Standards-Based Teacher Certifications and Examinations in Texas

Standards-Based Teacher Certifications and Examinations in Texas

Rebecca Oekerman, Ed D

The University of Texas of the Permian Basin

Reform in Texas

Reform in the area of teacher preparation is not new to Texas. In 1981

the Texas legislature approved Senate Bill 50 which mandated tests of subject matter content and pedagogy for individuals seeking teacher certification. By May 1986, the State Board of Education (SBOE, see HYPERLINK http://www.sbec.state.tx.us http://www.sbec.state.tx.us ) had developed and put into effect its “Examination for the Certification of Educators in Texas” (ExCET) program. Tested under this program were competencies in elementary and secondary pedagogy, content and endorsement areas, and knowledge related to specific professional certification areas (State Board for Educator Certification, 1996).

In the early 1990s Texas teaching professionals began to discuss a shift in the emphasis of instruction and assessment. What resulted was an acknowledgment of the importance of a “learner-centered” climate in which the responsibility for the learners’ success was seen as shared not only by the learner and his teacher but also by administrators, parents, and the community.

To focus future Texas educators’ attention on the skills and knowledge necessary to facilitate this type of student learning, in 1994 the SBOE adopted five “Proficiencies for Teachers”. These proficiencies were to be used by colleges, universities, and alternative certification programs as standards for their teacher preparation programs and by the state as the foundation for future ExCET tests. The proficiencies are:

The teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful learning experiences for all students.

To create a learner-centered community, the teacher collaboratively identifies needs; and plans, implements, and assesses instruction using technology and other resources.

The teacher responds appropriately to diverse groups of learners.

While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills.

The teacher, as a reflective practitioner dedicated to all students’ success demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity (SBOE, 1997).

Creation of SBEC

To oversee, among many other things, the development and

management of the redeveloped ExCET tests, the State Board for Educator Certification (SBEC) was created in 1995. The board’s mission, adopted in August 1996, continues to be to “ensure the highest level of educator preparation and practice to achieve student excellence” (SBEC, n.d.).

To accomplish their mission, the SBEC was given quite far-reaching powers in Chapter 21 of Senate Bill 1 (74th Legislature,1995). The board was to (a) “regulate and oversee all aspects of the certification, continuing education, and standards of conduct of public school educators” and to (b) “ensure that all candidates for certification or renewal of certification demonstrate the knowledge and skills necessary to improve the performance of the diverse student population of the state” (Sec. 21.031). To accomplish these purposes, the fifteen member SBEC board was given authority over the areas of (1) educator preparation, (2) assessment of the prospective educator’s skills and knowledge of learning theories and content area, (3) educator certification, and (4) investigation and enforcement (SBEC, n.d.).

Educator Preparation

In the area of educator preparation, the SBEC was charged with working closely with educator preparation entities. To assure that these entities produce qualified educators, the SBEC in 1998 established the Accountability System for Educator Preparation (ASEP, see HYPERLINK http://www.tea.state.tx.us/edprep/edprep/htm ) which continues to exist today. Under this system colleges, universities, and alternative certification programs are held accountable for the way in which they prepare future educators, as demonstrated by their students’ performance on, among others, ExCET tests. Entities are rated as “Accredited”, “Accredited-Under Review”, or “Not Accredited” on the basis of the pass rates of certification candidates on state examinations and, in the near future, on beginning educators’ performance. Entities falling into the “Accredited – Under Review” classification are provided assistance by an oversight team appointed by the executive director of the SBEC and must develop an action plan that addresses recommendations made by the team. Failure to achieve improvement could lead to the entity’s accreditation being revoked (SBEC, March 6, 1998).

Assessment

A second area in which the SBEC continues to be involved is in the assessment of candidates for educator certification. To be eligible to take certification examinations, candidates must have earned a degree, have completed a Texas educator preparation program, hold a valid educator certification from another state or hold a Texas certification to which the candidate is seeking to add a certification or endorsement. The assessment focuses on knowledge of content and pedagogy plus professional ethics and standards of conduct. The tests are tied to “a structured list of competencies that define the content of each area” (P. Porter, personal communication, January 24, 2000). These competencies are aligned with the state’s required curriculum for public school students called the Texas Essential Knowledge and Skills (TEKS, see HYPERLINK http://www.tea.state.tx.us/teks), and the principles of the Texas Reading Initiative (see HYPERLINK http://www.tea.state.tx.us/reading/era.html ) (P. Tackett, personal communication, February 14, 2000).

Educator Certification

In the course of its oversight of educator preparation the SBEC also issues educator certifications. In October 1997 the SBEC initiated the latest review of educator certifications by selecting and charging an advisory committee with making recommendations regarding the knowledge and skills beginning teacher should have for each content area and level. By 2004-2005 the SBEC plans to have in place revised standards for each of the certification areas (see “New Certification Standards” at

HYPERLINK http://www.sbec.state.tx.us/ ) Subsequent to the development of the standards will be the development of corresponding ExCET tests and the issuance of new certificates for beginning educators. As of October 2000, 22 new certificates had been approved by the SBEC (Final Recommendations).

Investigation and Enforcement

The fourth area of authority for the SBEC involves investigation and enforcement. Prior to being hired in the education field, the SBEC’s Office of Investigations and Enforcement (OIE) performs a criminal history background check on each candidate. Based on this information, the OIE then makes recommendations about hiring new personnel. The other duty performed by the OIE is to investigate reports of misconduct by educators (SBEC, Office of Investigations and Enforcement, n.d.). Guided by the “Educators’ Code of Ethics” (Title 19, Part VII, Chapter 247 of Texas Administrative Code), the OIE coordinates the review, investigation, and evaluation of the possible misconduct.

Summary

The last 20 years have produced a plethora of changes in teacher preparation and certification of Texas educators. In its Compact with Texans the SBEC has committed itself to “establishing and maintaining high standards of …service” to “prospective and current educators; administrators, faculty, and staff at approved and prospective educator preparation program; and administrators, faculty, and staff in public school districts and campuses” (SBEC, n.d., ¶1,5). This statement reflects the SBEC’s commitment to ongoing improvement of educator preparation and certification in Texas. This type of commitment can only spell a brighter future for the school children of Texas.

References

Accountability System for Educator Preparation. Texas Administrative Code, Title 19, Part VII, Chapter 229.

Compact with Texans. (n.d.) Austin, TX: State Board of Educators Certification. Retrieved December 14, 2000, from the World Wide Web:

HYPERLINK http://www.sbec.state.tx.us/compact_texas.htm

State Board for Educator Certification. (1996). State Board for Educator Certification: Briefing book. Austin, TX: Author.

State Board for Educator Certification. (1997).

Learner-centered schools for Texas: A vision of Texas educators.

Austin, TX: Author.

State Board for Educator Certification (1998). Final Recommendations of the Advisory Committee for Educator Certification.

State Board for Educator Certification. (2000). SBEC new certificates to date and scheduled first administration dates of new tests.

State Board for Educator Certification. (n. d.) State Board for Educator Certification. Austin, TX: Author.

Texas Administrative Code, Title 19, Part VII, Chapter 247

Texas Senate Bill 50, 67th Legislature. (1981).

Texas Senate Bill 1, 74th Legislature, Chapter 21. (1995).