Section 228.57 - Educator Preparation Curriculum(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 (EPP) shall rely on scientifically based research to ensure educator effectiveness and include opportunities for candidate practice in increasingly more authentic and developmentally rigorous ways, including analysis, representations, and enactments of instructional pedagogies and opportunities to receive feedback and adjust practice during coursework, training and field-based and clinical experiences.(c) The following subject matter shall be included in the curriculum for candidates seeking initial certification in any certification class:(1) the code of ethics and standard practices for Texas educators, pursuant to Chapter 247 of this title (relating to Educators' Code of Ethics) as well as Chapter 249, Subchapter B, of this title (relating to Enforcement Actions and Guidelines), which include:(A) professional ethical conduct, practices, and performance;(B) ethical conduct toward professional colleagues; and(C) ethical conduct toward students;(2) instruction in detection and education of students with dyslexia by an approved provider as indicated in Texas Education Code (TEC), §21.044(b);(3) instruction regarding mental health, substance abuse, and youth suicide, as indicated in TEC, § 21.044(c-1). Instruction acquired from the list of recommended best practice-based programs or from an accredited institution of higher education or an alternative certification program as part of a degree plan shall be implemented as required by the provider of the best practice-based program or research-based practice;(4) the skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for all students in this state, including students with disabilities;(5) the importance of building strong classroom management skills;(6) the framework in this state for teacher and principal evaluation;(7) appropriate relationships, boundaries, and communications between educators and students;(8) instruction in digital learning, virtual instruction, and virtual learning, as defined in TEC, § 21.001, including a digital literacy evaluation followed by a prescribed digital learning curriculum. The instruction required must:(A) be aligned with the latest version of the International Society for Technology in Education's (ISTE) standards as appears on the ISTE website;(B) provide effective, evidence-based strategies to determine a person's degree of digital literacy;(C) cover best practices in: (i) assessing students receiving virtual instruction, based on academic progress; and(ii) developing a virtual learning curriculum; and(D) include resources to address any deficiencies identified by the digital literacy evaluation;(9) instruction regarding students with disabilities, the use of proactive instructional planning techniques, and evidence-based inclusive instructional practices, as required under TEC § 21.044(a-1)(1)-(3); and(10) instruction in the open education resources instructional materials included on the list of approved instructional materials maintained by the State Board for Education under TEC, § 31.022, in each subject area and grade level covered by the candidate's certification category, as required under TEC, § 21.044(a-1)(4). A preparation program may not include instruction on the use of instructional materials that incorporate the method of three-cueing, as defined by TEC, § 28.0062(a-1), into foundational skills reading instruction, as required under TEC, § 21.044(h).(d) The following subject matter shall be included in the curriculum for candidates seeking initial certification in the classroom teacher certification class: (1) the relevant TEKS, including the English Language Proficiency Standards;(2) reading instruction, including instruction that improves students' content-area literacy;(3) for certificates that include early childhood and prekindergarten, the Prekindergarten Guidelines; and(4) the skills and competencies as prescribed in Chapter 235 of this title (relating to Classroom Teacher Certification Standards) and captured in the Texas teacher standards in Chapter 149, Subchapter AA, of Part 2 of this title (relating to Teacher Standards).(e) The following educator content standards from Chapter 235 of this title shall be included in the curriculum for candidates who hold a valid standard, provisional, or one-year classroom teacher certificate specified in § 230.31 of this title (relating to Types of Certificates) in a certificate category that allows the candidates who are seeking the Early Childhood: Prekindergarten-Grade 3 certificate to teach all subjects in Prekindergarten, Kindergarten, Grade 1, Grade 2, or Grade 3: (1) child development provisions of the Early Childhood: Prekindergarten-Grade 3 Content Standards;(2) Early Childhood-Grade 3 Pedagogy and Professional Responsibilities Standards; and(3) Science of Teaching Reading Standards.(f) For candidates seeking certification in the Principal certification class, the curriculum shall also include the skills and competencies captured in the Texas administrator standards, as indicated in Chapter 149, Subchapter BB, of Part 2 of this title (relating to Administrator Standards).19 Tex. Admin. Code § 228.57
Adopted by Texas Register, Volume 49, Number 20, May 17, 2024, TexReg 3547, eff. 9/1/2024