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 2 - EARLY CHILDHOOD-GRADE 6 › Section 235.21 - Pedagogy and Professional Responsibilities Standards, Early Childhood-Grade 6

Current through Reg. 49, No. 28; July 12, 2024
(a) Early
					 Childhood-Grade 6 pedagogy and professional responsibilities (PPR) standards.
					 The PPR standards identified in this section are targeted for classroom
					 teachers of students in Early Childhood-Grade 6. 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 6 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 6
					 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) use a range of instructional strategies,
					 appropriate to the content area, to make subject matter accessible to all
					 students;
(6) differentiate
					 instruction, aligning methods and techniques to diverse student needs,
					 including acceleration, remediation, and implementation of individual education
					 plans;
(7) plan student groupings,
					 including pairings and individualized and small-group instruction, to
					 facilitate student learning;
(8)
					 integrate the use of oral, written, graphic, kinesthetic, and/or tactile
					 methods to teach key concepts;
(9)
					 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;
(10)
					 encourage all students to overcome obstacles and remain persistent in the face
					 of challenges, providing them with support in achieving their goals;
(11) set high expectations and create
					 challenging learning experiences for students, encouraging them to apply
					 disciplinary and cross-disciplinary knowledge to real-world problems;
(12) provide opportunities for students to
					 engage in individual and collaborative critical thinking and problem
					 solving;
(13) monitor and assess
					 students' progress to ensure that their lessons meet students' needs;
(14) provide immediate feedback to students
					 in order to reinforce their learning and ensure that they understand key
					 concepts; and
(15) adjust content
					 delivery in response to student progress through the use of developmentally
					 appropriate strategies that maximize student engagement.