Texas Register, Volume 38, Number 35, Pages 5587-5800, August 30, 2013 Page: 5,661
5587-5800 p. ; 28 cm.View a full description of this periodical.
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The proposed repeal implements the TEC, 21.040(4),
21.041(b)(2)-(4), 21.046(b)-(d), and 21.054.
241.15. Standards Required for the Principal Certificate.
This agency hereby certifies that the proposal has been reviewed
by legal counsel and found to be within the agency's legal author-
ity to adopt.
Filed with the Office of the Secretary of State on August 19, 2013.
TRD-201303475
Cristina De La Fuente-Valadez
Director, Rulemaking, Texas Education Agency
State Board for Educator Certification
Earliest possible date of adoption: September 29, 2013
For further information, please call: (512) 475-1497
19 TAC 241.15
The new section is proposed under the Texas Education Code
(TEC), 21.040(4), which provides that the State Board for Edu-
cator Certification (SBEC) shall appoint an advisory committee to
recommend standards for each class of educator certificate that
is composed of class members; 21.041(b)(2), which requires
the SBEC to propose rules that specify the classes of educa-
tor certificates to be issued, including emergency certificates;
21.041(b)(3), which requires the SBEC to propose rules that
specify the period for which each class of educator certificate is
valid; 21.041(b)(4), which requires the SBEC to propose rules
that specify the requirements for the issuance and renewal of an
educator certificate; 21.046(b), which states that the qualifica-
tions for certification as a principal must be sufficiently flexible
so that an outstanding teacher may qualify by substituting ap-
proved experience and professional training for part of the edu-
cational requirements; 21.046(c), which states that because an
effective principal is essential to school improvement, the SBEC
shall ensure that each candidate for certification as a principal is
of the highest caliber and that multi-level screening processes,
validated comprehensive assessment programs, and flexible in-
ternships with successful mentors exist to determine whether a
candidate for certification as a principal possesses the essen-
tial knowledge, skills, and leadership capabilities necessary for
success; 21.046(d), which states that in creating the qualifica-
tions for certification as a principal, the SBEC shall consider the
knowledge, skills, and proficiencies for principals as developed
by relevant national organizations and the State Board of Educa-
tion; and 21.054, which specifies continuing education require-
ments for educators, including requirements related to teachers
of students with dyslexia, dropout prevention, improving class-
room effectiveness and management, college and career prepa-
ration, and mental health first aid.
The proposed new section implements the TEC, 21.040(4),
21.041(b)(2)-(4), 21.046(b)-(d), and 21.054.
241.15. Standards Required for the Principal Certificate.
Principal certificate standards and indicators. The standards, indica-
tors, knowledge, and skills identified in this section must be used by
an educator preparation program in the development of curricula and
coursework and by the State Board for Educator Certification as the
basis for developing the examinations required to obtain the standard
principal certificate.
(1) Standard 1--Instructional Leadership. The leader is re-
sponsible for ensuring every student receives high-quality instruction.(A) Knowledge and skills.
(i) Effective instructional leaders:
(I) prioritize instruction and student achievement
by developing and sharing a clear definition of high-quality instruction
based on best practices from research;
(II) implement a rigorous curriculum aligned
with state standards;
(III) analyze the curriculum to ensure that teach-
ers align content across grades and that curricular scopes and sequences
meet the particular needs of their students;
(IV) model instructional strategies and set expec-
tations for the content, rigor, and structure of lessons and unit plans,
reviewing and approving lesson and unit plans on a weekly basis; and
(V) dedicate a part of each day to monitoring and
improving instruction by visiting classrooms, giving formative feed-
back to teachers, and attending grade or team meetings.
(ii) In schools led by effective instructional leaders,
data are used to determine instructional decisions and monitor progress.
Leaders implement common interim assessment cycles to track class-
room trends and determine appropriate interventions. Staff have the
capacity to use data to drive effective instructional practices and in-
terventions. The leader's focus on instruction results in a school filled
with effective teachers who can describe, plan, and implement strong
instruction and classrooms filled with students actively engaged in cog-
nitively challenging and differentiated activities.
(B) Indicators.
(i) Rigorous and aligned curriculum and assessment.
The leader implements rigorous curricula and assessments aligned with
state standards and each other.
(ii) Effective instructional practices. The leader
develops high-quality instructional practices among teachers that
improve student performance.
(iii) Data-driven instruction and interventions. The
leader monitors multiple forms of student data to inform instructional
and intervention decisions.
(2) Standard 2--Human Capital. The leader is responsible
for ensuring there are high-quality teachers and staff in every classroom
and throughout the school.
(A) Knowledge and skills.
(i) Effective leaders of human capital:
(I) treat faculty/staff members as their most valu-
able resource and invest in the development, support, and supervision
of the staff;
(II) ensure all staff have clear goals and expecta-
tions that guide them and against which they are assessed;
(III) are strategic in selecting and hiring candi-
dates whose vision aligns with the schools' vision and whose skills
match the schools' needs;
(IV) ensure that, once hired, teachers develop
and grow by building layered supports that include regular observa-
tions, actionable feedback, and coaching and school-wide supports so
that teachers know how they are performing;
(V) facilitate professional learning communities
to review data and support development;PROPOSED RULES August 30, 2013 38 TexReg 5661
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Texas. Secretary of State. Texas Register, Volume 38, Number 35, Pages 5587-5800, August 30, 2013, periodical, August 30, 2013; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth342086/m1/75/: accessed April 28, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.