Bill Text: TX SB529 | 2017-2018 | 85th Legislature | Comm Sub
Bill Title: Relating to improving training and staff development for primary and secondary educators to enable them to more effectively serve all students.
Spectrum: Partisan Bill (Democrat 2-0)
Status: (Engrossed - Dead) 2017-05-18 - Committee report sent to Calendars [SB529 Detail]
Download: Texas-2017-SB529-Comm_Sub.html
By: Lucio | S.B. No. 529 | |
(González of El Paso) | ||
Substitute the following for S.B. No. 529: No. |
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relating to improving training and staff development for primary | ||
and secondary educators to enable them to more effectively serve | ||
all students. | ||
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: | ||
SECTION 1. Section 21.001, Education Code, is amended to | ||
read as follows: | ||
Sec. 21.001. DEFINITIONS [ |
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(1) "Commissioner"[ |
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person designated by the commissioner. | ||
(2) "Universal design for learning" means a | ||
scientifically valid framework for guiding educational practice | ||
that: | ||
(A) provides flexibility in the ways: | ||
(i) information is presented; | ||
(ii) students respond or demonstrate | ||
knowledge and skills; and | ||
(iii) students are engaged; | ||
(B) reduces barriers in instruction; | ||
(C) provides appropriate accommodations, | ||
supports, and challenges; and | ||
(D) maintains high achievement expectations for | ||
all students, including students with disabilities and students of | ||
limited English proficiency. | ||
SECTION 2. Section 21.044, Education Code, is amended by | ||
amending Subsections (a), (b), (c-1), and (g) and adding Subsection | ||
(a-1) to read as follows: | ||
(a) The board shall propose rules: | ||
(1) specifying what each educator is expected to know | ||
and be able to do, particularly with regard to students with | ||
disabilities; | ||
(2) establishing the training requirements a person | ||
must accomplish to obtain a certificate, enter an internship, or | ||
enter an induction-year program; and | ||
(3) specifying[ |
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academic qualifications required for a certificate. | ||
(a-1) The minimum academic qualifications for a certificate | ||
specified under Subsection (a) may require that the person | ||
demonstrate: | ||
(1) basic knowledge of each disability category under | ||
the Individuals with Disabilities Education Act (20 U.S.C. Section | ||
1400 et seq.) and how each category can affect student learning and | ||
development; and | ||
(2) competence in the use of evidence-based inclusive | ||
instructional practices, including: | ||
(A) universal design for learning principles; | ||
(B) general and special education collaborative | ||
and co-teaching models and approaches; | ||
(C) multitiered systems of support, including | ||
response to intervention strategies, classroom and school level | ||
data-based collaborative structures, and evidence-based strategies | ||
for intervention and progress monitoring systems in academic areas; | ||
(D) classroom management techniques using | ||
evidence-based behavioral intervention strategies and supports; | ||
and | ||
(E) appropriate adaptation strategies, including | ||
accommodations, modifications, and instruction in the use of | ||
assistive technology for instruction provided using universal | ||
design for learning principles. | ||
(b) The [ |
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certificate specified under Subsection (a) [ |
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receive, as part of the training required to obtain that | ||
certificate, instruction in detection and education of students | ||
with dyslexia. | ||
(c-1) The [ |
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certificate specified under Subsection (a) [ |
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receive, as part of the training required to obtain that | ||
certificate, instruction regarding mental health, substance abuse, | ||
and youth suicide. The instruction required must: | ||
(1) be provided through a program selected from the | ||
list of recommended best practice-based programs established under | ||
Section 161.325, Health and Safety Code; and | ||
(2) include effective strategies for teaching and | ||
intervening with students with mental or emotional disorders, | ||
including de-escalation techniques and positive behavioral | ||
interventions and supports. | ||
(g) Each educator preparation program must provide | ||
information regarding: | ||
(1) the skills that educators are required to possess, | ||
the responsibilities that educators are required to accept, and the | ||
high expectations for all students, including students with | ||
disabilities, in this state; | ||
(2) the effect of supply and demand forces on the | ||
educator workforce in this state; | ||
(3) the performance over time of the educator | ||
preparation program; | ||
(4) the importance of building strong classroom | ||
management skills; and | ||
(5) the framework in this state for teacher and | ||
principal evaluation, including the procedures followed in | ||
accordance with Subchapter H. | ||
SECTION 3. Section 21.0443(b), Education Code, is amended | ||
to read as follows: | ||
(b) To be eligible for approval or renewal of approval, an | ||
educator preparation program: | ||
(1) may use a universal design for learning framework | ||
integrating inclusion for all students, including students with | ||
disabilities, and evidence-based instruction and intervention | ||
strategies throughout course work, clinical experiences, and | ||
student teaching to [ |
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educator certification; and | ||
(2) must meet the standards and requirements of the | ||
board. | ||
SECTION 4. Section 21.045(a), Education Code, is amended to | ||
read as follows: | ||
(a) The board shall propose rules necessary to establish | ||
standards to govern the continuing accountability of all educator | ||
preparation programs based on the following information that is | ||
disaggregated with respect to race, sex, and ethnicity: | ||
(1) results of the certification examinations | ||
prescribed under Section 21.048(a); | ||
(2) performance based on the appraisal system for | ||
beginning teachers adopted by the board; | ||
(3) achievement, including improvement in | ||
achievement, of all students, including students with | ||
disabilities, taught by beginning teachers for the first three | ||
years following certification, to the extent practicable; | ||
(4) compliance with board requirements regarding the | ||
frequency, duration, and quality of structural guidance and ongoing | ||
support provided by field supervisors to candidates completing | ||
student teaching, clinical teaching, or an internship; and | ||
(5) results from a teacher satisfaction survey, | ||
developed by the board with stakeholder input, of new teachers | ||
performed at the end of the teacher's first year of teaching. | ||
SECTION 5. Section 21.0453(a), Education Code, is amended | ||
to read as follows: | ||
(a) The board shall require an educator preparation program | ||
to provide candidates for teacher certification with information | ||
concerning the following: | ||
(1) skills and responsibilities required of teachers | ||
with regard to all students, including students with disabilities; | ||
(2) expectations for student performance, including | ||
students with disabilities, based on state standards; | ||
(3) the current supply of and demand for teachers in | ||
this state; | ||
(4) the importance of developing classroom management | ||
skills; and | ||
(5) the state's framework for appraisal of teachers | ||
and principals. | ||
SECTION 6. Section 21.046(b), Education Code, is amended to | ||
read as follows: | ||
(b) The qualifications for certification as a principal | ||
must be sufficiently flexible so that an outstanding teacher may | ||
qualify by substituting approved experience and professional | ||
training for part of the educational requirements. Supervised and | ||
approved on-the-job experience in addition to required internship | ||
shall be accepted in lieu of classroom hours. The qualifications | ||
must emphasize: | ||
(1) instructional leadership, including the ability | ||
to create an inclusive school environment and to foster parent | ||
involvement; | ||
(2) administration, supervision, and communication | ||
skills; | ||
(3) curriculum and instruction management; | ||
(4) performance evaluation; | ||
(5) organization; and | ||
(6) fiscal management. | ||
SECTION 7. Section 21.047(c), Education Code, is amended to | ||
read as follows: | ||
(c) A center may develop and implement a comprehensive | ||
field-based educator preparation program to supplement the | ||
internship hours required in Section 21.050. This comprehensive | ||
field-based teacher program must: | ||
(1) be designed on the basis of current research into | ||
state-of-the-art teaching practices applicable to all students, | ||
including students with disabilities, curriculum theory and | ||
application within diverse student populations, evaluation of | ||
student outcomes, and the effective application of technology; and | ||
(2) have rigorous internal and external evaluation | ||
procedures that focus on content, delivery systems, and teacher and | ||
student outcomes. | ||
SECTION 8. Sections 21.051(b) and (f), Education Code, are | ||
amended to read as follows: | ||
(b) Before a school district may employ a candidate for | ||
certification as a teacher of record, the candidate must complete | ||
at least 15 hours of field-based experience in which the candidate | ||
is actively engaged in instructional or educational activities | ||
involving a diverse student population that, to the greatest extent | ||
practicable, includes students with disabilities under supervision | ||
at: | ||
(1) a public school campus accredited or approved for | ||
the purpose by the agency; or | ||
(2) a private school recognized or approved for the | ||
purpose by the agency. | ||
(f) The board shall propose rules providing flexible | ||
options for persons for any field-based experience or internship | ||
required for certification. The options must, to the greatest | ||
extent practicable, involve interaction with a diverse student | ||
population, including students with disabilities. | ||
SECTION 9. Section 21.4511(b), Education Code, is amended | ||
to read as follows: | ||
(b) The training under this section shall include training | ||
relating to implementing curriculum and instruction that is aligned | ||
with the foundation curriculum described by Section 28.002(a)(1) | ||
and standards and expectations for college readiness, as determined | ||
by State Board of Education rule under Section 28.008(d). In order | ||
to create a classroom environment that meets the individual | ||
learning needs of each student, the training may emphasize | ||
inclusive collaborative strategies and providing instruction using | ||
a universal design for learning framework to the greatest extent | ||
practicable. | ||
SECTION 10. This Act takes effect September 1, 2017. |