Texas Administrative Code › Title 19 - EDUCATION › Part 7 - STATE BOARD FOR EDUCATOR CERTIFICATION › Chapter 235 - CLASSROOM TEACHER CERTIFICATION STANDARDS › Subchapter B - ELEMENTARY SCHOOL CERTIFICATE STANDARDS › Division 1 - EARLY CHILDHOOD: PREKINDERGARTEN-GRADE 3 › Section 235.11 - Pedagogy and Professional Responsibilities Standards, Early Childhood-Grade 3

Current through Reg. 49, No. 28; July 12, 2024
(a) Early
					 childhood-Grade 3 pedagogy and professional responsibilities (PPR) standards.
					 The PPR standards identified in this section are targeted for classroom
					 teachers of early learners (birth through age eight). The standards address the
					 discipline that deals with the theory and practice of teaching to inform
					 skill-based training and development. The standards inform proper teaching
					 techniques, strategies, teacher actions, teacher judgements, and decisions by
					 taking into consideration theories of learning, understandings of students and
					 their needs, and the backgrounds and interests of individual students. The
					 standards are also aligned with the Commissioner's Teacher Standards in 19 TAC
					 Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator
					 Standards).
(b) Instructional
					 Planning and Delivery. Early childhood-Grade 3 classroom teachers demonstrate
					 understanding of instructional planning and delivery by providing
					 standards-based, data-driven, differentiated instruction that engages students
					 and makes learning relevant for today's learners. Early childhood-Grade 3
					 classroom teachers must:
(1) develop lessons
					 that build coherently toward objectives based on course content, curriculum
					 scope and sequence, and expected student outcomes;
(2) effectively communicate goals,
					 expectations, and objectives to help all students reach high levels of
					 achievement;
(3) connect students'
					 prior understanding and real-world experiences to new content and contexts,
					 maximizing learning opportunities;
(4) plan instruction that is developmentally
					 appropriate, is standards driven, and motivates students to learn;
(5) differentiate instruction, aligning
					 methods and techniques to diverse student needs, including acceleration,
					 remediation, and implementation of individual education plans;
(6) plan student groupings, including
					 pairings and individualized and small-group instruction, to facilitate student
					 learning;
(7) integrate the use of
					 oral, written, graphic, kinesthetic, and/or tactile methods to teach key
					 concepts;
(8) ensure that the
					 learning environment features a high degree of student engagement by
					 facilitating discussion and student-centered activities as well as leading
					 direct instruction;
(9) encourage
					 all students to overcome obstacles and remain persistent in the face of
					 challenges, providing them with support in achieving their goals;
(10) set high expectations and create
					 challenging learning experiences for students, encouraging them to apply
					 disciplinary and cross-disciplinary knowledge to real-world problems;
(11) provide opportunities for
					 students to engage in individual and collaborative critical thinking and
					 problem solving;
(12) monitor and
					 assess students' progress to ensure that their lessons meet students' needs;
(13) provide immediate feedback to
					 students in order to reinforce their learning and ensure that they understand
					 key concepts; and
(14) adjust
					 content delivery in response to student progress through the use of
					 developmentally appropriate strategies that maximize student engagement.