roles & Responsibilities The Educator Preparation Council (EPC) will: a. Develop policy concerning educator preparation at TAMUCT and communicate such policies to internal and external constituents, including faculty, staff, students and PK-12 school partners; b. Be responsible for all issues related to educator preparation and certification, including the approval of courses, programs, and degree requirements; c. Coordinate and review candidate admission and assessment results to ensure candidates meet Educator Preparation Program admission standards; d. Determine the admission of students into Education Preparation Programs and to Clinical Teaching; e. Consider possible candidate deficiencies and make exceptions as a voting body f. Process any Educator Preparation Program Complaints; g. Consider any other matters affecting TAMUCT Educator Preparation Programs; and h. Make decisions presented to the Educator Preparation Council where possible by consensus.
The TAMUCT Educator Preparation Council meets three times a year (August, January, and May). All EPC agendas, minutes, and sign-in sheets are maintained for auditing purposes.
Please refer to (Appendix B) for a spreadsheet of all current EPC members,
8 | Page Educator Preparation Program Operation
The operation and effectiveness of TAMUCT Educator Preparation Programs are reviewed consistently. The TAMUCT Educator Preparation Programs Reviews can be found in (Appendix E). These reviews include the following information: A. Number of current candidates B. Admission Criteria – any admission changes from previous year will be documented C. Curriculum – any curriculum changes from previous year will be documented D. Candidate mastery of content – How will the candidates’ progress be benchmarked and assessed throughout the program? E. Input on Field-Based Experiences for this Academic Year (TAC §228.2) 1) Anticipated number of candidates doing field-based experiences 2) Number of and sites to be recommended for field-based experiences 3) Candidate experiences and interaction with field-based experiences 4) Verification/documentation processes for field-based experiences 5) Diversity of student populations on campuses where field-based experiences occur
Educator Preparation Program Curriculum
Educator Preparation Curriculum TAC §228.30(a) (a) The educator standards adopted by the State Board for Educator Certification (SBEC) shall be the curricular basis for all educator preparation and, for each certificate, address the relevant Texas Essential Knowledge and Skills (TEKS). (b) The curriculum for each educator preparation program shall rely on scientifically based research to ensure teacher effectiveness and align to the TEKS. Coursework and training should be sustained, rigorous, interactive, student-focused, and performance-based. The following subject matter shall be included in the curriculum for candidates seeking initial certification: (1) reading instruction, including instruction that improves students' content-area literacy; (2) the code of ethics and standard practices for Texas educators, pursuant to Chapter 247 of this title (relating to Educators' Code of Ethics); (3) the skills and competencies captured in the Texas teacher standards, as indicated in Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator Standards), which include: (A) instructional planning and delivery; (B) knowledge of students and student learning; (C) content knowledge and expertise; (D) learning environment; (E) data-driven practice; and (F) professional practices and responsibilities; (4) instruction in detection and education of students with dyslexia, as indicated in the Texas Education Code (TEC), §21.044(b); and (5) instruction in detection of students with mental or emotional disorders, as indicated in the TEC, §21.044(c-1) and (c-2).
Please refer to (Appendix F) the program degree plans.
9 | Page Initial Certification TAMUCT currently offers Initial Teacher Certification for: EC-6 Generalist 7-12 English 4-8 Language Arts & Social Studies 7-12 Social Studies EC-12 Special Education 7-12 Math ESL Supplemental
Standards The Teacher Certification degree plans all embed the Teacher Standards found in Title 19, Part 2, Chapter 149, Subchapter AA, RULE §149.1001 as listed below.
Standard 1 - Instructional Planning and Delivery. Teachers demonstrate their understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today's learners.
Standard 2 - Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs.
Standard 3 - Content Knowledge and Expertise. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards.
Standard 4 - Learning Environment. Teachers interact with students in respectful ways at all times, maintaining a physically and emotionally safe, supportive learning environment that is characterized by efficient and effective routines, clear expectations for student behavior, and organization that maximizes student learning.
Standard 5 - Data-Driven Practice. Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed.
Standard 6- Professional Practices and Responsibilities. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.
Professional Certification TAMUCT offers a Professional Certification for: • Superintendent with a focus on Superintendent Standards found in TAC §242.15 • Principal with a focus on Principal Standards found in TAC §241.15 • School Counselor with a focus on School Counselor Standards found in TAC §239.15 • Educational Diagnostician with a focus on Educational Diagnostician Standards found in TAC §239.83 • Reading Specialist with a focus on Reading Specialist Standards found in TAC §239.92
The TAMUCT Educator Preparation Programs for these professional certifications are fully responsible for the content. 10 | Page Educator Code of Ethics TAC §247.1 All of TAMUCT Educator Preparation Programs enforce the Texas Educators’ Code of Ethics. All EPP Candidates initial the Texas Educators’ Code of Ethics Standards and sign and submit an acknowledgement statement.
Please refer to (Appendix G) for the TAMUCT Texas Educators’ Code of Ethics Acknowledgement Form.
TAMUCT Educator Preparation Program Supervision
Field Supervision TAC §228.35(f) The purpose of field supervision is to support the new educator and increase teacher retention. TAMUCT Educator Preparation Services hires and trains University Field Supervisors for the Teacher Educator Preparation Program and for the Master’s in Education with Teacher Certification Program. Our University Field Supervisors are experienced educators and all hold a valid Texas Teaching Certificate with documented years of experience.
The University Field Supervisor Training takes place annually in August or at the date of hire if after August for the Educator Preparation Program for Initial Teaching Certification. The Initial Teacher EPP utilizes the TEA developed Statewide Field Supervisor Training. Please refer to (Appendix H) for a copy of the University Field-Supervisor Training Agenda.
TAMUCT hosts a Clinical Teaching Orientation followed by a “Meet & Greet”. This provides the university supervisor and the assigned candidate to make initial contact. The “Meet & Greet” is an opportunity for the university supervisor the discuss observation scheduling and paperwork submission expectations. The candidates in the TAMUCT Teacher Educator Preparation Program have a minimum of four formal 45 minute face-to-face observations which document instructional practices observed. The field supervisor provides written feedback after an interactive conference with the candidate. A copy of the written feedback is also provided to the candidate’s campus administrator. TAMUCT Educator Preparation Services Department monitors and verifies that the candidate observation takes place within the first 3 weeks of placement and that all observations and required documentation and signatures are obtained. The candidates in the TAMUCT Master’s with Teacher Certification Educator Preparation Program have a minimum of four formal 45 minute face-to-face observations in the 1st semester and four formal 45 minute face- to-face observations in the 2nd semester which document instructional practices observed.
Cooperating Teacher & Mentor Teacher §228.35(e) TAMUCT Educator Preparation Program for Teaching Certification is responsible for providing training that relies on scientifically-based research to every cooperating teacher and mentor every year. The Cooperating Teachers for our Clinical Teachers and the Mentor Teachers for our Interns complete a self-guided training and submit an acknowledgement form to the TAMUCT Educator Preparation Services Department.
TAMUCT Educator Preparation Program for Teaching Certification ensures that the clinical teacher has been assigned an appropriate cooperating teaching and the intern has been assigned an appropriate mentor. The EPP directors evaluate cooperating teachers and mentors through feedback from the candidates, as well as, feedback from the University Field Supervisors. Additionally, the EPP for Teaching Certification ensure the cooperating teacher and mentor is an active part of the field-experience team by establishing a solid foundation right from the beginning. The EPP for Teacher Certification requires “Howdy” visits at the beginning of each candidate placement. Throughout the candidate placement, the cooperating teacher and mentor also complete and submit Check-In Sheets so that there are frequent opportunities for collaboration. 11 | Page
The content of the cooperating teacher, mentor, and university field supervisor training can be requested from the Educator Preparation Services Department, Warrior Hall.
Please refer to (Appendix H) for sample artifacts in relation to field supervisor and mentor training.
TAMUCT Educator Preparation Program Accountability & Accreditation
Accountability - TAC §229 TAMUCT Educator Preparation Programs are evaluated by the following Four Standards: Standard 1 – Pass Rate performance standard in Accountability System for Educator Preparation (ASEP) 80% for each academic year;
Standard 2 – Principal Survey required of all principals in Texas who have 1st, 2nd, or 3rd year teachers evaluating the preparation of the candidates by the EPP;
Standard 3 – Student Achievement of the students taught by beginning teachers for the first 3 years following certification; and
Standard 4 – Field Supervision of beginning teachers: Observations conducted by the Field Supervisor for all candidates on a probationary certificate (frequency/duration/quality) and uploaded into Educator Certification Online System. Exit Survey will be required for all candidates prior to applying for standard certification.
Accreditation Status - TAC §229.4(b-f) TAMUCT Educator Preparation Programs receive an Accreditation Status is based on the 4 Standards as: • Accredited – Not Rated • Accredited • Accredited – Warned • Accredited – Probation • Not Accredited – Revoked
TAMUCT Educator Preparation Programs have the status of Accredited. Please refer to (Appendix I) for the 2014 TEA Accreditation Notice.
Consumer Information The following list of data is posted for on the TEA Website for TAMUCT Educator Preparation Programs • annual performance report - # of candidates who apply, # admitted, # retained in the program, # completing the program, and # employed for 3 years (TRS); • accountability data; • average GPA’s of candidates admitted by certification field; • average scores on ACT/SAT/GRE; • number hired as teachers; • preparation in the areas of special needs and LEP for all teachers; and • any other information required by federal law.
12 | Page Fees for EPP Approval & Accountability - TAC §229.9 To be set by the State Board for Educator Certification to cover administrative costs for: • Applications for new EPP’s • Applications for new cert fields or new class of certification • Compliance Audits – Continuing Approval • Technical Assistance Visits
Please refer to (Appendix K) for June 12th SBEC decision to change fees.
13 | Page Strategic Partners Education Advisory Council Evaluation
Teacher Educator Preparation Program and Curriculum Evaluation I. Systematic Plan for Continuous Improvement a. Frequency of evaluation • Semi-annual • Student Feedback • District Feedback b. Who will be involved? • Coordinator for Field Placement – Elizabeth Glenn • Exiting Candidates • Principals • Cooperating and Mentor Teachers • University Field-Supervisors • C&I Faculty c. Data to be collected by the program • Passing Rates • Percentage of Candidates Employed • Surveys d. Internal review of program and curriculum • TExES Scores – Analysis of the scores by standard, domain and competency. These are looked at in relationship to the curriculum map showing where the content is introduced, practiced and mastered. The department reviews this data at the yearly C&I Retreat. Please refer to (Appendix J) for TEXES Evaluation reports. e. External review of program and curriculum • The external program review was done last year and reviewed by the department before the spring semester began. Please refer to (Appendix J) for the External Curriculum and Program Review. f. How data will be prepared for sharing and with whom it will be shared • All program evaluation data will be shared and discussed at the CAPS meeting for collaboration and discussion, as well as, at the SPEAC meeting. g. Process for program response to data and advisory committee feedback • This will be an agenda item for the next CAPS meeting.
Teacher Educator Preparation Program Next Steps The Initial Teacher Education Preparation Program and the Master’s with Initial Teacher Certification Program will be working to analyze, collaborate, and develop a strategic plan for this next section of the program and curriculum evaluation. This information will be made available at the November SPEAC Meeting.
II. Characteristics of Evaluation Structures and Processes a. Evaluation of Individuals, Groups, and Program Components b. Alignment of Evaluation with Program Standards and Goals c. The Development of Program Evaluation d. The Influence of Stakeholders on Evaluation e. External Influences on Program Evaluation
Please refer to (Appendix J) for the TAMUCT Teacher Educator Preparation Program Evaluation Documents.
14 | Page
Appendices
Appendix A Topics Required in Advisory Council Agendas & Meeting
Topics Required in Advisory Council Agendas & Meetings
I. Introduction of Advisory Committee Members and their Roles on the Committee for the Academic Year
II. Advisory Committee Training A. Roles in Program Planning B. Roles in Program Decision-Making C. Roles in Policy Formation D. Roles in Program Evaluation E. Number of meetings; how and when meetings will be conducted.
III. Review of Program Operation A. Number of current candidates B. Admission Criteria – note any changes from previous year C. Curriculum – note any changes from previous year D. Candidate mastery of content – How will the candidates’ progress be benchmarked and assessed throughout the program? E. Input on Field-Based Experiences for this Academic Year (TAC §228.2) 6) Anticipated number of candidates doing field-based experiences 7) Number of and sites to be recommended for field-based experiences 8) Candidate experiences and interaction with field-based experiences 9) Verification/documentation processes for field-based experiences 10) Diversity of student populations on campuses where field-based experiences occur F. Field Supervision 1) Field Supervisor/Mentor or Cooperating Teacher Training a. Schedule b. Content of Training 2) Number of Observations Required 3) Observation Schedule 4) Process for Observations 5) Feedback from Observations (candidate and campus administrator) G. Program and Curriculum Evaluation 1) Systematic Plan for Continuous Improvement a. Frequency of evaluation b. Who will be involved? c. Data to be collected by the program d. Internal review of program and curriculum e. External review of program and curriculum f. How data will be prepared for sharing and with whom it will be shared g. Process for program response to data and advisory committee feedback 2) Characteristics of Evaluation Structures and Processes f. Evaluation of Individuals, Groups, and Program Components g. Alignment of Evaluation with Program Standards and Goals h. The Development of Program Evaluation i. The Influence of Stakeholders on Evaluation j. External Influences on Program Evaluation
Strategic Partners Education Advisory Council (SPEAC) Meeting Minutes
Date: November 14, 2014 Attendees: See Attached Location: Texas A&M University-Central Texas, Founder’s Hall, Bernie Beck Hall
Welcome Dean Jeffery Kirk, Texas A&M University-Central Texas, College of Education and SPEAC Co-Chair, welcomed everyone to the meeting. He introduced Dr. Peg Gray- Vickrey, Provost/VP for Academics and Student Affairs and Dr. Troy Courville who is replacing Dr. Sarina Phillips as Assistant VP for Academic Affairs and Undergraduate Studies.
Approval of Minutes Minutes of the June 20, 2014 meeting were unanimously approved following a motion from Dr. Joe Burns and a second from Dr. Michael Novotny.
Educator Preparation – State Update Dr. Tim Miller, Director, Educator Preparation, Texas Education Agency, presented a TEA Topics of Interest power point presentation to include the following information: • Updates on TAC Chapters 227, 228 & 229 • Updates on Core Subjects EC-6 and 4-8 exams • Updates on T-TESS and T-PESS Pilots
Dr. Miller stated that the biggest issue under TAC Chapter 227 is that the GPA is going to remain 2.5 (discussion is still ongoing as to the pros and cons of raising the GPA to 2.75).
Under TAC Chapter 228, starting 2015/16, all Field Supervisors must have current certification. Also, the six clock hour requirement for certification test preparation was removed.
Starting in January 2015 the Core Subjects Test will be free for the “first time” it is taken. (To retake the entire test it will cost $120.00 but if retaking a certain section the cost will be $60.00 per section.)
Dr. Miller stated that if you get an invitation from TEA to participate in a group, please consider it and communicate your concerns and desires to TEA.
SPEAC November 14, 2014 1
Hard copies of Dr. Miller’s power point presentation with all the detailed information were given to all who attended plus a five page Core Subject Frequently Asked Questions and Answers handout. Electronic versions will also be E-mailed to all SPEAC members, so that those who were not able to attend will have all the information.
Annual Advisory Committee Training and Review of Program Operation Dr. Dorleen Hooten, Certification Officer, TAMUCT, presented a power point presentation that included: • Annual Statewide Advisory Committee Training • Purpose of Educator Preparation Program Advisory Committees • TAC 228.20 Requirements • Focus on Curriculum • Focus on Field Experience • TAC 229 Requirements
Old Business Example copies of Memorandum of Understanding between Universities and ISDs were passed out. Dr. Hooten stated that feedback on the direction the University should go concerning field experience is needed.
Dr. Hooten stated that it was decided to give students two (2) chances to apply for admission to our program.
Dr. Hooten also stated that it is still under discussion on a possible policy change for students who do not complete clinical (student) teaching to receive a BS in Liberal Studies as opposed to BS in Interdisciplinary Studies.
New Business Dr. Kirk stated that discussion needs to take place on the possibility of assigning some full-time faculty to be mentors to newly graduated students, after they are hired in a school district, to work with them to insure their success so they don’t get to a point where they are having problems and possibly being put on growth plans. Mary Hardin Baylor recently started this for some of their new teachers at Temple ISD.
Dr. Bobbie Eddins stated that our Educational Administration program is starting a pilot program for an “On-Line” degree starting spring 2015, with the exception of the first class and the last class being Face to Face.
Dr. Kirk stated that he is checking into the possibility of scholarship money to help students with this new “On-Line” program tuition.
Dr. Kirk also stated we are in the process of working with Texas A&M University- Corpus Christi in developing a joint Doctoral Program (69 hours).
The meeting adjourned at 11:00am. The next SPEAC meeting is scheduled for June 19, 2014.
SPEAC November 14, 2014 2
Appendix B Advisory Council Members Strategic Partners Education Advisory Council Certificate-Area Practitioner Sub-Group Council Members Educator Preparation Council Members
Texas A&M University-Central Texas Strategic Partners Education Advisory Council Members
First Last Entity/Organization Title/Position Ann Farris City of Killeen Assistant City Manager Terry Griffin Harker Heights Elementary Assistant Principal Troy Courville Texas A&M University-Central Texas Asst. Provost/Associate VP Academic Affairs Amber Lynn Diaz Texas A&M University-Central Texas Certification Officer, Director of EPS Deborah Davis Texas A&M University-Central Texas Chair/C&I Gail Cox Temple College Chair/College of Education Tracy Teaff Texas A&M University-Central Texas Chief Liaison Officer Sandy Franklin Military Child Education Coalition Chief of Curriculum Development Amy McDaniel LCHEC Chief Operating Officer Jerry Jones Texas A&M University-Central Texas Dean, College of Arts & Sciences Jeff Kirk Texas A&M University-Central Texas Dean, College of Education Stephanie Kucera Region 12 Service Center Director Academic Services Laura Lamper Central Texas College EC Professor, CTC Michael Engen Ft. Hood Garrison Education Services Officer Kim Christy-Anderson Belton ISD Executive Director of Curriculum & Instruction Amanda Allen Texas A&M University-Central Texas Faculty, C&I Steve Anderson Texas A&M University-Central Texas Faculty, C&I Christina Hamilton Texas A&M University-Central Texas Faculty, C&I Agnes Tang Texas A&M University-Central Texas Faculty, C&I Todd Duncan Texas A&M University-Central Texas Faculty, EDAD Susan Humistan Texas A&M University-Central Texas Faculty, EDAD Bobbie Eddins Texas A&M University-Central Texas Faculty, EDAD Allen Redmon Texas A&M University-Central Texas Faculty, English Mienie De Kock Texas A&M University-Central Texas Faculty, Math Season Vallery Texas A&M University-Central Texas Faculty, C&! Joan Strutton Texas A&M University-Central Texas Faculty, School Counselor Kellie Cude Texas A&M University-Central Texas Graduate Studies/Faculty, C&I Julie Burke Killeen ISD HR Michele Gilmore Killeen ISD HR Betty Price Copperas Cove Chamber President John Crutchfield Greater Killeen Chamber President/CEO Jill Ross Belton ISD Principal Matthew Widacki Killeen ISD Principal Robert White McGregor ISD Principal Becky Kirkland St. Joseph’s Catholic School Principal Christine Parks Temple ISD Principal Kevin Sprinkles Academy ISD Superintendent Susan Kincannon Belton ISD Superintendent Joe Burns Copperas Cove ISD Superintendent Joddie White Florence ISD Superintendent Eric Penrod Gatesville ISD Superintendent Ronnie Wright Goldthwaite ISD Superintendent Doug Killian Hutto ISD Superintendent John Craft Killeen ISD Superintendent Randy Hoyer Lampasas ISD Superintendent Jason Gilstrap Rogers ISD Superintendent Michael Novotny Salado ISD Superintendent Leigh Ann Glaze San Saba ISD Superintendent Robin Battershell Temple ISD Superintendent Neil Jeter Troy ISD Superintendent Tammy Thornhill Killeen ISD Teacher Amanda Morris Lampasas ISD Teacher Becky Lea Salado ISD Teacher/Reading Specialist Lydia Santibanez VA Medical Center Temple College Board of Trustees
Texas A&M University-Central Texas Certificate Area Practitioner Sub-Group Council Members
First Last Entity/Organization Title/Position Anderson Stephen Texas A&M University0Central Texas Bilingual Chair Christy-Anderson Kim Belton ISD Counselor Delozier Sarah Copperas Cove ISD Counselor Dewald Melissa Copperas Cove ISD Counselor Cook Trisha Florence ISD Counselor Harrison Kristi Florence ISD Counselor Woodall David Killeen ISD Counselor Wilson Sarah Lampasas ISD Counselor Strutton Joan Texas A&M University-Central Texas Counselor Chair Cox Gail Temple College Elementary Education & SPED Riley Nancy Bell County Cooperative Elementary Education Cox Stacy Belton ISD Elementary Education Frazier Janell Central Texas 4C Head Start Elementary Education Lamper Laura Central Texas College Elementary Education Phillips Jennifer Child, Youth, & School Services Elementary Education Diaz Billie Copperas Cove ISD Elementary Education Fish Julie Copperas Cove ISD Elementary Education Strickland Meredith Copperas Cove ISD Elementary Education Brock Rachel Killeen ISD Elementary Education Moore Denetra Killeen ISD Elementary Education Franklin Sandy Military Child Education Coalition Elementary Education Lea Becky Salado ISD Elementary Education Davis Deborah Texas A&M University-Central Texas Elementary Education Chair Davis Mary Ann Copperas Cove ISD Reading Specialist Ortiz Susy Copperas Cove ISD Reading Specialist Rowland Carol Copperas Cove ISD Reading Specialist Griffin Terry Killeen ISD Reading Specialist Cude Kellie Texas A&M University-Central Texas Reading Specialist Chair Buckley Susan Killeen ISD Reading Specialist Jehl Stephen Belton ISD Secondary Education Brooks Bell Rhea Killeen ISD Secondary Education Burns Robert Killeen ISD Secondary Education Mussey Season Texas A&M University-Central Texas Secondary Education Chair Waller Katy Temple ISD Secondary Education Ross Jill Belton ISD SPED/Educational Diagnostician Smith Stephanie Copperas Cove ISD SPED/Educational Diagnostician Dirk Diana ESC Region 12 SPED/Educational Diagnostician Altobelli Joan Extend A Care/TAMUCT SPED/Educational Diagnostician McBride Darlene Hutto ISD SPED/Educational Diagnostician Lee Rachel Salado ISD SPED/Educational Diagnostician Allen Amanda Texas A&M University-Central Texas SPED/Educational Diagnostician Chair McSpedon Elaine Temple ISD SPED/Educational Diagnostician McMurtry Elizabeth Belton ISD Henson Sharon Gear Up - Region 12 Cook Elizabeth Killeen ISD Greene Michelle Killeen ISD Smith David Killeen ISD Thompson LaBecca Killeen ISD Adams Kelly Lampasas ISD Smith Darla Leander ISD Cabaniss Dennis Salado ISD Petty Mike WAISD
Texas A&M University-Central Texas Certificate Area Practitioner Sub-Group Council Members
First Last Entity/Organization Title/Position Beth Aycock Salado ISD Salado Intermediate Principal Kevin Bott Lampasas ISD Hannah Springs Elementary School Principal Renee Cook Killeen ISD Montague Elementary School Principal Cindy Deska Hutto ISD Hutto Elementary School Principal Pam Disher Killeen ISD Duncan Elementary School Principal Pam Neves Belton ISD Pirtle Elementary School Principal Liz Anderson Hutto ISD Hutto Middle School Principal Kristina Carter Temple ISD Travis Science Academy Principal Michelle Jolliff Troy ISD Raymond Mays Middle School Principal Abbe Lester Jarrell ISD Jarrell Middle School Principal Kayleen Love Copperas Cove ISD SC Lee Middle School Principal Jason Mayo Temple ISD Bonham Middle School Principal Mike Quinn Killeen ISD Audie Murphy Middle School Principal Keonna White Belton ISD South Belton Middle School Principal David Dominguez Killeen ISD Ellison High School Principal Chris duBois Belton ISD Belton High School Principal Randy Hicks Troy ISD Troy High School Principal Bob James Temple ISD Temple High School Principal Lee Vi Moses Rogers ISD Rogers High School Principal Ross Sproul Salado ISD Salado High School Principal Miguel Timarky Copperas Cove ISD Copperas Cove High School Principal
Texas A&M University-Central Texas Educator Preparation Council Members
First Last Entity/Organization Title/Position Jeffrey Kirk Texas A&M University-Central Texas Dean College of Education Amber Lynn Diaz Texas A&M University-Central Texas Certification Officer, Director of EPS Elizabeth Glenn Texas A&M University-Central Texas Coordinator of Placements and Testing Deborah Davis Texas A&M University-Central Texas Faculty, C&I Amanda Allen Texas A&M University-Central Texas Faculty, C&I Bobbie Eddins Texas A&M University-Central Texas Faculty, EDAD Todd Duncan Texas A&M University-Central Texas Faculty, EDAD Clifton Jones Texas A&M University-Central Texas Executive Director Enrollment Management Strutton Joan Texas A&M University-Central Texas Faculty, C&I Mienie De Kock Texas A&M University-Central Texas Faculty, Math Jerry Jones Texas A&M University-Central Texas Dean, College of Arts & Sciences Allen Redmon Texas A&M University-Central Texas Faculty, English Hannah McDonald Texas A&M University-Central Texas Associate Registrar Melissa Barlow Texas A&M University-Central Texas Senior Administrative Assistant EPS Kellie Cude Texas A&M University-Central Texas Director of Graduate Studies, Faculty, C&I Troy Courville Texas A&M University-Central Texas Assistant Provost & Associate Vice President
Appendix C Notice of Membership
Strategic Partners Education Advisory Council (SPEAC)
Certificate Area Program Sub-Councils (CAPS)
Membership
Thank you for your willingness to serve on this very important council. Your input has been invaluable. We would like to invite you to continue working with us. If you are willing to commit another term, we have one year and two year options. If you are unable to continue at this time, we would appreciate your suggestions for suitable replacements. We will be happy to contact them about serving in our partnership.
Printed Name: ___ SPEAC ___ CAPS
Organization:
Title/Position:
Address: State: Zip:
Email:
I would like to: _____ Commit to serve for an additional two years _____ Commit to serve for an additional year _____ Decline to continue for now
I would like to recommend the following individuals:
Printed Name Contact Information/Organization
SPEAC
CAPS
Texas A&M University-Central Texas/Advisory Council Membership Form/6.16.2015/MAB
Appendix D Advisory Council Minutes
Certificate Area Practitioner Sub-Group Committee CAPS Meeting Minutes
05/02/2015 9:00 a.m. – 11:00 a.m.
Combined Secondary and Elementary
At first part of meeting, we talked about Geography 300. Denetra Moore gave Dr. Anderson some suggestions for Geography materials to be used by elementary teachers: Map Skills IWB Software for grades 6-8; Mapping Skills: activities and outlines for grades 4-8; Mapping Skills with Google Earth for grades PK-12. Our group then looked at each PD course regarding alignment of student outcomes to the TTRS Rubric. We found there was a fairly large variance from syllabus to syllabus. We were able to talk about all the learning outcomes for all PD classes. We concluded that we needed more work on this.
Recommendations were made to include having a common format for all PD syllabi as well as a common style of representing student learning outcomes.
Professional School Counselor
Admission requirements were discussed. The committee agreed that a GRE score is not predictive of success in a Master program. The removal of that requirement was discussed. Candidates will write not only an essay with their application, but one on site as well. This will help the University to select the best candidates for the program. Interview requirements have been added as well. A statement of confidentiality will be signed upon admission. Students will sign an affidavit noting that they have been duly informed of all graduation requirements, including teaching service record. Students will need a 2.75 GPA for the Bachelor Degree at this time.
The committee discussed the comprehensive exam requirements. Students take a representative test of the School Counselor’s Exam. It is the committee’s desire that the representative test take the place of the comprehensive exam. In addition, an oral component would be made available to students who were not successful on all components of the test. We will check into this with the Coordinator of Certification Testing.
Student enrollment has decreased over the last few years. Marketing ideas were brainstormed. Cohorts are used. Off-site teaching is not readily available. Online classes are available. Time and money are the obstacles which make it difficult to compete with 36 hour online programs. The committee will continue to brainstorm ideas in the future. Marketing ideas can include offering workshops about how teaching and counseling go hand-in-hand focusing on counseling techniques that are useful in the classroom.
Professional School Counselor Continued
Future topics for discussion include the use of the counseling center on campus by school counselors for internship or other purposes. Marketing issues should be addressed again in the future. Non-participating committee members should rotate out to make room for new committee members. Additional courses to be added – Child and Adolescent courses, changes to Introduction to Family Counseling geared toward school counseling. Making the Play Therapy class more interactive involving actual play therapy. The new advising guidelines for class order, possible 60 hours, and removing the LPC option were also discussed.
Special Education and Educational Diagnostician
The committee discussed the Syllabi and coursework for PSYK 581, ESPK 525 and ESPK 528. Through the discussion and examination the standards for each course were designated on the standards form. This was done to facilitate the University’s TEA application for Educational Diagnostician. The final few minutes of the meeting were spent discussing the criteria for ESPK 599 and which standards and experiences should be a part of the internship.
Reading Specialist
The committee discussed the internship for the Reading Specialist certification to refine the field experience piece of the course. Because the course has not allowed for a variety of experiences in the past, the committee recommended a variety of experiences they believe are beneficial to the campus Reading Specialist. The question of appropriate textbooks was also discussed. These discussions will resume at a later time.
MEMORANDUM
TO: Robin Battershell & Jeff Kirk SPEAC Co-Chairs
FROM: Christine Parks, Temple ISD (ES) Matt Widacki, Killeen ISD (MS) Robert White, McGregor ISD (HS) Bobbie Eddins (school leadership program) Principal CAPS Co-Chairs
DATE: June 18, 2015
RE: Principal CAPS 2014-15 Update
We appreciate the opportunity you provided us to co-chair the Principal CAPS advisory group for the 2014-15 academic year. We have worked with an extraordinary group of 22 central Texas principals who have shared their experience and expertise related to improvements in the TAMUCT School Leadership Master’s Degree/Principal Certification Program. We have included a membership list below.
Indepth discussion within the Principal CAPS group focused on: (1) the introduction and use of the new state T-TESS and T-PESS teacher and principal evaluation processes, (2) the components of the school leadership program in anticipation of a move to a more online delivery format, and (3) the issues and opportunities associated with more effective and collaborative induction efforts for both new principals and new assistant principals. While the group requested that we gather more information from central Texas districts and the improvement literature concerning induction efforts, they concurred on the following suggestions for the online school leadership program.
Sustain a high level of support and sense of community for student candidates through the following: continue to use a cohort organizational structure for groups of students; provide a faculty member as cohort facilitator/advisor for program duration; fully define roles of the student candidate and a support team of the principal mentor, cohort facilitator, program faculty, and internship practicum field supervisor (see attached). Provide informative Orientation and collaborative Reflection f2f learning sessions at the beginning and end of each semester in the program (15% f2f/85% online delivery). Increase emphasis on theory-to-practice learning activities, especially the use of the school community as the “laboratory” for practicum learning activities in every course. Weave components of the new T-TESS and T-PESS teacher and principal evaluation systems throughout coursework. Certify student candidates in the use of the new Advancing Educational Leadership (replacement for ILD) and T-TESS (teacher evaluation) systems. Customize the summer internship practicum experience through the use of a comprehensive school improvement project. Utilize an e-portfolio format for (1) a collection of evidence of professional leadership growth, and (2) a collection of evidence of school improvement. ______
College of Education Texas A&M University-Central Texas 1001 Leadership Place Killeen, TX 76549 NOTE: All suggestions were folded into a pilot starting with our new Summer 2015 Cohort. Members were recruited during the spring 2015 semester and just completed their Orientation to their first two courses on June 13th. This wonderful and brave cohort of online learners includes:
Georgetown ISD – Jessica Wolf (Ford ES)
Killeen ISD – Christy Cosper & Michele Granados (Career Center), James Conner & Maxie Tirella (Ellison HS), Cantresa Gillespie (Eastern Hills MS), Chiquata Wright (Pathways)
Temple ISD – Traci Dennis-Witter (Bonham MS)
Our special thanks go to all of the central Texas school leaders, especially the CAPS principals listed below, who have shared their experience and expertise as part of our continuing improvement efforts this academic year. Our next meeting will be held in the fall 2015 semester.
Principal CAPS 2014-16 Membership
Elementary School Members: Beth Aycock, Salado Intermediate, Salado ISD Kevin Bott, Hanna Springs ES, Lampasas ISD Renee Cook, Montague ES, Killeen ISD Cindy Deska, Hutto ES, Hutto ISD Pam Disher, Duncan ES, Killeen ISD Pam Neves, Pirtle ES, Belton ISD
Middle School Members: Liz Anderson, Hutto MS, Hutto ISD Kristina Carter, Travis Science Academy, Temple ISD Michelle Jolliff, Raymond Mays MS, Troy ISD Abbe Lester, Jarrell MS, Jarrell ISD Kaylene Love, SC Lee JHS, Copperas Cove ISD Jason Mayo, Bonham MS, Temple ISD Mike Quinn, Audie Murphy MS, Killeen ISD Keonna White, South Belton MS, Belton ISD
High School Members: David Dominguez, Ellison HS, Killeen ISD Chris duBois, Belton HS, Belton ISD Randy Hicks, Troy HS, Troy ISD Bob James, Temple HS, Temple ISD Lee Vi Moses, Rogers HS, Rogers ISD Ross Sproul, Salado HS, Salado ISD Miguel Timarky, Copperas Cove HS, Copperas Cove ISD
______
College of Education Texas A&M University-Central Texas 1001 Leadership Place Killeen, TX 76549
A SHARED TEAM COMMITMENT FOR CANDIDATE GROWTH AND SUPPORT
TAMUCT School Leadership Candidates are successful because of their commitment to work diligently as they build the skills needed to succeed in the complex and important work of school leadership. Vital to the learning process is the support of an expert, experienced team that provides the mentoring and coaching necessary to guide the candidate’s learning throughout the two-year school leadership program. Each cohort candidate will benefit from a support team composed of the Cohort Facilitator, Cohort Candidate Members, the Principal Mentor, Program Faculty, and the Internship Practicum Field Supervisor.
The following members of the Candidate Team have reviewed the attached roles and responsibilities of each team member and agree to fulfill their roles to the best of their ability.
THE CANDIDATE
______Printed Name Signature Date
THE PRINCIPAL MENTOR
______Printed Name Signature Date
THE COHORT FACILITATOR (also representing Program Faculty and Internship Practicum Field Supervisor)
______Printed Name Signature Date
1
ROLES AND RESPONSIBILITIES OF THE CANDIDATE’S TEAM
Role of the School Leadership Candidate Engagement, authenticity, and responsibility to lead learning belongs to the Candidate. The Candidate must:
Adhere to and build capacity in the discreet skills included in the Fitness to Lead Capacity Study.
Assure compliance with the Texas Educator’s Code of Ethics (19TAC §247.2).
Facilitate constructive interface with the support team including the Principal Mentor, Cohort Facilitator, Program Faculty, and Internship Practicum Field Supervisor.
Prepare and successfully complete all course and program requirements within scheduled timeframes; maintain a high level of performance.
Appropriately utilize university offices and resources (i.e. Financial Aid, Graduate Office, Disability Services, University Library, Instructional Technology, etc) to ensure compliance with university policy and access optimum university support.
Support Cohort Colleagues through assistance with needs throughout the learning process.
Role of the Principal Mentor Principal Mentors are in a pivotal position to support the success of the School Leadership Candidate by providing coaching and expertise related to the school laboratory setting. Each principal mentor will assist through the following:
Attend initial meeting with Candidate and Cohort Facilitator prior to the beginning of the first semester to gain any needed clarification concerning program requirements, support team roles, course structure, and performance expectations.
Provide coaching support during each semester of MEd coursework in a series of four collaborative meetings that are scheduled, planned, and facilitated by the Candidate. The content of the meetings, as outlined in each course syllabus, will focus on course learning outcomes, student competencies, assignment for learning, and practicum process and products associated with the course.
As part of the fourth meeting with the Candidate, provide feedback concerning the School Leadership Standards Analysis/Growth Planning and the Fitness to Lead Capacity Study at the end of each semester.
Provide planning, prioritizing, and coaching support during the internship practicum through a series of mutually agreed upon meetings with the Candidate to check for progress in the Candidate’s customized plan.
Role of the Cohort Facilitator Guidance for the cohort as a whole and for each Candidate in the cohort is provided by the Cohort Facilitator.
The Cohort Facilitator will:
Facilitate recruitment and selection process, notify Candidates of acceptance.
Attend initial meeting with Candidate and Principal Mentor prior to the beginning of the first semester to explain program requirements, support team roles, course structure, and performance expectations.
Maintain Bb cohort organization space to facilitate an ongoing conversation with cohort candidates concerning upcoming events, university requirements, needed plan changes, etc; utilize the space and other tools to build community among the Cohort Colleagues.
2
Interface as first-level program contact with each Candidate’s Principal Mentor at least twice during each semester to ensure continuity of program support, answer any questions, mediate any issues, suggest coaching techniques, and, etc.
Act as mentor to each cohort Candidate, providing a confidential mentor voice concerning the Candidate’s role in engagement, authenticity, and responsibility; provide guidance related to course, program, college of education, and university policies and procedures.
Guide the Candidate’s use of support team members (Principal Mentor, Program Faculty, Internship Practicum Supervisor, other Cohort Colleagues).
Facilitate the Candidate’s successful completion of the master’s comprehensive exam and graduation requirements/participation.
Act as oversight for the Candidate, Principal Mentor, and University Internship Practicum Field Supervisor in the semester-long principal internship practicum experience following MEd coursework completion and graduation.
Facilitate the Candidate’s interface with Educator Preparation Services in the College of Education for the purpose of TExES testing and principal certification.
The School Leadership Program Faculty Key to the success of school leadership candidates is the time and effort expended by program course instructors to create relevant, engaging, and challenging learning opportunities and performance assessments in each course. As learning leaders, school leadership Program Instructors must:
Provide clear expectations for relevant, competency-based learning that includes engaging learning processes and “real” product development; provide guidance for the specific coaching role of the Principal Mentor for the course.
Be accessible to each Candidate during the length of the course; maintain communication with the Cohort Facilitator concerning issues and opportunities.
Interface appropriately with program, college of education, and university staff as needed.
The University Internship Practicum Field Supervisor With the student engaged in so many areas and activities, the role of the Field Supervisor is crucial to the Candidate’s success. Field Supervisors are highly experienced and successful former campus administrators who are carefully chosen based on fully meeting a set of six qualifications. Each field supervisor must: 1) hold a valid principal certificate, 2) have a terminal degree in educational leadership or related field, 3) have several years of experience in successfully leading campus improvement in the principal role, 4) exhibit exceptional interpersonal skills, 5) remain current in research and best practice related to campus leadership and school improvement, and 6) be able to make the substantial time commitment to guide student internship practicum experiences. Duties of the Field Supervisor include the following:
Facilitate the constructive flow of communication among the Candidate, Principal Mentor, and Field Supervisor; provide oversight of Candidate’s internship practicum activities.
Supply guidance to team members as necessary concerning issues that arise in the internship practicum experience.
Document performance and provide feedback concerning all internship practicum assignments.
Complete all required internship practicum paperwork and documentation.
Interface with Cohort Facilitator concerning requirements, issues, and any additional student or supervisory needs.
3
MEMORANDUM
TO: Robin Battershell & Jeff Kirk SPEAC Co-Chairs
FROM: Michael Novotny & Todd Duncan Superintendent CAPS Co-Chairs
DATE: June 18, 2015
RE: Superintendent CAPS 2014-15 Update
Thanks so much for providing us with the opportunity to again co-chair the Superintendent CAPS group for the 2014- 15 academic year. In our effort to be good stewards of superintendents’ time, we again used the established Bell County Superintendents Group as the Superintendent CAPS “filter” for possible improvements in the TAMUCT Superintendent Certification Preparation Program.
The instructors for the Program held several meetings to incorporate improvements in the already existing format. The distinguished group of instructors and the six courses for the 18-hour program are:
EDAK 517 Public School Finance and Fiscal Management – Dr. Robin Battershell EDAK 518 Administrative Law and Personnel Management – Dr. Michael Novotny EDAK 519 The School Superintendency – Dr. Bobby Ott EDAK 535 Educational Planning and Facilities Development – Dr. Bobby Ott EDAK 536 Instructional Development and School Improvement – Dr. Darrell Becker EDAK 597 Superintendency Internship Practicum – Dr. Todd Duncan
To date, the program instructors and coordinator have piloted the following improvements:
Increased emphasis on theory-to-practice learning activities in all program courses. Blended instructional delivery format with only thirteen face-to-face Saturdays within the academic year. Custom summer internship practicum experience through participation in a district improvement project. Mock interviews with distinguished panel of central Texas school district leaders during summer practicum. Collection of evidence of growth towards school district leadership in an e-portfolio format. Use of a cohort organizational structure to expand support for superintendent certification candidates.
The 2014-15 Cohort members were recruited during the spring 2014 semester through their participation in a series of focus group sessions concerning the development of an educational leadership doctoral program in cooperation with Texas A&M Corpus Christi. While the two universities continue their planning efforts related to a cooperative doctoral program to be offered in Killeen, the students remain hopeful that their Superintendent Certification Preparation Program hours will “count” as the cognate in the new program. This amazing cohort of learners includes:
Killeen ISD (Dr. John Craft, mentor) – Gail Charles-Walters, Tina Cole, Julie Crabtree, Jo-Lynette Crayton, David Dominguez, Paula Lawrason, Mike Quinn, Matt Widacki
Temple ISD (Dr. Robin Battershell, mentor) – Christine Parks, Donna Ward, Craig Wilson
Our special thanks go to all of the central Texas school district leaders who have shared their experience and expertise as part of our continuing improvement efforts this academic year. ______
College of Education Texas A&M University-Central Texas 1001 Leadership Place Killeen, TX 76549
Appendix E Educator Preparation Program Operation Reviews
Texas A&M University-Central Texas
Educator Preparation Program Operation Review Bachelor’s in Interdisciplinary Studies with Teacher Certification
Prepared by: Dr. Deborah Davis A. Number of Current Candidates
There are 47 candidates seeking an initial teaching certification.
B. Admission Criteria that has changed from 2014-2015
There are not any changes in the admission criteria for candidates seeking an initial certification for the 2015-2016 school year.
C. Curriculum that has changed from 2014-2015
A new course Geography 300 was developed to meet the candidate’s needs in Social Studies.
D. Candidate Mastery of Content – How will the candidates’ progress be benchmarked and assessed throughout the program? Candidates are introduced and complete pieces of the Teacher Work Sample (TWS) throughout the program as formative/benchmark assessments. A candidate will develop a cumulative Teacher Work Sample as their summative assessment at the end of clinical teaching. E. Input on Field-Based Experiences for this Academic Year (TAC §228.2)
Please refer to (Appendix J) for 2014-2015 candidate input on field-based experiences.
Anticipated number of candidates doing field-based experiences There are 15 candidates in the Teacher Educator Preparation Program that will be doing Clinical Teaching in the Fall of 2015. There are 15 candidates in PD3 that will be applying for Clinical Teaching in the Spring of 2016. Number of candidates and sites for field-based experiences Fall 2015 Lampasas ISD Cove ISD Gatesville ISD Killeen ISD Belton ISD Temple ISD Florence ISD 3 1 12 4 4
Salado ISD Waco ISD Academy ISD 1 1
Candidate experiences and interaction with field-based experiences Candidates in the Teacher Education Preparation Program complete evaluations on their Mentor Teacher(s), University Supervisor, and the Teacher Educator Preparation Program. Please refer to Teacher Education Preparation Program Evaluation Reports found in (Appendix J). Verification and documentation processes for field-based experiences All of the observations, Check-In forms, and Weekly Reflections are submitted to the Educator Preparation Services (EPS) Department for verification, scanning, and filing into the candidate certification record. During the verification process, EPS checks dates, time, and signatures. The Certification Officer reviews all observations for areas of concern..
Texas A&M University-Central Texas
Educator Preparation Program Operation Review Master’s in Education with Teacher Certification
Prepared by: Dr. Deborah Davis A. Number of Current Candidates There are 9 candidates seeking an initial teaching certification. One candidate completed a year-long internship in Killeen ISD, one is hired in KISD for the fall semester, 6 are in pre-internship courses and one will start the pre-internship courses next summer. B. Admission Criteria that has changed from 2014-2015 The 30 hours of observation that was previously required before admittance into the program will now be completed after the candidate is formally admitted into the program. Changes in formal admittance requirements are being developed and will be published online and in a handbook. C. Curriculum that has changed from 2014-2015 There are not any changes in the curriculum for candidates seeking an initial certification through a post-baccalaureate program. D. Candidate Mastery of Content – How will the candidates’ progress be benchmarked and assessed throughout the program?
A new assessment plan is being developed and will be presented at the November meeting.
E. Input on Field-Based Experiences for this Academic Year (TAC §228.2) There was only 1 candidate in the program for the 2014-2015 school year and that candidate is still working on completing course requirements and evaluations documentation. Anticipated number of candidates doing field-based experiences
There are a total of 7 candidates in the Master’s in Education with Teacher Certification program that will hold an Internship position in the 2015-2016 school year. Only 2 have secured positions as of 06/18/2015.
Number of candidates and sites for field-based experiences Fall 2015 Lampasas ISD Cove ISD Gatesville ISD Killeen ISD Belton ISD Temple ISD Florence ISD 2
Salado ISD Waco ISD
Candidate experiences and interaction with field-based experiences Candidates in the Master’s in Education with Teacher Certification will complete evaluations on their Mentor Teacher, University Supervisor, and the Teacher Educator Preparation Program. However, the 1 candidate that TAMUCT currently has in the program has not met requirements to complete the program. Verification and documentation processes for field-based experiences All of the observations, Check-In forms, and Weekly Reflections are submitted to the Educator Preparation Services (EPS) Department for verification, scanning, and filing into the candidate certification record. During the verification process, EPS checks dates, time, and signatures. The Certification Officer reviews all observations for areas of concern.
Texas A&M University-Central Texas
Educator Preparation Program Operation Review Master’s in School Counseling with School Counselor Certification
Prepared by: Dr. Joan Strutton A. Number of Current Candidates
32
B. Admission Criteria that has changed from 2014-2015
We began the application process Fall 2014 that includes an interview, an onsite essay, a submitted resume, and the signing of required documents.
C. Curriculum that has changed from 2014-2015
None
D. Candidate Mastery of Content – How will the candidates’ progress be benchmarked and assessed throughout the program? Each course has exams and projects that are used as assessments. The last practicum requires taking the representative TExES exam. E. Input on Field-Based Experiences for this Academic Year (TAC §228.2) The university supervisor observes a minimum of 135 minutes, provides the student and the administrator a copy of the written evaluation, and an interactive conference with the student follows the observation. Anticipated number of candidates doing field-based experiences
Summer 2015=2 candidates. The number is unknown for Fall 2015 and Spring 2016.
Number of candidates and sites for field-based experiences Fall 2015 Lampasas ISD Cove ISD Gatesville ISD Killeen ISD Belton ISD Temple ISD Florence ISD
Salado ISD Waco ISD
Candidate experiences and interaction with field-based experiences Professional School Counselor students must do at least one 160 hour practicum in a school. During the semester, students demonstrate individual, group, and classroom counseling skills. Sometimes students demonstrate mastery at planning, organizing, scheduling, assisting with testing, etc. The second practicum may be in a school setting or another counseling setting if the student is also seeking licensure. Verification and documentation processes for field-based experiences
Each observation is written in triplicate and a copy is placed in the practicum notebook.
Texas A&M University-Central Texas
Educator Preparation Program Operation Review Master’s in School Leadership with Principal Certification
Prepared by: Dr. Bobbie Eddins A. Number of Current Candidates
35
B. Admission Criteria that has changed from 2014-2015 none
C. Curriculum that has changed from 2014-2015 none
D. Candidate Mastery of Content – How will the candidates’ progress be benchmarked and assessed throughout the program?
Course assessment of learning per syllabi in TEA ap appendix
E. Input on Field-Based Experiences for this Academic Year (TAC §228.2)
N/A per 228.2(9) definition of field experience (early observation/reflection)
Anticipated number of candidates doing field-based experiences If this means “practicum” then 5 summer 2015, 4 fall 2015, 8 spring 2016 reflected below. Projected only as candidate completes practicum in home school setting and may change roles and/or schools/school districts before sixth semester practicum Number of candidates and sites for field-based experiences Fall 2015 Lampasas ISD Cove ISD Gatesville ISD Killeen ISD Belton ISD Temple ISD Florence ISD 4 sum 15 1 sum 15 4 fall 15 2 spring 16 6 spring 16 Salado ISD Waco ISD
Candidate experiences and interaction with field-based experiences
N/A per 228.2(9) definition of field experience (early observation/reflection)
Verification and documentation processes for field-based experiences
N/A per 228.2(9) definition of field experience (early observation/reflection)
Texas A&M University-Central Texas
Educator Preparation Program Operation Review Master’s in Educational Leadership with Superintendent Certification
Prepared by: Dr. Bobbie Eddins A. Number of Current Candidates
11
B. Admission Criteria that has changed from 2014-2015 none
C. Curriculum that has changed from 2014-2015 none
D. Candidate Mastery of Content – How will the candidates’ progress be benchmarked and assessed throughout the program?
Course assessment of learning per syllabi in TEA ap appendix
E. Input on Field-Based Experiences for this Academic Year (TAC §228.2)
N/A per 228.2(9) definition of field experience (early observation/reflection)
Anticipated number of candidates doing field-based experiences
N/A per 228.2(9) definition of field experience (early observation/reflection)
Number of candidates and sites for field-based experiences Fall 2015 Lampasas ISD Cove ISD Gatesville ISD Killeen ISD Belton ISD Temple ISD Florence ISD 8 sum 15 3 sum 15
Salado ISD Waco ISD
Candidate experiences and interaction with field-based experiences
N/A per 228.2(9) definition of field experience (early observation/reflection)
Verification and documentation processes for field-based experiences
N/A per 228.2(9) definition of field experience (early observation/reflection)
Appendix F Degree Plans
TEXAS A&M UNIVERSITY-CENTRAL TEXAS BS Interdisciplinary Studies EC-6 Generalist (2014-2015) 6/18/2015 Name: Advisor: UIN: General Education Requirements Hours Grade Notes ENGL 1301 College Composition (010) (C or Better) 3 ENGL1302 Composition II (010) (C or Better) 3 MATH 1314 College Algebra (020) 3 Any Lab Science (030) 4 PHYS 1405 Elememtary Physics I or PHYS 1415 Physical Science I (030) * * FOS Any BIOL with lab * * FOS ENGL Sophomore (040) (C or better) 3 MUSI 1310 Fundamentals of Music I, HUMA 1315 Fine Arts Appreciation or DRAM 1310 3 Introduction to Theatre (050) HIST 1301 United States History I (060) 3 HIST 1302 Unites States History II (060) 3 GOVT 2305 American Government I (070) 3 GOVT 2306 American Government II (070) 3 GEOG 1303 World Regional Geography (080) * * FOS #DIV/0! Additional Courses for Degree/Certification Hours Grade Notes EDUC 1301 Introduction to the Teaching Profession 3 ENGL Soph. level or ENGK 320 Adv. Grammars or ENGK 330 Adv. Composition 3 #DIV/0! Certification Field of Study Hours Grade Notes PHYS 1405 Elementary Physics I or PHYS 1415 Physical Science I (030) 4 Core Any BIOL with lab 4 Core GEOG 1303 World Regional Geography (080) 3 Core ECON 2301 Principles of Macroeconomics or ECON 2302 Principles of Microeconomics 3 TECA 1303 Early Childhood Development or TECA 2301 Intro to Special Populations 3 PSYK 303 Educational Psychology or TECA 1354 Child Growth & Development or PSYC 2308 Lifespan, Growth & Development 3 MTHK 303 Concepts of Elementary Mathematics I 3 MTHK 305 Concepts of Elementary Mathematics II 3 MTHK 405 Concepts of Elementary Mathematics III 3 ESPK 361 Survey of Exceptional Learners 3 HLTK 351 Principles of Health & Fitness for Children 3 EDUK 340 Mathematics Instruction for Classroom Teachers 3 EDUK 350 Science Instruction for Classroom Teachers 3 EDUK 420 Language, Fine Arts, and Social Studies Instruction for Teachers 3 EDUK 440 Technology Applications and Integration for Classroom Teachers 3 Generalist GPA #DIV/0! Reading/ESL Hours Grade Notes EDUK 325 Fundamentals of Bilingual and English as a Second Language Education 3 RDGK 311 Reading I – Reading Acquisition and Development 3 RDGK 351 Content Area Reading 3 RDGK 384 Reading II – Assess and Instruction of the Dev Reader 3 RDGK 409 Reading and Writing Across the Curriculum 3 RDGK 410 Implementation of Classroom Reading Instruction 3 Reading GPA #DIV/0! Professional Development Hours Grade Notes EDUK 320 Professional Development I: Understanding Learners 3 EDUK 330 Professional Development II: Effective Instruction 3 EDUK 404 Early Childhood Environments 3 EDUK 435 Professional Development IV: Issues in Professional Development 3 EDUK 490 Practicum in Teaching 6 Professional Development GPA #DIV/0! TOTAL OF 120 HOURS-All areas require a minimum 2.75 GPA 120 Overall GPA #DIV/0!
Student: Advisor: Updated 6/2014 mab TEXAS A&M UNIVERSITY-CENTRAL TEXAS BS Interdisciplinary Studies 4-8 Lang Arts/Reading/Social Studies/ESL (2014-2015) 6/18/2015 Name: Advisor: UIN: General Education Requirements Hours Grade Notes ENGL 1301 College Composition (010) (C or Better) 3 ENGL1302 Composition II (010) (C or Better) 3 MATH 1314 College Algebra (020) 3 Any Lab Science (030) 4 PHYS 1405 Elementary Physics I or PHYS 1415 Physical Science I (030) 4 Any BIOL with lab 4 ENGL Sophomore (040) (C or better) 3 MUSI 1310 Fundamentals of Music I, HUMA 1315 Fine Arts Appreciation or DRAM 1310 3 Introduction to Theatre (050) HIST 1301 United States History I (060) 3 HIST 1302 Unites States History II (060) 3 GOVT 2305 American Government I (070) 3 GOVT 2306 American Government II (070) 3 GEOG 1303 World Regional Geography (080) * * FOS #DIV/0! Additional Courses for Degree/Certification Hours Grade Notes ENGL Sophomore level or ENGK 330 Advanced Composition 3 #DIV/0! Certification Field of Study Hours Grade Notes GEOG 1301 Physical Geography or GEOG 1302 Cultural Geography 3 GEOG 1303 World Regional Geography 3 Core
ECON 2301 Principles of Macroeconomics or ECON 2302 Principles of Microeconomics 3
HIST 2311 Western Civilization I or HIST 2312 Western Civilization II 3 HSTK 322 History of Texas 3 Advanced Social Science ( History, Political Science or Social Science) 3 ENGK 320 Advanced Grammars 3 ENGK Advanced Elective 3 MTHK 303 Concepts of Elementary Mathematics I 3 MTHK 305 Concepts of Elementary Mathematics II 3 PSYK 303 Educational Psychology or TECA 1354 Child Growth & Development or PSYC 2308 3 Lifespan, Growth & Development RDGK 311 Reading I – Reading Acquisition and Development 3 RDGK 351 Content Area Reading 3 RDGK 384 Reading II – Assess and Instruction of the Dev Reader 3 RDGK 409 Reading and Writing Across the Curriculum 3 RDGK 410 Implementation of Classroom Reading Instruction 3 ESPK 361 Survey of Exceptional Learners 3
EDUK 325 Fundamentals of Bilingual and English as a Second Language Education 3
EDUK 420 Language, Fine Arts, and Social Studies Instruction for Teachers 3 EDUK 440 Technology Applications and Integration for Classroom Teachers 3 4-8 ELRS GPA #DIV/0! Professional Development Hours Grade Notes EDUK 320 Professional Development I: Understanding Learners 3 EDUK 330 Professional Development II: Effective Instruction 3 EDUK 404 Early Childhood Environments 3 EDUK 435 Professional Development IV: Issues in Professional Development 3 EDUK 490 Practicum in Teaching 6 Professional Development GPA #DIV/0! TOTAL OF 120 HOURS-All areas require a minimum 2.75 GPA 120 Overall GPA #DIV/0!
Student: Advisor: Updated 6/2014 mab TEXAS A&M UNIVERSITY-CENTRAL TEXAS BA English 7-12 Certification (2014-2015) 6/18/2015 Name: Advisor: UIN: General Education Requirements Hours Grade Notes ENGL 1301 College Composition (010) * * FOS ENGL1302 Composition II (010) * * FOS MATH 1314 College Algebra (020) 3 Science (030) 3 Science (030) 3 Sophomore English (040) * * FOS Sophomore English (040) * * FOS Foreign Language (040) 3 MUSI 1310 Fundamentals of Music I, HUMA 1315 Fine Arts Appreciation or DRAM 1310 3 Introduction to Theatre (050) HIST 1301 United States History I (060) 3 HIST 1302 United States History II (060) 3 GOVT 2305 American Government I (070) 3 GOVT 2306 American Government II (070) 3 Social and Behavioral Science (080) 3 #DIV/0! Additional Courses for Degree Hours Grade Notes Foreign Language * * core Foreign Language 3 Foreign Language or Upper Level Linguistics 3 Foreign Language or Upper Level Linguistics 3 Elective 3 Elective 3 #DIV/0! Certification Field of Study Hours Grade Notes ENGL 1301 College Composition 3 core ENGL1302 Composition II 3 core Sophomore English 3 core Sophomore English 3 core ENGK 303 Western Literature I (WI) 3 ENGK 304 Western Literature II (WI) 3 ENGK 305 Critical Analysis of Literature (WI) 3 ENGK 320 Advanced Grammars 3 ENGK 330 Advanced Composition (WI) 3 ENGK 390 Readings in Adolescent Literature 3 ENGK 400 Shakespeare 3 ENGK 411 Studies in Rhetoric and Language (WI) 3 ENGK 416 Literary Authors (WI), ENGK 417 Literary Themes (WI), ENGK 418 Literary Period 3 (WI), or ENGK 419 Literary Genres (WI) ENGK 460 Advanced Studies in Secondary English 3 EDUK 325 Fundamentals of Bilingual and English as a Second Language Education 3 EDUK 440 Technology Applications and Integration for Classroom Teachers 3 ESPK 361 Survey of Exceptional Learners 3 7-12 English GPA #DIV/0! Professional Development Hours Grade Notes PSYK 303 Educational Psychology or TECA 1354 Child Growth & Development or PSYC 2308 3 Lifespan, Growth & Development RDGK 351 Content Area Reading 3 EDUK 320 Professional Development I: Understanding Learners 3 EDUK 330 Professional Development II: Effective Instruction 3 EDUK 430 Professional Development III: Application of Effective Teaching Practices 3 EDUK 435 Professional Development IV: Issues in Professional Development 3 EDUK 490 Practicum in Teaching 6 Professional Development GPA #DIV/0! TOTAL OF 120 HOURS-All areas require a minimum 2.75 GPA 120 Overall GPA #DIV/0!
Student: Advisor: Updated 6/2014 mab TEXAS A&M UNIVERSITY-CENTRAL TEXAS BA History 7-12 Social Studies certification (2014-2015) 6/18/2015 Name: Advisor: UIN: General Education Requirements Hours Grade Notes ENGL 1301 College Composition (010) 3 ENGL1302 Composition II (010) 3 MATH 1314 College Algebra (020) 3 Science (030) 3 Science (030) 3 Sophomore English (040) 3 Sophomore English (040) 3 MUSI 1310 Fundamentals of Music I, HUMA 1315 Fine Arts Appreciation or DRAM 1310 3 Introduction to Theatre (050) HIST 1301 United States History I (060) * * FOS HIST 1302 United States History II (060) * * FOS GOVT 2305 American Government I (070) * * FOS GOVT 2306 American Government II (070) * * FOS HIST 2311 Western Civilization I (080) * * FOS HIST 2312 Western Civilization II (080) * * FOS #DIV/0! Additional Courses for Degree Hours Grade Notes Foreign Language 3 Foreign Language 3 Foreign Language 3 Foreign Language 3 #DIV/0! Certification Field of Study Hours Grade Notes HIST 1301 United States History I 3 core HIST 1302 United States History II 3 core HIST 2311 Western Civilization I 3 core HIST 2312 Western Civilization II 3 core HSTK 300 Historian’s Craft 3 HSTK 322 History of Texas or HIST 2301 3 HSTK 490 Historical Method (WI) 3 HSTK 495 Concepts of History Education 3 Advanced History Elective 3 Advanced History Elective 3 Advanced History Elective 3 Advanced History Elective 3 GOVT 2305 American Government I 3 core GOVT 2306 American Government II 3 core Advanced Political Science 3 GEOG 1301 Physical Geography or GEOG 1302 Cultural Geography 3 GEOG 1303 World Regional Geography 3 EDUK 325 Fundamentals of Bilingual and English as a Second Language Education 3 EDUK 440 Technology Applications and Integration for Classroom Teachers 3 ESPK 361 Survey of Exceptional Learners 3 History(Social Studies 7-12) GPA #DIV/0! Professional Development Hours Grade Notes PSYK 303 Educational Psychology or TECA 1354 Child Growth & Development or PSYC 2308 3 Lifespan, Growth & Development RDGK 351 Content Area Reading 3 EDUK 320 Professional Development I: Understanding Learners 3 EDUK 330 Professional Development II: Effective Instruction 3 EDUK 430 Professional Development III: Application of Effective Teaching Practices 3 EDUK 435 Professional Development IV: Issues in Professional Development 3 EDUK 490 Practicum in Teaching 6 Professional Development GPA #DIV/0! TOTAL OF 120 HOURS-All areas require a minimum 2.75 GPA 120 Overall GPA #DIV/0!
Student: Advisor: Updated 6/2014 mab TEXAS A&M UNIVERSITY-CENTRAL TEXAS BS MATHEMATICS 7-12 certification (2014-2015) 6/18/2015 Name: Advisor: UIN: General Education Requirements Hours Grade Notes ENGL 1301 College Composition (010) (C or Better) 3 ENGL1302 Composition II (010) (C or Better) 3 MATH 1314 College Algebra (020) 3 MATH 2412 Pre-Calculus I (020) 4 PHYS 2425 University Physics I (030) 4 SCIENCE (030) 4 ENGL Sophomore (040) (C or better) 3 MUSI 1310 Fundamentals of Music I, HUMA 1315 Fine Arts Appreciation or DRAM 1310 3 Introduction to Theatre (050) HIST 1301 United States History I (060) 3 HIST 1302 Unites States History II (060) 3 GOVT 2305 American Government I (070) 3 GOVT 2306 American Government II (070) 3 PSYC 2308 Lifespan, Growth & Development (080) 3 #DIV/0! Additional Courses for Degree/Certification Hours Grade Notes ENGL Sophomore or ENGK 309 Technical Writing 3 #DIV/0! Certification Field of Study Hours Grade Notes MATH 1342 Elementary Statistical Methods 3 MATH 2413 Calculus I 4 MATH 2414 Calculus II 4 MATH 2415 Calculus III or MTHK 333 4 MTHK 301 Number Theory 3 MTHK 306 Differential Equations 3 MTHK 310 Discrete Mathematics 3 MTHK 311 Probability and Statistics I 3 MTHK 315 Mathematics and Technology 3 MTHK 332 Linear Algebra 3 MTHK 402 College Geometry 3 MTHK 404 Survey of Mathematical Ideas 3 MTHK 405 Concepts of Elementary Mathematics III 3 MTHK 409 Advanced Analysis 3 MTHK 432 Abstract Algebra (WI) 3 EDUK 325 Fundamentals of Bilingual and English as a Second Language Education 3 ESPK 361 Survey of Exceptional Learners 3 7-12 Math GPA #DIV/0! Professional Development Hours Grade Notes RDGK 351 Content Area Reading 3 EDUK 320 Professional Development I: Understanding Learners 3 EDUK 330 Professional Development II: Effective Instruction 3 EDUK 430 Professional Development III: Application of Effective Teaching Practices 3 EDUK 435 Professional Development IV: Issues in Professional Development 3 EDUK 490 Practicum in Teaching 6 Professional Development GPA #DIV/0! TOTAL OF 120 HOURS-All areas require a minimum 2.75 GPA 120 Overall GPA #DIV/0!
Student: Advisor: Updated 6/2014 mab TEXAS A&M UNIVERSITY-CENTRAL TEXAS BS Political Science 7-12 Social Studies certification (2014-2015) 6/18/2015 Name: Advisor: UIN: General Education Requirements Hours Grade Notes ENGL 1301 College Composition (010) 3 ENGL1302 Composition II (010) 3 MATH 1314 College Algebra (020) 3 Science (030) 3 Science (030) 3 Sophomore English (040) 3 Sophomore English (040) 3 MUSI 1310 Fundamentals of Music I, HUMA 1315 Fine Arts Appreciation or DRAM 1310 3 Introduction to Theatre (050) HIST 1301 United States History I (060) * * FOS HIST 1302 United States History II (060) * * FOS GOVT 2305 American Government I (070) * * FOS GOVT 2306 American Government II (070) * * FOS HIST 2311 Western Civilization I (080) * * FOS HIST 2312 Western Civilization II (080) * * FOS #DIV/0! Additional Courses for Degree Hours Grade Notes Elective 3 core SOCK 303 Race and Ethnic Relations 3 #DIV/0! Certification Field of Study Hours Grade Notes HIST 1301 United States History I 3 core HIST 1302 United States History II 3 core HIST 2311 Western Civilization I 3 core HIST 2312 Western Civilization II 3 core HSTK 322 History of Texas or HIST 2301 3 HSTK 490 Historical Method (WI) 3 GOVT 2305 American Government I 3 core GOVT 2306 American Government II 3 core PLSK 440 Political Ethics 3 PLSK 490 Political Science Capstone Course 3 Advanced Political Science 3 Advanced Political Science 3 Advanced Political Science 3 Advanced Political Science 3 Advanced Political Science 3 GEOG 1300 Principles of Geography or 1301 Physical Geography or GEOG 1302 Cultural 3 Geography GEOG 1303 World Regional Geography 3 ECON 2301 Principles of Macroeconomics 3 ECON 2302 Principles of Microeconomics 3 EDUK 325 Fundamentals of Bilingual and English as a Second Language Education 3 EDUK 440 Technology Applications and Integration for Classroom Teachers 3 ESPK 361 Survey of Exceptional Learners 3 7-12 Political Science GPA #DIV/0! Professional Development Hours Grade Notes PSYK 303 Educational Psychology or TECA 1354 Child Growth & Development or PSYC 2308 3 Lifespan, Growth & Development RDGK 351 Content Area Reading 3 EDUK 320 Professional Development I: Understanding Learners 3 EDUK 330 Professional Development II: Effective Instruction 3 EDUK 430 Professional Development III: Application of Effective Teaching Practices 3 EDUK 435 Professional Development IV: Issues in Professional Development 3 EDUK 490 Practicum in Teaching 6 Professional Development GPA #DIV/0! TOTAL OF 120 HOURS-All areas require a minimum 2.75 GPA 120 Overall GPA #DIV/0!
Student: Advisor: Updated 6/2014 mab
Appendix G Code of Ethics and Standard Practices for Texas Educators
Texas A&M University-Central Texas Educator Preparation Program Code of Ethics and Standard Practices for Texas Educators Enforceable Standards (1) 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 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. (2) Ethical Conduct Toward Professional Colleagues. _____ 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.
Texas A&M University-Central Texas/Candidate Code Of Ethics/06.30.2015/ALD Texas A&M University-Central Texas Educator Preparation Program Code of Ethics and Standard Practices for Texas Educators Enforceable Standards (3) Ethical Conduct Toward Students. _____ Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. _____ Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. _____ Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. _____ Standard 3.4. The educator shall not exclude a student from participation in a program, deny 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 orientation. _____ Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. _____ Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. _____ Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any 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 drugs in the presence of the educator. _____ Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. _____ Standard 3.9. The educator shall refrain from inappropriate communication with a student or 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 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 the educator or the student. Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242
I affirm that I will comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom, as set forth by the Texas Administrative Code §247. 2. As a Texas educator, in maintaining the dignity of the profession, I shall respect and obey the law, demonstrate personal integrity, and exemplify honesty. In exemplifying ethical relations with colleagues, I shall extend just and equitable treatment to all members of the profession. In accepting a position of public trust, I shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. In fulfilling responsibilities in the community, I shall cooperate with parents and others to improve the public schools of the community.
I hereby affirm that I have read and thoroughly understand the Texas Educators’ Code of Ethics TAC 247.2 and shall abide by all enforceable standards of this rule.
______Candidate Printed Name Candidate Signature Date
Texas A&M University-Central Texas/Candidate Code Of Ethics/06.30.2015/ALD
Appendix H Field-Supervisor & Mentor Training Artifacts
University Field-Supervisor Training December 22, 2014 Agenda
I. Welcome & Introductions
II. Field Supervisor Training (TEA required training) a. Qualifications for Field Supervisors b. Training for Field Supervisors Texas A&M University-Central Texas c. Responsibilities for Field Supervisors utilizes the TEA Statewide d. Current Certification Requirements Field Supervisor Training. e. Comments of Feedback Summary
III. University Field Supervisor Evaluation by Clinical Teacher
IV. Forms a. Weekly Reflection Form b. Student Teacher Feedback Summary c. Mentor Signature Lesson Plan d. Addition of Master’s with Certification Interns
V. Visitation Report a. Submit Monthly with Point-to-Point Travel Request Form b. Orientation Meeting c. Mentor Training (Howdy Visit) d. Length of Visit/Observation/Conference
VI. Howdy Meeting & Mentor Training (1st Week) a. Length of Full-Time Student Teaching b. Mentor Weekly Meeting with Clinical Teacher (highly important) c. Best Practices for Assisting Students d. Procedures for Issues with Clinical Teachers e. Forms Quick Check, 3rd Week Progress Report, Final Evaluation
VII. Spring Clinical Teacher Assignments
VIII. Other Business
Site-Based Mentor Acknowledgement of Training
Practicum Student Name ______
Site-Based Mentor Name ______
As the Site-Based Mentor to the above named student, I acknowledge that I have attended the Field Supervisor/Site-Based Mentor training offered by Texas A&M University- Central Texas. I understand that if I have questions or concerns during the course of my mentorship, for any reason, that I can contact
Joan N. Strutton, Ph.D., LPC-S Assistant Professor School Counseling Program Director Texas A&M University-Central Texas 1001 Leadership Place Killeen, TX 76549 [email protected] Phone: 254-519-5444 office & 254-721-8645 cell
The practicum student will make a copy of this document for your records. Thank you for your willingness to share your talent and expertise in mentorship.
Site-Based Mentor/Supervisor
Signature ______
Date ______
Appendix I TEA Notice of Accredited
June 8, 2015
Via Email with delivery/read receipt
Dr. Jeffery Kirk Texas A&M University – Central Texas
Dear Dr. Kirk:
This is official notification that your program has been recommended by TEA staff to be assigned the following status under the Accountability System for Educator Preparation (ASEP) at the June 12, 2015 State Board for Educator Certification (SBEC) meeting.
ACCREDITED
Although this accreditation status is based on 2013-2014 academic year data, it will be effective from the date it is approved by the SBEC until the next annual accreditation ratings are approved by the SBEC based on 2014-2015 academic year data. In several weeks, as required by the TEC §21.0452, accreditation statuses for all Educator Preparation Programs (EPP) will be posted on the EPP Consumer Information web page at http://www.tea.texas.gov.
African Period All Female Male Hispanic Other White American 9/1/2013- 99%(44) 99%(33) 100%(11) 50%(1) 100%(9) 100%(3) 100%(31) 8/31/2014
As part of the ASEP agenda item, it will be noted that your program shall develop an action plan that describes the steps your program will take to address deficiencies in meeting the required performance standard of 80% in the highlighted accountability group(s) listed above for 2013-3014. Additional information regarding the contents of the action plan is included as an attachment. Action plans must be sent to TEA staff no later than 45 calendar days following the date of this notice.
Please share this information with appropriate members of your staff. If you have any questions regarding this notification, please contact the TEA staff assigned to your program.
Sincerely,
Tim Miller, Ed.D. Director of Educator Preparation
Appendix J Initial Teacher Education Program Evaluation Reports
Evaluation of the Teacher Education Program Spring 2015 Candidates
In an effort to improve the preparation of teachers at TAMUCT, we asked for feedback on various aspects of candidate’s professional development. Thank you for your honest participation.
Demographic Information
1. Level Candidates 5. Grade Point Average Candidates Elementary 14 3.5 - 4.0 12 Secondary 7 3.0 - 3.4999 7 All-level 1 2.5-2.999 3
2. Gender Candidates 6. Candidates actively seeking a teaching position? Female 15 Yes 11 Male 7 No 11
3. Ethnicity Candidates Accepted Positions as of 05/08/2015 White 13 Clarke Elementary School 2nd Grade Black 4 Central Texas College Math Tutor Hispanic 5 Willow Springs Elementary School 1st Grade Asian or Pacific Islander 0 Lampasas High School American Indian or Alaskan Native 0 Brookhaven Elementary School Other 0 Pershing Park Elementary School 4th Grade Pershing Park Elementary School 2nd Grade 4. Student Candidates Harker Heights High School Traditional Student 9 East Ward Elementary School Skills K-1 Non-traditional Student 13 Cedar Valley Elementary School 5th Grade Cedar Valley Elementary 3rd Grade
The TAMU-CT Teacher Education Program requires the following professional education courses. Please rate the extent to which each of the following courses did what they said they were going to do. If you did not take the course, please leave the item blank.
Course Evaluation A B C D E N/A 7. Reading 351 Content Area Reading Instructional strategies which promote comprehension; vocabulary development, study skills, and 11 11 0 0 0 0 test-taking strategies; and adaptation of materials for diverse secondary and middle school learners. 8. Reading 409 Reading and Writing Across the Curriculum An examination of factors which influence text difficulty and the use of textbooks, reference materials, 12 10 0 0 0 0 "real world" materials to teach content area subjects. Includes developmental reading for adolescents. 9. Education 320 The Introduction to Teaching Professional Development I An introduction to the professional practices of teachers, including models of instruction, effective 6 5 2 2 0 7 teaching practices, applications of educational technology, and the basic principles of classroom management.
10. Education 320 Technology Lab 12 9 1 0 0 0
11. Education 330 Learners and the Learning Environment Professional Development II An examination of classroom practices appropriate for diverse learners. Topics will include modifying 13 7 1 0 1 0 instruction, measurement and assessment, and demonstration of effective teaching practices. 12. Education 404 Early Childhood Environments Examining and creating learning environments for EC-6 students from a theoretical and practical point of 8 7 4 1 2 0 view. 13. Education 415 Elementary Curriculum, Assessment, & Instruction Application of knowledge of developmental stages, learner needs, the state expectation of TEKS in the 8 4 3 0 0 7 core content areas, effective teaching practices, interdisciplinary planning, and problem-bases learning approaches 14. Education 430 Application of Effective Teaching Practices Professional Development II Field-based experiences are provided in school settings where students will plan and deliver units of 8 6 2 0 0 6 instruction, examine various models of instruction, analyze classroom management strategies, and demonstrate competencies in effective teaching practices. 15. Education 435 Issues in Professional Development Professional Development IV Students synthesize and validate concepts encountered during teaching PRACTICUM. Focuses on the 8 6 2 1 2 3 professional issues related to teaching and the school environment. 16. Education 490 Student Teaching Supervised PRACTICUM in teaching in the public schools at the appropriate level. Students are required to 8 6 6 1 0 1 demonstrate proficiency in the application of effective teaching practices and classroom management strategies.
The candidates rated the extent to which each of the following courses prepared them for clinical teaching and to become a professional educator.
Course Preparation Evaluation A B C D E N/A
17. Education 320 Introduction to Teaching 15 6 1 0 0 0
18. Education 330 Learners and the Learning Environment 11 7 4 0 0 0
19. Education 404 Early Childhood Environments 4 12 3 0 3 0
20. Education 415 Elementary Curriculum, Assessment, & Instruction 6 7 1 0 1 7
21. Education 430 Application of Effective Teaching Practices 6 6 2 1 0 7
22. Education 435 Issues in Professional Development 3 5 2 2 1 7
23. Education 490 Student Teaching 4 8 8 1 1 0
The goals of the TAMU-CT Teacher Education Program follow. The candidates evaluated the extent to which they believed the TAMU-CT Teacher Preparation Program helped them to achieve each goal.
The TAMU-CT Teacher Education Program strives to develop teachers who: A B C D E N/A
24. Possess appropriate knowledge and abilities in specific content areas or teaching fields. 16 4 1 0 1 0
25. Communicate effectively with students, parents, and other professionals. 9 8 4 1 0 0
26. Apply the principles of instructional planning in the development of curriculum. 13 3 2 2 2 0
27. Utilize effective teaching practices. 10 7 3 1 1 0 28. Formally and informally evaluate student performance and use the results of such assessment in the 9 9 3 1 0 0 instructional decision-making process. 29. Promote critical thinking and participatory citizenship. 7 8 7 0 0 0
30. Are skilled in the use of instructional technology. 8 11 2 0 1 0
31. Are proficient in mathematical skills. 7 11 4 0 0 0
32. Operate within the legal guidelines and uphold the ethics of the teaching profession. 6 7 5 1 1 2
33. Demonstrate concern for students' general welfare. 15 5 2 0 0 0
The TAMU-CT Teacher Education Program strives to develop teachers who: A B C D E N/A
34. Are committed to continued professional growth and development. 16 5 1 0 0 0 35. Use an understanding of human developmental processes to nurture student growth through 11 9 2 0 0 0 developmentally appropriate instruction. 36. Consider environmental factors that may affect learning in designing a supportive and responsive 13 6 2 0 1 0 classroom community that promotes all students' learning and self-esteem. 37. Appreciate human diversity, recognize how diversity in the classroom and the community may affect learning and create a classroom environment in which both the diversity of groups and the uniqueness of 15 3 1 2 1 0 individuals are recognized and celebrated. 38. Understand how learning occurs and applying this understanding to design and implement effective 12 5 4 1 0 0 instruction. 39. Understand how motivation affects group and individual behavior and learning and applying this 13 6 2 1 0 0 understanding to promote student learning. 40. Please evaluate the level to which you believe the TAMU-CT Teacher Education Program has 9 9 4 0 0 0 prepared you to understand learners.
Please evaluate the extent to which the TAMU-CT Teacher Education Program helped you to develop the following competencies for enhancing student achievement.
Competencies for enhancing student achievement. A B C D E N/A 41. Use planning processes to develop outcome-oriented learning experiences that foster understanding 8 10 3 1 0 0 and encourage self-directed thinking and learning in both individual and collaborative settings. 42. Use effective verbal, nonverbal, and media communication techniques to shape the classroom into a 12 7 2 1 0 0 community of learners engaged in active inquiry, collaborative exploration and supportive interactions. 43. Use a variety of instructional strategies and roles to facilitate learning and to help students become independent thinkers and problem solvers who use higher-order thinking in the classroom and in the real 8 10 2 2 0 0 world. 44. Use a variety of instructional materials and resources (including human and technological resources) 8 10 3 1 0 0 to support individual and group learning. 45. Use process of formal and informal assessment to understand individual learners, monitor instructional 9 10 2 1 0 0 effectiveness, and shape instruction. 46. Structure and manage the learning environment to maintain a classroom climate that promotes the 10 9 2 1 0 0 lifelong pursuit of learning and encourages cooperation, leadership, and mutual respect. 47. Please evaluate the level to which you believe the TAMU-CT Teacher Education Program has 6 13 3 0 0 0 prepared you to enhance student achievement. 48. Act as reflective practitioner who knows how to promote his or her own professional growth and can work cooperatively with other professionals in the system to create a school culture that enhances 14 6 2 0 0 0 learning and encourages positive change.
Please evaluate the extent to which the TAMU-CT Teacher Education Program helped you to develop the following competencies for understanding the teaching environment.
Competencies for enhancing student achievement. A B C D E N/A 49. Know how to foster strong school-home relationships that support student achievement of desired 13 13 6 2 1 0 learning outcomes. 50. Understand how the school relates to the larger community and knows strategies for making 10 10 9 2 1 0 interaction between school and community mutually supportive and beneficial. 51. Understand requirements, expectations, and constraints associated with teaching in Texas, and 10 10 9 3 0 0 applying this understanding in a variety of contexts. 52. Please evaluate the level to which you believe the TAMU-CT Teacher Education Program has 11 11 7 4 0 0 prepared you to understand the teaching environment. 53. Rate the overall quality of your college preparation in general education requirements. 7 7 8 6 1 0
54. Rate the adequacy of the advising you received from members of the education faculty. 13 13 3 5 1 0
Comments… I will take over a long term substitute job at Belton High School on May 11, 2015.
Thanks for all the experiences in the program and hope to make all my professors proud when they come visit me in my classroom. Days where we are pulled from our placements to come to the University campus should align more with the district calendar. Some of the days missed would have been more useful in the classroom than being there for all of the early outs, and some of the STAAR testing dates. My address will probably change soon.
Thanks!
Thank you for encouraging me through the program!
Thank You for everything!
Thank you for everything. This has been a great experience and very beneficial towards my teaching profession. Dr. Davis is truly a great Instructor, advisor, and professional. Definitely a role model for any future TAMUCT Education student. It has been an honor and a privilege to attend this college.
This was a great experience.
Clinical Teacher Evaluation of Cooperating Teacher Teacher Education Program Evaluation Spring 2015 Candidates Questionnaire Responses
Questions (1=Disagree – 5=Agree) 1 2 3 4 5
1. The mentor teacher gave me adequate explanation of my duties and 1 2 6 28 0 responsibilities. 2. The mentor teacher often observed my teaching and provided feedback on 3 1 5 28 0 each lesson.
3. The mentor teacher provided me a place to work. 1 0 4 32 0
4. The mentor teacher was available to me for special problems and concerns. 1 1 4 31 0
5. The mentor teacher was able to communicate effectively with the TAMUCT 1 1 4 30 1 University Supervisor and myself.
6. The mentor teacher’ suggestions, comments, and feedback were helpful. 3 1 3 30 0
7. The conferences I had with the mentor teacher were helpful. 1 3 2 31 0
8. The mentor teacher provided me with a copy of the Teacher’s Edition of 2 1 4 23 6 textbooks utilized in the classroom. 9. The mentor teacher recognized and allowed for differences and flexibility in 1 2 6 28 0 teaching ideas and methods. 10. My mentor teacher showed genuine interest in my growth and development as 1 2 1 33 0 a teacher. 11. In general, the personality of the mentor teacher facilitated my role as a 2 3 3 29 0 clinical teacher.
12. The mentor teacher conducted a formal mid-point evaluation with me. 2 2 6 27 0
13. The mentor teacher conducted a formal final evaluation with me. 2 2 7 26 0
14. Overall, I would rate the mentor teacher as effective and supportive. 2 1 4 29 1
The survey rating scale utilized during the 2014-2015 year is vague, inconsistent with other survey scales, and does not provide a clear interpretation between the numbers to fully understand the clinical teacher perceptions of the cooperating teacher. This survey will be changed for the 2015-2016 year.
Clinical Teacher Evaluation of University Field Supervisor Teacher Education Program Evaluation Spring 2015 Candidates
Think of the interactions you had with your University Field Supervisor when answering the following questions: 1 Almost Always – All or almost all of the time the action was performed by the field supervisor 2 Frequently – Most of the time the action was performed by the field supervisor 3 Occasionally – Some of the time the action was performed by the field supervisor 4 Rarely – Infrequently or never the action was performed by the field supervisor
To what extent did the University Field Supervisor… 1 2 3 4
1. Share with you the expectations for your performance in the classroom? 17 4 1 0 2. Base observation feedback on the expectations for your performance in 19 2 1 0 the classroom? 3. Provide you written documentation of his/her report or checklist of his/her 22 0 0 0 observations of your performance in the classroom? 4. Hold an interactive conference with you after each observation? 21 1 0 0 5. Offer written feedback on your performance in the classroom within one 22 0 0 0 week of the observation? 6. Includes specific strategies that address your strengths and weaknesses in 19 2 1 0 his/her feedback about your performance in the classroom? 7. Respond to your needs, for example, help you to solve problems, develop 18 2 2 0 an individualized plan or act as your advocate? 8. Provide multiple means for you to contact him/her, such as e-mail, 20 2 0 0 telephone, texting, and face-to-face interaction? 9. Offer you opportunities to reflect on your performance in the classroom? 21 0 1 0
10. Ask you for ways he/she can support you? 20 1 1 0
Total Scores 199 14 7 0
Please select Yes or No in answering the following questions about the quality of University Yes No field supervision received by the beginning teacher. 11. Did you ever communicate with your field supervisor by email, text or telephone call? 22 0
If yes to #11, did your supervisor respond to your communication within two school/business days? 22 0
12. Did you ever communicate with your field supervisor by email, text or telephone call? 22 0
13. The field supervisor formally observed me teaching a minimum of three times. 22 0 14. The field supervisor observed me teaching for a minimum of 45 minutes during at least 3 22 0 formal observations.
Comments on Evaluation of University Field Supervisor Teacher Education Program Evaluation Spring 2015 Candidates
No Comments
Was a great Field Supervisor!
My field supervisor was available and quickly responded to ALL my concerns.
No Comments I appreciated my supervisor giving me a sticker on my observations evaluation sheets. Like my students, I liked to see that she approved of my strong points and gave me a sticker for it. My supervisor always offered sound advice for the classroom and sent me things for my teacher tool-kit. No Comments The comments have not been edited. They are in original format. A name was No Comments removed in one location.
Great supervisor, but sometimes a little negative. I loved My supervisor’s willingness and desire to help and to be an advocate for me. She was always available whenever I needed her and always provided me with honest advice. She made me feel so comfortable during this journey of my clinical teaching exprience. I am so happy to have had her as my University Supervisor. I think she was pretty good supervisor, tough and fair. The only thing that I would improve with this field supervisor is that she's not very flexible when it comes to scheduling observations. She did a great job! She was very apt to give positive criticism and point out areas that needed improvement. Overall she was great. I enjoyed having her as my supervisor. She can be better at communicating in a positive manner, she'd sometimes be rude to my mentor and I without knowing it. She also has too much on her plate. She would be very upset and rude if we had to reschedule because she'd be too booked. My university supervisor was pleasant and professional; however, I feel that some of our communications were insincre, poorly executed, or a bold face lie. While I aprreciate that my mentor tried to conseal her concerns in broad statements, or "weekly shaed stories for 'all' students" (she did not share the same story or lesson with all clinical teachers) I feel I would have better benifited if she had been honest and blatent with me. I can not learn or reflect on my actions if I do not truley know what Ishould be reflecting on or learning from. She really is supporting and friendly. If I needed anything she helped me as well as she provided me with many nre ideas for my classroom, or feed back on if my ideas were or were not working. Overall I appriciated all of her help. My supervisor was very supportive. She would respond quickly to all communications. She was on time to observations and provided me with excellent feedback. She related my experiences in the classroom to what it is going to look like in my own classroo and how I could respond differently. There were many times that Mrs. Blassingame would spend additional time with me to ensure that all of my questions or concerns were answered. She was an excellent university supervisor. My supervisor was a joy to work with. My supervisor provided an unmeasureable amount of feedback and additional information due to her vast experience and knowledge. The assessments were honest and detailed. I learned and valued her professionalism. I was very fortunate to have her as my fied supervisor. I did not realize that we were suppose to keep all of our information that we were recording, such as extra activities in our book for my supervisor to view each time. I did not have it included each time she visited and I feel like that counted against e because she thought I was not keeping up with it. If that could be made more clearly for the students for the following year. Was a great supervisior. She gave me great feedback.
No Comments
Educator Preparation Service 1001 Leadership Place Killeen Texas, 76543 254-5198704/Fax 254-519-5788 [email protected]
To: Educator Preparation Council Members
From: Elizabeth Glenn, Coordinator for Certification Testing
Date: May 27, 2015
Re: Projected Pass Rates for 2014-2015
The window for pass rates for accreditation for the 2014– 2015 academic year will close in August 2015. The projected pass rates are below. Approximately 9 students have testing requirements to complete prior to August 4, 2015. Of those nine, three are retests and six or first time testers. A Representative TExES session for all certification areas is available during the summer on August 1, 2015. Attached are the testing statistics for all TExES examination taken from September 1, 2015 through May 27, 2015. During this period there was no data applicable for professional class certification candidates eligible for testing approval through A&M Central Texas.
GROUPS 2014-2015
Overall 87.1% Female 92% Male 95.2% African American 71% American Indian/Alaska Native - Hawaiian/Pacific - Hispanic 81.5% White 95.8% 2 or More Races -
Texas A&M University-Central Texas/5.27.2015/edg Teacher Education Program Curriculum Assessment in Relation to TExES Testing August 2014 - Present Average Scaled TEST NAME Average % correct # Testers Score # Scored Pts All Program All Program All Program ELAR/SOC STD 4-8 Total 100 256.48 253.5 182 2 I. Oral Lang, Early Literacy, Word ID & RDG Fluency 16 - 17 79.04 82.35 II. RDG Comp, Written Lang, Study/Inquiry View/Rep 33 - 34 76.99 81.82 III. Social Studies Content 35 - 37 65.27 58.57 IV. Social Studies Foundations/Skills/Instruction 13 - 15 74.92 70
ESL Total 60 252.66 264.24 2461 21 I. Language Concepts and Language Acquisition 14 - 15 67.55 75.28 II. ESL Instruction and Assessment 27 - 28 74.49 81.2 III. Found. of ESL Ed/Culture/Family/Community 18 76.1 81.48
PPR EC-12 Total 90 262.69 270.65 15979 40 I. Design Instruction to Promote Student Learning 30 74.62 78.33 II. Create a Positive/Productive Class Environment 12 78.06 82.5 III. Implementing Responsive Assessment 30 - 31 74.08 79.95 IV. Fulfill Professional Roles & Responsibilities 17 - 18 78.36 79.92
SPED EC-12 Total 120 249.39 258.67 1976 3 I. Individuals with Disabilities and Their Needs 15 - 18 67.48 80.83 II. Promoting Student Learning and Development 39 - 41 71.67 78.48 III. Promoting Student Achievement in ELA/RDG/Math 40 67.84 69.17 IV. Foundations & Professional Responsibilities 22 - 24 68.43 62.5
GENERALIST EC-6 Total 123 - 125 240.39 252.57 8973 28 I. English Language Arts and Reading 39 - 40 67.6 72.5 II. Mathematics 24 70.13 78.72 III. Social Studies 24 65.37 73.36 IV. Science 21 - 22 67.51 74.19 V. Fine Arts, Health, and Physical Education 15 70.93 75.95
MATH 4-8 Total 80 250.09 276.6 857 5 I. Number Concepts 12 - 14 73.23 91.19 II. Patterns and Algebra 17 - 18 74.38 78.82 III. Geometry and Measurement 16 - 19 74.28 89.41 IV. Probability and Statistics 11 - 13 73.79 86.92 V. Mathematical Processes and Perspectives 7 - 8 68.63 81.79
Texas A&M University-Central Texas /5.12.2015/edg Teacher Education Program Curriculum Assessment in Relation to TExES Testing August 2014 - Present
Average Scaled TEST NAME Average % correct # Testers Score # Scored Pts All Program All Program All Program ELAR 7-12 Total 100 242.07 268.75 1259 4 I. Integrated Language Arts 12 71.06 89.58 II. Literature and Reading Processes 32 69.64 81.25 III. Written Communication 24 70.02 85.42 IV. Oral Communication and Media Literacy 12 68.09 83.33 Constructed Responses 20 45.75 65
MATH 7-12 Total 80 243.04 257.5 732 2 I. Number Concepts 11 68 72.73 II. Patterns and Algebra 27 65.63 81.48 III. Geometry and Measurement 15 64.95 63.33 IV. Probability and Statistics 11 67.06 90.91 V. Processes and Perspectives 8 68.84 62.5 VI. Learning/Instruction/and Assessment 8 64.14 56.25
SOC STD 7-12 Total 120 234.71 232.6 936 5 I. World History 17 - 18 68.8 67.78 II. United States History 24 - 25 63.51 60.33 III. Texas History 15 - 16 52.69 51.08 IV. Geography 16 67.71 65 V. Government and Citizenship 15 - 16 71.63 69.67 VI. Economics and Science; Technology and Society 15 62.62 58.67 VII. Social Studies Foundations, Skills, Research, and Instruction 15 - 16 74.05 83.42
PASS RATES All Program
ELAR/SOC STD 4-8 87 100 SPED EC-12 76 100 ESL 80 100 GEN EC-6 58 89 PPR EC-12 92 100 ELAR 7-12 65 100 SOC STD 7-12 49 60 MATH 7-12 65 100
Below average or areas that show needed attention or concern.
Texas A&M University-Central Texas /5.12.2015/edg TExES Examination Report September 2014 – Present
Program All Programs Test Name # of Examinees % Pass # of Examinees % Pass 113 ENG LANG ARTS &READ/SOC STUDIES 4-8 2 100 182 87 154 ESL/SUPPLEMENTAL 26 100 2776 80 160 PEDAGOGY & PROF RESP EC-12 41 100 17631 93 161 SPECIAL EDUCATION EC-12 4 100 2192 76 190 BTLPT-SPANISH 1 100 1949 64 191 GENERALIST EC-6 28 89 9770 59 231 ENG LANGUAGE ARTS AND READING 7-12 4 100 1259 65 232 SOCIAL STUDIES 7-12 5 60 1045 50 235 MATHEMATICS 7-12 2 100 811 65 Overall Pass Rate 94.3%
Comparison by Year
Program All Programs Test Name # of Examinees % Change in Pass Rate # of Examinees % Change in Pass Rate 2014- 2013- 2013-2014 2015 From 2013-2014 To 2014-2015 2014 2014-2015 From 2013-2014 To 2014-2015 113 ENG LANG ARTS &READ/SOC STUDIES 4-8 1 2 0 237 182 2 115 MATHEMATICS 4-8 5 0 N/A 857 579 -7 131 ENG LANGUAGE ARTS AND READING 8-12 2 0 N/A 603 0 N/A 132 SOCIAL STUDIES 8-12 2 0 N/A 574 0 N/A 135 MATHEMATICS 8-12 2 0 N/A 593 0 N/A 154 ESL/SUPPLEMENTAL 32 26 0 3843 2776 -2 160 PEDAGOGY & PROF RESP EC-12 44 41 0 23333 17631 -1 161 SPECIAL EDUCATION EC-12 18 4 0 3328 2192 -5 190 BTLPT-SPANISH 0 1 N/A 2877 1949 -2 191 GENERALIST EC-6 31 28 -4 13808 9770 -5 231 ENG LANGUAGE ARTS AND READING 7-12 2 0 N/A 574 0 N/A 232 SOCIAL STUDIES 7-12 0 4 N/A 932 1259 0 235 MATHEMATICS 7-12 2 5 -40 941 1045 -1
Texas A&M University-Central Texas/5.26.2015/EDG TExES Examination Report September 2014 – Present
Demographics Gender Program All Programs Test Name # of Examinees % Pass # of Examinees % Pass 113 ENG LANG ARTS &READ/SOC STUDIES 4-8 Male 1 100 31 84 Female 1 100 151 87 154 ESL/SUPPLEMENTAL Male 3 100 259 75 Female 23 100 2517 81 161 SPECIAL EDUCATION EC-12 Male 1 100 533 62 Female 3 100 1659 80 190 BTLPT-SPANISH Female 1 100 1690 64 191 GENERALIST EC-6 Male 2 100 730 55 Female 26 88 9040 60 231 ENG LANGUAGE ARTS AND READING 7-12 Male 1 100 286 66 Female 3 100 973 65 232 SOCIAL STUDIES 7-12 Male 3 67 666 54 Female 2 50 379 42 235 MATHEMATICS 7-12 Male 2 100 341 69
Texas A&M University-Central Texas/5.26.2015/EDG TExES Examination Report September 2014 – Present
Demographics
Ethnicity
Program All Programs Test Name # of Examinees % Pass # of Examinees % Pass 113 ENG LANG ARTS &READ/SOC STUDIES 4-8 White 2 100 135 96 154 ESL/SUPPLEMENTAL African American 4 100 339 64 Hispanic 8 100 412 79 White 14 100 1860 84 160 PEDAGOGY & PROF RESP EC-12 African American 4 100 2078 87 Hispanic 14 100 5601 88 White 22 100 9087 97 Two or more races 1 100 292 98 161 SPECIAL EDUCATION EC-12 Hispanic 1 100 519 75 White 3 100 1017 91 190 BTLPT-SPANISH Hispanic 1 100 1820 65 191 GENERALIST EC-6 African American 6 83 1580 29 Hispanic 9 89 3498 50 White 13 92 4265 78 231 ENG LANGUAGE ARTS AND READING 7-12 Hispanic 2 100 332 54 White 2 100 689 78 232 SOCIAL STUDIES 7-12 African American 1 0 144 19 White 4 75 604 59 235 MATHEMATICS 7-12 White 2 100 402 76
Texas A&M University-Central Texas/5.26.2015/EDG Dean’s Response To Program Review
Bachelor of Science Interdisciplinary Studies Department of Curriculum and Instruction College of Education
Drs. Kellie Cude and Amanda Allen have done an exceptional job in working with a myriad of individuals to gather data for this report. This is the first review of the Bachelor of Science in Interdisciplinary Studies which includes Early Childhood-6 Generalist, All Level Special Education, 4- 8 Math, and 4-8 English Language Arts and Social Studies. All certifications require supplemental certification in English as a Second Language.
The College is home to two departments, one academic program (educational leadership), the University counseling center, and the educator preparation services office. Based on program review recommendations from the department chair and undergraduate education program coordinator, specific recommendations of the program review committee will be addressed in the action plan.
It is important to note that the external reviewer found four areas of exceptionality and two areas of opportunity for improvement. Areas of Exceptionality include: 1. Faculty dedication to quality, 2. Tightly aligned curriculum, 3. Program viability, and 4. Exceptional outcomes on external certification exams. Opportunities for Improvement include: 1. Need for one additional faculty line and 2. Lack of dedicated space and resources for education classes.
In response to the program review committee recommendations:
1. Creating a two-year course rotation schedule to enable faculty and students to better manage their course loads:
The faculty members are in the process of developing a two year course rotation. The rotation development will help to identify faculty workload distributions and student schedules. (No external resources are required to complete this task.)
2. Reassess additional data to determine need for one additional full-time faculty line. Some of the possible benefits of adding one new faculty member include: a. Time for new course development/course improvement, b. Time for Faculty Scholarship, c. Time for Program Alignment, d. Time for Program Development, e. Time for Program Evaluation, f. Ability to offer additional certifications for which we are currently approved, g. Enhance programs to maintain alignment as the certification requirements change. The Dean will work with the Department Chair to complete a needs assessment for additional resources. If the needs assessment indicates that additional faculty are required to sustain the needs of the Department, we will develop a plan/include documentation in the upcoming budget cycle.
3. Creating dedicated education classrooms:
In spite of the heavy furniture and lack of dedicated space, the faculty has continued to employ best practices in teaching. Each class period they rearrange furniture to create group settings and return it to the original arrangement at the end of class. Provision of two dedicated classrooms arranged to facilitate best practices in teaching( i.e. group work) and furniture (i.e. round tables, kidney tables, horseshoe tables and storage units) designed to create an optimal education simulation is needed. In addition, the program needs a large room, without technology, that can be used for physical and special education. This room must be spacious and include furniture easily moved to create a large open area for motor skill activities. This room also needs locked storage space to house the physical and special education equipment. The Dean has been able to secure classroom space for the psychology department to use in the development of labs and research and will continue to work with the Provost and VP for Finance and Administration to try and identify additional space that can be used to meet the mission requirement for the undergraduate C&I program.
4. Assess the need for additional resources to facilitate learning in the content specific education classes:
With the addition of two new content specific courses (math and science), the program needs additional resources to support the facilitation of using manipulatives in the process of teaching. In addition, the special education courses are in need of the various resources that are currently being used in public school special education. Additionally, the health/physical education course needs appropriate resources to facilitate understanding of small and large motor skill development. Because these areas are tested by the state certification exam, it is the duty of the program to provide experiential knowledge to our students. We will develop a list of needs to support the new classes and submit to the administration during the upcoming budget cycle.
5. Assess continued support of program improvement:
The faculty through weekly meetings and bi-annual retreats, require funding and administrative support to ensure continuous program improvement. We will work to develop a plan for providing additional resources to the Department so they can continue to refine their continuous improvement process.
6. Create a vision statement that guides future program planning:
This past fall, we began to review and revise the academic master plan for the College. This included a review and revision of all vision, mission, and guiding principles for the College. Additionally, the College hosted a 2-day planning retreat in November 2014 for the departments to work on their vision, mission, and guiding principles statements and to also begin to develop their program assessment plans for our upcoming SACSCOC visit (2018). All plans will have a common process designed by each program and department necessary to gather and analyze program-specific data for continuous improvement. All objectives, outcomes, assessment tools, and measurements/metrics will be reviewed. (No external resources are required to complete this task.)
Jeffery L. Kirk, Dean Date
Appendix K Program Advisement Memorandum of Understanding (Sample) Educator Preparation Program Complaint Process (Draft) Program Fee Changes EC-6 /4-8 Core Subjects Test
Texas A&M University-Central Texas & Local District MOU
Memorandum of Understanding Between Texas A&M University-Central Texas & Temple ISD 2015 - 2106
Purpose The purpose of the agreement is to provide a framework for collaboration between Texas A&M University-Central Texas and the Temple Independent School District that ensures the certification requirements established by TEA are met. Through our partnership and this agreement, it is the goal of Texas A&M University-Central Texas to support the mission and goals of Temple ISD.
This Memorandum of Understanding is made and entered into by and between Texas A&M University-Central Texas (hereinafter “the University”) and the Temple Independent School District (hereinafter “the District”) for the completion of the field experience, internship, or practicum required by the State of Texas and the State Board for Educator Certification for Texas certifications.
The University and District acknowledge that no contractual relationship is created by this agreement. The Memorandum of Understanding is designed to establish a successful partnership and commitment to the terms of agreement listed as follows:
Teacher Certification The District agrees to: 1. Provide an appropriate field-based experience that allows the clinical teacher to meet all certification requirements. 2. Provide a highly qualified cooperating teacher with appropriate certification and at least three (3) years successful teaching experience. 3. Provide the University with the number of clinical teachers who may be placed in the District’s schools. The District has sole authority to determine where clinical teachers will be placed. 4. Commit to a clinical teacher placement for the length of the field-based experience. If there is a concern, it will be brought to the attention of Administration and the Director of Educator Preparation Services. 5. Provide opportunities for clinical teachers to attend campus and district orientations and trainings. 6. Provide access to appropriate district resources including but not limited to curriculum documents, email, online resources, libraries, forms, and professional development opportunities.
The University agrees to: 1. Recommend for placement in the clinical teaching practicum only those clinical teachers who have earned a satisfactory record and have met the requirements established by the University. 2. Provide the District the Request for PDIII & Clinical Teaching Form with specific certification guidelines and requirements. 3. Inform all clinical teachers that they must complete all appropriate paperwork and applications for placement with the District and return them to meet all deadlines set by the school district. 4. Provide the District the right to refuse placement to any student based on any information obtained during the application process that does not meet district standards. 5. Provide the District the authority to dismiss, reassign, or take other appropriate action against a clinical teacher deemed to be in the District’s best interest. 6. Provide cooperating teacher and clinical teachers training on their responsibilities regarding participation in the clinical teaching experience, including professional conduct, the District Board Policies, rules set by the University, rules and procedures set by the District as set out in the Employee Handbook, and state and federal laws relating to education with specific attention to FERPA and the Texas Educator Code of Ethics. 7. Provide the District, the clinical teacher, the cooperating teacher, and the university supervisor access to curriculum requirements, evaluation forms, project descriptions, handbooks, calendars, schedules, or any other documentation or materials which is necessary to effectively facilitate and support the clinical teacher during this experience.
Teacher Certification by Internship The District agrees to: 1. Provide an appropriate full-time position that allows the intern to meet all certification requirements. 2. Provide a highly qualified mentor teacher with appropriate certification and at least three (3) years successful teaching experience. 3. Commit to an intern placement for the length of the school year. If there is a concern, it will be brought to the attention of Campus Administration and the Director of Educator Preparation Services. 4. Provide opportunities for interns to attend campus and district orientations and trainings. 5. Provide the University a copy of the interns appraisal.
The University agrees to: 1. Recommend for hire interns that have met the requirements established by the University. 2. Provide the District the Statement of Eligibility for Internship Form with specific certification guidelines and requirements. 3. Inform all interns and mentor teachers that they must complete all appropriate paperwork and return them to meet all deadlines. 4. Provide the District the authority to dismiss, reassign, or take other appropriate action against an intern deemed to be in the District’s best interest. 5. Provide interns and mentor teachers training on their responsibilities regarding participation in the internship, including professional conduct, the District Board Policies, rules set by the University, rules and procedures set by the District as set out in the Employee Handbook, and state and federal laws relating to education with specific attention to FERPA and the Texas Educator Code of Ethics. 6. Provide the District, the intern, the mentor teacher, and the university supervisor access to curriculum requirements, evaluation forms, project descriptions, handbooks, calendars, schedules, or any other documentation or materials which is necessary to effectively facilitate and support the clinical teacher during this experience. 7. The University agrees to pay the mentor a stipend of $250.00 per semester upon receipt of required documentation.
Professional Certification The District agrees to: 1. Provide a supervised professional certification practicum to an employee of the District in the particular field for which a professional certificate is sought. If the professional certificate candidate is not a District employee, the candidate must go through the District process to become a Substitute Teacher. 2. Provide a highly qualified site-supervisor with at least three (3) years successful experience in the aspects of the professional certification being pursued and have been employed by the District for at least one (1) year. 3. Ensure the campus principal’s approval for the campus to serve as a practicum site for the following professional certifications: School Counselor, Reading Specialist, and Educational Diagnostician. 4. Commit to site-supervision for the length of the practicum. If there is a concern, it will be brought to the attention of Administration and the Director of Educator Preparation Services. 5. Assign no more than one (1) professional practicum candidate to a site-supervisor unless prior approval by the District. In the superintendent practicum, more than (1) professional practicum candidate is appropriate. 6. Ensure that the site-supervisor has proof of professional insurance to cover supervisory duties. 7. Provide access to appropriate district resources including but not limited to curriculum documents, email, online resources, libraries, forms, and professional development opportunities. 8. Ensure that any necessary information or district forms/contracts needed from the professional certificate candidate are obtained. TISD will have a contract for the candidate to sign. 9. Provide access to necessary and required training (CHAMPS, CPI, etc.) if applicable.
The University agrees to: 1. Recommend for site-supervision only those professional certification candidates who have earned a satisfactory record and have met the requirements established by the University. 2. Provide the District the Request for Professional Certificate Practicum Form with specific certification guidelines and requirements. 3. Inform all professional certification candidates that they must complete all appropriate paperwork and applications for placement with the District and return them to meet all deadlines set by the school district. 4. Provide the District the right to refuse a practicum placement to any professional certification candidate based on any information obtained during the application process that does not meet district standards. 5. Provide the District the authority to dismiss, reassign, or take other appropriate action against a professional certification candidate deemed to be in the District’s best interest. 6. Provide site-supervisors and professional certification candidates training on their responsibilities regarding participation in the clinical teaching experience, including professional conduct, the District Board Policies, rules set by the University, rules and procedures set by the District as set out in the Employee Handbook, and state and federal laws relating to education with specific attention to FERPA and the Texas Educator Code of Ethics. 7. Provide the District, the professional certification candidates, the site-supervisor, and the university field supervisor access to curriculum requirements, evaluation forms, project descriptions, handbooks, calendars, schedules, or any other documentation or materials which is necessary to effectively facilitate and support the professional certification student during this experience.
The University and Temple ISD jointly agree to: 1. Establish ongoing, open communication between the University staff and the District. 2. Comply with all state and federal laws and regulations. 3. Comply with all university and district policies and procedures.
Term of Agreement, Modification, Termination: This agreement shall be effective when executed by both parties and shall remain in effect for a period of one (1) year from the date of inception. This agreement may be terminated without cause upon written notice by either party.
This agreement may be modified in writing upon approval of both parties.
AGREED:
Dr. Robin Battershell, Superintendent Date
Dr. Jeffrey Kirk, Dean of College of Education Date
Dr. Amber Lynn Diaz, Director of Educator Preparation Services Date
Educator Preparation Program Complaint Process
College of Education Educator Preparation Programs Complaint Process
As defined by TAC 228.70: a candidate or former candidate in an Educator Preparation Program (EPP), an applicant for candidacy in an EPP, an employee or former employee of an EPP, a cooperating teacher, a mentor, an administrator in a school district, charter school, or private school may submit, in accordance with subsection (c)(1) of this section, a complaint about an EPP for investigation and resolution.
Any of the above aforementioned, hereinafter referred to as the complainant, who have a complaint may seek resolution without fear of retaliation. If a complainant has a concern, they should speak to the course instructor and/or field supervisor as soon as possible. If the concern is academic in nature, especially a final course grade, students must follow the University Student Complaint Procedure for grade appeals. This information can be found at: http://www.tamuct.edu/departments/studentconduct/grievance.php
Filing a Complaint A formal public complaint is a signed written statement of complaints or concerns regarding the customer service provided by employees of the College of Education-Educator Preparation Programs. A formal written public complaint must include the facts upon which the complaint is based.
Complaint Procedures Texas A&M University-Central Texas College of Education has established the following procedures for responding to formal complaint from the public regarding an issue involving the College of Education – Educator Preparation Programs.
1. Any complainant, wishing to submit a complaint shall initially file a formal complaint using the TAMUCT College of Education-Educator Preparation Program Complaint Form to the Director of the Educator Preparation Program, referred to as the administrator. a) If the complaint is against the Director of the Educator Preparation Program, then the complainant should notify in writing the Dean of the College of Education. 2. The TAMUCT College of Education-Educator Preparation Program Complaint Form must be signed and dated by the complainant, and submitted within 30 business days of the alleged incident. Determination as to whether complaints submitted after this deadline will be considered on a case- by-case basis by the administrator. 3. The administrator will acknowledge receipt of your complaint within 10 working days. After the complaint is received, an investigation will take place. The investigative period may last up to 30 business days; extenuating circumstances may cause a deviation from the defined time frames. The administrator shall conduct the investigation or appoint a university or system investigator, if necessary. The administrator will take reasonable measures to avoid any and all conflicts of interest in selecting the investigator. The investigator will gather all facts pertaining to the complaint and submit those in writing to the administrator. This procedure ensures thorough investigations, affording all involved parties an opportunity to submit evidence relevant to the complaint. 4. The administrator shall send a written resolution to the complainant with the outcome(s), reason(s) for the decision, any remedies afforded, if any, and notice of the appeals process. The administrator shall also forward a copy of the resolution to the employee overseeing the area or individual and be kept on file.
Please provide a written and signed copy of the TAMUCT College of Education-Educator Preparation Program Complaint Form to the College of Education-Educator Preparation Services in person or by mail, fax, or email to:
Educator Preparation Services College of Education 1001 Leadership Place Warrior Hall 322 G Killeen, TX 76549 Phone: (254) 519-8737 Fax: (254) 519-5788 Email: [email protected]
Anonymous or unsigned complaints will not be processed. It is also important to know that the sender of complaints that are received by fax or email must be verified. The sender must provide a full name, address, and phone number that matches the information found on the TAMUCT College of Education- Educator Preparation Program Complaint Form. Verification of sender will be conducted by phone and documented in an email reply message to sender.
Appeal 1. If the complainant wishes to file an appeal of the resolution, the complainant shall notify the Dean of the College of Education in writing with a copy of the initial TAMUCT College of Education-Educator Preparation Program Complaint Form and copy of the administrator’s written resolution. The written appeal must be signed by the complainant, and submitted within 10 business days of the administrator's resolution. Determination as to whether appeals submitted after this deadline will be considered on a case-by-case basis. 2. An investigation shall follow the submission of the appeal. The Dean of the College of Education will present the findings of the investigation to the Educator Preparation Council (EPC). Within 30 business days of receiving the appeal, the EPC shall submit their decision in writing to the complainant with the outcome(s), reason(s) for the decision, any remedies afforded, if any. Extenuating circumstances may cause a deviation from the defined time frames. The EPC shall also forward a copy of the resolution to the Department of Educator Preparation Services to be file. The resolution or outcome from the appeal is final and not appealable.
Additional information for complainants who have complaints or questions specifically related to Educator Preparation Programs can be found at: [website link needed]
TEA Complaint If any candidate has an unresolved complaint and appeal decision regarding the TAMUCT College of Education-Educator Preparation Program that they wish to report to the Texas Education Agency (TEA) they will need to follow the required steps outlined by TEA. Information can be found on their website at: http://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Complaints_Against_Educat or_Preparation_Programs/ Texas A&M University-Central Texas Educator Preparation Complaint Form
Please use a current version of Acrobat Reader to complete this form. Complainant Contact Information Name: Student ID: Mailing Address: City, State: Phone: Cell Phone: Email: Complainant’s Role: Candidate Former Candidate Applicant Employee Former Employee Cooperating Teacher Mentor Teacher Administrator of Other: School Information of Placement (if applicable) District: School: Mailing Address: City, State: Phone: Extension: Website: Principal Name: Complaint Description Certain information is necessary for the College of Education to review a complaint. Please fill out this form carefully and as completely as possible. The TAMUCT can only accept complaints that allege a violation of an issue over which the TAMUCT Educator Preparation Services has the jurisdiction or authority to regulate. The complaint form must be submitted within 30 business days of the alleged violation. Determination as to whether complaints submitted after this deadline will be considered on a case-by-case basis by the administrator.
Please select all areas that apply: EPP Admission Policy Denied EPP Admission Removed from Program EPP Program Requirements EPP Program Faculty EPP Certification EPP Field-Based Observations EPP Clinical Teaching EPP Internship EPP Practicum EPP Field Supervisor EPP Observation & Feedback Individual Student Issue:
Describe the alleged violation (nature of the problem). Please be concise and specific as you summarize the complaint within the space provided.
Describe the facts on which the allegation is based. Please be specific.
What are the significant dates and events related to the allegation? Please be specific.
Describe the documents that you wish to attach to support the described facts.
Describe your efforts to resolve the complaint in other ways.
Provide any other additional information that would be important to consider.
______Complainant’s Signature Date
Office Use Only
______Date Candidate Verified Acknowledge Receipt to Date Received Date Written Response Sent (if applicable) Candidate Date
This student complaint procedure complies with Texas Administrative Code (TAC) §228.70. Not all complaints fall under the authority of TAMUCT Educator Preparation Programs. TAMUCT has jurisdiction to investigate allegations of noncompliance regarding specific laws and rules, generally related to state and federal requirements. Complaints may address Educator Preparation Program requirements listed in Texas Administrative Code (TAC) §§ 227, 228, 229, ethics (TAC 247), fingerprinting (TAC §§227, 232) and certification (TAC §§230, 231, 232, 239, 241, 242).
Educator Preparation Program Fee Changes (June 12th)
State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
Item 8: Consider and Take Appropriate Action on Adoption of Proposed Amendments to 19 TAC Chapter 229, Accountability System for Educator Preparation Programs, §229.9, Fees for Educator Preparation Program Approval and Accountability; and Chapter 230, Professional Educator Preparation and Certification, Subchapter G, Certificate Issuance Procedures, §230.101, Schedule of Fees for Certification Services, and §230.103, E-Pay Supplemental Fee
DISCUSSION AND ACTION
SUMMARY: This item provides the State Board for Educator Certification (SBEC) an opportunity to adopt, subject to State Board of Education (SBOE) review, proposed amendments to 19 TAC Chapter 229, Accountability System for Educator Preparation Programs, §229.9, Fees for Educator Preparation Program Approval and Accountability, and Chapter 230, Professional Educator Preparation and Certification, Subchapter G, Certificate Issuance Procedures, §230.101, Schedule of Fees for Certification Services, and §230.103, E- Pay Supplemental Fee. As part of its report to the 83rd Texas Legislature, Regular Session, 2013, the Sunset Advisory Commission recommended a management action that fees in rule for educator certification and educator preparation programs (EPPs) be evaluated and adjusted to cover costs and ensure equity. The proposed amendments to 19 TAC §§229.9, 230.101, and 230.103 would adjust certain fees to more adequately cover costs and increase the equity of fees across different types of fee payers. No changes are recommended since published as proposed.
STATUTORY AUTHORITY: The statutory authority for 19 TAC §§229.9, 230.101, and 230.103 is Texas Education Code (TEC), §21.041(c) and (d), and Texas Occupations Code, §53.105.
EFFECTIVE DATE: The proposed effective date of the proposed amendments to 19 TAC §§229.9, 230.101, and 230.103 would be September 1, 2015.
PREVIOUS BOARD ACTION: The SBEC adopted 19 TAC §229.9 effective April 18, 2010. As part of the reorganization of 19 TAC Chapter 230, the SBEC adopted 19 TAC §230.101 and §230.103 effective August 12, 2012. At the October 2014 meeting, the SBEC proposed amendments to 19 TAC §229.9 and §230.101 and withdrew the proposals at the January 2015 special meeting to prepare this improved and comprehensive package of proposed amendments, which includes an amendment to 19 TAC §230.103.
At the March 2015 meeting, the SBEC approved the amendments to 19 TAC §§229.9, 230.101, and 230.103 for publication in the Texas Register as proposed rules.
June 12, 2015 Item 8 – Page 1 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
BACKGROUND INFORMATION AND SIGNIFICANT ISSUES: As part of its report to the 83rd Texas Legislature, Regular Session, 2013, the Sunset Advisory Commission recommended an evaluation of the fee structure for educator certification and EPPs and that adjustments be made to ensure that the fees in rule more adequately cover costs and are equitable across fee payers.
The proposed amendments, shown on Attachments II and III, reflect discussions held during stakeholder meetings with the Educator Preparation Advisory Committee on August 22, 2014, December 2, 2014, and February 2, 2015. The proposed amendments also reflect discussions held with other stakeholders at meetings in September and October 2014. Following is a description of the recommended changes based on an analysis of the actual costs of services.
Fees for EPP Approval and Accountability
Section 229.9 would be amended to increase the fees for new EPP applications and new EPP approvals to more adequately provide for the administrative cost of approving new EPPs. The fees for application and approval would also be combined into one nonrefundable fee. The ten- year reapplication fee for an EPP would be removed because the ten-year renewal approval process was removed from rule when the SBEC adopted an amendment to 19 TAC §228.10, Approval Process, in August 2014. After August 31, 2016, the five-year continuing approval visit fee would be increased to more adequately provide for the administrative cost of renewing the approval of EPPs. A discretionary continuing approval review fee would be added so that the fee list more closely follows the related rules. The cost of a monitoring or technical visit would be removed because these costs are dependent on the extent of technical assistance and monitoring that is required. No adjustments to the fees for the addition of a new certification field, the addition of clinical teaching, or the addition of each new class of certificate are recommended.
Schedule of Fees for Certification Services
Section 230.101 would be amended to decrease the fee for a request for preliminary criminal history evaluation to more adequately cover the cost of performing this evaluation based on the number of evaluations that are currently requested. After August 31, 2016, the review of credentials fee for a credential issued by a jurisdiction other than Texas and for issuance of a temporary certificate would also be decreased to more adequately provide for the administrative cost of reviewing credentials and offset the increase in fees for EPP approval and accountability.
E-Pay Supplemental Fee
Section 230.103 would be amended to remove the exceptions from the supplemental fee that is assessed for the purpose of recovering the costs of the state electronic Internet portal.
No changes are recommended to the proposed amendments to 19 TAC §§229.9, 230.101, and 230.103 as published.
FISCAL IMPACT: Texas Education Agency (TEA) staff has determined that there are fiscal implications as a result of the proposed amendments to 19 TAC §§229.9, 230.101, and 230.103. The following fiscal implications are based on costs for state government (education
June 12, 2015 Item 8 – Page 2 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
service centers, public universities, and state colleges), local government (public community colleges, counties, and school districts), persons (individuals), and small businesses and microbusinesses (EPPs) for fiscal years (FYs) 2015-2019. The effect on the TEA of the proposed increases in the fee structure in 19 TAC §229.9 would be offset by the effect of the proposed decreases in the fee structure in 19 TAC §230.101 so there is neither a projected increase nor a projected loss in revenue for the TEA.
The proposed amendment to 19 TAC §229.9 would increase EPP fees to more adequately cover TEA costs and more equitably distribute fees across fee payers. Currently, all EPPs pay a $1,500 fee every five years to maintain accreditation for their EPPs. The proposed amendment to 19 TAC §229.9 would increase the five-year continuing approval fee to $4,500 after August 31, 2016. For FYs 2015 and 2016 there would be no anticipated fiscal implications because the proposed increase would not apply until after August 31, 2016. TEA staff estimates the total costs for state government-operated EPPs at $33,000 in FY 2017, $27,000 in FY 2018, and $36,000 in FY 2019 for other operating costs. TEA staff estimates the total costs for local government-operated EPPs at $9,000 in each year for FYs 2017-2019. TEA staff estimates the total costs for small businesses and microbusinesses that operate EPPs at $30,000 in each year for FY 2017 and FY 2018 and $12,000 in FY 2019.
There would be an anticipated economic impact for small businesses and microbusinesses that serve as approved EPPs. It is estimated that the proposed amendment to §229.9 would affect between 1-100 small businesses and 1-100 microbusinesses (businesses with 20 or fewer employees). The projected economic impact would consist of compliance costs such as an increase in continuing approval fees.
In accordance with Texas Government Code, §2006.002, TEA staff conducted a regulatory flexibility analysis and assessed alternatives to the proposed amendment to §229.9. Three alternatives that would minimize the adverse impacts on small and microbusinesses include:
1. EPPs in the bottom third of average number of completers would be assessed a fee of $4,500, EPPs in the middle third of average number of completers would be assessed a fee of $4,600, and EPPs in the top third of average number of completers would be assessed a fee of $4,700.
2. EPPs in the bottom third of average number of completers would be assessed a fee of $4,500, EPPs in the middle third of average number of completers would be assessed a fee of $5,000, and EPPs in the top third of average number of completers would be assessed a fee of $5,500.
3. EPPs in the bottom third of average number of completers would be assessed a fee of $4,500, EPPs in the middle third of average number of completers would be assessed a fee of $5,500, and EPPs in the top third of average number of completers would be assessed a fee of $6,500.
TEA staff assessed alternatives, as described earlier, to the proposed amendment to §229.9 that would diminish the impact on small businesses and microbusinesses; however, it is not possible to provide regulatory flexibility on this matter for the reasons that follow.
June 12, 2015 Item 8 – Page 3 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
The methods assessed for mitigating costs to small businesses and microbusinesses, if implemented, would result in fees for larger EPPs that would exceed what is required to adequately provide for the administrative cost of renewing the approval of EPPs.
In addition, the methods assessed for mitigating costs may increase the cost of administering the rule and, therefore, would increase the costs that must be covered by fees from EPPs, requiring an increase in fees to all EPPs, accordingly. Thus, efforts to mitigate costs to small businesses and microbusinesses would actually result in increased costs to all EPPs, including those operated by small businesses and microbusinesses. Moreover, these alternatives would further increase costs for local and state government-operated EPPs.
The proposed amendment to 19 TAC §230.101 would decrease fees for educator certification services to more adequately cover costs. TEA staff anticipates that the proposed amendment would create a cost savings for individuals who pay a fee for these services. For FY 2015 there would be no anticipated fiscal implications because the proposed amendment to 19 TAC §230.101(a)(20) would not take effect until September 1, 2015, and the proposed amendment to 19 TAC §230.101(a)(5) and (10) would not apply until after August 31, 2016. TEA staff estimates that total cost savings for individuals at $6,850 for FY 2016 and $83,545 in each year for FYs 2017-2019.
The proposed amendment to 19 TAC §230.103 would remove the exceptions from the supplemental fee that is assessed for the purpose of recovering the costs of the state electronic Internet portal. TEA staff anticipates that the proposed amendment would create a cost for individuals who pay a fee for these services. For FY 2015 there would be no anticipated fiscal implications because the proposed amendment to 19 TAC §230.103 would not take effect until September 1, 2015. However, TEA staff estimates the total cost for individuals at $144,558 in each year for FYs 2016-2019 and the total increase in revenue for state government at $144,558 in each year for FYs 2016-2019.
PUBLIC AND STUDENT BENEFIT: The public and student benefit anticipated as a result of the proposed amendments would be an increased equity of fees across the different types of fee payers.
PROCEDURAL AND REPORTING IMPLICATIONS: The proposed amendments would have no procedural and reporting implications.
LOCALLY MAINTAINED PAPERWORK REQUIREMENTS: The proposed amendments would have no locally maintained paperwork requirements.
PUBLIC COMMENTS: The public comment period on the proposal began April 24, 2015, and ended May 26, 2015. At the time this item was prepared, no comments had been received. Any public comments received will be provided to the SBEC under separate cover prior to the June 2015 meeting. The SBEC will take registered oral and written comments on this item at the June 12, 2015 meeting in accordance with the SBEC board operating policies and procedures.
ALTERNATIVES: None.
OTHER COMMENTS AND RELATED ISSUES: None.
June 12, 2015 Item 8 – Page 4 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
ASSOCIATE COMMISSIONER'S RECOMMENDATION: I recommend that the State Board for Educator Certification:
Approve for adoption, subject to State Board of Education review, the proposed amendments to 19 TAC Chapter 229, Accountability System for Educator Preparation Programs, §229.9, Fees for Educator Preparation Program Approval and Accountability, and Chapter 230, Professional Educator Preparation and Certification, Subchapter G, Certificate Issuance Procedures, §230.101, Schedule of Fees for Certification Services, and §230.103, E-Pay Supplemental Fee, with an effective date of September 1, 2015.
Staff Members Responsible: Tim Miller, Director Educator Preparation Programs
Marilyn Cook, Director Educator Certification
Doug Phillips, Director Educator Investigations
Attachments: I. Statutory Citations II. Text of Proposed Amendment to 19 TAC Chapter 229, Accountability System for Educator Preparation Programs, §229.9, Fees for Educator Preparation Program Approval and Accountability III. Text of Proposed Amendments to 19 TAC Chapter 230, Professional Educator Preparation and Certification, Subchapter G, Certificate Issuance Procedures, §230.101, Schedule of Fees for Certification Services, and §230.103, E-Pay Supplemental Fee
June 12, 2015 Item 8 – Page 5 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
ATTACHMENT I Statutory Citations Relating to Proposed Amendments to 19 TAC Chapter 229, Accountability System for Educator Preparation Programs, §229.9, Fees for Educator Preparation Program Approval and Accountability, and Chapter 230, Professional Educator Preparation and Certification, Subchapter G, Certificate Issuance Procedures, §230.101, Schedule of Fees for Certification Services, and §230.103, E-Pay Supplemental Fee
Texas Education Code, §21.041, Rules; Fees (excerpts): (c) The board shall propose a rule adopting a fee for the issuance and maintenance of an educator certificate that, when combined with any fees imposed under Subsection (d), is adequate to cover the cost of administration of this subchapter. (d) The board may propose a rule adopting a fee for the approval or renewal of approval of an educator preparation program, or for the addition of a certificate or field of certification to the scope of a program's approval. A fee imposed under this subsection may not exceed the amount necessary, as determined by the board, to provide for the administrative cost of approving, renewing the approval of, and appropriately ensuring the accountability of educator preparation programs under this subchapter.
Texas Occupations Code, §53.105, Fees: A licensing authority may charge a person requesting an evaluation under this subchapter a fee adopted by the authority. Fees adopted by a licensing authority under this subchapter must be in an amount sufficient to cover the cost of administering this subchapter.
Texas Government Code, §2054.1115, Electronic Payments on State Electronic Internet Portal: (a) A state agency or local government that uses the state electronic Internet portal may use electronic payment methods, including the acceptance of credit and debit cards, for: (1) point-of-sale transactions, including: (A) person-to-person transactions; (B) transactions that use an automated process to facilitate a person-to- person transaction; and (C) transactions completed by a person at an unattended self-standing computer station using an automated process; (2) telephone transactions; or (3) mail transactions. (b) The state agency or local government may charge a reasonable fee, as provided by Section 2054.111 or Subchapter I, to recover costs incurred through electronic payment methods used under this section.
June 12, 2015 Item 8 – Page 6 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
ATTACHMENT II Text of Proposed Amendment to 19 TAC
Chapter 229. Accountability System for Educator Preparation Programs
§229.9. Fees for Educator Preparation Program Approval and Accountability. An educator preparation program requesting approval and continuation of accreditation status shall pay the applicable fee from the following list. (1) New educator preparation program application and approval (nonrefundable [; includes pre- approval visit] )-- $9,000 [$1,000] . [(2) New educator preparation program approval (includes post-approval visit)--$1,000.] [(3) Ten-year reapplication for an educator preparation program approved after August 31, 2008 (includes approval visit)--$2,000.] (2) [(4)] Five-year continuing approval review [visit] pursuant to §228.10(b) [§228.10(c)] of this title (relating to Approval Process) : [--$1,500.] (A) prior to September 1, 2016--$1,500; and (B) after August 31, 2016--$4,500. (3) Discretionary continuing approval review pursuant to §228.10(b) of this title--$4,500. [(5) Monitoring or technical assistance visit--$1,500.] (4) [(6)] Addition of new certification field or addition of clinical teaching--$500. (5) [(7)] Addition of each new class of certificate--$1,000.
June 12, 2015 Item 8 – Page 7 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
ATTACHMENT III Text of Proposed Amendments to 19 TAC
Chapter 230. Professional Educator Preparation and Certification
Subchapter G. Certificate Issuance Procedures
§230.101. Schedule of Fees for Certification Services. (a) An applicant for a certificate or a school district requesting a permit shall pay the applicable fee from the following list. (1) Standard educational aide certificate--$30. (2) Standard certificate--$75. (3) Probationary certificate--$50. (4) Addition of certification based on completion of appropriate examination--$75. (5) Review of a credential issued by a jurisdiction other than Texas (nonrefundable) : [--$175.] (A) prior to September 1, 2016--$175; and (B) after August 31, 2016--$160. (6) Temporary credential based on a credential issued by a jurisdiction other than Texas--$50. (7) Emergency permit (nonrefundable)--$55. (8) National criminal history check (nonrefundable)--The fee, posted on the Texas Education Agency website, shall vary according to the current cost of fingerprint processing and obtaining national criminal history record information from the Texas Department of Public Safety, its contractors, and the Federal Bureau of Investigation. The same fee will be paid by current certified educators who are subject to a national criminal history check pursuant to the Texas Education Code, §§22.082, 22.0831, and 22.0836. (9) Temporary teacher certificate based on recommendation by an approved Texas school district-- $50. (10) Review of credentials requiring analysis and research of college or university transcript and degrees for issuance of a temporary certificate (nonrefundable) : [--$175.] (A) prior to September 1, 2016--$175; and (B) after August 31, 2016--$160. (11) On-time renewal of standard educational aide certificate--$10. (12) Additional fee for late renewal of standard educational aide certificate--$5. (13) Reactivation of an inactive standard educational aide certificate--$15. (14) Reinstatement following restitution of child support or student loan repayment for standard educational aide certificate--$20. (15) On-time renewal of a standard certificate (to include any educational aide certificate if held)--$20. (16) Additional fee for late renewal of a standard certificate--$10. (17) Reactivation of an inactive standard certificate--$40; except for an inactivation pursuant to §232.9 of this title (relating to Inactive Status and Late Renewal). (18) Reinstatement following restitution of child support or student loan repayment--$50. (19) Visiting international teacher certificate--$50.
June 12, 2015 Item 8 – Page 8 State Board for Educator Certification Adoption of Proposed Amendments to 19 TAC §§229.9, 230.101, and 230.103
(20) Request for preliminary criminal history evaluation (nonrefundable)-- $50 [$150] . (b) The fee for correcting a certificate or permit when the error is not made by the Texas Education Agency shall be equal to the fee for the original certificate or permit.
§230.103. E-Pay Supplemental Fee. An applicant for a certificate or a school district requesting a permit shall pay a supplemental fee in addition to the fees outlined in §230.101 of this title (relating to Schedule of Fees for Certification Services), for the purpose of recovering the costs of the state electronic Internet portal . [, with the exception of the following fees for certification services set forth in §230.101 of this title:] [(1) on-time renewal of standard educational aide certificate;] [(2) additional fee for late renewal of standard educational aide certificate;] [(3) reactivation of an inactive standard educational aide certificate;] [(4) on-time renewal of a standard certificate (to include any educational aide certificate if held);] [(5) additional fee for late renewal of a standard certificate; and] [(6) reinstatement following restitution of child support or student loan repayment.]
June 12, 2015 Item 8 – Page 9
TEA Released EC-6/4-8 Core Subjects Testing Data
June 12th Decisions
Page 10
Core Subjects Agenda Item Outline
• Core Subjects Background • Data Collection Summary • Core Subjects Results • TEA Next Steps • TEA Recommendations • Other Core Subjects Options
Core Subjects Background
• September 2013 • House Bill 2012, 83rd Texas Legislature, Regular Session, 2013, becomes effective and requires an assessment of performance in each core subject area for Generalist tests. • October 2013 • SBEC instructed TEA staff to explore options to retain the fifth domain on the new EC‐6 test and to also find a way to retain passing performances on sections of both new tests to avoid candidates having to retake all sections at every testing event • February 2014 • TEA staff provided SBEC an update on the new tests, confirmed the fifth domain was added back into the EC‐6 test, and also confirmed once a section of the test is passed, candidates would not be required to test in that subject area again. • SBEC approved a two‐year overlap policy related to the transition from the Generalist tests to the Core Subjects tests. • Candidates pursuing one of the six current Generalist certificates in place (Generalist, Bilingual Generalist, and ESL Generalist at grades EC‐6 and 4‐8) would have until August 31, 2017 to finish requirements and apply for issuance of the certificate by October 30, 2017. Page 11
Core Subjects Background
• October 2014 • TEA staff provide SBEC with an update on the new tests, which included the number of items to be tested, the amount of time allowed for each subtest, and a proposed data collection period to gather data on candidate exam performance. • January 2015 • TEA staff implemented the data collection period. During the data collection period, candidates who passed the Core Subjects exams were allowed to use those results for issuance of certification pending completion of all requirements. During the data collection period, results of the Core Subjects exams were not included in the EPP accountability ratings.
4‐8 Comparison Chart Page 12
EC‐6 Comparison Chart
Data Collection Summary
• Total Tests Taken: (January 6 –May 31)
• Overall EC‐6 (291) = 2,665 • Individual Subject EC‐6‐ELAR/STR (801) = 23 • Individual Subject EC‐6‐Mathematics (802) = 36 • Individual Subject EC‐6‐Social Studies (803) = 71 • Individual Subject EC‐6‐Science (804) = 66 • Individual Subject EC‐6‐Fine Arts, Health & PE (805) = 29 • Overall 4‐8 (211) = 609 • Individual Subject 4‐8‐ELAR (806) = 0 • Individual Subject 4‐8‐Mathematics (807) = 5 • Individual Subject 4‐8‐Social Studies (808) = 9 • Individual Subject 4‐8‐Science (809) = 4 Page 13
Data Collection Summary
• Motivation • Speededness • Raised performance standards • Difficulty of items • Test Development • Fairness • Item Analysis • Differential Item Functioning
Motivation
• Because there was no fee charged for the overall tests, there was no risk to candidates if they did not pass the test. • Several candidates took both the Core Subjects and Generalist tests during this time period, so if they did not pass the former, they had a possible safety net with the latter. • Pass rates for Core Subjects exams were not included in program accountability ratings for 14‐15. Page 14
Speededness
• Based on available data, there is no evidence that the tests are speeded. • Overall, the Core Subjects EC–6 and 4–8 assessments were not speeded for initial groups of test takers. • All subject tests were completed by more than 90% of the candidates. • ELAR had the highest completion rate (99%) and Mathematics was the lowest (90%). • African American and Hispanic candidates had lower completion rates than White candidates. • The lowest percentages for these subgroups, 85%, was for the Mathematics subject test.
Raised Performance Standards
• The change in the design of the assessment from a compensatory model to a conjunctive model necessarily raises the bar for the individual subjects, particularly the subjects that made up a smaller proportion of the Generalist tests. • Pass rates for Core Subjects EC–6 was 18% and 4–8 was 15%. • Males and Whites had the highest passing rates and African American and Hispanics had the lowest. • For all Core Subjects EC–6 subject tests, “certification by exam” test takers had a higher pass rate than both “university initial” and “alternative certification” test takers. • Candidates enrolled in traditional EPPs generally performed better than those at alternative certification programs. • The highest volume University Initial EPP pass rates ranged from 43% to 78%. • The highest volume Alternative Certification EPP pass rates ranged from 13% to 33%. Page 15
Difficulty of Items
• The specifications for the separate tests parallels the specifications for the clusters in the Generalist tests; however, the breadth of the content necessarily increased as the length of the test increased. • Looking across forms, the average item difficulty for “new items” compared to “common items” • Increased slightly for ELAR, Social Studies, and Science for Core Subjects EC–6 • Increased slightly for Mathematics for Core Subjects 4–8
Test Development
• Sensitivity and Fairness Reviews are completed prior to the administration of a test to ensure the test is fair and valid for different groups of test takers • Preliminary Item Analysis is completed after a test is administered but before the scores are reported to detect possible ambiguities in the way items were written, keying errors, or other flaws. Items that do not meet standards can be excluded. • Differential Item Functioning is conducted the week after each test administration (sample size permitting) to detect evidence of differential item difficulty related to subgroup membership. If factors unrelated to the knowledge assessed by an item is found to influence performance on an item, the item is removed from test scoring. Page 16
Passing Rates
• 4‐8 Core Subjects and Generalist • EC‐6 Core Subjects and Generalist • 4‐8 Core Subjects by Program Type • EC‐6 Core Subjects by Certification Route
Percent Passing Graph January 2015 –May 2015 4‐8 Core Subjects (211) and Generalist (111)
100 92 90 89
80 81 82 80 75 70
60
Passing 55
% 50
40
30 27 23 20 15 15 15 10 8 4 0 Total Female Male Afr Am Asian Hisp White
211 Subgroup 111 Page 17
Percent Passing Graph January 2015 –May 2015 EC‐6 Core Subjects (291) and Generalist (191)
100
90
80 75 70
61 60 58 58 Passing
55
% 50 46 40 35 30 31 27 21 20 18 18 10 9 4 0 Total Female Male Afr Am Asian Hisp White
291 Subgroup 191
Percent Passing Graph January 2015 –May 2015 4‐8 Core Subjects by Certification Route 25.00%
University Initial, 22.22%
20.00% Certification by Exam, 18.23%
All Programs 15.00% All Programs, 13.45% University Initial Alternative Certification, 11.94% Alternative Certification
10.00% Certification by Exam
5.00%
0.00% % Pass Page 18
Percent Passing Graph January 2015 –May 2015 EC‐6 Core Subjects by Certification Route 35.00%
Certification by Exam, 29.89% 30.00%
25.00% University Initial, 22.73%
20.00% All Programs % Pass, 16.90% University Initial Alternative Certification 15.00% Certification by Exam
10.00% Alternative Certification, 8.56%
5.00%
0.00% % Pass
TEA Next Steps
• End Data Collection Period on July 1, 2015 • Maintain August 31, 2015 deadline for the following exams: • Generalist 4‐8 (111) • Generalist EC‐6 (191) • Bilingual Generalist 4‐8 (119) • Bilingual Generalist EC‐6 (192) • ESL/Generalist 4‐8 (120) • ESL/Generalist EC‐6 (193) Page 19
TEA Recommendations for SBEC Action
• Option 1 –Make no changes • Option 2 –Phase‐in cut scores
Option 1 –Make No Changes
• Pros • Current test(s) design meets the legislative requirement. • No additional time or costs would be incurred from a test or system redevelopment standpoint. • Over the past five years, we have had an average of 3,500 EC‐6 certified educators who were not hired each year. • Cons • May eventually result in shortage of certified educators if program preparation does not improve. • May need to revoke certification fields for programs that do not meet performance standard after three consecutive years. Page 22
Option 2 – Recommended Timeline
• CSEM = Conditional Standard Error of Measurement
• 2015‐2016 = Cut Score 2 CSEM below recommended standard • 2016‐2017 = Cut Score 1 CSEM below recommended standard • 2017‐2018 = Cut Score at recommended standard
• Adjustments can be made along the way to modify cut scores and/or test(s)
Other Core Subjects Options
Strategic Partners Education Advisory Council (SPEAC)
Certificate Area Program Sub-Councils (CAPS)
Membership
Thank you for your willingness to serve on this very important council. Your input has been invaluable. We would like to invite you to continue working with us. If you are willing to commit another term, we have one year and two year options. If you are unable to continue at this time, we would appreciate your suggestions for suitable replacements. We will be happy to contact them about serving in our partnership.
Printed Name: ___ SPEAC ___ CAPS
Organization:
Title/Position:
Address: State: Zip:
Email:
I would like to: _____ Commit to serve for an additional two years _____ Commit to serve for an additional year _____ Decline to continue for now
I would like to recommend the following individuals:
Printed Name Contact Information/Organization
SPEAC
CAPS
Texas A&M University-Central Texas/Advisory Council Membership Form/6.16.2015/MAB Texas A&M University-Central Texas Central Texas Superintendents & Rep. Jimmie Don Aycock Luncheon You are cordially invited to a special event with Guest Speaker Rep. Aycock. Jimmie Don Aycock will share information from the current legislative session and insights about the state of public education. We also extend this invitation to your School Board President or a School Board Member. Lunch will be provided.
Who: Superintendent and Board Member When: Thursday, June 18th Where: Warrior Hall Multipurpose Room Time: 11:00 a.m. – 1:30 p.m.
Please R.S.V.P. to [email protected]. Attached is a printable Parking Pass.
If you have any questions, please contact Dr. Amber Lynn Diaz by email: [email protected]
Strategic Partners Education Advisory Council (SPEAC)
Meeting Minutes
Date: June 18, 2015 Time: 9:00 a.m. to 1:30 p.m. Location: Texas A&M University-Central Texas, Warrior Hall Multipurpose Room
Welcome & Call to Order Dr. Robin Battershell - SPEAC Co-Chair and Temple ISD Superintendent welcomed everyone to the meeting. She shared her experiences serving as the Co-Chair for the last 3 years. She presented the minutes from the November 14, 2014 meeting for approval. Minutes were located in (Appendix A) of the SPEAC materials. The minutes were unanimously approved following a motion from [name] and a second from [name]. She introduced Dr. Jeffrey Kirk, Dean of the College of Education.
Recognition of SPEAC Members & Guests Dr. Jeffrey Kirk introduced some important guests: Dr. Russell Porter, Associate Provost Dr. Troy Courville, Assistant Provost and Associate VP for Academic Affairs Dr. Richard Schilke, Assistant Vice President for Technology Amanda Morris - Region 12 Teacher of the Year Recipients All SPEAC Members - Introductions
Dr. Jeffrey Kirk shared some information about the beginning of SPEAC and the work that has been accomplished through during the last three years through this advisory council. He shared that the success of our Educator Preparation Programs are directly related to the formation of strong community relations and partnerships TAMUCT has with the Central Texas community. He shared that the SPEAC Members significantly contribute to the success of TAMUCT and thanked them on behalf of the University.
He asked Dr. Battershell to join him and he thanked her on behalf of TAMUCT and the SPEAC for her commitment and dedication to serving as the SPEAC Co-Chair for the last 3 years. He presented her with a Certificate of Appreciation and a gift. He asked Dr. John Craft to please stand and introduced Dr. Craft as the new SPEAC Co-Chair to the SPEAC Members.
He introduced the guest speaker from Texas Workforce, Linda Angel.
Partners in Education Linda Angel, Texas Workforce Director was a guest speaker. She presented information about community partnerships and the relationships Texas Workforce is building with educational systems all around Central Texas. She shared how Partners in Education has funding to provide support, especially in the area of child care. Linda showed the advisory council a few different
SPEAC Minutes| 1 websites (workforcelink.com and Socrates) that may be helpful to understanding employment trends. Hard copies of the presentation by Texas Workforce were distributed to all members. Advisory Council Roles & Responsibilities Dr. Jeffrey Kirk shared with the SPEAC Members the purpose of the Advisory Council and the development of the SPEAC Handbook done by Dr. Diaz. He also discussed with the SPEAC Members the importance of their roles and responsibilities of serving on this committee. He discussed the possibility of a TEA Audit in the near future and how SPEAC Members would be sent an email to discuss the work, collaboration, and the roles and responsibilities they had serving on this advisory council. Dr. Kirk Introduced Dr. Amber Lynn Diaz, to discuss in further detail the SPEAC Handbook and topics related to compliance.
Educator Preparation Program Compliance – Update Dr. Amber Lynn Diaz - Director of Educator Preparation Services & Certification Officer for TAMUCT discussed the SPEAC Handbook. She discussed how this handbook serves many functions. It will first and foremost serve as a foundation for the collaboration and commitment of SPEAC. Secondly, it will serve as a resource documenting the procedures and practices of the advisory committee. She went through each page of the handbook and had SPEAC members highlight important information. Dr. Diaz also shared how this handbook would be considered their training, as well as, a guide for understanding the components of the areas of work that need to be discussed. She welcomed any feedback or necessary changes to be sent to her via email. Dr. Diaz emphasized the importance of consistent SPEAC Membership and participation.
She asked the SPEAC members if they had any questions in regards to the purpose of the advisory council or the TAMUCT advisory council structure.
She introduced Dr. Bobbie Eddins the Principal CAPS Chair.
Review of Program Operation Program Coordinators & Co-Chairs Principal Preparation Program Update Dr. Bobbie Eddins; Co-Chair
Dr. Eddins discussed the work of the Principal CAPS. She discussed the new T-TESS and T-PESS work the members had been involved in. They have been working to infuse components into the coursework. She shared with the members that ILD will be replaced by the Advancing Educational Leadership. Additionally, she discussed the success of the new online program. A copy of the Principal CAPS 2014-2015 Update was included in the SPEAC materials.
Superintendent Preparation Program Update Dr. Michael Novotny; Co-Chair
Dr. Novotny discussed the work of the Superintendent CAPS. He discussed the program structure with Superintendents delivering six courses. He also shared how the program utilizes a blended framework with only thirteen face-to-face Saturdays. L
Program Advisement Dr. Jeffrey Kirk & Dr. Amber Lynn Diaz
Response to SPEAC Recommendations Dr. Kirk asked the SPEAC Members if they had any recommendations or items of business to discuss.
SPEAC Minutes| 2
Memorandum of Understanding with Local School Districts Dr. Kirk shared with the members that there has been some discussion about developing an MOU with local districts. He reminded the members that at the November meeting some samples were provided. He discussed the work that has taken place this spring at the Bell County Superintendent’s meetings and the development of a TAMUCT MOU with the Central Texas School Districts. He shared if any Superintendents were in attendance, they needed to see Dr. Diaz to pick up their MOU folder.
Educator Preparation Program Complaint Process Dr. Diaz shared that this year, TEA has required that all Educator Preparation Programs develop a ‘complaint process’. She shared the TAMUCT Complaint Process that is in draft form as it works through the levels of approval from the University. She asked the members to think about any complaints that could be possible and if this process would work to document and resolve those issues.
EPP Fee Changes Dr. Diaz shared the presentation materials developed by TEA for discussion and voting at the June 12th SBEC Meeting. The new EPP fees that were voted on at the June 12th SBEC Meeting were shared with the members.
EC-6/4-8 Core Subjects Test Dr. Diaz shared the presentation materials developed by TEA for discussion and voting at the June 12th SBEC Meeting in regards to the new Core-Subjects tests. The Core-Subjects test was voted on with 1. 2 standard deviation lower passing rate set and 2. The direction to re-develop the test format and framework to be presented to SBEC within the next year.
Membership Form Dr. Kirk asked all present members to complete the Membership Form. He shared with the members the importance of attendance and participation. He asked the members if they were no longer able to commit the time to SPEAC, to please think of someone that would be a possible replacement. He also asked if they had any recommendations for CAPS members for the following groups: Elementary, Secondary, Special Education & Educational Diagnostician, Reading Specialist, and School Counselor. He requested the members in attendance turn the Membership form into Melissa Barlow along with their name tag for a prize.
Dr. Diaz discussed the table collaborations following the break and reminded them to pick up their School District MOU folder. She dismissed the members for the lunch break.
Luncheon & Guest Speaker - Jimmie Don Aycock 11:00 a.m. to 1:30 a.m.
Dr. Kirk introduced Guest Speak Representative Jimmie Don Aycock. Representative Aycock discussed his work during the legislative session, especially regarding school finance reform efforts. He believes that public education needs to be concerned with future funding decisions. He shared information about House Bill 4 for high quality Pre- Kindergarten Programs. He answered many questions from the SPEAC Members and Guests.
Dr. Kirk reminded all members that the next SPEAC Meeting will be November 13, 2015.
College of Education - Texas A&M University-Central Texas 1001 Leadership Place, Killeen, TX 76549
SPEAC Minutes| 3