WEBVTT
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Okay, good morning, everyone.
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Good morning, Board
members and the audience.
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It is 8:33 and we will
begin our state Board
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for educator certification,
regular meeting.
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It is December 11th, 2020,
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and we are having this
meeting as a virtual meeting,
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and there's been livestream.
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We are going to call
this meeting to order.
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We do have a quorum
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and we're gonna move
right into a moment of silence
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so that we can just reflect
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on the important work ahead of us
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and keep in mind
those that are suffering
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during this pandemic.
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So let's start with a
moment of silence, please.
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Thank you.
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We will now proceed with
the pledge of allegiance.
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You may stand there, who you are,
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and let's just say the pledge.
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I pledge allegiance
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to the flag of the
United States of America
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and to the Republic for which it stands
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one nation under God,
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indivisible with Liberty
and justice for all.
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Thank you, you maybe sited.
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so I want to welcome
everyone to this meeting.
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I'm just gonna re mind us of
the virtual meeting guidelines.
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This meeting is being live streamed.
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Board members should have
their cameras on at all times,
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even when taking an unscheduled break,
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the only time the Board
may turn off their cameras
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is during scheduled
breaks, such as lunch.
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Mute When not speaking, do
not email during the meeting,
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do not send private chats.
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Speaking limits still
apply for testimony.
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Raise your hand and
wait to be recognized,
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if you want to speak.
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Wait until previous
speaker finishes completely
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before speaking so audio
will be picked up completely.
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You also have feedback forms
that were emailed this morning.
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Please email those to Christie
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when we finished the meeting.
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We're gonna jump right into the agenda
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and we have the associate
Commissioners comments.
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Thank you so much, Chairman
Cavazos and Board members.
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We thank you all for your participation
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and virtual attendance with us today.
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2020 has been a year
we will never forget,
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but I just continue to be impressed
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and appreciative of this
Board's ongoing commitment
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to doing what's right for our kids
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and for supporting our educators
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and just the gratitude for
our educators in the field
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and everything they're
doing a daily basis
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to serve our kids continues
to be heroic efforts.
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So we really appreciate
and recognize that.
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You noticed today that our
agenda has some fewer pages
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than it has in the past
and less action items.
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And that's typically the case
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going into a legislative session
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where we're trying to get as
much of the action items done
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going in there because we know
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we'll have a likely have
a lot coming out of it.
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So try to structure the two year flow,
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where it were works that way.
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And we look forward to
supporting your work today.
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Thank you.
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Thank you, Ryan.
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And thank you for surpassing
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on the accountability atrial system.
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Oh, it was a new run.
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Let's move on.
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Thank you guys, next item on the agenda.
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Public comments, Katie.
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We do not have any public
comments at this time, sir.
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All right.
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Item four, October 9th 2020 Minutes.
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You have those in your BoardBook,
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right here, a motion to approve.
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I see Courtney McDonald has motion
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to approve the minutes of
the October 9th Board meeting.
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Thank you, Courtney.
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Do I see a second?
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Rohanna Sykes, second that motion.
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Any questions?
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All those in favor raise your right hand
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and hold it up so that
the vote can be recorded.
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Thank you.
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Opposition do the same.
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No opposition, the motion carries.
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Item Number Five, ELQ division updates.
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We have quite a few staff
members that we'll be doing that
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we're starting with Marilyn Cook.
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Marilyn, good morning.
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Good morning Dr. Cavazos,
thank you so much.
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It's fantastic to see you
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and all of the Board members again.
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I have the pleasure
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of kicking off this ELQ
division update for item five.
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If you're following along in the PDF
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or interested in doing so, our
item begins on PDF Page 41,
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and we'll continue through Page 51.
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I'll be talking first about
educator certification stats,
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but I think it's important to do
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just a little bit of
framing about this update
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and the work that our team
across all of our work streams
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has the opportunity
and pleasure to do this.
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These statistics will cover
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the entire fiscal year for FYI 2020.
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And I think that
Mr. Franklin said it best.
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This will be one of those years
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that I don't think any of us
will ever forget any time soon.
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All of our divisions
across the department
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have been on what I would refer to
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the great hamster wheel of health.
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We have pulled together and
even in a time of a pandemic
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and trying times been
able to continue your work
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and to support educators,
support each other
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and continue the great
cause of making sure
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that all kids have appropriate
educators in the classroom.
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With that said, I wanna highlight
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just a couple of my statistics,
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which you'll find on PDF Page 43,
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on division and certification.
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We are the ones
responsible for making sure
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that all certificates and
permits and renewals
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get out the door.
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And we did fortunately
see a continued increase
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in the total number of
certification related activities
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this fiscal year.
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In your actual PDF document you'll see,
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we had an overall total of 300,591
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combination of standard
certificates and renewals
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taking care of individuals
certified outside the state
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and issuing emergency
permits, interns probationaries.
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So we had a lot of good work going on.
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I highlighted on the screen,
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the second bullet about
renewed certificates,
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because it was wonderful
to hear from educators
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who maybe had thought about retiring
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or who had sat out
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and not renewed their
credentials for awhile.
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When the pandemic began to hit,
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we heard from a lot of
folks who were going,
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"I can still make
contribution and want to."
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So we saw a surge
in certificate renewals
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and folks wanting to
return to the classroom
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and be of support during
a very challenging time.
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And I think the last
bullet says it really well,
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despite understandable
peaks and valleys,
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'cause we have all had some adventures
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going through this fiscal year.
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We've still remained strong,
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pulled together as a team,
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provided a great level of
support for the folks out there
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in the field day to day.
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And we've been able to continue
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proudly issuing your certificates
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and making sure that
educators are renewed
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to do the great work
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that we want them
doing in the classrooms.
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With that said, I will
pause for a few minutes
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to see if there are any questions
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and if not the next person
up to give you another
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great update will be my
colleague Jessica McLaughlin.
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Good. Thank you, Marilyn.
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Are there any questions?
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Okay, let's proceed
with the next speaker.
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Thank you Dr Cavazos
and thank you, Marilyn
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and good morning Board.
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I'm thrilled to be here
with you virtually today.
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The Division of Educator
Standards and Testing
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is responsible for the
oversight and development
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and administration of
your certification exams.
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An update on your end summary data
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for the Division of Educators
Standards and Testing
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can be found in attachment two,
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which is Page Three of the item.
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In the spring of 2020,
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Governor Abbott waived the
certification exam requirement
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for issuance of a
probationary or intern certificate
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due to the impact of COVID-19
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on testing center availability.
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This led to a marked decrease
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in the overall number
of certification exams
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administered in 2020
as compared to 2019.
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In addition, due to
fewer certification exams
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being administered, we
also received an approved
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fewer five time tests limit waivers.
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Overall though, we anticipate that
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any decrease in exams delivered in 2020
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will lead to an increase in
exams delivered in 2021,
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as candidates must still meet
those testing requirements
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waived in the spring of 2020
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for issuance of their
standard teaching certificate.
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We're also excited to
share it that 2020 March
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the implementation of a
number of your new exams,
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including the Texas Pact Exams,
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the Fully Operational Principal
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as the Instructional
Leader Certification Exam,
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and two performance
assessments for certification,
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the performance assessment
for school leaders are Pascal,
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and the edTPA pilot.
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I'll pause to see if
there are any questions.
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Thank you, Jessica.
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Are there any questions?
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Okay, seeing none let's proceed.
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Good morning Board,
I get the next one.
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(indistinct) Dr. Cavazos.
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So presenting a data update here
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from the Division of Educator Data
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and Preparation Program Management,
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our group oversees
the collection analysis
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and reporting of all that
educator related data
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and provides that direct support
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for educator preparation programs.
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So some data highlights
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are in attachment three of your item,
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which is on Page
Four and five of the item
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or Page 45 of the PDF.
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Similar to the data that we just saw,
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we saw some decreases in some numbers
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and some increases in some numbers
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related both to the COVID pandemic
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and actions taken by
the Governor's office
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in issuing waivers that are...
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And again, these numbers
are a parent or this is a parent,
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some of our numbers.
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So first we saw a decrease
in the number of individuals
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receiving an initial
teaching certificate.
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However, we saw a large number of folks
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get certified under the flexibility
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provided by the waivers
that were put into place.
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So nearly 6,000 candidates
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were able to move onto
a probationary certificate
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and stay in the classroom
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upon the completion of their
educator preparation program.
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But they may not have
been able to complete
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their testing requirement,
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so they weren't yet eligible
for a standard search,
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but they could move to
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this one-year probationary certificate.
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And over 8,000 individuals
00:11:07.330 --> 00:11:10.190
were able to start their
preparation journey
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and then obtained an intern certificate
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under the conditions of
the Governor's waiver.
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We also saw that there were
fewer certificate deactivations
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and fewer certificate
inventory and preparation routes
00:11:21.930 --> 00:11:24.810
among our educator preparation programs.
00:11:24.810 --> 00:11:27.010
I can also pause here for questions
00:11:27.010 --> 00:11:30.290
and I'm happy to turn it
over to David Rodriguez.
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I believe he's next.
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Thank you, Mark.
00:11:32.350 --> 00:11:33.550
Are there any questions?
00:11:35.490 --> 00:11:37.623
Seeing none, let's proceed, David,
00:11:39.310 --> 00:11:42.010
Thank you, Dr. Cavazos
and good morning Board.
00:11:42.010 --> 00:11:45.840
Given the data about what
the educator investigations
00:11:45.840 --> 00:11:47.680
saw this year.
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The first half of the fiscal
year 20 looks a lot like FY 19.
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In that we saw an increase in cases
00:11:54.780 --> 00:11:58.760
and a decrease in reports
of educator misconduct.
00:11:58.760 --> 00:12:01.340
In fact, we were actually
looking at a 15% increase
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through about February
and March of (indistinct)
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the story changed completely after that
00:12:08.450 --> 00:12:11.400
because of certain limitations
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around being able to go to school.
00:12:14.560 --> 00:12:17.770
Obviously schools closed
and what we saw as a decrease
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in certain types of allegations
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stemming from those closures.
00:12:21.800 --> 00:12:24.610
Specifically, we saw
a decrease in violence
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in the classroom,
inappropriate relationships.
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It would stand to reason that certainly
00:12:29.470 --> 00:12:31.050
with fewer kids in the classroom,
00:12:31.050 --> 00:12:33.460
you were teachers at on campuses.
00:12:33.460 --> 00:12:36.520
We would see a decrease
in those types of reports.
00:12:36.520 --> 00:12:37.740
Inappropriate relationships.
00:12:37.740 --> 00:12:41.100
We were actually not certain
what the outcome would be
00:12:41.100 --> 00:12:42.653
as we went into the summer.
00:12:43.748 --> 00:12:46.290
At the onset of the COVID pandemic
00:12:47.200 --> 00:12:49.680
we provided guidance to school districts
00:12:50.760 --> 00:12:53.210
back in early summer and let...
00:12:53.210 --> 00:12:55.760
I advise them to be
vigilant in terms of looking
00:12:55.760 --> 00:12:57.670
for those types of relationships,
00:12:57.670 --> 00:13:00.450
to make sure that they updated
their communication policies,
00:13:00.450 --> 00:13:01.920
to make sure that they were mindful
00:13:01.920 --> 00:13:04.800
and ask educators to be
mindful about how to practice
00:13:06.390 --> 00:13:10.630
best good conduct in terms
of interacting with students.
00:13:10.630 --> 00:13:15.020
It stands to reason that
they followed those guidelines
00:13:15.919 --> 00:13:19.403
in that educators did what
they were supposed to do.
00:13:20.562 --> 00:13:23.520
We say that because we did
not see an increase in reports.
00:13:23.520 --> 00:13:26.110
Now, there may be a concern
00:13:26.110 --> 00:13:29.500
that we are also not
seeing an increase in reports
00:13:29.500 --> 00:13:32.680
because of maybe some of this remoteness
00:13:33.607 --> 00:13:36.570
and more distance between administration
00:13:36.570 --> 00:13:38.450
and educators and
students at this point.
00:13:38.450 --> 00:13:41.497
So in recent stakeholder meetings
00:13:41.497 --> 00:13:46.210
and in recent meetings to
the field we reminded schools.
00:13:46.210 --> 00:13:49.090
We reminded
administrators to be vigilant
00:13:49.090 --> 00:13:53.240
and continue to set those
expectations going forward.
00:13:53.240 --> 00:13:55.900
We also saw a 40%
increase in drug and alcohol
00:13:55.900 --> 00:13:58.950
related allegations
that those specifically
00:13:58.950 --> 00:14:02.720
were around drug use on campus.
00:14:02.720 --> 00:14:07.250
Alcohol use and intoxication
on campus by educators.
00:14:07.250 --> 00:14:11.163
So overall there was there
was a decline in cases open,
00:14:12.511 --> 00:14:16.630
and we can explain those just
00:14:16.630 --> 00:14:20.180
based on the decreases you see there
00:14:20.180 --> 00:14:25.180
around certain codes, certain
types of allegations about it.
00:14:25.270 --> 00:14:27.970
Our division is also
responsible for doing other work.
00:14:29.252 --> 00:14:30.993
And certainly the HB
three from the 86 legislator
00:14:30.993 --> 00:14:34.560
provided those laid out
those responsibilities.
00:14:34.560 --> 00:14:37.440
We stood up applications, including the,
00:14:37.440 --> 00:14:40.960
Do Not Hire Registry and
Misconduct Reporting Portal.
00:14:40.960 --> 00:14:44.150
And we put out resources
so that school districts
00:14:44.150 --> 00:14:46.687
could utilize those.
00:14:46.687 --> 00:14:51.270
And we continue to
support them in their use.
00:14:51.270 --> 00:14:53.870
We answered about
24,000 help desk tickets.
00:14:53.870 --> 00:14:57.480
And we, as I said,
we've given presentations
00:14:57.480 --> 00:15:00.250
to inform school districts
and administrators
00:15:00.250 --> 00:15:03.020
about the new requirements
around reporting
00:15:03.020 --> 00:15:06.070
and how to look for
00:15:06.070 --> 00:15:09.160
and properly investigate the allegations
00:15:09.160 --> 00:15:10.210
as they do arise.
00:15:10.210 --> 00:15:11.570
Certainly in this new environment,
00:15:11.570 --> 00:15:13.540
there will be new techniques,
00:15:13.540 --> 00:15:15.893
new approaches to
these types of allegations.
00:15:18.060 --> 00:15:20.340
That's all I have for you today, Board
00:15:20.340 --> 00:15:22.696
and I would be happy
to answer any questions.
00:15:22.696 --> 00:15:24.300
Thank you David, are
there any questions?
00:15:24.300 --> 00:15:27.460
Change to (indistinct)
00:15:27.460 --> 00:15:29.070
Thank you all for the update.
00:15:29.070 --> 00:15:30.220
Thank you, Dr. Cavazos.
00:15:31.110 --> 00:15:32.090
I was wondering,
00:15:32.090 --> 00:15:34.660
it's very encouraging to
see that people have gone in
00:15:34.660 --> 00:15:36.050
and renewed their certificates
00:15:36.050 --> 00:15:38.220
that as someone in the
schools, I was wondering,
00:15:38.220 --> 00:15:41.420
are you hearing about an
increase in abandonment of contract
00:15:41.420 --> 00:15:44.143
or, there's just one of the
things you hear a lot about.
00:15:44.143 --> 00:15:46.493
I was wondering if you
might could address that.
00:15:47.670 --> 00:15:51.790
I'll yield to Laura
Moriati for that question.
00:15:51.790 --> 00:15:53.163
Absolutely, I'm
so glad you asked,
00:15:53.163 --> 00:15:57.540
because I just pulled the
data for first quarter of 2021,
00:15:57.540 --> 00:15:59.560
and we are actually seeing a decrease
00:15:59.560 --> 00:16:03.020
in reported contract
abandonments this year over last.
00:16:03.020 --> 00:16:05.460
So last year in the first quarter of 20,
00:16:05.460 --> 00:16:09.140
we saw 138 reported
contract abandonments
00:16:09.140 --> 00:16:10.480
and this year we've only had
00:16:10.480 --> 00:16:12.780
38 contract abandonments reported.
00:16:12.780 --> 00:16:15.730
So that's a 73% decrease.
00:16:15.730 --> 00:16:19.024
It's also important to
note that 76% of those
00:16:19.024 --> 00:16:22.210
38 reports are coming from Houston ISD.
00:16:22.210 --> 00:16:24.650
So the vast majority
are coming from Houston.
00:16:24.650 --> 00:16:28.160
Most other districts are not reporting.
00:16:28.160 --> 00:16:30.870
There is the factor that
school started later this year.
00:16:30.870 --> 00:16:33.580
So our reporting cycle
will probably be later
00:16:33.580 --> 00:16:36.400
because your 45th
day before the first day
00:16:36.400 --> 00:16:38.090
of instruction will be later.
00:16:38.090 --> 00:16:40.820
So the abandonment
Board meeting minutes,
00:16:40.820 --> 00:16:45.820
all of that will come in later,
but for now we are down 73%.
00:16:45.880 --> 00:16:46.713
Thank you, Laura.
00:16:46.713 --> 00:16:48.893
And I saw Julia had a question as well.
00:16:50.250 --> 00:16:51.330
I didn't have a question.
00:16:51.330 --> 00:16:53.698
I'm sorry, Emily...
(both mumble)
00:16:53.698 --> 00:16:55.560
Emily you had a question?
00:16:55.560 --> 00:16:56.470
I did.
00:16:56.470 --> 00:16:59.510
I noticed that there were fewer cases
00:16:59.510 --> 00:17:02.820
in this year compared to last year,
00:17:02.820 --> 00:17:05.940
but the average number of
days to complete the cases
00:17:05.940 --> 00:17:09.470
went from 72 last year to 94 this year.
00:17:09.470 --> 00:17:11.610
And I just wondered if
there was some context
00:17:11.610 --> 00:17:14.110
around why the cases
were taking longer to solve,
00:17:14.110 --> 00:17:15.770
perhaps related to
COVID or something else.
00:17:15.770 --> 00:17:19.790
Just some context
there would be helpful.
00:17:19.790 --> 00:17:24.470
So certainly the 72 average
took contemplates cases
00:17:24.470 --> 00:17:29.470
completed from September of
2018, through August of 2019.
00:17:32.040 --> 00:17:36.827
I think we were at a much
lower average day per case rate
00:17:38.020 --> 00:17:39.440
at that point, because we were seeing
00:17:39.440 --> 00:17:43.863
we still hadn't seen the
increase in volume then the 94,
00:17:45.836 --> 00:17:49.500
and all of a sudden go
back a little bit as well,
00:17:49.500 --> 00:17:54.500
throughout FY 19, we started
to see an uptake in cases.
00:17:55.960 --> 00:17:58.480
And so when you look at the 94 number,
00:17:58.480 --> 00:18:00.450
you're seeing a result
of cases completed
00:18:00.450 --> 00:18:03.800
that were opening in
that latter half of FYI 19,
00:18:03.800 --> 00:18:05.930
which was a very large increase.
00:18:05.930 --> 00:18:10.440
And then also cases that were open,
00:18:10.440 --> 00:18:14.010
obviously throughout
FYI, the first half of FY 20.
00:18:14.010 --> 00:18:16.800
So I'll sum that up by basically saying
00:18:16.800 --> 00:18:18.340
that there was a period
00:18:18.340 --> 00:18:21.480
where we were closing a lot faster rate
00:18:21.480 --> 00:18:23.980
from prior investigations.
00:18:23.980 --> 00:18:28.980
The 94 is probably due to the
more recent increase in cases.
00:18:29.400 --> 00:18:33.980
And I will say that today,
December where we're at,
00:18:33.980 --> 00:18:37.570
where we've held at 94, we've maintained
00:18:37.570 --> 00:18:40.840
that level of productivity around 94.
00:18:40.840 --> 00:18:43.427
So that's been in place
for about 18 months now.
00:18:43.427 --> 00:18:46.940
And is there a goal for
how many days it takes to,
00:18:46.940 --> 00:18:50.150
or the average number of
days it takes to complete a case?
00:18:50.150 --> 00:18:52.970
So our targets with the
legislative budget Board,
00:18:52.970 --> 00:18:57.050
I believe are 150 days.
00:18:57.050 --> 00:18:59.803
And so we try to
maintain well below that,
00:19:00.790 --> 00:19:05.790
there is a breakdown of
different types of cases as well.
00:19:06.880 --> 00:19:09.080
For applicant cases,
00:19:09.080 --> 00:19:11.880
those from candidates
who are just applying,
00:19:11.880 --> 00:19:16.240
we actually complete
cases in about 70 days,
00:19:16.240 --> 00:19:19.290
but for cases on existing educators,
00:19:19.290 --> 00:19:22.117
those are a little bit higher,
close to the 90 range.
00:19:24.410 --> 00:19:26.350
Thank you so
much, I learned a lot.
00:19:26.350 --> 00:19:27.300
Thank you, David.
00:19:27.300 --> 00:19:28.513
Any other questions?
00:19:29.520 --> 00:19:30.990
Okay.
00:19:30.990 --> 00:19:32.890
Laura, were you gonna
give an update on this?
00:19:32.890 --> 00:19:34.910
Or are we done with it?
00:19:34.910 --> 00:19:36.740
You're not done yet,
you gotta hear from me too.
00:19:36.740 --> 00:19:38.663
I'm afraid.
I though so.
00:19:38.663 --> 00:19:40.600
I'm going to report on the
Division of SBEC Enforcement,
00:19:40.600 --> 00:19:44.600
which is on attachment five
on Page Nine of your materials.
00:19:44.600 --> 00:19:46.530
We are the group that
actually takes the cases
00:19:46.530 --> 00:19:48.470
to the state office of
administrative hearings
00:19:48.470 --> 00:19:50.070
and educator discipline matters.
00:19:51.240 --> 00:19:54.593
To me the big thing is that we
had huge headwinds this year.
00:19:54.593 --> 00:19:56.570
I mean, COVID took down
00:19:56.570 --> 00:19:57.970
the state office of
administrative hearings
00:19:57.970 --> 00:19:58.803
for several months.
00:19:58.803 --> 00:20:01.980
They weren't doing hearings
and now they're all virtual
00:20:01.980 --> 00:20:02.990
and they have a backlog.
00:20:02.990 --> 00:20:06.392
So it's been a rough month
00:20:06.392 --> 00:20:09.823
as we transitioned to working
remotely and then back again.
00:20:11.090 --> 00:20:14.280
But despite all that, and
despite the downturn,
00:20:14.280 --> 00:20:16.970
in cases from investigations,
you heard David talking about,
00:20:16.970 --> 00:20:19.060
we are still up across the Board.
00:20:19.060 --> 00:20:22.440
We close more cases, we open more cases.
00:20:22.440 --> 00:20:26.150
So really given everything
we were up against this year,
00:20:26.150 --> 00:20:27.210
it has been a good year
00:20:27.210 --> 00:20:29.470
for the Division of SBEC Enforcement.
00:20:29.470 --> 00:20:30.370
And that's all I have.
00:20:30.370 --> 00:20:33.000
I'll be happy to take any
questions if anybody has any.
00:20:33.000 --> 00:20:36.150
Thank you, Laura, I see
John Kelly, you have a question?
00:20:36.150 --> 00:20:38.337
Yes, more of a
comment, Dr. Cavazos
00:20:38.337 --> 00:20:42.853
and Laura, with regard
to contract abandonment,
00:20:43.770 --> 00:20:47.750
we've seen an uptick
in folks needing leave
00:20:47.750 --> 00:20:49.220
for one reason or another,
00:20:49.220 --> 00:20:51.670
some of which is associated with COVID.
00:20:51.670 --> 00:20:55.160
But my feeling is that most districts
00:20:55.160 --> 00:20:58.260
are responsive to those things
00:20:58.260 --> 00:21:00.770
and are not gonna
generally put somebody up
00:21:00.770 --> 00:21:02.360
for contract abandonment.
00:21:02.360 --> 00:21:04.420
So I think in a lot of cases,
00:21:04.420 --> 00:21:07.350
I know it's true of us that
if someone needs to go
00:21:07.350 --> 00:21:09.150
because of a COVID related reason
00:21:10.840 --> 00:21:12.230
or something associated with that,
00:21:12.230 --> 00:21:14.040
we're likely to let them go
00:21:14.040 --> 00:21:17.023
and not pursue a contract abandonment.
00:21:18.620 --> 00:21:19.453
Yes, Dr. Kelly,
00:21:19.453 --> 00:21:21.700
I think we're seeing that
reflected in the statistics.
00:21:21.700 --> 00:21:25.950
I mentioned earlier from
the first quarter of 2021.
00:21:25.950 --> 00:21:29.460
So these statistics we're
looking at ended September 1st,
00:21:29.460 --> 00:21:33.133
'cause our fiscal year runs
September to September.
00:21:34.000 --> 00:21:36.210
But our first quarter
numbers have been way down,
00:21:36.210 --> 00:21:39.780
which suggests to me that
districts are holding their fire.
00:21:39.780 --> 00:21:43.950
That being said, we have
closed several reported cases
00:21:43.950 --> 00:21:45.730
to good cause that was COVID related.
00:21:45.730 --> 00:21:48.730
So we are getting some
reports that are COVID related.
00:21:48.730 --> 00:21:52.180
And if it falls into the category
00:21:52.180 --> 00:21:54.470
that y'all's rule set out for a change
00:21:54.470 --> 00:21:57.363
in family circumstance or a
change in health condition,
00:21:58.330 --> 00:22:00.900
we're closing them to good cause.
00:22:00.900 --> 00:22:02.863
So the system is working so far.
00:22:05.550 --> 00:22:06.860
Thank you, Laura.
00:22:06.860 --> 00:22:08.073
Any other questions?
00:22:10.130 --> 00:22:11.743
Okay, let's move on.
00:22:13.230 --> 00:22:17.660
We're gonna move on to item
six, Chapter 230 A proposal.
00:22:17.660 --> 00:22:20.170
And we have Jessica McLaughlin.
00:22:20.170 --> 00:22:21.800
Thank you, Dr. Cavazos
00:22:21.800 --> 00:22:24.770
and item six, which is
Chapter 230 A proposal
00:22:24.770 --> 00:22:29.430
begins on PDF Page 52 of the BoardBook.
00:22:29.430 --> 00:22:32.420
For today, I've had the
privilege and the opportunity
00:22:32.420 --> 00:22:37.420
to share two items with you
focused on Texas' edTPA pilot.
00:22:38.090 --> 00:22:40.020
This item, item six,
00:22:40.020 --> 00:22:43.050
we will discuss proposed
amendments to Chapter 230
00:22:43.050 --> 00:22:44.440
Subchapter A
00:22:44.440 --> 00:22:48.230
which would extend the
edTPA pilot for third year.
00:22:48.230 --> 00:22:51.490
And in item 11 a little
bit later in the agenda,
00:22:51.490 --> 00:22:55.240
I'll be back to provide a broader
update on the edTPA pilot,
00:22:55.240 --> 00:22:59.840
including a summary of our
edTPA year one pilot data.
00:22:59.840 --> 00:23:02.700
At the October, 2020 SBEC meeting,
00:23:02.700 --> 00:23:05.620
we discussed the impact of COVID-19
00:23:05.620 --> 00:23:07.330
on programs participating
00:23:07.330 --> 00:23:09.483
in the second year of the edTPA pilot.
00:23:10.350 --> 00:23:13.090
In response to your
directive at that meeting
00:23:13.090 --> 00:23:15.350
to extend the edTPA pilot,
00:23:15.350 --> 00:23:17.890
to provide flexibility
and a longer runway
00:23:17.890 --> 00:23:21.420
for programs participating
due to COVID-19
00:23:21.420 --> 00:23:24.590
TEA Staff is bringing forward
the proposed amendment
00:23:24.590 --> 00:23:27.630
to Chapter 230.1(17),
00:23:27.630 --> 00:23:31.710
which would update the
definition of pilot exam in your rule
00:23:31.710 --> 00:23:35.340
to extend the edTPA performance
assessment pilot period,
00:23:35.340 --> 00:23:40.340
with an updated SBEC review
date of September 1st, 2022.
00:23:40.780 --> 00:23:42.080
The amended rule techs
00:23:42.080 --> 00:23:44.633
can be found on Page Eight of the item.
00:23:47.200 --> 00:23:48.033
Thanks, Ryan.
00:23:48.033 --> 00:23:49.190
If you can move to the next side
00:23:50.860 --> 00:23:54.400
with the proposed amendment
to extend the SBEC review date
00:23:54.400 --> 00:23:58.690
of the edTPA pilot to
September 1st, 2022
00:23:58.690 --> 00:24:01.110
TEA Staff will continue to gather data
00:24:01.110 --> 00:24:04.300
on Texas' pilot
implementation of the edTPA
00:24:04.300 --> 00:24:06.820
support preparation
programs and candidates
00:24:06.820 --> 00:24:08.760
who are participating in the pilot,
00:24:08.760 --> 00:24:12.230
provide the SBEC with continual
updates at SBEC meetings
00:24:12.230 --> 00:24:14.410
work with Sam Houston State University
00:24:14.410 --> 00:24:16.420
on their T-TESS study,
00:24:16.420 --> 00:24:19.280
provide an update on the
outcomes of the second year pilot
00:24:19.280 --> 00:24:21.370
in the fall of 2021.
00:24:21.370 --> 00:24:24.656
And that analysis of all
three years of implementation
00:24:24.656 --> 00:24:26.703
in fall of 2022.
00:24:30.670 --> 00:24:32.840
With that, I don't believe
there's any Public Testimony,
00:24:32.840 --> 00:24:33.960
but I'll check with Katie.
00:24:33.960 --> 00:24:35.910
Katie, is there any
Public Testimony?
00:24:38.087 --> 00:24:40.220
No, sir, there is
no Public Testimony.
00:24:40.220 --> 00:24:41.223
Okay, thank you.
00:24:43.010 --> 00:24:45.650
pause to see if
there's any questions.
00:24:45.650 --> 00:24:47.700
Board members, are
there any questions?
00:24:49.580 --> 00:24:53.480
I do wanna thank
staff for being sensitive
00:24:53.480 --> 00:24:56.620
to this pandemic and the COVID situation
00:24:56.620 --> 00:25:00.960
and how it affects our
different rules and bring in this
00:25:00.960 --> 00:25:04.443
to codify our conversation
from last Board meeting.
00:25:09.055 --> 00:25:12.310
So we have a motion on the slide deck.
00:25:12.310 --> 00:25:15.693
Do I see anyone who is
ready to make a motion?
00:25:20.810 --> 00:25:23.420
All right, Dr. Kelly, you
wanna read the motion
00:25:23.420 --> 00:25:24.950
Dr. Gavin?
00:25:24.950 --> 00:25:26.313
Yes, yes sir.
00:25:27.520 --> 00:25:30.370
Motion to approve the
proposed amendment to 19
00:25:30.370 --> 00:25:32.610
Texas Administrative Code Chapter 230,
00:25:32.610 --> 00:25:34.840
Professional Educator
Preparation and Certification
00:25:34.840 --> 00:25:38.170
Subchapter A, General Provisions 230.1.
00:25:38.170 --> 00:25:39.510
Definitions to be published
00:25:39.510 --> 00:25:42.490
as proposed in the Texas Register.
00:25:42.490 --> 00:25:45.203
Thank you Dr. Kelly,
do I see a second?
00:25:46.240 --> 00:25:47.890
I see role Hannah Sykes seconded.
00:25:49.420 --> 00:25:50.823
Any further questions?
00:25:52.520 --> 00:25:54.300
Seeing none, all those in favor,
00:25:54.300 --> 00:25:56.160
please raise your right hand,
00:25:56.160 --> 00:25:59.163
hold them up so that
the vote will be recorded.
00:26:02.360 --> 00:26:03.750
All right, thank you.
00:26:03.750 --> 00:26:06.740
Any opposition do the same.
00:26:06.740 --> 00:26:08.410
No opposition motion carries.
00:26:08.410 --> 00:26:10.283
Moving on to Item Number Seven,
00:26:11.733 --> 00:26:14.930
EPP Continuing Approval Reviews.
00:26:14.930 --> 00:26:16.393
We have Tam Jones.
00:26:17.350 --> 00:26:20.110
Thank you, Dr. Cavazos,
good morning Board members.
00:26:20.110 --> 00:26:23.180
This item begins on Page One of the item
00:26:23.180 --> 00:26:25.663
and Page 64 in the PDF version.
00:26:26.770 --> 00:26:28.640
Education Preparation Programs
00:26:28.640 --> 00:26:31.290
are required to be
reviewed every five years
00:26:31.290 --> 00:26:34.170
to ensure the program is in compliance
00:26:34.170 --> 00:26:36.550
with the current rules on TAC.
00:26:36.550 --> 00:26:40.680
For 2019 2020 twenty-five
preparation programs
00:26:40.680 --> 00:26:44.460
have their required
five-year review conducted.
00:26:44.460 --> 00:26:45.560
At the October meeting,
00:26:45.560 --> 00:26:48.380
you'll remember we
brought the first 16 programs
00:26:48.380 --> 00:26:50.600
to approve, to operate
00:26:50.600 --> 00:26:53.130
and continue to prepare
and recommend candidates
00:26:53.130 --> 00:26:54.660
for another five years.
00:26:54.660 --> 00:26:57.590
In this item, we bring you
the eight remaining programs
00:26:57.590 --> 00:27:02.060
for the 2019 2020 review
cycle for continued approval.
00:27:02.060 --> 00:27:05.438
These programs either
had their review delayed,
00:27:05.438 --> 00:27:10.020
or they had their next
steps delayed due to COVID.
00:27:10.020 --> 00:27:12.740
They're listed on Page Six of the item
00:27:12.740 --> 00:27:17.740
in attachment two or on
Page 69 in the PDF version.
00:27:18.077 --> 00:27:19.700
You can see on the screen here
00:27:19.700 --> 00:27:22.520
are the eight remaining programs.
00:27:22.520 --> 00:27:26.010
The 25th program will be
coming up in the next item.
00:27:26.010 --> 00:27:27.797
And I'm happy to answer any questions
00:27:27.797 --> 00:27:30.130
the Board may have Dr. Cavazos.
00:27:30.130 --> 00:27:35.130
Okay, do we have any
Public Testimony, Katie?
00:27:36.243 --> 00:27:37.570
No sir, we do not.
00:27:37.570 --> 00:27:39.110
Okay, thank you.
00:27:39.110 --> 00:27:41.260
Are there any questions
from Board members?
00:27:44.190 --> 00:27:48.220
Okay, seeing none, we have
a motion on the slide deck.
00:27:48.220 --> 00:27:50.793
Do I see someone who
would like to make the motion?
00:27:51.790 --> 00:27:52.623
Mr. Coleman?
00:27:53.520 --> 00:27:55.790
I move that the Board
approve the program
00:27:55.790 --> 00:27:59.690
as presented for a
five-year renewal of approval.
00:27:59.690 --> 00:28:01.890
Thank you, Mr. Coleman,
do I see a second?
00:28:03.130 --> 00:28:05.593
Julia Debark seconds.
00:28:06.640 --> 00:28:08.240
Are there any further questions?
00:28:09.670 --> 00:28:12.050
Seeing none, all those in
favor, raise your right hand,
00:28:12.050 --> 00:28:14.333
hold it up so that the
vote may be recorded.
00:28:17.940 --> 00:28:18.773
Okay, thank you.
00:28:18.773 --> 00:28:20.523
Any opposition do the same.
00:28:22.050 --> 00:28:24.333
No opposition motion carries.
00:28:25.740 --> 00:28:27.500
Moving on to Item Number Eight,
00:28:27.500 --> 00:28:29.503
Agreed Order of ACT-RGV.
00:28:31.390 --> 00:28:32.973
And we have Dr. Jones.
00:28:34.070 --> 00:28:35.750
Thanks again. Dr. Cavazos,
00:28:35.750 --> 00:28:37.220
Board members this item begins
00:28:37.220 --> 00:28:39.180
on Page One of the item itself
00:28:39.180 --> 00:28:43.350
or Page 72 in the PDF version.
00:28:43.350 --> 00:28:46.200
TEA Staff conducted, as we just said,
00:28:46.200 --> 00:28:50.760
a required five-year
program review on ACT-RGV
00:28:50.760 --> 00:28:52.450
on January 21st,
00:28:52.450 --> 00:28:56.560
at which time numerous
discrepancies were found,
00:28:56.560 --> 00:28:59.330
the program did not
successfully complete
00:28:59.330 --> 00:29:00.713
all the deficiencies,
00:29:01.630 --> 00:29:04.320
including a lack of required
curriculum documents
00:29:04.320 --> 00:29:06.590
to support the certain areas
00:29:06.590 --> 00:29:08.400
that were offered by the program
00:29:08.400 --> 00:29:11.500
by the final due date of October 23rd.
00:29:11.500 --> 00:29:13.340
The program signed an agreed order
00:29:13.340 --> 00:29:16.500
on November the 5th, 2020.
00:29:16.500 --> 00:29:19.100
Some members of the Board
may not have been present
00:29:19.100 --> 00:29:22.870
when we previously have
done an agreed order.
00:29:22.870 --> 00:29:26.940
In short, an agreed order
is where a program has not
00:29:26.940 --> 00:29:28.460
met all its deficiencies.
00:29:28.460 --> 00:29:30.853
And as the Board has seen in the past,
00:29:32.006 --> 00:29:33.800
both parties come together
00:29:33.800 --> 00:29:35.946
and agree that there's
still work to be done.
00:29:35.946 --> 00:29:40.946
And in the case of ACT-RGV
from now until January 31st,
00:29:41.500 --> 00:29:43.750
here are the things
the program will correct.
00:29:44.670 --> 00:29:45.503
Let me just say,
00:29:45.503 --> 00:29:48.730
we appreciate members of this Board,
00:29:48.730 --> 00:29:50.960
particularly Mr. Coleman
has supported us
00:29:50.960 --> 00:29:54.210
in using an agreed order
because it frees up time
00:29:54.210 --> 00:29:57.900
and expense and allows
us to work collaboratively
00:29:57.900 --> 00:30:00.710
on an order that spells out
what the program must do
00:30:00.710 --> 00:30:04.080
and by when that both parties agree to.
00:30:04.080 --> 00:30:07.050
The slide you see
list the four conditions
00:30:07.050 --> 00:30:09.460
that have that January 31st due date
00:30:09.460 --> 00:30:11.580
for all corrections to be submitted.
00:30:11.580 --> 00:30:14.450
They're also bulleted
on Page Two of the item
00:30:14.450 --> 00:30:16.393
and Page 73 in PDF.
00:30:17.339 --> 00:30:20.640
For the conditions in
the lower right hand box,
00:30:20.640 --> 00:30:22.230
the other deficiencies.
00:30:22.230 --> 00:30:25.220
These are part of exhibit A.
00:30:25.220 --> 00:30:28.610
You can find that on Page 12 of the item
00:30:29.610 --> 00:30:32.511
or Page 83 in the PDF.
00:30:32.511 --> 00:30:36.550
Of the four curriculum
is the biggest deficiency,
00:30:36.550 --> 00:30:40.400
but they also have work to
do on admission requirements,
00:30:40.400 --> 00:30:42.670
their instruction and mental
health, substance abuse,
00:30:42.670 --> 00:30:44.060
and youth suicide,
00:30:44.060 --> 00:30:47.160
and ensuring the director
attends all the necessary training
00:30:47.160 --> 00:30:50.373
for their online curriculum
to be accredited.
00:30:52.020 --> 00:30:55.390
Also in that lower right hand
box, you can see January 31st,
00:30:55.390 --> 00:30:57.780
this is the deadline for the program
00:30:57.780 --> 00:30:59.273
to submit all the necessary, required,
00:30:59.273 --> 00:31:01.770
great team documents we need
00:31:01.770 --> 00:31:04.390
for each certification area they offer.
00:31:04.390 --> 00:31:07.210
In addition, the program
had other deficiencies
00:31:07.210 --> 00:31:08.110
that we just mentioned
00:31:08.110 --> 00:31:10.140
that are in exhibit A to correct.
00:31:10.140 --> 00:31:14.430
They must also be
addressed by January 31st
00:31:14.430 --> 00:31:16.900
or else the entire
program will be revoked
00:31:16.900 --> 00:31:19.536
if they don't get all those
deficiencies corrected
00:31:19.536 --> 00:31:21.800
besides just curriculum.
00:31:21.800 --> 00:31:25.390
We believe the program is
on a good path at this point
00:31:25.390 --> 00:31:27.210
'cause they're working very hard
00:31:27.210 --> 00:31:29.380
to correct those deficiencies.
00:31:29.380 --> 00:31:31.720
And I'm happy to answer any questions
00:31:31.720 --> 00:31:34.060
the Board may have Dr. Cavazos.
00:31:34.060 --> 00:31:35.820
Thank you, Dr. Jones.
00:31:35.820 --> 00:31:38.170
Is there any Public Testimony, Katie?
00:31:38.170 --> 00:31:39.003
No sir, there's none.
00:31:39.003 --> 00:31:40.730
All right, thank you.
00:31:40.730 --> 00:31:44.064
Board members, I see
Mr. Coleman has a question.
00:31:44.064 --> 00:31:47.290
No question Chairman
Cavazos it's just a statement.
00:31:47.290 --> 00:31:50.153
Great work, Dr. Jones, as always.
00:31:50.153 --> 00:31:53.300
This is a great use of the agreed order
00:31:53.300 --> 00:31:54.530
and this is important work.
00:31:54.530 --> 00:31:55.363
Thank you.
00:31:55.363 --> 00:31:57.870
I just wanted to express
my gratitude, thanks.
00:31:57.870 --> 00:32:00.963
Thank you, Mr. Coleman, any
other comments or questions?
00:32:02.890 --> 00:32:04.710
Okay, seeing none,
00:32:04.710 --> 00:32:06.710
the motion is on the slide deck.
00:32:06.710 --> 00:32:09.613
Do I have someone who
would like to make the motion?
00:32:13.150 --> 00:32:14.313
Okay, Mr. Coleman?
00:32:16.220 --> 00:32:19.957
I move that the Board approve
the agreed order for ACT-RGV
00:32:21.270 --> 00:32:25.010
alternative certification
program as presented.
00:32:25.010 --> 00:32:26.052
Thank you, Mr. Coleman.
00:32:26.052 --> 00:32:26.952
Is there a second?
00:32:27.980 --> 00:32:30.280
Okay, Dr. Turner seconds.
00:32:30.280 --> 00:32:31.563
Any further questions?
00:32:32.920 --> 00:32:35.930
All right, seeing none, all
those in favor of the motion
00:32:35.930 --> 00:32:36.960
raise your right hand
00:32:36.960 --> 00:32:39.563
hold it up so that the
vote may be recorded.
00:32:43.030 --> 00:32:43.960
All right, thank you.
00:32:43.960 --> 00:32:47.393
All those in opposition do the same.
00:32:49.830 --> 00:32:50.860
So next time,
00:32:50.860 --> 00:32:52.920
we're just gonna raise
our hand for one second.
00:32:52.920 --> 00:32:54.870
See how fast Katie can record it.
00:32:54.870 --> 00:32:57.640
Just kidding Katie, I'm kidding.
00:32:57.640 --> 00:33:00.130
All right, let's move
on to the next item
00:33:00.130 --> 00:33:02.330
disciplinary cases.
00:33:02.330 --> 00:33:03.743
And we have Larmor Laura.
00:33:05.608 --> 00:33:07.889
The moment you've all
been waiting for I'm sure.
00:33:07.889 --> 00:33:10.080
So I am going to start with
00:33:11.510 --> 00:33:15.393
the defaults that did not
respond to our written petition.
00:33:16.900 --> 00:33:19.910
We need to pull several
today from staff's perspective,
00:33:19.910 --> 00:33:24.120
we need to pull four 11 and 28
00:33:24.120 --> 00:33:26.500
because Ms. Mason needs to refuse.
00:33:26.500 --> 00:33:31.270
We need to pull 17, 19, 24 and 25
00:33:31.270 --> 00:33:33.970
because Dr. Rodriguez needs to refuse
00:33:33.970 --> 00:33:36.550
and then staff needs to pull number 26
00:33:36.550 --> 00:33:39.570
because there was a misdemeanor
pervasive miscommunication
00:33:39.570 --> 00:33:41.470
about what our
recommendation was for that one.
00:33:41.470 --> 00:33:44.120
So we need to clarify that
and vote on it separately.
00:33:45.186 --> 00:33:47.110
So about altogether,
00:33:47.110 --> 00:33:50.843
that is four 11, 17,
19, 24, 25, 26 and 28.
00:33:55.290 --> 00:33:58.580
Are there any others that
anyone would like to pull,
00:33:58.580 --> 00:33:59.723
or discuss separately?
00:34:02.070 --> 00:34:02.943
Mr. Coleman?
00:34:06.910 --> 00:34:09.277
I'd like to pull
default number 12
00:34:09.277 --> 00:34:10.893
and default number 13, please.
00:34:14.300 --> 00:34:15.253
Anyone else?
00:34:17.600 --> 00:34:18.890
Okay, based on my records,
00:34:18.890 --> 00:34:21.000
that leaves one to approve right now.
00:34:21.000 --> 00:34:22.713
Just kidding, there's a lot more.
00:34:24.000 --> 00:34:26.810
Do you have your staff sample motion?
00:34:26.810 --> 00:34:28.810
Cameron, can we
see the motion please?
00:34:32.600 --> 00:34:33.530
Well, they'll put up
00:34:33.530 --> 00:34:35.080
the slide deck.
There it is.
00:34:39.310 --> 00:34:40.230
You zoom in on that,
00:34:40.230 --> 00:34:42.360
just a little bit Cameron I'm sorry.
00:34:42.360 --> 00:34:43.193
Thank you.
00:34:44.650 --> 00:34:46.370
So let's make
sure we have all that
00:34:46.370 --> 00:34:51.370
for 11, 12, 17, 19, 24, 25, 26, 28.
00:34:54.620 --> 00:34:58.072
And we're gonna add
12 and 13, they have it.
00:34:58.072 --> 00:34:59.030
Oh, one 13 are there.
00:34:59.030 --> 00:35:00.003
So we just need that motion
00:35:00.003 --> 00:35:01.850
then we'll start taking them separately.
00:35:01.850 --> 00:35:03.070
All right, thank you, Laura.
00:35:03.070 --> 00:35:07.263
Do I see a motion to
move forward on these.
00:35:16.260 --> 00:35:17.203
Anyone ready?
00:35:18.620 --> 00:35:20.623
Okay, Rohanna Sykes, please.
00:35:21.730 --> 00:35:25.350
I called to order default
cases numbered one through 36
00:35:25.350 --> 00:35:26.560
as listed on the agenda.
00:35:26.560 --> 00:35:31.560
Excluding cases number
four, 11, 12, 13, 17,
00:35:32.937 --> 00:35:37.937
19, 24, 25, 26 and 28.
00:35:38.500 --> 00:35:40.580
I made that the Board
grant staff's request
00:35:40.580 --> 00:35:42.200
for the issuance of default judgments
00:35:42.200 --> 00:35:45.670
and enter final orders consistent
with staff's recommended.
00:35:45.670 --> 00:35:46.700
Thank you Ms.Sykes.
00:35:46.700 --> 00:35:47.883
Do I see a second?
00:35:49.000 --> 00:35:51.240
Dr. Turner seconds.
00:35:51.240 --> 00:35:53.193
All right, any questions?
00:35:54.770 --> 00:35:57.120
All those in favor, please
raise your right hand
00:35:57.120 --> 00:35:58.530
and hold it up so Katie
00:35:58.530 --> 00:36:01.433
can record the motion and the vote.
00:36:03.130 --> 00:36:05.150
All right, you can put your hand down
00:36:05.150 --> 00:36:07.083
and the opposition do the same.
00:36:08.530 --> 00:36:10.870
alright, no opposition,
the motion carries.
00:36:10.870 --> 00:36:14.877
Now, Laura, I think we've
gotta go with four 11, 28 first.
00:36:14.877 --> 00:36:15.710
Is that correct?
00:36:15.710 --> 00:36:17.700
11, 28 from Ms.
Mason's refusal.
00:36:17.700 --> 00:36:18.960
So if Ms. Mason could
read her refusal language
00:36:18.960 --> 00:36:21.460
and then we can vote on those three.
00:36:21.460 --> 00:36:22.710
Okay, Ms. Mason
00:36:28.800 --> 00:36:31.038
you're muted again, Ms. Mason.
00:36:31.038 --> 00:36:34.597
(indistinct chatter)
00:36:34.597 --> 00:36:37.760
Thank you, I
hereby refuse myself
00:36:37.760 --> 00:36:39.930
from participating in deliberations
00:36:39.930 --> 00:36:44.773
and voting on default cases,
numbered four 11 and 28.
00:36:46.180 --> 00:36:50.053
Thank you, Ms. Mason,
your a refusal is noted.
00:36:52.010 --> 00:36:53.190
Okay, so now Cameron,
00:36:53.190 --> 00:36:56.820
we just need the
motion on four, 11 and 28
00:36:56.820 --> 00:36:59.763
if there is no further
discussion the Board has.
00:37:13.010 --> 00:37:17.830
All right, so there's a motion
for case four, 11 and 28.
00:37:17.830 --> 00:37:20.853
Do I see a Board member that
would like to make that motion?
00:37:23.995 --> 00:37:25.113
Dr. Kelly, please.
00:37:29.760 --> 00:37:31.133
You're muted. Dr. Kelly.
00:37:31.980 --> 00:37:33.140
Thank you.
00:37:33.140 --> 00:37:35.604
Okay, Maybe me
and myself (chuckles)
00:37:35.604 --> 00:37:38.610
I call to order Default Cases
Numbered four, 11 and 28
00:37:38.610 --> 00:37:39.820
as listed on the agenda.
00:37:39.820 --> 00:37:41.610
I moved at the Board
grant staff's request
00:37:41.610 --> 00:37:43.220
for the issuance of default judgments
00:37:43.220 --> 00:37:46.680
and enter final orders consistent
with staff recommendation.
00:37:46.680 --> 00:37:48.640
Thank you, Dr. Kelly,
do I see a second?
00:37:48.640 --> 00:37:50.083
Mr. Coleman seconds.
00:37:51.070 --> 00:37:53.940
Any further questions or comments?
00:37:53.940 --> 00:37:55.870
All right, all those in
favor raise your right hand
00:37:55.870 --> 00:37:58.283
hold it up so that the
vote may be recorded.
00:38:01.970 --> 00:38:05.083
All right, any opposition do the same.
00:38:06.370 --> 00:38:07.540
No opposition motion carries.
00:38:07.540 --> 00:38:09.791
And I think Laura, we take the next one
00:38:09.791 --> 00:38:13.700
where Mr. Rodriguez will refuse himself.
00:38:13.700 --> 00:38:14.970
It's Dr. Rodriguez.
00:38:14.970 --> 00:38:17.560
That's 17, 19, 24 and 25
00:38:17.560 --> 00:38:20.060
that Dr. Rodriguez is
going to recuse from.
00:38:20.060 --> 00:38:20.893
Okay.
00:38:23.264 --> 00:38:24.097
I hereby refuse myself
00:38:24.097 --> 00:38:25.850
from participating in deliberations
00:38:25.850 --> 00:38:30.333
on default cases
number 17, 19, 24 and 25.
00:38:31.760 --> 00:38:34.253
Thank you,
Dr. Rodriguez and so noted.
00:38:39.941 --> 00:38:41.813
I think Cameron went on break, but....
00:38:41.813 --> 00:38:45.783
(both mumble)
maybe she was on break.
00:38:45.783 --> 00:38:47.020
I'm right here.
00:38:47.020 --> 00:38:48.320
Okay, I don't think...
00:38:48.320 --> 00:38:49.403
There you go.
00:38:52.750 --> 00:38:55.033
It's okay we go
on break Cameron...
00:38:55.033 --> 00:38:57.950
(chuckles) it's never okay.
00:38:57.950 --> 00:38:59.340
Okay, it's ready.
00:38:59.340 --> 00:39:03.293
All right, so we've got
the motion on the slide deck.
00:39:05.270 --> 00:39:06.523
Dr. Kelly, please.
00:39:08.715 --> 00:39:12.040
I call to order cases
numbered 17, 19, 24 and 25
00:39:12.040 --> 00:39:13.290
as listed on the agenda.
00:39:13.290 --> 00:39:15.000
I moved it to Board
grant staff's request
00:39:15.000 --> 00:39:17.030
for the issuance of default judgments
00:39:17.030 --> 00:39:17.910
and enter final orders
00:39:17.910 --> 00:39:20.240
consistent with staff recommendations.
00:39:20.240 --> 00:39:21.993
All right, do I see a second?
00:39:23.370 --> 00:39:25.690
Mr. Coleman seconds.
00:39:25.690 --> 00:39:29.030
Any further questions or comments?
00:39:29.030 --> 00:39:30.630
Seeing none, all those in favor,
00:39:30.630 --> 00:39:32.370
raise your right hand and hold it up
00:39:32.370 --> 00:39:34.473
for the vote to be recorded, please.
00:39:36.860 --> 00:39:39.313
All right, any opposition
through the same.
00:39:40.570 --> 00:39:42.660
No opposition motion carries.
00:39:42.660 --> 00:39:47.130
So Laura, I think we're
going to 26 and 28.
00:39:47.130 --> 00:39:49.120
Is that correct or 26?
00:39:49.120 --> 00:39:52.307
We're going to
number 12 and 13,
00:39:52.307 --> 00:39:53.940
12 followed by 13...
00:39:55.460 --> 00:39:56.843
Okay, Mr. Coleman please.
00:40:02.020 --> 00:40:03.883
With regard to Item Number 12,
00:40:05.350 --> 00:40:09.670
I was concerned about
the fact that the educator
00:40:09.670 --> 00:40:12.230
not only indicated that
he would harm himself,
00:40:12.230 --> 00:40:15.483
but he took steps to do so
and cause a head on collision.
00:40:18.400 --> 00:40:21.440
I know that when some of
these other cases we've required,
00:40:21.440 --> 00:40:23.560
for instance, if it implicated drugs
00:40:23.560 --> 00:40:25.270
or drug use or drug abuse,
00:40:25.270 --> 00:40:29.580
we've required some type
of substance abuse treatment
00:40:29.580 --> 00:40:31.420
or to address that.
00:40:31.420 --> 00:40:32.350
I was wondering,
00:40:32.350 --> 00:40:35.210
and maybe Ms. Moriarty
can weigh in on this.
00:40:36.461 --> 00:40:39.410
If in addition, we can require some type
00:40:39.410 --> 00:40:42.270
of a psychological evaluation
for this particular educator
00:40:42.270 --> 00:40:46.280
prior to any application
to be reinstated,
00:40:46.280 --> 00:40:48.870
or, something along that lines.
00:40:48.870 --> 00:40:53.870
I'm just concerned about
this person's mental stability
00:40:53.989 --> 00:40:57.340
and whether or not we can address that
00:40:57.340 --> 00:40:59.600
prior to this specific
educator ever returning
00:40:59.600 --> 00:41:01.550
to the classroom.
00:41:01.550 --> 00:41:03.870
So we have occasionally
00:41:03.870 --> 00:41:08.070
in the past required
psychological evaluations
00:41:08.070 --> 00:41:12.200
that has not gone well
because we are not very good
00:41:12.200 --> 00:41:17.200
at evaluating the
quality of the evaluation.
00:41:17.930 --> 00:41:20.520
We get back and parsing whether
00:41:20.520 --> 00:41:24.363
or not it's a frankly legitimate,
00:41:26.030 --> 00:41:29.040
specialized expert opinion or not.
00:41:29.040 --> 00:41:30.150
And we've had a lot of trouble
00:41:30.150 --> 00:41:33.570
writing enforceable
orders getting that done.
00:41:33.570 --> 00:41:36.110
So we don't typically do it.
00:41:36.110 --> 00:41:38.110
If we have real concerns, we could,
00:41:38.110 --> 00:41:39.830
this is a five-year
suspension right now,
00:41:39.830 --> 00:41:40.910
but if you have real concerns,
00:41:40.910 --> 00:41:44.340
we could make this a
revocation to make it more difficult
00:41:44.340 --> 00:41:45.480
for this person to come back.
00:41:45.480 --> 00:41:47.530
That would be similar
to a five-year suspension
00:41:47.530 --> 00:41:49.810
in that they couldn't
come back for five years,
00:41:49.810 --> 00:41:52.080
the suspension would allow
them to automatically come back.
00:41:52.080 --> 00:41:52.960
Whereas the revocation,
00:41:52.960 --> 00:41:53.793
they would have to go through
00:41:53.793 --> 00:41:55.140
an educator preparation program,
00:41:55.140 --> 00:41:57.410
take the test again, and then come back.
00:41:58.790 --> 00:42:00.380
I'm not necessarily interested
00:42:00.380 --> 00:42:05.050
in extending or extending
the period of suspension
00:42:05.050 --> 00:42:08.210
or permanent revocation
so much as I am...
00:42:08.210 --> 00:42:10.590
I mean, I get it that
people have struggles
00:42:10.590 --> 00:42:13.290
and people struggle with mental illness
00:42:13.290 --> 00:42:17.180
and they have episodes of distress.
00:42:17.180 --> 00:42:18.560
And I don't wanna...
00:42:18.560 --> 00:42:20.810
If this person can
get the help they need,
00:42:20.810 --> 00:42:22.730
I don't wanna put a barrier there,
00:42:22.730 --> 00:42:24.587
an obstacle to them
returning to the classroom.
00:42:24.587 --> 00:42:27.970
But I do have a comfort
level with the notion
00:42:27.970 --> 00:42:31.230
that a third party has
evaluated this person
00:42:31.230 --> 00:42:33.890
and made some assessment
as to whether or not
00:42:35.273 --> 00:42:38.520
this person has addressed
whatever psychological issues
00:42:38.520 --> 00:42:39.483
they may have.
00:42:42.427 --> 00:42:43.850
I would like to see, I would...
00:42:43.850 --> 00:42:46.000
If I need to make that
in the form of a motion,
00:42:46.000 --> 00:42:48.230
I'd like to see some precondition
00:42:49.520 --> 00:42:53.830
that sets forth some
form of an evaluation
00:42:53.830 --> 00:42:56.717
to evaluate this educator,
psychological fitness
00:42:56.717 --> 00:43:00.580
before he or she is ever
able to return to the classroom.
00:43:00.580 --> 00:43:02.610
Then let me ask for a
specialist like Ms. Sykes,
00:43:02.610 --> 00:43:04.390
perhaps to help us.
00:43:04.390 --> 00:43:07.900
What, if we could articulate
what specific specialists
00:43:07.900 --> 00:43:09.370
we should ask this person to see,
00:43:09.370 --> 00:43:12.570
I think that would
help with staff's ability
00:43:13.452 --> 00:43:15.260
to make sure that this
is a legitimate evaluation.
00:43:15.260 --> 00:43:17.740
We've had people who ended up having
00:43:17.740 --> 00:43:19.070
almost their mom right in,
00:43:19.070 --> 00:43:20.880
and we had no way to parse,
00:43:20.880 --> 00:43:22.673
whether that had met
the requirements of it,
00:43:22.673 --> 00:43:24.310
because the order was loosely written,
00:43:24.310 --> 00:43:26.910
it was written as something
like you'll have an evaluation
00:43:26.910 --> 00:43:28.430
and it'll say you're okay.
00:43:28.430 --> 00:43:30.060
So Ms. Sykes, if you could tell us
00:43:30.060 --> 00:43:31.770
what you would feel comfortable with
00:43:31.770 --> 00:43:35.530
as an appropriate
licensed authority figure.
00:43:35.530 --> 00:43:37.660
I guess then perhaps
we could ask the person
00:43:37.660 --> 00:43:39.490
to get an evaluation from.
00:43:39.490 --> 00:43:43.130
They either a likely
need to be a PhD,
00:43:43.130 --> 00:43:45.040
either psychiatrist or psychologist
00:43:45.040 --> 00:43:47.040
that would need to make that
00:43:47.040 --> 00:43:48.510
it's hard to do that type of assessment
00:43:48.510 --> 00:43:53.270
and make the recommendation
in terms of the agency
00:43:53.270 --> 00:43:54.860
requiring the, I don't know what,
00:43:54.860 --> 00:43:56.460
where that goes in terms of like
00:43:57.311 --> 00:44:02.207
the person paying for
that type of assessment,
00:44:03.270 --> 00:44:07.955
which can be quite
costly that I'm not sure.
00:44:07.955 --> 00:44:10.100
But they didn't have
to pay for it themselves.
00:44:10.100 --> 00:44:11.750
So that would be another hurdle?
00:44:11.750 --> 00:44:12.663
Yes.
Okay.
00:44:14.370 --> 00:44:15.240
Thank you, Ms. Sykes.
00:44:15.240 --> 00:44:18.340
Thank you for
that... Dr. Turner.
00:44:18.340 --> 00:44:21.181
So I think most of them
are insurance associates
00:44:21.181 --> 00:44:22.612
that worked for the school district.
00:44:22.612 --> 00:44:24.500
I believe they... And
most of our insurances
00:44:24.500 --> 00:44:26.978
it's covers mental health evaluations.
00:44:26.978 --> 00:44:29.150
'Cause I know they do
substance abuse and so forth,
00:44:29.150 --> 00:44:30.930
but I think a lot of those evaluations
00:44:30.930 --> 00:44:32.880
should be paid through their insurance.
00:44:34.130 --> 00:44:37.621
But if the person is
suspended and they don't have,
00:44:37.621 --> 00:44:39.970
I mean, not that, that needs
to necessarily be a concern,
00:44:39.970 --> 00:44:41.660
but if they're not
working for a district,
00:44:41.660 --> 00:44:43.460
if they're suspended for five years.
00:44:45.140 --> 00:44:46.650
I agree.
00:44:46.650 --> 00:44:48.013
Any other comments?
00:44:49.990 --> 00:44:52.420
Cameron, could we see the
motion language on the screen
00:44:52.420 --> 00:44:54.376
so we can try to write this,
00:44:54.376 --> 00:44:56.240
make sure we get everyone in agreement
00:44:56.240 --> 00:44:57.783
on what we wanted to say?
00:45:03.850 --> 00:45:06.500
A five-year suspension
in successful completion
00:45:06.500 --> 00:45:08.530
of a mental health evaluation
00:45:08.530 --> 00:45:11.460
by a psychiatrist or psychologist...
00:45:13.330 --> 00:45:14.473
They licensed.
00:45:21.530 --> 00:45:22.780
It feels like we need
to have a holding.
00:45:22.780 --> 00:45:27.780
The fines that the respondent is...
00:45:29.030 --> 00:45:30.840
Suited to return to work.
00:45:30.840 --> 00:45:33.050
Yeah suited to return
to work as an educator.
00:45:33.050 --> 00:45:34.050
That's the key part.
00:45:35.160 --> 00:45:37.360
I'm sorry, can you
start after a psychologist?
00:45:37.360 --> 00:45:39.050
I was typing license.
00:45:39.050 --> 00:45:44.050
Sorry, finding that
they responded is...
00:45:48.100 --> 00:45:49.513
Suited to return to work.
00:45:51.150 --> 00:45:52.390
As an educator.
00:45:52.390 --> 00:45:53.880
So you return to work as an educator?
00:45:53.880 --> 00:45:56.113
There we go. (chuckles)
00:46:00.590 --> 00:46:02.770
And I would go as
far as that Ms. Sykes
00:46:02.770 --> 00:46:04.763
has to sign off on it, I'm kidding.
00:46:09.980 --> 00:46:14.910
Mr. Coleman, I think that
captures your thought process.
00:46:14.910 --> 00:46:16.570
And if you would like to make a motion,
00:46:16.570 --> 00:46:19.357
we'll see how the
Board responds to that.
00:46:19.357 --> 00:46:21.020
I would, thank
you. Dr. Cavazos.
00:46:21.020 --> 00:46:23.600
I call to order Default Case Number 12
00:46:23.600 --> 00:46:25.110
as listed on the agenda.
00:46:25.110 --> 00:46:27.300
I move at the Board
grant staff's request
00:46:27.300 --> 00:46:29.400
for the issuance of default judgment
00:46:29.400 --> 00:46:30.530
and enter a final order,
00:46:30.530 --> 00:46:33.010
issuing a sanction of
a five-year suspension
00:46:36.070 --> 00:46:38.170
and that the...
00:46:38.170 --> 00:46:40.050
Submitted successful completion
00:46:40.050 --> 00:46:41.750
And that the responded.
00:46:41.750 --> 00:46:44.480
I'd like to add in that
the responded submit
00:46:44.480 --> 00:46:49.450
a successful completion of
a mental health evaluation
00:46:54.030 --> 00:46:58.230
conducted by a licensed
psychiatrist or psychologist
00:46:59.110 --> 00:47:01.570
that finds the respondent is
00:47:01.570 --> 00:47:05.083
suited to return to work as an educator.
00:47:06.110 --> 00:47:07.990
Thank you Mr. Coleman.
00:47:07.990 --> 00:47:10.023
Do I have a second on that motion?
00:47:11.420 --> 00:47:13.483
Ms. Debark Seconds that.
00:47:15.260 --> 00:47:17.083
Any further questions or comments?
00:47:18.630 --> 00:47:21.656
Seeing none, all those in
favor raise your right hand.
00:47:21.656 --> 00:47:24.980
Dr. Covazos
Oh yes Mr. Rodriguez.
00:47:24.980 --> 00:47:26.940
Is there a distinction
00:47:26.940 --> 00:47:29.943
between a psychiatrist and psychologist?
00:47:30.960 --> 00:47:32.430
From a teacher's perspective,
00:47:32.430 --> 00:47:36.960
all of these professionals
and licensed professionals
00:47:36.960 --> 00:47:38.510
a lot like teachers,
00:47:38.510 --> 00:47:41.010
the distinction between
a teacher and a principal,
00:47:44.440 --> 00:47:45.918
do we put them on the same level,
00:47:45.918 --> 00:47:48.750
the same plain field, do
they do the same work?
00:47:48.750 --> 00:47:50.770
I'm just trying to understand
00:47:50.770 --> 00:47:54.610
the role of these professionals
conducting their work
00:47:55.877 --> 00:47:57.833
are the interchangeable terms?
00:47:59.390 --> 00:48:00.563
Well, Rohanna.
00:48:03.464 --> 00:48:07.880
Psychiatrist can usually
there's a, a PhD versus an MD.
00:48:07.880 --> 00:48:10.960
So one can prescribe
medication and one cannot.
00:48:10.960 --> 00:48:13.920
So they're both licensed
mental health professionals
00:48:13.920 --> 00:48:16.550
that would be able to
conduct an assessment
00:48:16.550 --> 00:48:17.800
to determine if someone
00:48:17.800 --> 00:48:22.763
is able to perform in their capacity.
00:48:25.390 --> 00:48:27.700
Thank you. Rohanna.
00:48:27.700 --> 00:48:28.993
Ms. Streepey please.
00:48:29.980 --> 00:48:32.313
Is saying that
someone is licensed.
00:48:33.260 --> 00:48:34.940
What we're looking for,
00:48:34.940 --> 00:48:37.153
or should we say what
they're licensed for?
00:48:39.690 --> 00:48:42.560
Well licensed
meaning that their license
00:48:42.560 --> 00:48:45.300
is not suspended at the
time of the assessment?
00:48:45.300 --> 00:48:46.840
No, I mean the license
00:48:46.840 --> 00:48:51.210
for the psychologists or psychiatrists,
00:48:51.210 --> 00:48:55.343
do we need to say a particular license?
00:48:57.090 --> 00:48:58.723
No, I don't think so.
00:49:03.190 --> 00:49:05.063
Okay, any further questions?
00:49:05.920 --> 00:49:08.390
All right, all those in
favor, raise your right hand,
00:49:08.390 --> 00:49:12.223
hold it up so the vote may be recorded.
00:49:15.091 --> 00:49:17.541
All right, thank you, those
opposing do the same.
00:49:20.115 --> 00:49:22.550
All right, we have one opposition.
00:49:22.550 --> 00:49:24.440
Alright, thank you, motion carries.
00:49:24.440 --> 00:49:27.020
Moving on to the next case.
00:49:27.020 --> 00:49:30.080
Takes us to number
13, which is another one.
00:49:30.080 --> 00:49:30.913
Mr. Coleman.
00:49:31.940 --> 00:49:32.970
Mr. Coleman.
00:49:32.970 --> 00:49:34.120
Thank you, Dr. Covazos.
00:49:34.120 --> 00:49:39.120
Similarly with item 13, I'd like to...
00:49:39.881 --> 00:49:41.880
Well, let me back
up this particular item.
00:49:41.880 --> 00:49:43.493
If the allegations are true,
00:49:44.620 --> 00:49:47.210
this was a particularly violent incident
00:49:47.210 --> 00:49:49.840
between this educator
and a family member.
00:49:49.840 --> 00:49:54.660
And I would feel
comfortable if similarly likely
00:49:54.660 --> 00:49:57.480
required a mental
evaluation with item 12.
00:49:57.480 --> 00:50:01.110
I would like to see a
successful completion
00:50:01.110 --> 00:50:05.060
of an anger management
course for this particular educator
00:50:05.060 --> 00:50:09.003
prior to this educator ever
returning to the classroom.
00:50:10.950 --> 00:50:12.720
That's definitely
something we've done before.
00:50:12.720 --> 00:50:14.380
And one that we can do here.
00:50:14.380 --> 00:50:16.610
Do you feel that the one-year
suspension is adequate?
00:50:16.610 --> 00:50:18.050
That was something
staff had struggled with?
00:50:18.050 --> 00:50:20.693
We didn't have a period
of probation to match.
00:50:22.000 --> 00:50:26.023
Personally, I can live
with a one-year suspension.
00:50:28.160 --> 00:50:30.930
Yeah, personally I could have just...
00:50:30.930 --> 00:50:33.750
I think the anger management
on top of the suspension
00:50:33.750 --> 00:50:36.460
would address any
concerns that I may have,
00:50:36.460 --> 00:50:39.570
but I'd be curious to
see what the thoughts
00:50:39.570 --> 00:50:42.360
of the other Board members are on that.
00:50:42.360 --> 00:50:44.013
Any thoughts from the others?
00:50:48.860 --> 00:50:52.283
Okay, doesn't.seem like
there's any other comments?
00:50:53.130 --> 00:50:58.130
Do you want to amend the
motion to reflect Mr. Coleman?
00:50:58.620 --> 00:51:00.023
Yeah, Cameron's on it.
00:51:01.020 --> 00:51:02.930
Successful completion of an
anger management program.
00:51:02.930 --> 00:51:04.060
Then we go.
00:51:04.060 --> 00:51:06.960
Okay, Mr. Coleman, are you
comfortable making the motion?
00:51:06.960 --> 00:51:08.424
I am, sir.
00:51:08.424 --> 00:51:09.257
All right.
00:51:09.257 --> 00:51:11.197
I call to order Default Case Number 13
00:51:11.197 --> 00:51:13.220
as listed on the agenda.
00:51:13.220 --> 00:51:15.420
I move that the Board
grant staff's request
00:51:15.420 --> 00:51:17.370
for the issuance of a default judgment
00:51:17.370 --> 00:51:18.880
and inter a final order,
00:51:18.880 --> 00:51:22.030
issuing a sanction a one year suspension
00:51:22.030 --> 00:51:24.150
and the successful completion
00:51:24.150 --> 00:51:26.380
of an anger management program.
00:51:26.380 --> 00:51:28.820
All right, thank you,
Mr. Coleman, do I see a second?
00:51:28.820 --> 00:51:30.293
Mr. Barack seconds?
00:51:31.180 --> 00:51:32.920
Any questions or comments?
00:51:32.920 --> 00:51:33.863
Dr. Turner?
00:51:35.060 --> 00:51:35.893
Nope.
00:51:35.893 --> 00:51:37.990
All right, all those in
favor raise your right hand
00:51:37.990 --> 00:51:40.390
and hold it up so that
the vote may be recorded.
00:51:43.670 --> 00:51:44.810
All right, thank you.
00:51:44.810 --> 00:51:46.643
Those in opposition to the same,
00:51:47.600 --> 00:51:50.983
no opposition motion carries, Laura.
00:51:52.096 --> 00:51:53.960
So that takes us to number 26,
00:51:53.960 --> 00:51:57.320
which is the one staff is
asking you to look at separately.
00:51:57.320 --> 00:52:00.620
We had a miscommunication
among the copy editing process
00:52:00.620 --> 00:52:03.400
here, and this should
be a two year suspension.
00:52:03.400 --> 00:52:05.970
It's currently very consistent
between the agenda
00:52:05.970 --> 00:52:07.050
and the cover sheet that it should.
00:52:07.050 --> 00:52:08.290
It says three year.
00:52:08.290 --> 00:52:10.210
We actually think it's
a two year suspension
00:52:10.210 --> 00:52:11.610
that's warranted in this case.
00:52:11.610 --> 00:52:15.350
This gentleman was really
just intoxicated at school.
00:52:15.350 --> 00:52:16.950
You have a one-year minimum for that.
00:52:16.950 --> 00:52:18.080
So when we do it on default,
00:52:18.080 --> 00:52:20.447
it's typically a two year suspension
00:52:20.447 --> 00:52:22.180
and we did a lot of other cases today
00:52:22.180 --> 00:52:23.910
that were drunk at school cases.
00:52:23.910 --> 00:52:25.092
And we did two year suspension.
00:52:25.092 --> 00:52:28.060
So we are recommending a
two year suspension in this case,
00:52:28.060 --> 00:52:30.400
not a three year suspension.
00:52:30.400 --> 00:52:32.750
All right, thank you,
Laura, for that clarification.
00:52:32.750 --> 00:52:34.313
Are there any questions?
00:52:36.790 --> 00:52:38.920
All right, Ms. Garcia.
00:52:38.920 --> 00:52:42.860
I'm I too late to ask a
clarifying question about a case,
00:52:42.860 --> 00:52:44.860
because I didn't say the number earlier?
00:52:45.771 --> 00:52:47.479
I think I am.
Yes.
00:52:47.479 --> 00:52:49.147
We already voted on...
00:52:49.147 --> 00:52:51.823
Thank you.
Thank you, Ms. Garcia.
00:52:53.250 --> 00:52:56.833
All right, are there any
questions on the case 26?
00:52:58.320 --> 00:53:00.320
Alright, Cameron, do we have the motion?
00:53:03.090 --> 00:53:04.510
Thank you, Cameron.
00:53:04.510 --> 00:53:08.333
Do I see someone willing to
make the motion back to Kelly?
00:53:12.490 --> 00:53:13.980
You're muted Dr. Kelly?
00:53:13.980 --> 00:53:18.280
Yeah, I call to order
Default Case Number 26
00:53:18.280 --> 00:53:19.900
as listed on the agenda.
00:53:19.900 --> 00:53:21.800
I move that the Board
grant staff's request
00:53:21.800 --> 00:53:23.260
for the issuance of default judgment.
00:53:23.260 --> 00:53:25.380
Enter a final order, issuing a sanction
00:53:25.380 --> 00:53:27.453
of a two- year suspension.
00:53:28.350 --> 00:53:30.233
Okay, do I have a second?
00:53:31.790 --> 00:53:34.020
Mr. Rodriguez seconds.
00:53:34.020 --> 00:53:36.203
Any questions or comments?
00:53:37.110 --> 00:53:39.550
Seeing none, all those in
favor raise your right hand.
00:53:39.550 --> 00:53:42.383
Hold it up so that we
can record the vote.
00:53:45.690 --> 00:53:46.960
Any opposition?
00:53:46.960 --> 00:53:47.793
Thank you.
00:53:47.793 --> 00:53:48.883
Any opposition do the same.
00:53:50.420 --> 00:53:52.580
All right, motion carries.
00:53:52.580 --> 00:53:54.630
Just a point of clarity. Dr. Kelly
00:53:54.630 --> 00:53:56.440
we'll always tell you if you're muted.
00:53:56.440 --> 00:53:58.290
I don't know if your
staff will, but we will.
00:53:58.290 --> 00:54:01.007
I mean we wanna hear
what you have to say,
00:54:02.800 --> 00:54:03.740
Laura.
00:54:03.740 --> 00:54:05.690
So that takes us
to SOAH defaults.
00:54:05.690 --> 00:54:07.700
These are times when people responded,
00:54:07.700 --> 00:54:08.960
when we sent them a petition,
00:54:08.960 --> 00:54:11.540
but then didn't show up to
their actual SOAH hearing,
00:54:11.540 --> 00:54:13.640
so we have two of those today
00:54:13.640 --> 00:54:15.290
and we can vote them as a block
00:54:15.290 --> 00:54:17.290
if nobody has any questions or concerns.
00:54:17.290 --> 00:54:19.503
Real quick, Laura,
were we going to do 28?
00:54:22.180 --> 00:54:24.570
We should have been 28
as part of Ms. Mason's refusal.
00:54:24.570 --> 00:54:25.403
I hope we did.
00:54:25.403 --> 00:54:28.175
Cameron, can you confirm for
me that 28 was on that motion?
00:54:28.175 --> 00:54:29.008
It was, we did do it.
00:54:30.280 --> 00:54:31.170
Oh, she is there.
00:54:31.170 --> 00:54:35.543
Thank you, Cameron.
Always here Dr. Cavazos.
00:54:36.757 --> 00:54:37.833
All right, Laura.
00:54:39.690 --> 00:54:42.170
So, defaults one and
two is where we are.
00:54:42.170 --> 00:54:43.003
Okay.
00:54:46.560 --> 00:54:48.253
Are there any Dr. Kelly.
00:54:49.733 --> 00:54:52.173
I notice I've successfully
un-muted myself.
00:54:53.780 --> 00:54:56.440
I call the order SOAH default cases,
00:54:56.440 --> 00:54:58.940
numbers one and two
is listed on the agenda
00:54:58.940 --> 00:55:00.487
and move that the
Board grants staff request
00:55:00.487 --> 00:55:04.400
for the issuance of default judgements
00:55:04.400 --> 00:55:05.300
and enter final orders
00:55:05.300 --> 00:55:08.280
consistent with staff's recommendations.
00:55:08.280 --> 00:55:11.730
Okay, there's a motion,
do I see a second?
00:55:11.730 --> 00:55:13.650
Ms. Sykes, please.
00:55:13.650 --> 00:55:15.160
Ms. Sykes seconds.
00:55:15.160 --> 00:55:17.530
Any questions or comments?
00:55:17.530 --> 00:55:19.420
All right, all those in
favor raise your right hand
00:55:19.420 --> 00:55:21.820
and hold it up so that
the vote may be recorded.
00:55:24.850 --> 00:55:26.050
All right, thank you.
00:55:26.050 --> 00:55:27.673
Any opposition to the same.
00:55:28.820 --> 00:55:31.630
No opposition, motion carries, Laura.
00:55:31.630 --> 00:55:34.223
So that takes us to our
contest cases for today.
00:55:35.320 --> 00:55:37.300
This is where I remind
you the difference between
00:55:37.300 --> 00:55:38.910
your job and SOAH's job.
00:55:38.910 --> 00:55:40.690
SOAH's job is to hear all the evidence,
00:55:40.690 --> 00:55:42.640
decide what's coming
in, what's going out,
00:55:42.640 --> 00:55:44.713
decide which witnesses they believed,
00:55:45.620 --> 00:55:48.040
what evidence is gonna be in the record.
00:55:48.040 --> 00:55:52.740
And once SOAH sets the
record that we can't change it,
00:55:52.740 --> 00:55:54.370
we can't make new findings of fact,
00:55:54.370 --> 00:55:56.410
we can't add new evidence to it.
00:55:56.410 --> 00:55:58.610
So the things you can do
00:55:58.610 --> 00:56:03.610
are to find that SOAH misapplied
your rules or your policies
00:56:06.110 --> 00:56:09.800
or the laws or
misunderstood your precedent
00:56:09.800 --> 00:56:13.070
or that they made some
sort of typo in a finding of fact.
00:56:13.070 --> 00:56:16.207
You can also set the sanction in a case
00:56:16.207 --> 00:56:19.420
where you have more discretion
in that to set the sanction.
00:56:19.420 --> 00:56:22.410
When we make any
change to a SOAH decision
00:56:22.410 --> 00:56:24.940
we have to explain why
we are making that change.
00:56:24.940 --> 00:56:26.960
We have to explain
why the findings of fact
00:56:26.960 --> 00:56:28.170
support that change.
00:56:28.170 --> 00:56:30.390
So any change we decide to make,
00:56:30.390 --> 00:56:32.410
the motion needs to
include our reasoning
00:56:32.410 --> 00:56:35.373
behind the change and how
the findings of facts support it.
00:56:36.680 --> 00:56:38.200
All of this essentially means
00:56:38.200 --> 00:56:41.010
we can't ever basically
change findings of fact,
00:56:41.010 --> 00:56:43.020
we can't make any new findings of fact,
00:56:43.020 --> 00:56:45.030
and we can only change
conclusions of law.
00:56:45.030 --> 00:56:45.940
When we can explain
00:56:45.940 --> 00:56:50.580
how the judge misunderstood
our rules or precedent,
00:56:50.580 --> 00:56:52.403
other cases we've have done.
00:56:54.520 --> 00:56:56.280
Today, you're gonna
hear from both sides.
00:56:56.280 --> 00:56:57.930
Each side is gonna get 10 minutes.
00:56:57.930 --> 00:57:01.010
The TEA staff member will go first,
00:57:01.010 --> 00:57:02.920
so they can reserve time to rebuttal.
00:57:02.920 --> 00:57:04.950
The respondent will go second.
00:57:04.950 --> 00:57:08.350
If anyone introduces
evidence outside of the record,
00:57:08.350 --> 00:57:09.760
you have to disregard it.
00:57:09.760 --> 00:57:11.810
You cannot make your
decision based on evidence
00:57:11.810 --> 00:57:13.760
that was not at the SOAH hearing,
00:57:13.760 --> 00:57:15.280
that the SOAH judge did not hear
00:57:15.280 --> 00:57:17.853
and did not get a chance to weigh.
00:57:19.001 --> 00:57:20.880
So you have to rely
on that factual record
00:57:20.880 --> 00:57:22.290
coming from the SOAH judge.
00:57:22.290 --> 00:57:27.290
So please don't seek
information coming from,
00:57:27.300 --> 00:57:28.370
we don't need those yet.
00:57:28.370 --> 00:57:29.203
I'm sorry,
00:57:29.203 --> 00:57:32.830
it'll be after the second round
of contract abandonment.
00:57:32.830 --> 00:57:33.760
There we go.
00:57:33.760 --> 00:57:35.660
I'm just giving the general spiel now.
00:57:36.890 --> 00:57:38.510
So generally you're looking
00:57:38.510 --> 00:57:40.130
for a sense of what the record is.
00:57:40.130 --> 00:57:42.370
It's gonna be anything
mentioned in the PFD.
00:57:42.370 --> 00:57:44.470
It's gonna be the exhibits
that came in at trial.
00:57:44.470 --> 00:57:46.680
It's gonna be testimony
that happened at trial.
00:57:46.680 --> 00:57:49.920
So please don't seek
to elicit information.
00:57:49.920 --> 00:57:52.470
That's outside of that
realm to make your decision,
00:57:52.470 --> 00:57:55.433
because if you
can't do it, it's illegal.
00:57:56.410 --> 00:57:58.500
Somebody asked a question
about exceptions this time.
00:57:58.500 --> 00:58:00.290
And I wanted to, while I was here,
00:58:00.290 --> 00:58:01.230
give y'all some clarity
00:58:01.230 --> 00:58:03.930
on how staff decides
whether to file exceptions.
00:58:03.930 --> 00:58:07.160
We file exceptions whenever
we feel like the judge
00:58:07.160 --> 00:58:09.890
got it wrong in a way that he or she
00:58:09.890 --> 00:58:12.440
might be willing to change their opinion
00:58:12.440 --> 00:58:14.440
and be helpful for us.
00:58:14.440 --> 00:58:17.670
We also file exceptions if
we wanna preserve your right
00:58:17.670 --> 00:58:19.410
to change the PFD later.
00:58:19.410 --> 00:58:22.380
So if we feel the judge
misconstrue the law,
00:58:22.380 --> 00:58:26.330
misapplied the facts to the
law, we will file exceptions.
00:58:26.330 --> 00:58:29.610
At times, we're giving
the judge a chance
00:58:29.610 --> 00:58:32.000
to look at it again, to
make a different decision
00:58:32.000 --> 00:58:34.000
'cause the judge can change their PFD
00:58:34.000 --> 00:58:35.780
after reviewing exceptions.
00:58:35.780 --> 00:58:38.530
Judges rarely decide to do
that, but sometimes they do.
00:58:39.500 --> 00:58:41.850
There are times when
we will make exceptions
00:58:41.850 --> 00:58:44.550
in order to ask the
judge to look at it again.
00:58:44.550 --> 00:58:46.430
But when the judge
refuses to make a change,
00:58:46.430 --> 00:58:51.430
we will decide that it's
not worth bringing it to y'all
00:58:51.580 --> 00:58:54.090
for a final decision,
00:58:54.090 --> 00:58:57.070
that it's gonna be too much
of a hassle, too complex,
00:58:57.070 --> 00:58:57.903
not worth it,
00:58:57.903 --> 00:59:02.290
given its impact on your
rules or your precedent.
00:59:02.290 --> 00:59:04.010
If something is going
to impact your rules
00:59:04.010 --> 00:59:05.676
or your precedent, we
will always bring it to you
00:59:05.676 --> 00:59:07.200
with a recommendation to change.
00:59:07.200 --> 00:59:08.900
At times we will file exceptions
00:59:08.900 --> 00:59:12.800
and then decide to recommend
to you no further change
00:59:12.800 --> 00:59:16.673
because we feel it's not so
significant that it's going to,
00:59:17.820 --> 00:59:20.340
really impact your scheme going forward.
00:59:20.340 --> 00:59:23.540
It won't make future cases
be decided differently.
00:59:23.540 --> 00:59:26.530
And so since the judge had
a chance to look at it again
00:59:26.530 --> 00:59:28.570
and didn't make it
as a different decision,
00:59:28.570 --> 00:59:30.550
we will defer to the judge's decision.
00:59:30.550 --> 00:59:33.200
So you'll see us do that
in one case today, at least.
00:59:35.330 --> 00:59:36.990
So we're gonna start with,
00:59:36.990 --> 00:59:38.600
if there's no questions on any of that,
00:59:38.600 --> 00:59:40.810
we're gonna start our
first chunk of cases today.
00:59:40.810 --> 00:59:42.380
I have separated them out today.
00:59:42.380 --> 00:59:43.410
So first we're hearing things
00:59:43.410 --> 00:59:44.960
that are not contract abandonment.
00:59:44.960 --> 00:59:45.970
And then I will come back
00:59:45.970 --> 00:59:47.237
and talk about contract abandonment
00:59:47.237 --> 00:59:51.050
'cause Ms. Mason asked
me to go over the rules again
00:59:51.050 --> 00:59:54.190
with visual ais this time to make sure
00:59:54.190 --> 00:59:56.444
we're going through them one more time.
00:59:56.444 --> 00:59:59.300
So I will do that before we
hear the contract abandonment
00:59:59.300 --> 01:00:00.540
cases for today.
01:00:00.540 --> 01:00:02.873
So we're gonna start off with*** one
01:00:04.376 --> 01:00:06.700
which is Eric Trevino is the respondent.
01:00:06.700 --> 01:00:10.160
I don't believe
Mr. Trevino is here today.
01:00:10.160 --> 01:00:12.659
Is that accurate, Mr. Hensley?
01:00:12.659 --> 01:00:14.409
I haven't heard
from Mr. Trevino.
01:00:15.620 --> 01:00:17.580
He's not in the
waiting room either.
01:00:17.580 --> 01:00:21.080
Okay, so that being the
case, staff recommends,
01:00:21.080 --> 01:00:23.760
we are just recommending,
accepting the PFD.
01:00:23.760 --> 01:00:25.840
That's I believe that's
true for everything today.
01:00:25.840 --> 01:00:28.203
So we're recommending
that you accept the,
01:00:29.078 --> 01:00:32.340
the permanent revocation
of the ALJ found.
01:00:32.340 --> 01:00:33.990
So you could vote on this
01:00:33.990 --> 01:00:37.130
unless anyone wants to
have further discussion.
01:00:38.322 --> 01:00:40.830
Okay, anyone wanna
have further discussion
01:00:40.830 --> 01:00:42.180
or just move to the motion?
01:00:43.390 --> 01:00:44.890
Let's move to the motion blur.
01:00:47.040 --> 01:00:48.700
All right, the motion
is on the slide deck.
01:00:48.700 --> 01:00:52.250
Do I have a Board member
ready to make the motion?
01:00:52.250 --> 01:00:53.123
Ms. Sykes.
01:00:54.060 --> 01:00:58.060
I call to order Docket
Number 701 20 29 35.EC
01:01:00.560 --> 01:01:02.360
State Board for Educator Certification
01:01:02.360 --> 01:01:04.500
versus Eric Allen Trevino.
01:01:04.500 --> 01:01:06.670
I moved at the Board except
the proposal for decision
01:01:06.670 --> 01:01:08.080
and issue a final order
01:01:08.080 --> 01:01:10.440
consistent with ALJ's recommendation.
01:01:10.440 --> 01:01:12.540
Mr. Trevino's educator certificates
01:01:12.540 --> 01:01:14.263
should be permanently revoked.
01:01:15.180 --> 01:01:16.750
Okay, do I have a second?
01:01:16.750 --> 01:01:20.653
Mr. Barack seconds, any
further questions or comments?
01:01:21.760 --> 01:01:24.480
Seeing none, all those in
favor raise your right hand.
01:01:24.480 --> 01:01:27.080
Hold it up so that the vote
may be recorded, please.
01:01:29.840 --> 01:01:31.440
Thank you.
01:01:31.440 --> 01:01:33.483
All those in opposition to the same.
01:01:34.520 --> 01:01:37.920
No opposition, we're moving
onto the next one, Laura.
01:01:37.920 --> 01:01:38.753
So the next case
01:01:38.753 --> 01:01:41.360
is the respondent's
name is Thomas Barger.
01:01:41.360 --> 01:01:44.876
I don't believe Mr. Barger
is here today either.
01:01:44.876 --> 01:01:47.285
Is that accurate, Mr. Barack?
01:01:47.285 --> 01:01:49.370
I have not heard
from Mr. Barger
01:01:49.370 --> 01:01:50.893
I'm sorry for that Laura.
01:01:50.893 --> 01:01:52.843
It's alright,
(indistinct) it's fine.
01:01:55.050 --> 01:01:56.030
So in that case,
01:01:56.030 --> 01:01:58.740
we are recommending you
accept the ALJ's decision
01:01:58.740 --> 01:02:00.150
of a one-year suspension.
01:02:00.150 --> 01:02:02.887
So if there are no further
questions from the Board,
01:02:02.887 --> 01:02:04.720
we could go ahead and vote on that one.
01:02:04.720 --> 01:02:05.752
All right, thank you.
01:02:05.752 --> 01:02:07.533
Are there any questions from the Board?
01:02:08.490 --> 01:02:10.540
Seeing none, let's
see the motion, Laura.
01:02:11.499 --> 01:02:13.330
I think Ms. Streepey
might have a question.
01:02:13.330 --> 01:02:16.210
Our Ms. Streepey
I'm sorry. I didn't.
01:02:16.210 --> 01:02:17.490
No problem, thank
you, Dr. Cavazos.
01:02:17.490 --> 01:02:19.710
So I was wondering,
could you explain to me
01:02:19.710 --> 01:02:22.733
what a lifetime
provisional certificate is?
01:02:24.090 --> 01:02:25.160
Ooh, watch my phone a friend.
01:02:25.160 --> 01:02:27.024
It's an old thing, I know that Marilyn,
01:02:27.024 --> 01:02:28.993
you wanna speak to this?
01:02:29.834 --> 01:02:30.940
Well, Marilyn's on a break.
01:02:30.940 --> 01:02:32.250
Oh no.
01:02:32.250 --> 01:02:34.213
Never, never on a break.
01:02:35.730 --> 01:02:37.550
That is too funny. Dr. Cavazos.
01:02:37.550 --> 01:02:39.240
I was listening with big ears.
01:02:39.240 --> 01:02:41.420
Okay.
Yes.
01:02:41.420 --> 01:02:43.110
I'd be happy to explain quickly.
01:02:43.110 --> 01:02:47.600
So this Board issued
lifetime provisional certificates
01:02:47.600 --> 01:02:50.920
up until September 1, 1999,
01:02:50.920 --> 01:02:52.340
for any of what we would call
01:02:52.340 --> 01:02:54.990
classroom teacher certificate areas.
01:02:54.990 --> 01:02:56.674
So they are still very valid.
01:02:56.674 --> 01:02:59.590
Prudential's able to continue to be used
01:02:59.590 --> 01:03:01.580
and I will fondly refer
to them sometimes
01:03:01.580 --> 01:03:04.843
as our more vintage
SBECt issued credentials.
01:03:06.620 --> 01:03:07.490
Thank you.
01:03:07.490 --> 01:03:08.810
Thank you, Ms.Cook.
01:03:08.810 --> 01:03:11.187
I had one other
question if you don't mind...
01:03:11.187 --> 01:03:12.020
Go ahead
01:03:13.430 --> 01:03:18.100
In the same way that
Mr. Coleman was worried
01:03:18.100 --> 01:03:22.110
about the mental health and returning
01:03:22.110 --> 01:03:24.770
on that one on an earlier case,
01:03:24.770 --> 01:03:27.740
I'm concerned about that on this case
01:03:27.740 --> 01:03:29.940
with the history of bipolar,
01:03:29.940 --> 01:03:33.480
the statements from his family
01:03:33.480 --> 01:03:35.430
and his recent hospitalization,
01:03:35.430 --> 01:03:37.757
and then his actual actions
01:03:41.430 --> 01:03:43.130
that were in the facts of finding.
01:03:48.370 --> 01:03:51.920
So certainly we could
add the same language
01:03:51.920 --> 01:03:54.210
we used earlier that's
within the Board expression,
01:03:54.210 --> 01:03:56.730
we just need to point
out those findings of fact
01:03:56.730 --> 01:04:00.296
that are causing you
concern as part of your motion.
01:04:00.296 --> 01:04:02.653
That is a change that you could make.
01:04:06.150 --> 01:04:08.000
Yes I would like
to see that done.
01:04:08.000 --> 01:04:09.220
Do you need me to go through
01:04:09.220 --> 01:04:10.870
and look at the findings of fact?
01:04:13.220 --> 01:04:16.404
Cameron do you have
a change sanction motion
01:04:16.404 --> 01:04:17.780
readily available?
01:04:17.780 --> 01:04:19.370
We may have to take a break and get one,
01:04:19.370 --> 01:04:24.360
I just need about five minutes
to get the template ready
01:04:24.360 --> 01:04:26.520
so that y'all can fill
in whatever blanks
01:04:26.520 --> 01:04:28.231
that you need to fill in.
01:04:28.231 --> 01:04:30.283
Okay Laura can
we go on to the next?
01:04:30.283 --> 01:04:32.910
We can, so our next case is...
01:04:35.290 --> 01:04:36.250
Hold on Laura.
01:04:36.250 --> 01:04:38.270
Ms. Streepey were you
gonna say something?
01:04:38.270 --> 01:04:40.360
Well, I saw Dr. Kelly's hand up
01:04:40.360 --> 01:04:43.780
and I was just curious if he
had something to say to that.
01:04:43.780 --> 01:04:46.260
Yes, this is more of a comment.
01:04:46.260 --> 01:04:47.620
I'm not sure how I feel about it,
01:04:47.620 --> 01:04:49.730
but one of the findings of fact
01:04:49.730 --> 01:04:52.410
is that the respondent's
conduct was intentional
01:04:52.410 --> 01:04:53.580
and committed with the knowledge
01:04:53.580 --> 01:04:56.160
that he was in view of his neighbor.
01:04:56.160 --> 01:04:57.910
And therefore I have some qualms
01:04:57.910 --> 01:05:02.910
about the one-year suspension
is perhaps not strong enough.
01:05:04.530 --> 01:05:06.940
I haven't really reached
it decision on that,
01:05:06.940 --> 01:05:08.090
but I just wanted to point it out
01:05:08.090 --> 01:05:10.183
SBEC for consideration.
01:05:12.530 --> 01:05:17.530
Well, Laura does he also
have to identify a finding fact
01:05:17.530 --> 01:05:20.410
to increase the ruling?
01:05:20.410 --> 01:05:21.243
He just did,
01:05:21.243 --> 01:05:24.420
intentionality is one of
your factors under 249 17 C.
01:05:24.420 --> 01:05:26.580
So that would definitely be a reason
01:05:27.910 --> 01:05:29.340
to increase the penalty.
01:05:29.340 --> 01:05:30.930
Dr. Kelly.
01:05:30.930 --> 01:05:34.260
Yes, it's a finding
of fact number four,
01:05:34.260 --> 01:05:37.250
but I'm a little wishy-washy here.
01:05:37.250 --> 01:05:38.083
I'm sort of bringing it up
01:05:38.083 --> 01:05:40.760
and seeing what the rest
of SBEC thinks about that.
01:05:40.760 --> 01:05:42.943
It bothers me but I'm not sure.
01:05:45.184 --> 01:05:47.210
Okay, Ms. Streepey please.
01:05:47.210 --> 01:05:50.490
Yes, the sexual nature
of it also bothers me
01:05:50.490 --> 01:05:52.653
as well as the lack of judgment.
01:05:54.360 --> 01:05:55.943
Okay, so Mr. Coleman.
01:05:57.550 --> 01:06:00.000
I'm likewise concerned as well.
01:06:00.000 --> 01:06:05.000
I'm open to turning up
the punishment a bit.
01:06:05.770 --> 01:06:07.680
Okay, Mr. Barack, you're...
01:06:09.580 --> 01:06:11.870
I would just say I'm
open to that as well.
01:06:11.870 --> 01:06:14.790
Okay, Dr. Kelly, did you
have a recommendation
01:06:14.790 --> 01:06:17.163
for something to think about?
01:06:18.340 --> 01:06:20.510
Yes, perhaps a
change from a one year
01:06:20.510 --> 01:06:22.740
to a two year suspension,
01:06:22.740 --> 01:06:27.740
and then as Jean suggested
maybe an accompanying evaluation
01:06:28.011 --> 01:06:29.840
of some kind.
01:06:29.840 --> 01:06:33.840
Okay, Laura, is that something
that Cameron can work on
01:06:33.840 --> 01:06:35.620
while we move to the next one?
01:06:35.620 --> 01:06:37.970
(both ladies mumble)
01:06:37.970 --> 01:06:39.230
Emily?
01:06:39.230 --> 01:06:41.280
How do we make
sure that the increase
01:06:41.280 --> 01:06:42.870
from one to two years
01:06:42.870 --> 01:06:46.500
is attributed to the sexual
nature of the intentionality
01:06:46.500 --> 01:06:49.263
of exposing himself to a
person knowing doing that,
01:06:50.950 --> 01:06:52.590
and not due to the mental illness
01:06:52.590 --> 01:06:55.280
that the adding of the evaluation
01:06:55.280 --> 01:06:57.870
is due to the bipolar parents.
01:06:57.870 --> 01:07:00.003
I mean, the family's contributions.
01:07:00.003 --> 01:07:01.960
I think those two things
need to be very separated.
01:07:01.960 --> 01:07:05.550
We're not increasing the
length because he has...
01:07:05.550 --> 01:07:08.590
Correct, great,
great point, Emily.
01:07:08.590 --> 01:07:10.880
I think you have to do
finding a fact for each one,
01:07:10.880 --> 01:07:12.152
correct Laura?
01:07:12.152 --> 01:07:13.560
Yeah, but I think we can do it
01:07:13.560 --> 01:07:15.770
as two separate causes finding
01:07:16.665 --> 01:07:18.950
effect three and 249, 17 C,
01:07:18.950 --> 01:07:21.385
which intentionality
is one of your factors
01:07:21.385 --> 01:07:23.960
that you can look to.
01:07:23.960 --> 01:07:27.960
And then we can look to
the condition we're adding
01:07:27.960 --> 01:07:31.350
and say that we are doing it
because we are concerned.
01:07:31.350 --> 01:07:33.890
We wanna make sure that he is deterred
01:07:33.890 --> 01:07:34.830
from doing this again,
01:07:34.830 --> 01:07:39.210
and that we are protecting
the potential danger to students.
01:07:39.210 --> 01:07:40.043
Those are both factors
under 240 and 17 C.
01:07:40.043 --> 01:07:43.980
Thank you,
01:07:43.980 --> 01:07:46.343
Cameron is gonna
try to do that magically.
01:07:47.750 --> 01:07:49.553
We'll bring that motion back.
01:07:50.870 --> 01:07:52.080
Do you want me to bring it back
01:07:52.080 --> 01:07:55.120
or do you all wanna
talk to me while I type?
01:07:55.120 --> 01:07:56.660
Oh, I guess we could do that...
01:07:56.660 --> 01:07:58.160
Okay.
01:07:58.160 --> 01:08:00.223
Oh, we can see you Cameron.
01:08:01.270 --> 01:08:03.770
I thought we were like behind the...
01:08:03.770 --> 01:08:06.416
I'm basically
the wizard of bars.
01:08:06.416 --> 01:08:08.663
That's the point you need to know here.
01:08:09.760 --> 01:08:13.047
We'll work on it while
you put it on the screen.
01:08:20.723 --> 01:08:24.000
All right, Laura you wanna
guide us through that?
01:08:24.000 --> 01:08:26.260
Okay, let's see here.
01:08:26.260 --> 01:08:28.910
So you're saying two
years, this modified,
01:08:28.910 --> 01:08:32.793
so the part we need
to fill in is down here.
01:08:36.440 --> 01:08:38.540
We need to modify number 13,
01:08:38.540 --> 01:08:40.340
Cameron, to also add in the language
01:08:42.092 --> 01:08:43.842
about the mental health evaluation.
01:08:45.480 --> 01:08:47.130
And then we're just gonna have to
01:08:48.000 --> 01:08:51.270
split it into two sections in that too.
01:08:51.270 --> 01:08:55.063
I think separate sort of
sentences under the last paragraph.
01:08:59.155 --> 01:09:01.053
I think I'm muted.
01:09:07.920 --> 01:09:10.490
Okay, We're gonna do
the same mental health
01:09:10.490 --> 01:09:13.470
by a licensed
psychologist or psychiatrist.
01:09:13.470 --> 01:09:15.647
You still have at other
motion, we could just copy it,
01:09:15.647 --> 01:09:18.583
but I imagine...
A lot of screens open.
01:09:20.915 --> 01:09:25.915
Or mental health, (mumbles)
01:09:39.840 --> 01:09:41.490
Talk to me about the second part.
01:09:45.140 --> 01:09:48.713
So we need to split
it into two sentences.
01:09:49.650 --> 01:09:52.570
We need to say like the
modification of the suspension
01:09:52.570 --> 01:09:55.200
linked to two years is
permissible because...
01:09:55.200 --> 01:09:56.820
And then we need another one.
01:09:56.820 --> 01:09:59.980
It says the modification to
add a mental health evaluation.
01:09:59.980 --> 01:10:01.710
I think we need to split
it into two sentences
01:10:01.710 --> 01:10:04.483
to address the concern that
these would get conflated.
01:10:06.042 --> 01:10:07.292
Permissible, because...
01:10:09.260 --> 01:10:13.623
Mr. Rogers actions were
intentional and serious.
01:10:16.440 --> 01:10:17.830
We could say that they put...
01:10:17.830 --> 01:10:20.080
I guess we should save
that for the next one.
01:10:21.320 --> 01:10:22.800
Can I put for the second part,
01:10:22.800 --> 01:10:24.640
the addition of a mental
health evaluation?
01:10:24.640 --> 01:10:26.017
That sounds good, yes.
01:10:27.188 --> 01:10:30.021
(Cameron mumbles)
01:10:35.287 --> 01:10:38.883
Okay, I'm ready for this
because Mr. Barger's...
01:10:39.900 --> 01:10:44.900
Mr. Barger's, what
did we say mental...?
01:10:46.106 --> 01:10:48.002
Previous mental...
01:10:48.002 --> 01:10:51.090
Mental actions reflect
mental health concerns
01:10:51.090 --> 01:10:55.623
that pose a potential
threat to the health
01:10:58.170 --> 01:10:59.740
and welfare of students
01:11:00.760 --> 01:11:02.500
if he were employed as an educator.
01:11:02.500 --> 01:11:06.640
A potential threat
to health and safety...
01:11:10.430 --> 01:11:13.240
Social welfare, I'm
sorry to safety at work.
01:11:13.240 --> 01:11:14.310
I can do welfare, it's fine.
01:11:14.310 --> 01:11:16.310
Just tell me what the rule says.
01:11:16.310 --> 01:11:18.583
I noticed this much
tedious y'all sorry.
01:11:19.580 --> 01:11:24.580
School children if he were to
be employed as an educator.
01:11:26.500 --> 01:11:27.333
How's that?
01:11:28.190 --> 01:11:29.023
Looks good.
01:11:34.010 --> 01:11:35.980
Does everyone feel like
we adequately captured
01:11:35.980 --> 01:11:38.180
all of the factors under 249, 17 C
01:11:38.180 --> 01:11:39.530
that apply in each circumstance?
01:11:39.530 --> 01:11:40.570
I'll go through them really fast
01:11:40.570 --> 01:11:41.960
in case anybody has any thoughts.
01:11:41.960 --> 01:11:43.880
Those are the
seriousness of the violation,
01:11:43.880 --> 01:11:45.423
whether it was intentional,
01:11:46.360 --> 01:11:49.273
the potential danger to
health and welfare of students,
01:11:50.600 --> 01:11:52.600
the effect of conduct on victims,
01:11:52.600 --> 01:11:54.640
I don't think really apply here.
01:11:54.640 --> 01:11:56.410
There's the effect of
the conduct on the good,
01:11:56.410 --> 01:11:57.910
on the educator's good moral character
01:11:57.910 --> 01:12:00.690
and ability to be a proper
role model for students,
01:12:00.690 --> 01:12:03.623
whether the sanction
will deter future violations.
01:12:05.002 --> 01:12:05.835
Do we need to add in
any of those (indistinct)?
01:12:09.750 --> 01:12:11.247
Ms. Streepey has her hand up.
01:12:11.247 --> 01:12:12.723
Ms. Streepey.
01:12:12.723 --> 01:12:16.770
Oh, I was wondering if
intentional and serious
01:12:16.770 --> 01:12:17.603
was the right word
01:12:17.603 --> 01:12:21.003
or intentional and sexual in nature.
01:12:22.000 --> 01:12:25.950
I don't know if it was the
serious sexual become serious.
01:12:25.950 --> 01:12:27.520
It's just a thought.
01:12:27.520 --> 01:12:31.250
So I'm trying to track your
rule language under 249 17C,
01:12:31.250 --> 01:12:33.810
it doesn't have sexual
per se as a category,
01:12:33.810 --> 01:12:36.410
but the things that could
match that are the seriousness,
01:12:36.410 --> 01:12:38.060
which is the easy one I picked.
01:12:38.060 --> 01:12:41.930
But also you could say
the effect of the conduct
01:12:41.930 --> 01:12:43.520
upon the educators' good moral character
01:12:43.520 --> 01:12:46.870
and ability to provide a
proper role model for students.
01:12:46.870 --> 01:12:49.143
Does that address it more fully?
01:12:50.970 --> 01:12:53.020
I think so.
This is fine with me.
01:12:53.020 --> 01:12:54.310
I just didn't realize
01:12:55.228 --> 01:12:57.030
that you're choosing
from a list, so that's perfect.
01:12:57.030 --> 01:12:57.863
Thank you.
01:13:06.304 --> 01:13:11.133
Okay, any other
additions corrections?
01:13:13.330 --> 01:13:17.020
All right, Dr. Kelly, and I
think it was Jean Streepey,
01:13:17.020 --> 01:13:19.993
does that capture that thoughts?
01:13:20.920 --> 01:13:24.390
Dr. Cavazos or Laura?
01:13:24.390 --> 01:13:26.508
I think you need to add the,
01:13:26.508 --> 01:13:29.310
like that fines statement at
the end of this psychiatrist
01:13:29.310 --> 01:13:32.080
and psychologist evaluation again.
01:13:32.080 --> 01:13:34.373
Laura, that fine set there.
01:13:35.240 --> 01:13:36.840
Okay, yes, absolutely.
01:13:36.840 --> 01:13:38.590
Cameron, can we see the motion again?
01:13:38.590 --> 01:13:39.893
It disappeared.
01:13:53.690 --> 01:13:54.930
I can't remember exactly what it was.
01:13:54.930 --> 01:13:58.290
The educator is capable of serving as a,
01:13:58.290 --> 01:14:00.120
I mean the individual Mr. Barger
01:14:00.120 --> 01:14:01.970
is capable of serving as an educator.
01:14:03.810 --> 01:14:06.984
I think it's suited
to return to work,
01:14:06.984 --> 01:14:10.390
I'm pulling up the
motion we just did.
01:14:10.390 --> 01:14:12.060
So I can add it in here.
01:14:12.060 --> 01:14:12.893
Yeah.
01:14:16.800 --> 01:14:19.300
Evaluation by a licensed
psychiatrist or psychologist
01:14:19.300 --> 01:14:23.650
finding that the respondent
is suited to return to work
01:14:23.650 --> 01:14:24.683
as an educator.
01:14:35.940 --> 01:14:37.053
Thank you Cameron.
01:14:40.310 --> 01:14:43.363
All right, anything else?
01:14:44.409 --> 01:14:48.097
Dr. Kelly, just a
point on number 13,
01:14:50.150 --> 01:14:54.573
second line by a licensed
psychiatrist or psychologist.
01:14:58.700 --> 01:14:59.533
Thank you Dr.
01:15:05.230 --> 01:15:08.430
All right, Dr. Kelly.
01:15:08.430 --> 01:15:13.430
I'd be glad to make the
motion Chairman Cavazos.
01:15:13.880 --> 01:15:18.740
I call to order Docket
Number 701-20-3668.EC
01:15:19.700 --> 01:15:22.390
State Board of Educator Certification V
01:15:22.390 --> 01:15:24.200
versus Thomas Barger.
01:15:24.200 --> 01:15:26.570
I move that the Board adopt
the proposal for decision,
01:15:26.570 --> 01:15:30.370
including findings of fact
numbers one through eight
01:15:30.370 --> 01:15:33.040
and conclusions of law
numbers one through 12,
01:15:33.040 --> 01:15:35.310
I move that the Board
modify conclusion of law
01:15:35.310 --> 01:15:38.360
in number 13 as follows:
01:15:38.360 --> 01:15:40.790
Mr. Barger educators' certification
01:15:40.790 --> 01:15:42.370
should be suspended for two years
01:15:42.370 --> 01:15:45.110
and submit evidence of
a mental health evaluation
01:15:45.110 --> 01:15:48.100
conducted by a licensed
psychiatrist or psychologist
01:15:48.100 --> 01:15:49.220
finding that the respondent
01:15:49.220 --> 01:15:52.730
is suited to return to
work as an educator.
01:15:52.730 --> 01:15:55.580
This modification of the
suspension to two years
01:15:55.580 --> 01:15:57.960
is permissible pursuant
to Texas Government Code
01:15:57.960 --> 01:16:02.440
Section 2001.058 E and is necessary
01:16:02.440 --> 01:16:06.680
because Mr. Barger's actions
were intentional and serious.
01:16:06.680 --> 01:16:08.440
The addition of a
mental health evaluation
01:16:08.440 --> 01:16:11.250
is permissible pursuant
to Texas Government Code
01:16:11.250 --> 01:16:14.490
Section 2001.058 E
01:16:14.490 --> 01:16:17.210
and is necessary because
Mr. Berger's actions
01:16:17.210 --> 01:16:19.020
reflect mental health concerns
01:16:19.020 --> 01:16:20.440
that pose a potential threat
01:16:20.440 --> 01:16:22.480
to the health and
welfare of school children,
01:16:22.480 --> 01:16:25.223
if he worked to be
employed as an educator.
01:16:26.100 --> 01:16:27.780
Thank you Dr. Kelly,
do I see a second?
01:16:27.780 --> 01:16:31.623
Ms. Streepey seconds, any
further comments or questions?
01:16:33.060 --> 01:16:35.670
Seeing none, all those in
favor raise your right hand
01:16:35.670 --> 01:16:38.013
hold it up so that the
vote may be recorded.
01:16:40.940 --> 01:16:41.773
All right, thank you.
01:16:41.773 --> 01:16:43.403
Any opposition to the same.
01:16:45.140 --> 01:16:47.523
Dr, Turner, all right.
01:16:49.010 --> 01:16:50.393
You got that, Katie?
01:16:51.570 --> 01:16:54.930
Okay, all right let's move
on to the next one, Laura.
01:16:54.930 --> 01:16:59.040
Okay, so that takes us to
the matter of Clifton Goins.
01:16:59.040 --> 01:17:01.730
The ALJ found that we should
take no disciplinary action
01:17:01.730 --> 01:17:03.820
against Mr. Goins and
staff is recommending
01:17:03.820 --> 01:17:05.940
that we accept that recommendation.
01:17:05.940 --> 01:17:10.940
Mr. Goins' attorney is
here as Mr. Crabtree Abate.
01:17:11.090 --> 01:17:13.370
Mr. Goins' attorney has
agreed to waive oral argument
01:17:13.370 --> 01:17:15.531
if y'all accept staff's recommendation.
01:17:15.531 --> 01:17:17.120
If you have any questions
01:17:17.120 --> 01:17:19.280
or would like to see oral argument,
01:17:19.280 --> 01:17:21.740
they are both here to help.
01:17:21.740 --> 01:17:23.480
If you're willing to accept
staff's recommendation,
01:17:23.480 --> 01:17:25.590
we could just move to the vote.
01:17:25.590 --> 01:17:30.590
All right, do I have a
questions or comments
01:17:31.080 --> 01:17:33.083
or do we move to the motion?
01:17:34.640 --> 01:17:35.840
All right, Ms. Streepey.
01:17:37.900 --> 01:17:42.510
My concern here perhaps
they can speak to this
01:17:42.510 --> 01:17:45.860
is that our districts
depend on TEA and SBEC
01:17:45.860 --> 01:17:48.810
to have educators in place.
01:17:48.810 --> 01:17:51.020
And if I'm finding a fact,
01:17:51.020 --> 01:17:55.620
if he pled guilty to committing a felony
01:17:55.620 --> 01:17:58.727
in the state of Missouri, but
then answered the question,
01:17:58.727 --> 01:18:01.440
"Have you ever been
convicted of a felony?"
01:18:01.440 --> 01:18:04.840
He answered, "No", so I
have concerns about that.
01:18:04.840 --> 01:18:08.023
I'd be interested in what other
Board members have to say.
01:18:10.820 --> 01:18:13.270
Tommy, Laura,
we're gonna need...
01:18:13.270 --> 01:18:14.103
Go ahead Tommy.
01:18:15.282 --> 01:18:17.310
If my memory
serves me correctly,
01:18:17.310 --> 01:18:19.560
when I looked at that
particular agenda item,
01:18:19.560 --> 01:18:22.710
the defendant was placed on
deferred adjudication probation,
01:18:22.710 --> 01:18:23.970
if I'm not mistaken.
01:18:23.970 --> 01:18:26.670
And certainly Mr. Crabtree
and the attorney
01:18:26.670 --> 01:18:28.310
for the respondent can weigh in on this.
01:18:28.310 --> 01:18:30.640
But my understanding is it is true
01:18:30.640 --> 01:18:32.780
that if you successfully complete
01:18:32.780 --> 01:18:34.200
deferred adjudication probation,
01:18:34.200 --> 01:18:36.100
that you can make a representation
01:18:36.100 --> 01:18:39.650
that you have not been
convicted of the felony offense.
01:18:39.650 --> 01:18:41.990
But again, I'm going by my recollection
01:18:41.990 --> 01:18:43.240
of what I read in the item.
01:18:43.240 --> 01:18:44.930
And certainly Mr. Crabtree
and the attorney
01:18:44.930 --> 01:18:47.730
for the respondent, I welcomed
them to weigh in on that.
01:18:50.090 --> 01:18:50.923
Laura.
01:18:50.923 --> 01:18:52.160
If we don't wanna
do oral argument,
01:18:52.160 --> 01:18:54.330
I think we should go to
Mr. Goins and Mr. Crabtree,
01:18:54.330 --> 01:18:55.980
to answer at least this question.
01:18:56.990 --> 01:18:58.610
Mr. Crabtree.
01:18:58.610 --> 01:19:02.430
Yeah, Mr. Coleman is
correct if that was the question.
01:19:02.430 --> 01:19:03.780
I don't remember.
01:19:03.780 --> 01:19:06.210
I'm looking at the
exhibits currently to find
01:19:07.430 --> 01:19:08.360
the actual question.
01:19:08.360 --> 01:19:11.580
I believe it was whether you
were charged with as well,
01:19:11.580 --> 01:19:13.390
but I'm not...
01:19:15.358 --> 01:19:16.667
The finding of fact
nine, the questions were,
01:19:16.667 --> 01:19:19.100
"Are you currently, or have
you ever been on probation
01:19:19.100 --> 01:19:21.590
or deferred adjudication
for any criminal offense
01:19:21.590 --> 01:19:24.460
other than a minor traffic violation.
01:19:24.460 --> 01:19:28.130
And have you ever been convicted
of a felony or misdemeanor,
01:19:28.130 --> 01:19:31.670
or have you ever
pled Nolo or pled guilty
01:19:31.670 --> 01:19:33.167
to a felony or misdemeanor?"
01:19:34.755 --> 01:19:35.750
(indistinct) these questions,
01:19:35.750 --> 01:19:38.270
that's finding a fact number nine.
01:19:38.270 --> 01:19:41.150
Yeah, so no, deferred
01:19:41.150 --> 01:19:42.860
would not have actually affected that.
01:19:42.860 --> 01:19:45.830
The judge found that
it was his mental state
01:19:45.830 --> 01:19:48.760
as to why he could answer
the question the way he did.
01:19:48.760 --> 01:19:51.690
The judge found that the
question required knowing,
01:19:51.690 --> 01:19:53.623
and that he did not knowingly do this
01:19:53.623 --> 01:19:56.830
because he was told by
his attorneys in Missouri,
01:19:56.830 --> 01:19:59.130
that he could answer
the question in that way.
01:20:00.450 --> 01:20:01.640
Right and we
should let Mr. Goins
01:20:01.640 --> 01:20:02.670
answer the same question too,
01:20:02.670 --> 01:20:04.486
so he can provide that argument.
01:20:04.486 --> 01:20:08.167
Dr. Goins?
01:20:10.030 --> 01:20:10.863
Hello?
01:20:10.863 --> 01:20:11.770
Yes.
01:20:11.770 --> 01:20:15.450
Anyway, I agree
with the same thing
01:20:15.450 --> 01:20:17.540
that Mr. Crabtree said.
01:20:17.540 --> 01:20:20.160
He didn't normally do this on purpose.
01:20:20.160 --> 01:20:23.150
Actually, I'm an attorney
and I'm his brother.
01:20:23.150 --> 01:20:24.140
And I would have told him,
01:20:24.140 --> 01:20:26.180
giving him the same exact advice
01:20:27.661 --> 01:20:29.690
'cause of what happened in Missouri
01:20:29.690 --> 01:20:32.860
was he was given the SIS,
01:20:32.860 --> 01:20:37.610
which isn't a widget
in the state of Texas
01:20:37.610 --> 01:20:39.918
is not given in the state of Texas
01:20:39.918 --> 01:20:43.960
just terminology in
this particular case,
01:20:43.960 --> 01:20:45.392
I don't believe
01:20:45.392 --> 01:20:47.842
he intentionally asked
this question incorrectly.
01:20:49.760 --> 01:20:50.593
Laura?
01:20:52.010 --> 01:20:54.090
So those are the
arguments from both sides.
01:20:54.090 --> 01:20:56.520
The ALJ founders, Mr. Crabtree said that
01:20:56.520 --> 01:20:57.750
it was a question of his mental state.
01:20:57.750 --> 01:20:59.600
At this point, our rule has changed.
01:20:59.600 --> 01:21:01.360
And now if you do this recklessly,
01:21:01.360 --> 01:21:02.260
you are in violation.
01:21:02.260 --> 01:21:03.780
At the time this offense happened,
01:21:03.780 --> 01:21:06.280
it was knowingly or intentionally
01:21:06.280 --> 01:21:07.760
because he'd relied on council,
01:21:07.760 --> 01:21:09.860
the ALJ found that
this was not knowingly.
01:21:12.540 --> 01:21:14.380
Thank you for
the clarification.
01:21:14.380 --> 01:21:15.517
Thank you, Jean.
01:21:15.517 --> 01:21:17.853
Any further questions?
01:21:17.853 --> 01:21:20.793
All right, seeing none, let's
have the motion, Cameron.
01:21:23.617 --> 01:21:26.710
All right, do I have a Board
member want to make the motion?
01:21:26.710 --> 01:21:28.287
Ms. Sykes please.
01:21:28.287 --> 01:21:32.280
I call to order a Docket
Number 701 20 25 29.EC
01:21:34.090 --> 01:21:37.750
State Board for Educator
Certification versus Clifton Goins.
01:21:37.750 --> 01:21:40.297
I move that the Board accept
the proposal for decision
01:21:40.297 --> 01:21:41.650
and issue a final order
01:21:41.650 --> 01:21:43.810
consistent with the
ALJ's recommendation.
01:21:43.810 --> 01:21:45.700
No disciplinary action should be taken
01:21:45.700 --> 01:21:48.320
against Mr. Goins' educator certificate.
01:21:48.320 --> 01:21:51.080
All right, thank you,
do I have a second?
01:21:51.080 --> 01:21:52.670
Dr. Kelly seconds.
01:21:52.670 --> 01:21:53.770
Any further questions?
01:21:55.007 --> 01:21:57.340
All right, all those in
favor raise your right hand.
01:21:57.340 --> 01:21:59.913
Hold it up so that the
vote may be recorded.
01:22:03.720 --> 01:22:04.553
All right, thank you.
01:22:04.553 --> 01:22:06.513
All those in opposition do the same.
01:22:08.250 --> 01:22:11.120
No opposition, motion carries, Laura.
01:22:11.120 --> 01:22:13.773
So that takes us to the
matter of Danny Dixon.
01:22:14.780 --> 01:22:17.240
This is another case
where the ALJ found that
01:22:17.240 --> 01:22:18.380
we should take no action.
01:22:18.380 --> 01:22:22.000
And staff is recommending
01:22:22.000 --> 01:22:23.980
we all accepted that recommendation.
01:22:23.980 --> 01:22:27.920
Mr. Dickson's attorney J Bram is here
01:22:27.920 --> 01:22:28.753
as is Mr. Crabtree.
01:22:28.753 --> 01:22:30.670
So we are happy to answer any questions
01:22:32.090 --> 01:22:33.890
or we could engage in oral argument
01:22:33.890 --> 01:22:35.320
if the Board would like that.
01:22:35.320 --> 01:22:36.750
Mr. Bram has waived argument
01:22:36.750 --> 01:22:38.280
if y'all accept the recommendation,
01:22:38.280 --> 01:22:42.486
but is happy to engage if
y'all want to make changes.
01:22:42.486 --> 01:22:44.653
Are there any questions?
01:22:45.757 --> 01:22:47.807
Seeing none, let's
see the motion, Laura.
01:22:50.190 --> 01:22:52.530
All right, do I have a Board member
01:22:52.530 --> 01:22:53.780
ready to make the motion?
01:22:58.320 --> 01:23:00.400
All right, Mr. Rodriguez, please.
01:23:05.293 --> 01:23:10.293
I call the order docket
number 701 20 4016.EC.
01:23:14.140 --> 01:23:17.070
State Board for Educator Certification
01:23:17.070 --> 01:23:18.623
versus Danny Dixon.
01:23:19.490 --> 01:23:22.510
I move that the Board accept
their proposal for decision
01:23:22.510 --> 01:23:23.718
and issue a final order
01:23:23.718 --> 01:23:27.480
consistent with the
ALJ's recommendation.
01:23:27.480 --> 01:23:29.820
No disciplinary action should be taken
01:23:29.820 --> 01:23:32.803
against Mr. Dixon's
educator certificate.
01:23:33.820 --> 01:23:37.393
okay, thank you,
Mr. Rodriguez, do I see a second?
01:23:39.030 --> 01:23:41.030
All right, Dr. Turner seconds.
01:23:41.030 --> 01:23:42.303
Any further questions?
01:23:43.630 --> 01:23:45.950
Seeing none, all those in
favor, raise your right hand,
01:23:45.950 --> 01:23:48.343
hold it up so that the
vote may be recorded.
01:23:50.849 --> 01:23:51.682
All right, thank you.
01:23:51.682 --> 01:23:52.593
Those oppose?
01:23:54.030 --> 01:23:55.530
We have one opposition, Katie.
01:23:56.530 --> 01:23:57.750
Thank you, motion carries.
01:23:57.750 --> 01:23:59.840
Let's move on to the next one, Laura.
01:23:59.840 --> 01:24:01.090
So here's where
I'm gonna intervene
01:24:01.090 --> 01:24:02.900
'cause we are about to
start contract abandonment.
01:24:02.900 --> 01:24:07.070
So I wanna begin as Ms. Mason suggested
01:24:07.070 --> 01:24:08.010
by going through the rules,
01:24:08.010 --> 01:24:10.580
and showing them to you in real color,
01:24:10.580 --> 01:24:11.900
so we can all be on the same page
01:24:11.900 --> 01:24:13.750
about where our rules are now.
01:24:13.750 --> 01:24:15.980
I wanna be clear as I do this,
01:24:15.980 --> 01:24:18.480
that I've been meeting
with Board members
01:24:18.480 --> 01:24:20.690
and I'm happy to take
ideas from anybody else
01:24:20.690 --> 01:24:23.190
about changes we might
make to the rules in the future.
01:24:23.190 --> 01:24:26.890
And we are planning
a summer work session
01:24:26.890 --> 01:24:27.930
to work on the rules.
01:24:27.930 --> 01:24:29.470
We're gonna invite stakeholders.
01:24:29.470 --> 01:24:31.670
We're going to present proposed changes,
01:24:31.670 --> 01:24:33.760
get them to weigh in in real times
01:24:33.760 --> 01:24:34.697
y'all can ask them questions.
01:24:34.697 --> 01:24:37.190
You don't have to take my word for it.
01:24:37.190 --> 01:24:41.680
So my hope is that that that
will help address the concerns
01:24:41.680 --> 01:24:43.040
that the Board has
01:24:43.040 --> 01:24:46.300
about what its current
rules had in place.
01:24:46.300 --> 01:24:48.840
That being said, these rules
that I'm about to go through
01:24:48.840 --> 01:24:51.990
are the rules that we
have to use right now
01:24:51.990 --> 01:24:54.770
to address the cases I'm
bringing before you today.
01:24:54.770 --> 01:24:56.620
So these rules are in place.
01:24:56.620 --> 01:24:59.017
They have to dictate what we do now.
01:25:01.020 --> 01:25:02.510
We are looking at changing them
01:25:02.510 --> 01:25:05.350
and we will take that up at the summer.
01:25:05.350 --> 01:25:08.130
But for today, this
is the state of affairs.
01:25:08.130 --> 01:25:10.750
So the first thing that will
always be true is the statute.
01:25:10.750 --> 01:25:11.650
We can't change that.
01:25:11.650 --> 01:25:13.000
So the Texas Education Code
01:25:13.000 --> 01:25:17.110
is what creates the contract
abandonment scheme.
01:25:17.110 --> 01:25:19.833
It's part of the educator contract,
01:25:21.350 --> 01:25:25.070
phenomenon is both
difficult to fire an educator,
01:25:25.070 --> 01:25:28.770
relatively to a regular
uncontracted person.
01:25:28.770 --> 01:25:31.350
And it is difficult for
an educator to quit.
01:25:31.350 --> 01:25:33.910
These two things mesh
together in the statute
01:25:33.910 --> 01:25:37.643
and try to create a system
to keep educators in their job,
01:25:37.643 --> 01:25:41.037
because it has as a lots of
educators on this call today,
01:25:41.037 --> 01:25:42.500
and the superintendents would testify,
01:25:42.500 --> 01:25:45.084
there's a lot of harm
that comes to students
01:25:45.084 --> 01:25:46.260
when someone quits
in the middle of the year
01:25:46.260 --> 01:25:47.870
and kids are left with a permanent sub
01:25:47.870 --> 01:25:50.070
and other teachers
are left covering for it.
01:25:51.734 --> 01:25:54.140
So the statute says an educator
01:25:54.140 --> 01:25:58.570
can only resign 45 days
before the first day of instruction
01:25:58.570 --> 01:26:02.053
or any other time with the
consent of the Board of trustees.
01:26:03.065 --> 01:26:07.090
Any other resignation
is contract abandonment.
01:26:07.090 --> 01:26:10.020
Now the statute says that
it's up to the school district
01:26:10.020 --> 01:26:11.280
to report to TEA.
01:26:11.280 --> 01:26:12.710
So the first line of defense here
01:26:12.710 --> 01:26:14.710
is that the school
district has to decide
01:26:14.710 --> 01:26:19.433
that it wants TEA to go sue
this educator on their behalf.
01:26:20.460 --> 01:26:23.510
Many school districts
decide not to report to TEA
01:26:23.510 --> 01:26:25.350
decided that this is not worth
01:26:25.350 --> 01:26:27.340
impacting the educator's certificate.
01:26:27.340 --> 01:26:30.870
And I am sure that most,
if not all school districts,
01:26:30.870 --> 01:26:33.280
this is a very serious
decision to report to REA.
01:26:33.280 --> 01:26:36.410
This is because this
educator really created
01:26:36.410 --> 01:26:38.890
a traumatic event in their school.
01:26:38.890 --> 01:26:40.140
Next slide, please, Ryan.
01:26:43.530 --> 01:26:46.150
So our rules, that's
what the statute says.
01:26:46.150 --> 01:26:47.950
Now we're gonna get into our rules.
01:26:47.950 --> 01:26:49.680
The first thing we created
01:26:49.680 --> 01:26:52.100
the statute has the
word good cause in it,
01:26:52.100 --> 01:26:53.600
but it doesn't really
explain what that is.
01:26:53.600 --> 01:26:54.790
It doesn't define it.
01:26:54.790 --> 01:26:58.280
So SBEC has defined it
and it's defined good cause
01:26:58.280 --> 01:26:59.820
as contract abandonment
01:26:59.820 --> 01:27:02.440
as the serious health
condition of the educator
01:27:02.440 --> 01:27:04.940
or somebody in the educator's family,
01:27:04.940 --> 01:27:06.700
relocation to a new city,
01:27:06.700 --> 01:27:11.200
as a result of the educators'
spouses change of employment
01:27:11.200 --> 01:27:14.990
or a significant change in
the educators family needs
01:27:14.990 --> 01:27:16.930
that requires the educator to have to do
01:27:16.930 --> 01:27:19.620
more outside of work and
doesn't leave sufficient time
01:27:19.620 --> 01:27:23.740
or resources to fulfill their
obligations as an educator.
01:27:23.740 --> 01:27:26.210
Now good cause means
that we do not sanction.
01:27:26.210 --> 01:27:27.580
We close the case.
01:27:27.580 --> 01:27:30.760
So if staff sees these factors,
01:27:30.760 --> 01:27:32.920
if the educator tells us
that these things apply,
01:27:32.920 --> 01:27:34.573
we close the case.
01:27:35.428 --> 01:27:39.313
If we have this evidence, it
will not be coming before you.
01:27:40.240 --> 01:27:41.573
Next slide, please Ryan.
01:27:42.710 --> 01:27:43.830
So under our rules,
01:27:43.830 --> 01:27:46.320
we have said that there
is a one year suspension
01:27:46.320 --> 01:27:47.310
for contract abandonment.
01:27:47.310 --> 01:27:50.370
This one year minimum
has been true for a long time
01:27:50.370 --> 01:27:51.650
before this rule was in place.
01:27:51.650 --> 01:27:55.080
That was the typical
sanction that SBEC gave
01:27:55.080 --> 01:27:56.653
for contract abandonment cases.
01:27:57.630 --> 01:28:00.896
And the concept behind
it is that we are enforcing
01:28:00.896 --> 01:28:03.910
a contract that the educator signed
01:28:03.910 --> 01:28:05.120
with a school district for one year.
01:28:05.120 --> 01:28:08.590
So we were enforcing that
one-year term of a contract,
01:28:08.590 --> 01:28:13.430
preventing them from working
for that one year term period.
01:28:13.430 --> 01:28:14.743
Next slide, please Ryan.
01:28:17.240 --> 01:28:20.210
So there are also mitigating
factors under your rules.
01:28:20.210 --> 01:28:22.450
Now again, these are not good cause.
01:28:22.450 --> 01:28:25.030
These don't get them out of a sanction.
01:28:25.030 --> 01:28:27.750
They just make the sanction wider.
01:28:27.750 --> 01:28:30.860
So the one year
minimum no longer applies
01:28:30.860 --> 01:28:33.413
when these mitigating
factors are present.
01:28:34.270 --> 01:28:35.720
If they have given written notice
01:28:35.720 --> 01:28:37.350
more than 30 days in advance,
01:28:37.350 --> 01:28:38.940
if they assisted the school district
01:28:38.940 --> 01:28:40.020
in finding a replacement,
01:28:40.020 --> 01:28:41.350
if they have continued to work
01:28:41.350 --> 01:28:43.700
until the school has
gotten another teacher.
01:28:43.700 --> 01:28:46.560
If they have assisted in
training the other teacher,
01:28:46.560 --> 01:28:49.340
or if they have provided
lesson plans for classes
01:28:49.340 --> 01:28:50.840
after they're gone,
01:28:50.840 --> 01:28:55.096
all of those factors, we
can discount the sanction.
01:28:55.096 --> 01:28:59.620
Typically staff looks at it as
about one month per factor
01:28:59.620 --> 01:29:01.770
with the exception of
the advanced notice
01:29:01.770 --> 01:29:04.090
if you give a whole
bunch of advanced notice,
01:29:04.090 --> 01:29:05.730
but it's less than 45 days
01:29:05.730 --> 01:29:06.790
before the first day of instruction,
01:29:06.790 --> 01:29:08.070
we will give you more credit.
01:29:08.070 --> 01:29:11.170
The closer you are
to that 45 day cut off,
01:29:11.170 --> 01:29:14.835
but these are the factors
that will allow for a suspension
01:29:14.835 --> 01:29:16.710
of less than one year.
01:29:16.710 --> 01:29:19.310
So that is the scheme of the statute
01:29:19.310 --> 01:29:21.510
and the rules as they currently exist.
01:29:21.510 --> 01:29:22.920
Now, again, we are going to try
01:29:22.920 --> 01:29:24.570
to address y'all's concerns in this,
01:29:24.570 --> 01:29:27.910
in this upcoming work session,
01:29:27.910 --> 01:29:29.970
and then the rulemaking
that comes out of that.
01:29:29.970 --> 01:29:33.340
But for today, this is
what we you're looking at.
01:29:33.340 --> 01:29:35.270
Does anyone have any
questions about those?
01:29:35.270 --> 01:29:36.123
Dr. Tuner?
01:29:40.876 --> 01:29:45.310
(indistinct) educators
they're not sure exactly
01:29:45.310 --> 01:29:46.647
what that first day instruction.
01:29:46.647 --> 01:29:49.430
'Cause some people
think it's the first day
01:29:49.430 --> 01:29:53.340
when they go back to school,
not the first day they start.
01:29:53.340 --> 01:29:57.600
So maybe we can somehow
put more of a definition in that.
01:29:57.600 --> 01:29:59.630
So make it a little bit more clear
01:29:59.630 --> 01:30:02.610
'cause I know that is a
confusion on educator...
01:30:04.465 --> 01:30:05.556
Thank you Dr. tUner.
01:30:05.556 --> 01:30:07.220
I believe there is a
definition in our rules
01:30:07.220 --> 01:30:08.170
that is more specific.
01:30:08.170 --> 01:30:09.940
It's the date that the kids are back.
01:30:09.940 --> 01:30:12.643
So in services, not the
first day of instruction.
01:30:14.496 --> 01:30:15.340
Thank you, Laura.
01:30:15.340 --> 01:30:16.563
Any other questions?
01:30:18.104 --> 01:30:20.624
All right, seeing none
let's move forward, Laura.
01:30:20.624 --> 01:30:25.624
Okay, then I'm gonna go to
PFD four, which is Mona Smith.
01:30:28.820 --> 01:30:31.050
I believe Ms. Smith was
planning on being here.
01:30:31.050 --> 01:30:34.330
We are recommending that you
accept the one-year suspension,
01:30:34.330 --> 01:30:36.580
that the ALJ recommended,
01:30:36.580 --> 01:30:40.293
but we should engage in oral
argument if Ms. Smith is here.
01:30:41.362 --> 01:30:43.700
Sonar Goplay will be representing TEA.
01:30:43.700 --> 01:30:45.200
Sonar have you seen Ms. Smith?
01:30:47.280 --> 01:30:49.410
I don't see her
in the waiting room
01:30:49.410 --> 01:30:52.540
or in the efforts to call.
01:30:52.540 --> 01:30:53.990
Well, if Ms. Smith isn't here,
01:30:53.990 --> 01:30:56.450
then if the Board doesn't
have any questions or concerns,
01:30:56.450 --> 01:30:59.450
we could vote on this because
staff again is recommending
01:30:59.450 --> 01:31:02.173
that we accept the ALJ's recommendation.
01:31:02.173 --> 01:31:04.100
All right, are there
any questions?
01:31:05.970 --> 01:31:07.920
All right, let's see the motion, Laura.
01:31:10.480 --> 01:31:12.220
All right, do I have a Board member
01:31:12.220 --> 01:31:14.220
ready to make the motion?
01:31:14.220 --> 01:31:15.433
Dr. Kelly, please.
01:31:17.930 --> 01:31:19.213
You're mute Dr. Kelly.
01:31:22.610 --> 01:31:24.490
I know you're just
keeping us on our toes.
01:31:24.490 --> 01:31:26.980
That's what you're doing. Dr,
Kelly, I know how that works.
01:31:26.980 --> 01:31:28.670
Katie scolded me so severely
01:31:28.670 --> 01:31:32.033
that I'm just (chuckles) constantly.
01:31:33.270 --> 01:31:37.887
I call to order Docket
Number 701-20-4145.EC
01:31:39.130 --> 01:31:41.100
State Board for Educator Certification
01:31:41.100 --> 01:31:42.840
versus Mona Smith.
01:31:42.840 --> 01:31:45.600
I move that the Board accept
the proposal for decision
01:31:45.600 --> 01:31:46.620
and issue a final order
01:31:46.620 --> 01:31:49.646
consistent with the
ALJ's recommendation.
01:31:49.646 --> 01:31:51.510
Dismiss educator certificate
01:31:51.510 --> 01:31:54.500
should be suspended for one year.
01:31:54.500 --> 01:31:56.100
All right, do I have a second?
01:31:57.340 --> 01:31:59.820
Mr. Coleman seconds that motion.
01:31:59.820 --> 01:32:01.603
Any further questions or comments?
01:32:02.550 --> 01:32:05.150
Seeing none all those in favor,
please raise your right hand
01:32:05.150 --> 01:32:07.953
so that the vote can be recorded.
01:32:10.520 --> 01:32:11.420
All right, thank you.
01:32:11.420 --> 01:32:14.130
All those in opposition to the same.
01:32:14.130 --> 01:32:16.555
No opposition, the motion
carries Katie, thank you.
01:32:16.555 --> 01:32:18.380
Laura.
01:32:18.380 --> 01:32:21.630
That takes us to PFD
five, which is Marco Lara.
01:32:21.630 --> 01:32:26.420
Mr. Lara is not coming,
I believe I don't see him.
01:32:26.420 --> 01:32:29.520
So staff's recommendation is to accept
01:32:29.520 --> 01:32:32.040
the one-year suspension, the ALJ found.
01:32:32.040 --> 01:32:34.130
And you could vote on that.
01:32:34.130 --> 01:32:36.580
All right, are there any
questions or comments?
01:32:37.890 --> 01:32:42.890
I have a quick one, PFD
number off the last one.
01:32:43.248 --> 01:32:46.960
Yeah, (mumbles)
thank you Emily.
01:32:46.960 --> 01:32:49.120
I saw that, but she was
reading the right name.
01:32:49.120 --> 01:32:50.980
Right, right, right. (chuckles)
01:32:50.980 --> 01:32:52.720
...number six, I seem
so confident at night.
01:32:52.720 --> 01:32:53.610
It's still Marco Lara.
01:32:53.610 --> 01:32:55.507
That's the important part.
Yeah.
01:32:55.507 --> 01:32:57.787
(both mumble)
It's Marco Lara.
01:32:57.787 --> 01:33:00.090
Thank you, Emily.
01:33:00.090 --> 01:33:02.340
All right, let's see the
motion Laura please.
01:33:04.306 --> 01:33:05.296
Thank you, do we have a Board member
01:33:05.296 --> 01:33:06.793
ready to make the motion?
01:33:11.780 --> 01:33:12.613
Dr. Kelly.
01:33:14.810 --> 01:33:17.230
I call to order Docket
Number 701-21-0089.EC
01:33:20.450 --> 01:33:22.510
State Board for Educator Certification
01:33:23.390 --> 01:33:25.890
V Marco Antonio Lara Jr.
01:33:25.890 --> 01:33:28.230
I move that the Board accept
the proposal for decision
01:33:28.230 --> 01:33:29.210
issue a final order
01:33:29.210 --> 01:33:30.608
consistent with the
ALJ's recommendation.
01:33:30.608 --> 01:33:33.350
Mr. Lara's educator certificate
01:33:33.350 --> 01:33:36.040
should be suspended for one year.
01:33:36.040 --> 01:33:37.590
All right, is there a second?
01:33:39.350 --> 01:33:41.310
Ms. Sykes seconds.
01:33:41.310 --> 01:33:43.063
Any further questions or comments?
01:33:44.140 --> 01:33:46.990
Seeing none, all those in
favor raise your right hand.
01:33:46.990 --> 01:33:49.190
Hold it up so that the
vote may be recorded.
01:33:52.560 --> 01:33:54.310
All right, thank you.
01:33:54.310 --> 01:33:56.253
All those in opposition do the same.
01:33:57.740 --> 01:34:00.490
No opposition, motion carries, Laura.
01:34:00.490 --> 01:34:02.420
Well, that takes
us to PFD seven.
01:34:02.420 --> 01:34:05.400
I'm sure that now is Victoria Cox.
01:34:05.400 --> 01:34:07.870
The ALJ recommended
that we take no action
01:34:07.870 --> 01:34:10.030
and staff recommends
01:34:10.030 --> 01:34:12.220
that you follow the
ALJ's recommendation.
01:34:12.220 --> 01:34:14.530
I don't believe Ms. Cox is here.
01:34:14.530 --> 01:34:16.530
So if you've don't have
any questions or concerns,
01:34:16.530 --> 01:34:18.440
we can vote on that one.
01:34:18.440 --> 01:34:20.403
All right, any
questions or concerns?
01:34:22.210 --> 01:34:24.283
Seeing none, let's see the motion Laura.
01:34:27.520 --> 01:34:29.373
Aright, do I have a Board member?
01:34:30.260 --> 01:34:31.433
All right, Ms. Sykes.
01:34:32.350 --> 01:34:35.290
I call to order Docket
Number 701 20 4109.EC
01:34:37.550 --> 01:34:41.750
State Board for Educator
Certification versus Victoria Cox.
01:34:41.750 --> 01:34:43.970
I move that the Board
accept proposal for decision
01:34:43.970 --> 01:34:45.270
and issue a final order
01:34:45.270 --> 01:34:47.590
consistent with the
ALJ's recommendation.
01:34:47.590 --> 01:34:49.570
No disciplinary action should be taken
01:34:49.570 --> 01:34:52.850
against Ms. Cox's educator certificates.
01:34:52.850 --> 01:34:54.993
All right, any
questions or concerns?
01:34:56.580 --> 01:34:57.413
Comments?
01:34:57.413 --> 01:34:59.520
All right all those in
favor raise your right hand.
01:34:59.520 --> 01:35:01.943
Hold it up so the vote may be recorded.
01:35:04.630 --> 01:35:05.620
All right.
01:35:05.620 --> 01:35:07.633
Any opposition do the same.
01:35:08.520 --> 01:35:11.193
No opposition motion carries, Laura.
01:35:12.070 --> 01:35:14.777
So that's the
completion of our PFD..
01:35:14.777 --> 01:35:16.310
Oh Ms. Streepey has her hand up.
01:35:16.310 --> 01:35:17.210
I'm sorry, Jean.
01:35:18.381 --> 01:35:19.720
Thank you, Dr. Cavazos.
01:35:19.720 --> 01:35:23.570
I just have one comment and
it was regarding five and seven
01:35:23.570 --> 01:35:24.920
of the contested cases.
01:35:24.920 --> 01:35:27.167
Both of those came
from the same district
01:35:27.167 --> 01:35:32.167
and in both cases, their
system, and in case five,
01:35:32.760 --> 01:35:36.150
send an unmonitored email to count.
01:35:36.150 --> 01:35:38.950
And in number seven, it
did not give them a place
01:35:38.950 --> 01:35:39.990
to explain.
01:35:39.990 --> 01:35:43.410
So I just wanted to express concern that
01:35:43.410 --> 01:35:46.870
districts need to look at
their software systems,
01:35:46.870 --> 01:35:49.300
such that they are
sending good information
01:35:51.049 --> 01:35:52.427
to their educators.
01:35:52.427 --> 01:35:55.767
And I think in five it would
have helped the district
01:35:55.767 --> 01:35:58.470
and in seven it would
have helped the employee.
01:35:58.470 --> 01:36:01.570
So I think it would clear
up some of these cases,
01:36:01.570 --> 01:36:04.290
if someone would take
a look at their system.
01:36:04.290 --> 01:36:06.430
Thank you, Jean, Tommy.
01:36:06.430 --> 01:36:08.702
I concur, I think that's
a great suggestion
01:36:08.702 --> 01:36:10.970
by Ms. Streepey.
01:36:10.970 --> 01:36:13.163
Thank you Tommy, Ms. Sykes.
01:36:14.810 --> 01:36:17.020
Well, just based on the amount
01:36:17.020 --> 01:36:18.460
of contract abandonment cases
01:36:18.460 --> 01:36:20.560
that we receive from a certain district,
01:36:20.560 --> 01:36:24.620
and I believe Ms. Moriarty
actually expressed earlier,
01:36:24.620 --> 01:36:27.030
I think like 73% or something
01:36:27.030 --> 01:36:29.390
of the amount of contract
abandonment cases
01:36:29.390 --> 01:36:32.720
come from one district who
sends in a book at one time,
01:36:32.720 --> 01:36:36.090
which to me seems the
cost to TEA staff quite a bit,
01:36:36.090 --> 01:36:39.200
having to go through each of those cases
01:36:39.200 --> 01:36:41.480
with a fine tooth comb
when maybe the district
01:36:41.480 --> 01:36:45.040
could do better vetting
prior to submitting those.
01:36:45.040 --> 01:36:46.120
I don't know if that's a conversation
01:36:46.120 --> 01:36:47.070
we can have this summer,
01:36:47.070 --> 01:36:50.850
but it's just, it's
unfortunate that the amount
01:36:50.850 --> 01:36:52.930
of probably staff hours
that have to go into
01:36:52.930 --> 01:36:54.768
a certain district's
contract abandonment,
01:36:54.768 --> 01:36:56.320
and maybe there needs to be evaluation
01:36:56.320 --> 01:36:57.153
at the district level.
01:36:57.153 --> 01:36:59.270
I know that's not our
purview, but at the district level,
01:36:59.270 --> 01:37:00.910
in terms of why are they having
01:37:00.910 --> 01:37:02.750
so many contract abandonments,
01:37:02.750 --> 01:37:04.610
what's going on, that's causing teachers
01:37:04.610 --> 01:37:06.760
to feel they need to
leave their profession
01:37:08.700 --> 01:37:10.380
within that district.
01:37:10.380 --> 01:37:11.340
Dr. Kelly,
01:37:11.340 --> 01:37:14.510
I just concur wholeheartedly
with what Rohanna just said.
01:37:14.510 --> 01:37:15.450
And I caution,
01:37:15.450 --> 01:37:17.450
I know that we're gonna have
a workshop on this eventually,
01:37:17.450 --> 01:37:19.640
but one of the mistakes,
01:37:19.640 --> 01:37:21.620
I think sometimes state agencies make
01:37:21.620 --> 01:37:25.100
is they squash a mosquito
with a sledgehammer
01:37:25.100 --> 01:37:29.970
and I think 99% of our
districts handle this quite well,
01:37:29.970 --> 01:37:34.920
but we know that Houston
ISD does not or appears not to.
01:37:34.920 --> 01:37:38.260
So I urge that we not
necessarily change the rules
01:37:38.260 --> 01:37:39.703
to accommodate one district,
01:37:39.703 --> 01:37:43.150
but of course, we'll workshop this later
01:37:43.150 --> 01:37:44.570
and see what's best.
01:37:44.570 --> 01:37:46.520
Thanks to Dr. Kelly, Emily.
01:37:46.520 --> 01:37:49.000
As part of that
workshop, can we look at
01:37:49.000 --> 01:37:51.044
what information is
submitted by the district
01:37:51.044 --> 01:37:53.990
in terms of evidence of
their own due diligence
01:37:53.990 --> 01:37:57.010
before they refer a case to staff?
01:37:57.010 --> 01:37:58.790
Yes, and I think
that's gonna be used
01:37:58.790 --> 01:38:01.520
to kind of craft moving
forward at the workshop.
01:38:01.520 --> 01:38:03.370
Is that correct Laura?
01:38:03.370 --> 01:38:04.610
Yes, absolutely.
01:38:04.610 --> 01:38:05.950
We have a rule that dictates
01:38:05.950 --> 01:38:08.113
what districts have to submit to us.
01:38:09.952 --> 01:38:11.203
If anyone wants to look at that rule
01:38:11.203 --> 01:38:13.500
and tell me if you have
ideas on extra information,
01:38:13.500 --> 01:38:15.569
you'd like them to have to submit.
01:38:15.569 --> 01:38:17.470
I would greatly appreciate it.
01:38:17.470 --> 01:38:19.320
I wanna make sure that when
we go to the work session,
01:38:19.320 --> 01:38:22.140
I have rule language
that I'm presenting to you.
01:38:22.140 --> 01:38:25.820
So we're not just
debating sort of aimlessly
01:38:25.820 --> 01:38:29.420
that we have actual
syntax that we're examining
01:38:29.420 --> 01:38:31.810
and trying to decide what
that we wanna go forward on.
01:38:31.810 --> 01:38:34.804
So if the folks who were
experienced in these areas
01:38:34.804 --> 01:38:36.650
let me know what that would be,
01:38:36.650 --> 01:38:38.120
I would really appreciate it.
01:38:38.120 --> 01:38:39.920
Great, I think
some pre-work for us
01:38:39.920 --> 01:38:41.973
before that session would be helpful.
01:38:42.850 --> 01:38:44.877
okay, thank you, any...
01:38:45.800 --> 01:38:47.618
Next, Laura, what do we have?
01:38:47.618 --> 01:38:50.530
We have one more if
that's the end of the PFDs,
01:38:50.530 --> 01:38:53.300
but I had need to talk to
you about your core cases,
01:38:53.300 --> 01:38:54.910
which we rarely get updates on those,
01:38:54.910 --> 01:38:57.200
but this time we have a winner,
01:38:57.200 --> 01:39:00.443
we finally won the Tran case
on appeal at the third court.
01:39:02.282 --> 01:39:03.270
I don't think there was anybody here
01:39:03.270 --> 01:39:04.420
when the Tran case happened,
01:39:04.420 --> 01:39:08.050
but Mr. Tran was in the
midst of a mental health crisis
01:39:08.050 --> 01:39:09.027
and threatened to shoot up the school
01:39:09.027 --> 01:39:11.270
and kill the principal.
01:39:11.270 --> 01:39:13.777
He had a lawyer when he
went to his SOAH hearing
01:39:13.777 --> 01:39:16.290
but that lawyer failed to
respond to our requests
01:39:16.290 --> 01:39:19.430
for admissions or request
our motion to compel.
01:39:19.430 --> 01:39:22.220
And he also failed to tell
Mr. Tran when the hearing was,
01:39:22.220 --> 01:39:24.313
so Mr. Tran didn't come testify.
01:39:25.650 --> 01:39:28.470
The Board ended up
revoking Mr. Tran's certificate
01:39:28.470 --> 01:39:30.690
and Mr. Tran appealed,
01:39:30.690 --> 01:39:33.020
we lost to that appeal
at the district court level,
01:39:33.020 --> 01:39:35.730
but we appealed up to
the third court and we won.
01:39:35.730 --> 01:39:38.270
The third court found that
ineffective assistance of counsel
01:39:38.270 --> 01:39:40.550
is not a defense to an
administrative law action,
01:39:40.550 --> 01:39:43.350
which was already, you know, law.
01:39:43.350 --> 01:39:45.580
That's not really a revelation.
01:39:45.580 --> 01:39:48.160
And they also found
that Mr. Tran had received
01:39:48.160 --> 01:39:50.710
all the due process to
which he was entitled.
01:39:50.710 --> 01:39:53.493
So it was a good ruling, a good opinion.
01:39:54.370 --> 01:39:58.200
And the Tran's cases
is finally complete.
01:39:58.200 --> 01:40:00.317
All right, Thank you, Laura.
01:40:00.317 --> 01:40:02.160
That's your update?
01:40:02.160 --> 01:40:04.100
That's my update,
yes, I'm done.
01:40:04.100 --> 01:40:05.700
Unless anyone has any questions.
01:40:06.680 --> 01:40:09.490
All right, we're gonna
move on to the next,
01:40:09.490 --> 01:40:10.800
Oh, go ahead Tommy.
01:40:10.800 --> 01:40:13.100
I just want to say
great work, Ms. Moriarty
01:40:13.100 --> 01:40:14.720
on that Tran case.
01:40:14.720 --> 01:40:15.723
Oh, thank you.
01:40:15.723 --> 01:40:16.680
It was really the
attorney General's office,
01:40:16.680 --> 01:40:20.060
but I'll be happy to take
the credit. (chuckles)
01:40:20.060 --> 01:40:21.350
Thank you.
01:40:21.350 --> 01:40:24.013
So I think that before
we move to item 10,
01:40:24.013 --> 01:40:25.520
I think that's what's next.
01:40:25.520 --> 01:40:28.330
I don't see the slide deck
and maybe Ryan fell asleep.
01:40:28.330 --> 01:40:29.170
It's possible,
01:40:29.170 --> 01:40:32.763
I mean, you know, that was your cue.
01:40:33.880 --> 01:40:35.010
Okay, there it is.
01:40:35.010 --> 01:40:38.490
Before we go there, can we
take a 10 minute official break?
01:40:38.490 --> 01:40:43.180
Katie, if everybody's open
to that, we'll come back at...
01:40:43.180 --> 01:40:45.340
Well, she'll put a timer on and my gosh,
01:40:45.340 --> 01:40:46.521
we only have to guess,
01:40:46.521 --> 01:40:48.673
but about 10:23, we'll come back.
01:40:55.170 --> 01:40:56.470
Happy to do it either way.
01:40:56.470 --> 01:40:58.980
Sam Houston is in the
room and they are available
01:41:00.048 --> 01:41:02.770
to do the presentation on item 10 now.
01:41:02.770 --> 01:41:06.310
And so I'm sort of the, well the Board.
01:41:06.310 --> 01:41:08.060
I think our recommendation has been
01:41:08.060 --> 01:41:10.930
to take them in the order
that they are in the agenda,
01:41:10.930 --> 01:41:13.450
but we're certainly happy
to accommodate whatever
01:41:13.450 --> 01:41:15.113
fits the Board's wishes.
01:41:16.440 --> 01:41:19.750
Okay, Dr. Kelly
you're okay with that?
01:41:19.750 --> 01:41:22.330
Yes, sir, I'm fine.
01:41:22.330 --> 01:41:25.509
Okay, so let's go to Sam
Houston State University
01:41:25.509 --> 01:41:30.509
T-TESS pilot discussion,
Item Number 10, Jessica.
01:41:31.030 --> 01:41:32.788
Thank you, Dr. Covazos.
01:41:32.788 --> 01:41:34.280
On Board with item 10 today,
01:41:34.280 --> 01:41:35.920
we're excited to have the opportunity
01:41:35.920 --> 01:41:38.710
to hear from Sam
Houston State University
01:41:38.710 --> 01:41:40.830
on this item, which they've developed
01:41:40.830 --> 01:41:43.420
about the progress
on their T-TESS pilots.
01:41:43.420 --> 01:41:45.900
You can do it either way
saying Houston is in the room
01:41:45.900 --> 01:41:47.573
and they are available to do.
01:41:50.490 --> 01:41:53.140
So, Jessica, are you still on?
01:41:53.140 --> 01:41:55.670
I think Ryan just
heard himself repeating.
01:41:55.670 --> 01:41:58.920
No, I think it was a
recording, go ahead, Jessica.
01:41:58.920 --> 01:42:02.770
Apologies, aBoard at
several Board meetings.
01:42:02.770 --> 01:42:05.640
There's been discussion
about Sam Houston state's work
01:42:05.640 --> 01:42:09.480
and TEA staff have provided
updates on Sam Houston States
01:42:09.480 --> 01:42:14.410
T-TESS study embedded
within recent edTPA SBEC items.
01:42:14.410 --> 01:42:17.160
At the December, at the
October meeting, apologies
01:42:17.160 --> 01:42:19.410
you requested for additional updates
01:42:19.410 --> 01:42:21.360
on Sam Houston state's work.
01:42:21.360 --> 01:42:22.770
And with that in mind,
01:42:22.770 --> 01:42:25.690
Sam Houston State was
invited to craft this item
01:42:25.690 --> 01:42:28.120
and present their update to the Board.
01:42:28.120 --> 01:42:30.610
We did request based on
guidance from the Board
01:42:30.610 --> 01:42:34.290
for Sam Houston State to
answer a set of core questions,
01:42:34.290 --> 01:42:36.520
which can be found
within their responses
01:42:36.520 --> 01:42:38.930
on Page One and two of the item.
01:42:38.930 --> 01:42:42.010
I'll be on hand to answer
any questions for staff,
01:42:42.010 --> 01:42:44.740
and I'll be back in item
11 to present an update
01:42:44.740 --> 01:42:46.320
on the edTPA pilot.
01:42:46.320 --> 01:42:48.500
With that and with your
approval, Dr. Cavazos,
01:42:48.500 --> 01:42:51.180
I will turn the reins
over to our colleagues
01:42:51.180 --> 01:42:52.690
at Sam Houston state,
01:42:52.690 --> 01:42:54.740
including stopping, sharing our screen
01:42:54.740 --> 01:42:56.930
and allow them to share on theirs.
01:42:56.930 --> 01:42:57.810
Thank you Jessica.
01:42:57.810 --> 01:42:59.770
And remember, these are just updates
01:42:59.770 --> 01:43:00.700
that they're presenting.
01:43:00.700 --> 01:43:04.140
So I see Stacey, Stacey, are you there?
01:43:04.140 --> 01:43:05.680
Yes, I'm here.
01:43:05.680 --> 01:43:06.660
You're on.
01:43:06.660 --> 01:43:07.620
All right, wonderful.
01:43:07.620 --> 01:43:11.943
Thank you so much, Jessica
and Dr. Cavazos and the Board.
01:43:12.960 --> 01:43:14.400
I do wanna say kudos.
01:43:14.400 --> 01:43:16.440
I think you guys are
moving in record time.
01:43:16.440 --> 01:43:19.850
And so we don't wanna be
the thing that prevents that.
01:43:19.850 --> 01:43:20.683
So it's pretty good.
01:43:20.683 --> 01:43:22.670
We've been impressed this morning
01:43:22.670 --> 01:43:26.640
at how quickly you've been
able to get through your agenda,
01:43:26.640 --> 01:43:28.130
but we are delighted to talk to you
01:43:28.130 --> 01:43:29.670
a little bit about the overview
01:43:29.670 --> 01:43:31.683
of where we are in our T-TESS pilot
01:43:31.683 --> 01:43:35.440
I also want to acknowledge
Dr. Christina Ellis,
01:43:35.440 --> 01:43:37.883
who is with me here today as well.
01:43:38.790 --> 01:43:41.310
A little bit we will start
with a high level overview
01:43:41.310 --> 01:43:44.230
because I know we do have
several new Board members
01:43:44.230 --> 01:43:46.820
who have not been part of this before.
01:43:46.820 --> 01:43:48.520
And then at the end of the presentation,
01:43:48.520 --> 01:43:51.050
we will talk about where we are
01:43:51.050 --> 01:43:54.990
as the fall 2020 semester
comes to a conclusion.
01:43:54.990 --> 01:43:59.463
So with that, I'm going
to share my screen.
01:44:01.870 --> 01:44:04.160
And so just a little bit
about what we are doing
01:44:04.160 --> 01:44:07.040
is the T-TESS Candidate
Assessment of Readiness.
01:44:07.040 --> 01:44:08.090
We are looking at this
01:44:08.090 --> 01:44:12.590
as a formal performance-based
assessment instrument.
01:44:19.320 --> 01:44:20.390
There we go.
01:44:20.390 --> 01:44:22.240
So just like the Board,
01:44:22.240 --> 01:44:24.270
just like everybody
in the state of Texas,
01:44:24.270 --> 01:44:26.800
what we are looking for,
our vision for this project
01:44:26.800 --> 01:44:30.060
is a day-one ready teacher
in every single classroom
01:44:30.060 --> 01:44:33.220
realized through
high-quality teacher training
01:44:33.220 --> 01:44:35.280
and support for all teacher candidates.
01:44:35.280 --> 01:44:36.170
And that is the goal
01:44:36.170 --> 01:44:38.360
of what we're trying to accomplish here.
01:44:38.360 --> 01:44:42.270
Our students can achieve,
every single student can achieve,
01:44:42.270 --> 01:44:44.730
no matter what circumstances
they're coming from.
01:44:44.730 --> 01:44:45.930
From a teacher perspective,
01:44:45.930 --> 01:44:47.960
teachers are the key levers
01:44:47.960 --> 01:44:50.770
in influencing that
achievement for students.
01:44:50.770 --> 01:44:54.100
And we, as EPPs, as
educator preparation programs
01:44:54.100 --> 01:44:57.210
have the responsibility to
support those candidates
01:44:57.210 --> 01:44:58.700
through their development,
01:44:58.700 --> 01:45:02.300
into becoming day-one ready teachers.
01:45:02.300 --> 01:45:07.010
So from when teacher candidates
succeed, schools succeed.
01:45:07.010 --> 01:45:10.530
And so we do recognize
and own the responsibility
01:45:10.530 --> 01:45:14.430
on the part of EPPs to ensure
that those teachers are ready
01:45:14.430 --> 01:45:16.310
the minute they walk into the classroom
01:45:16.310 --> 01:45:18.540
and our preparation
and training for them
01:45:18.540 --> 01:45:22.280
to be ready to that is
critical to their success.
01:45:22.280 --> 01:45:25.820
High expectations for us as EPPs
01:45:25.820 --> 01:45:28.140
results in better prepared teachers.
01:45:28.140 --> 01:45:29.960
Teacher candidate's assessments,
01:45:29.960 --> 01:45:32.920
how do we assess what's
happening in our programs
01:45:32.920 --> 01:45:35.010
should be meaningful tools
01:45:35.010 --> 01:45:37.800
that help those teachers
become day-one ready.
01:45:37.800 --> 01:45:41.560
And we as EPPs ought to
be and have to be accountable
01:45:41.560 --> 01:45:43.480
for supporting teacher readiness
01:45:43.480 --> 01:45:44.960
through high-quality feedback
01:45:44.960 --> 01:45:47.620
and through high-quality
professional development
01:45:47.620 --> 01:45:49.270
for our candidates.
01:45:49.270 --> 01:45:52.200
So what we are looking
for as part of this pilot,
01:45:52.200 --> 01:45:54.240
and it does run in conjunction
01:45:54.240 --> 01:45:56.550
with the state's edTPA pilots.
01:45:56.550 --> 01:45:58.340
Again, looking at the importance
01:45:58.340 --> 01:46:00.090
of performance-based assessment
01:46:00.090 --> 01:46:03.430
and how that can be
actualized across the state
01:46:03.430 --> 01:46:05.300
in a meaningful way.
01:46:05.300 --> 01:46:09.900
What we are proposing is
a consistent pedagogy exam
01:46:09.900 --> 01:46:12.640
for all candidates that
includes constructed response,
01:46:12.640 --> 01:46:14.610
but primarily at this point,
01:46:14.610 --> 01:46:16.280
our focus and our update to you
01:46:16.280 --> 01:46:20.210
is on locally scored
performance-based assessment
01:46:20.210 --> 01:46:22.430
within the EPP curriculum.
01:46:22.430 --> 01:46:25.150
And right now we are
advocating for T-TESS
01:46:25.150 --> 01:46:27.220
in that capacity.
01:46:27.220 --> 01:46:29.970
So what does that mean
in terms of certification?
01:46:29.970 --> 01:46:32.830
It means that the EPP
selects and implements
01:46:32.830 --> 01:46:34.760
a performance-based assessment.
01:46:34.760 --> 01:46:38.210
We are looking at the
efficacy of T-TESS in that role,
01:46:38.210 --> 01:46:39.820
but there are many other options
01:46:39.820 --> 01:46:42.210
that could fulfill that role as well
01:46:42.210 --> 01:46:46.470
if the Board eventually decides
to go with this as a model,
01:46:46.470 --> 01:46:49.330
it could be edTPA, it could be P PAT.
01:46:49.330 --> 01:46:50.790
It certainly could be T-TESS.
01:46:50.790 --> 01:46:54.045
It could be whatever
performance-based assessment
01:46:54.045 --> 01:46:55.773
is determined by the EPP.
01:46:56.990 --> 01:46:59.340
The appraisers that use that instrument
01:46:59.340 --> 01:47:02.590
have to be trained and calibrated.
01:47:02.590 --> 01:47:03.950
And that is a key part
01:47:03.950 --> 01:47:05.810
of what we're doing
with the T-TESS pilot
01:47:05.810 --> 01:47:09.120
is to ensure that there is a
mechanism and a process
01:47:09.120 --> 01:47:12.000
for training and calibrating,
01:47:12.000 --> 01:47:14.570
that training and the
consistency of scoring
01:47:14.570 --> 01:47:17.360
across all participants that are engaged
01:47:17.360 --> 01:47:19.660
in the performance-based assessment.
01:47:19.660 --> 01:47:21.650
Then the score on the
performance assessment
01:47:21.650 --> 01:47:25.140
determines the candidate's
recommendation for certification.
01:47:25.140 --> 01:47:27.770
There has to be a
consequential component
01:47:27.770 --> 01:47:29.917
to the performance-based assessment.
01:47:29.917 --> 01:47:32.360
The feedback is an
important part of that,
01:47:32.360 --> 01:47:36.100
but the consequential
accountable part of that score
01:47:36.100 --> 01:47:37.280
and that feedback
01:47:37.280 --> 01:47:40.620
are critical to the success
of any performance model,
01:47:40.620 --> 01:47:45.009
and in specifically with this
performance model as well.
01:47:45.009 --> 01:47:47.180
If a candidate is unsuccessful
01:47:47.180 --> 01:47:48.950
and it does happen and it should happen.
01:47:48.950 --> 01:47:51.040
So when a candidate is unsuccessful
01:47:51.040 --> 01:47:54.070
in the performance-based
assessment for any reason,
01:47:54.070 --> 01:47:57.880
then they have the opportunity
to repeat that experience
01:47:57.880 --> 01:48:00.350
so that there is an ongoing process
01:48:00.350 --> 01:48:04.110
to ensure that those
that are not successful
01:48:04.110 --> 01:48:05.400
receive the feedback
01:48:05.400 --> 01:48:08.550
and the accountability for that success,
01:48:08.550 --> 01:48:10.350
but are allowed to
repeat that experience
01:48:10.350 --> 01:48:12.020
and required to repeat that experience
01:48:12.020 --> 01:48:14.230
if they want to continue to move forward
01:48:14.230 --> 01:48:16.860
towards becoming a teacher in Texas.
01:48:16.860 --> 01:48:19.260
And then finally the EPPs
01:48:19.260 --> 01:48:22.730
would be responsible for
demonstrating their fidelity
01:48:22.730 --> 01:48:24.120
to this implementation
01:48:24.120 --> 01:48:26.840
at their five-year
review from the agency.
01:48:26.840 --> 01:48:28.020
So there is accountability,
01:48:28.020 --> 01:48:32.130
not just for the EPP as they
move through the process
01:48:32.130 --> 01:48:34.680
and not accountability
just for the candidate
01:48:34.680 --> 01:48:37.570
as they move through the
performance-based assessment,
01:48:37.570 --> 01:48:41.730
but accountability for
the EPP to the state,
01:48:41.730 --> 01:48:44.590
to the Texas education agency,
01:48:44.590 --> 01:48:47.640
that they are adhering to this process
01:48:47.640 --> 01:48:51.000
and adhering to the performance
standards with fidelity,
01:48:51.000 --> 01:48:53.570
and that we demonstrate
the accountability
01:48:53.570 --> 01:48:56.083
and the documentation for that fidelity.
01:48:57.350 --> 01:49:01.620
So why are we in particular
looking at T-TESS?
01:49:01.620 --> 01:49:04.280
First of all, we believe that T-TESS,
01:49:04.280 --> 01:49:07.090
the state has invested in T-TESS
01:49:07.090 --> 01:49:10.200
because it believes in
the efficacy of T-TESS
01:49:10.200 --> 01:49:14.680
as an evaluative instrument
for teacher performance.
01:49:14.680 --> 01:49:18.310
Primarily that is in part
because it provides data
01:49:18.310 --> 01:49:21.820
to inform candidate in
program improvement.
01:49:21.820 --> 01:49:24.990
It is very specific in the domains.
01:49:24.990 --> 01:49:28.020
It offers feedback that is
specific to the candidates,
01:49:28.020 --> 01:49:29.950
specific to the context
01:49:29.950 --> 01:49:31.820
and specific to a number of indicators
01:49:31.820 --> 01:49:33.120
that we know are critical
01:49:33.120 --> 01:49:35.780
to teacher performance and success.
01:49:35.780 --> 01:49:38.780
It also, secondly,
measures effective teaching
01:49:38.780 --> 01:49:41.450
within the context of Texas classrooms
01:49:41.450 --> 01:49:42.930
and Texas teaching standards.
01:49:42.930 --> 01:49:45.510
And we believe that
is a critical component
01:49:45.510 --> 01:49:48.210
to successful performance evaluation,
01:49:48.210 --> 01:49:51.560
performance based
evaluation of teaching in Texas.
01:49:51.560 --> 01:49:54.650
That what happens in
Texas standards is unique
01:49:54.650 --> 01:49:56.530
and contextual to Texas
01:49:56.530 --> 01:50:01.010
and T-TESS offers us
the opportunity to evaluate
01:50:01.010 --> 01:50:03.720
teacher candidate
performance within that context
01:50:03.720 --> 01:50:06.730
and based on Texas teaching standards.
01:50:06.730 --> 01:50:09.940
It also provides an aligned
growth model approach
01:50:09.940 --> 01:50:13.680
to teacher evaluation from
pre-service to in-service.
01:50:13.680 --> 01:50:16.030
It really is designed
01:50:16.030 --> 01:50:18.880
as a true performance
based assessment model.
01:50:18.880 --> 01:50:21.810
We take our candidates
from the very beginning
01:50:21.810 --> 01:50:23.270
using the T-TESS model,
01:50:23.270 --> 01:50:25.610
and just like we do
with in-service teachers,
01:50:25.610 --> 01:50:29.040
it allows us to evaluate
their growth over time.
01:50:29.040 --> 01:50:32.130
It includes walkthroughs, it
includes multiple evaluations,
01:50:32.130 --> 01:50:34.390
multiple feedback sessions,
01:50:34.390 --> 01:50:36.790
and that growth model perspective
01:50:36.790 --> 01:50:39.560
is a really important part of the model.
01:50:39.560 --> 01:50:42.710
And we believe T-TESS
adds value in that way,
01:50:42.710 --> 01:50:45.320
in an important context.
01:50:45.320 --> 01:50:47.420
It also provides meaningful feedback
01:50:47.420 --> 01:50:50.913
that supports candidate's
readiness for the classroom.
01:50:54.072 --> 01:50:56.920
It is not uncontextualized feedback
01:50:56.920 --> 01:50:59.020
that comes basically
from a drop down menu.
01:50:59.020 --> 01:51:00.800
It is unique to the candidate.
01:51:00.800 --> 01:51:03.300
It is unique to the
discipline they're teaching.
01:51:03.300 --> 01:51:05.850
It is unique to the
context of the classroom
01:51:05.850 --> 01:51:07.780
in which they're teaching.
01:51:07.780 --> 01:51:11.240
It just provides a
richness and robustness
01:51:11.240 --> 01:51:14.540
that we believe is unique
to the T-TESS model.
01:51:14.540 --> 01:51:17.320
And then finally it evaluates
their ethical behavior
01:51:17.320 --> 01:51:18.350
and decision-making
01:51:18.350 --> 01:51:22.130
as outlined by the
educator code of ethics.
01:51:22.130 --> 01:51:23.830
Ironic timing that we came right after
01:51:23.830 --> 01:51:25.520
the disciplinary hearings,
01:51:25.520 --> 01:51:30.060
because we do believe that
component of the T-TESS model
01:51:30.060 --> 01:51:34.130
is really important and a
really value added component
01:51:34.130 --> 01:51:37.160
for measuring pre-service
candidate performance.
01:51:37.160 --> 01:51:41.280
We want to ensure that we
are looking at their pedagogy,
01:51:41.280 --> 01:51:42.460
looking at their assessment,
01:51:42.460 --> 01:51:44.390
looking at all of those
tools that they bring
01:51:44.390 --> 01:51:48.010
from an instructional
standpoint to the classroom.
01:51:48.010 --> 01:51:49.510
But we are also doing that
01:51:51.240 --> 01:51:55.120
while considering their
adherence to the code of ethics
01:51:55.120 --> 01:51:58.140
and their ethical behavior
and performance and growth
01:51:58.140 --> 01:51:59.863
in the process as well.
01:52:01.330 --> 01:52:02.950
So the goals of what we are doing,
01:52:02.950 --> 01:52:05.460
and these are in the Board packet
01:52:05.460 --> 01:52:06.830
as part of the agenda item,
01:52:06.830 --> 01:52:09.200
but we are looking at identifying,
01:52:09.200 --> 01:52:11.300
and developing best practices
01:52:11.300 --> 01:52:13.880
in the implementation of T-TESS
01:52:13.880 --> 01:52:17.770
by educator preparation
programs across Texas.
01:52:17.770 --> 01:52:18.910
We also are looking at
01:52:18.910 --> 01:52:21.750
how to measure early candidate outcomes
01:52:21.750 --> 01:52:25.440
for candidates and EPPs
who complete T-TESS
01:52:25.440 --> 01:52:29.140
as a performance-based
indicator of teacher readiness,
01:52:29.140 --> 01:52:33.060
and then to develop
criteria for using T-TESS
01:52:33.060 --> 01:52:36.933
as a consequential component
of teacher candidate training.
01:52:38.050 --> 01:52:43.050
So high level overview of
what that means common data
01:52:43.140 --> 01:52:44.640
across all of our participants.
01:52:44.640 --> 01:52:47.440
And we'll talk who our
participants are in just a minute,
01:52:47.440 --> 01:52:50.801
but ensuring that we are
collecting systematically
01:52:50.801 --> 01:52:53.570
common data from all of the participants
01:52:53.570 --> 01:52:56.250
across Texas related to T-TESS
01:52:56.250 --> 01:52:58.513
as a performance-based assessment.
01:52:58.513 --> 01:53:02.060
The overview includes
supervisor training and calibration
01:53:02.060 --> 01:53:03.880
that happens for all
of those participants.
01:53:03.880 --> 01:53:07.700
Everybody is receiving
consistent and common training
01:53:07.700 --> 01:53:10.553
for evaluating teacher
candidate performance
01:53:10.553 --> 01:53:12.830
in the classroom setting.
01:53:12.830 --> 01:53:15.930
It includes candidate
video, and self-reflection,
01:53:15.930 --> 01:53:19.270
it is a required
component of the process
01:53:19.270 --> 01:53:21.050
that the candidates video themselves
01:53:21.050 --> 01:53:25.110
and that they reflect on
their own self evaluation
01:53:25.110 --> 01:53:27.100
of teaching as well,
01:53:27.100 --> 01:53:30.025
does include participants
from diverse EPPs.
01:53:30.025 --> 01:53:31.570
And that was really important to us
01:53:31.570 --> 01:53:35.140
to ensure that we had
a broad cross section
01:53:35.140 --> 01:53:37.080
of diversity from across Texas.
01:53:37.080 --> 01:53:40.900
And that means not only
university-based EPPs,
01:53:40.900 --> 01:53:43.580
but also alternative certification EPPs,
01:53:44.918 --> 01:53:48.000
both for profit and non-profit
01:53:48.000 --> 01:53:51.850
that population also
includes large EPPs,
01:53:51.850 --> 01:53:55.130
small EPPs, private EPPs, public EPPs,
01:53:56.573 --> 01:54:01.260
EPS in historically black
colleges and universities,
01:54:01.260 --> 01:54:03.110
and just a really wide cross section
01:54:03.110 --> 01:54:05.730
that reflects the diversity of Texas
01:54:05.730 --> 01:54:07.999
and then reflects the diversity
01:54:07.999 --> 01:54:10.820
of educator preparation in Texas.
01:54:10.820 --> 01:54:12.490
And then finally a robust,
01:54:12.490 --> 01:54:16.340
mixed method analysis for
the data that we are collecting.
01:54:16.340 --> 01:54:17.720
It's not just about,
01:54:17.720 --> 01:54:19.520
do we see what we
think we're going to see,
01:54:19.520 --> 01:54:21.270
but are we really looking at how this
01:54:21.270 --> 01:54:23.470
becomes a meaningful part
01:54:23.470 --> 01:54:25.560
of understanding educator preparation
01:54:25.560 --> 01:54:28.270
and understanding
performance-based assessment
01:54:28.270 --> 01:54:32.120
within an educator
preparation across Texas?
01:54:32.120 --> 01:54:34.630
I'm gonna turn it over to Christina,
01:54:34.630 --> 01:54:36.790
to talk a little bit about
where we are right now
01:54:36.790 --> 01:54:38.710
with the data that
we've collected so far
01:54:38.710 --> 01:54:39.760
throughout the pilot.
01:54:42.130 --> 01:54:43.160
Okay so...
01:54:44.610 --> 01:54:48.440
Stacy, can you...?
01:54:48.440 --> 01:54:49.273
There we go.
01:54:49.273 --> 01:54:50.963
Now we (indistinct) feedback to you?
01:54:52.367 --> 01:54:54.480
So we are collecting common data
01:54:54.480 --> 01:54:57.000
across all of the participating EPPs,
01:54:57.000 --> 01:54:58.830
and we also are collecting common data
01:54:58.830 --> 01:55:01.120
to what is being collected about edTPA,
01:55:01.120 --> 01:55:04.010
because we wanna make
sure that at the end of this,
01:55:04.010 --> 01:55:06.810
we're able to look at the
efficacy of both of them
01:55:06.810 --> 01:55:07.680
in a similar way.
01:55:07.680 --> 01:55:10.450
And so we are collecting
the observations,
01:55:10.450 --> 01:55:14.290
both the formal in-person
and the summative evaluations
01:55:14.290 --> 01:55:17.660
of teacher candidates that
are being conducted in the field.
01:55:17.660 --> 01:55:19.800
We did do a pretty quick pivot
01:55:19.800 --> 01:55:23.290
and have been able to do
those observations virtually
01:55:24.410 --> 01:55:26.570
thanks in large part to the Board
01:55:26.570 --> 01:55:29.150
for approving video
observations this fall
01:55:29.150 --> 01:55:31.470
that's been incredibly helpful.
01:55:31.470 --> 01:55:34.030
Teacher candidates are
also completing self-reflections
01:55:34.030 --> 01:55:37.010
on their teaching by
recording themselves
01:55:37.010 --> 01:55:39.230
and watching that video,
01:55:39.230 --> 01:55:41.110
we'll have all of the
complete demographics
01:55:41.110 --> 01:55:43.638
of the candidates who
participate the Texas exam scores
01:55:43.638 --> 01:55:46.400
of those, so that we can
compare their T-TESS scores
01:55:46.400 --> 01:55:48.120
to their Texas exam.
01:55:48.120 --> 01:55:50.090
The principal survey
that's completed about them
01:55:50.090 --> 01:55:51.860
during their first year of teaching.
01:55:51.860 --> 01:55:54.490
Once we stand up the value added model
01:55:54.490 --> 01:55:56.870
that Mark and his team
have been working on so hard,
01:55:56.870 --> 01:55:58.540
we'll be able to look at
01:55:58.540 --> 01:56:01.090
comparison of T-TESS scores to that.
01:56:01.090 --> 01:56:04.040
We'll be tracking teacher
candidates' employment
01:56:04.040 --> 01:56:04.873
through the States
01:56:04.873 --> 01:56:07.810
so that we can have a better idea
01:56:07.810 --> 01:56:10.950
of where successful
candidates are employed
01:56:10.950 --> 01:56:12.740
and how long they stay with us.
01:56:12.740 --> 01:56:14.890
And then we'll also be
doing surveys and interviews
01:56:14.890 --> 01:56:18.440
with the candidates so that
we understand their perceptions
01:56:18.440 --> 01:56:22.813
of the helpfulness of T-TESS
during their development.
01:56:26.740 --> 01:56:29.170
We also are focusing right now
01:56:29.170 --> 01:56:32.050
on creating supervisor
training and calibration modules
01:56:32.050 --> 01:56:33.540
so that the field supervisors
01:56:33.540 --> 01:56:35.980
who are providing the
feedback and evaluation
01:56:35.980 --> 01:56:38.550
of the teacher candidates
are well-trained.
01:56:38.550 --> 01:56:41.800
And so currently we have
some field supervisors
01:56:41.800 --> 01:56:44.670
who have completed the
TEA approved field supervisor,
01:56:44.670 --> 01:56:46.770
observation training,
and some that have done
01:56:46.770 --> 01:56:48.860
the complete T-TESS appraiser training.
01:56:48.860 --> 01:56:51.610
We are working toward
having all field supervisors,
01:56:51.610 --> 01:56:53.350
complete the T-TESS appraiser training,
01:56:53.350 --> 01:56:55.640
because we believe
that that's a more robust
01:56:55.640 --> 01:56:57.240
as a 40 hour training
01:56:57.240 --> 01:56:59.330
versus the field supervisor
observation training,
01:56:59.330 --> 01:57:00.620
that's only eight hours.
01:57:00.620 --> 01:57:03.130
And so we believe that
a more robust training
01:57:03.130 --> 01:57:05.180
will help them to
provide better feedback
01:57:06.330 --> 01:57:08.570
and evaluation to the candidates.
01:57:08.570 --> 01:57:12.210
We are also creating
a calibration module
01:57:12.210 --> 01:57:14.320
within the teaching channel platform,
01:57:14.320 --> 01:57:15.610
working with TEA staff,
01:57:15.610 --> 01:57:19.110
we've been able to access the
videos on TeachForTexas.org,
01:57:19.110 --> 01:57:21.510
which are the same videos
used by T-TESS appraisers
01:57:21.510 --> 01:57:24.590
across the state in order
to calibrate every year.
01:57:24.590 --> 01:57:27.290
So the beginning in
January, all field supervisors,
01:57:27.290 --> 01:57:30.420
working with teacher
candidates who are using T-TESS
01:57:30.420 --> 01:57:32.700
must pass that calibration module
01:57:32.700 --> 01:57:35.193
in order to supervise those students.
01:57:39.669 --> 01:57:42.450
Okay, I do wanna talk just for a second
01:57:42.450 --> 01:57:45.872
about the process that each
teacher candidate goes through,
01:57:45.872 --> 01:57:48.590
because I think that's
a unique component
01:57:48.590 --> 01:57:50.600
of this performance assessment.
01:57:50.600 --> 01:57:53.760
And there are two recursive processes
01:57:53.760 --> 01:57:55.160
that are happening all the time.
01:57:55.160 --> 01:57:57.169
And so for my school
district people forgive me,
01:57:57.169 --> 01:57:58.730
but I'm gonna go through this.
01:57:58.730 --> 01:58:01.100
And this is very familiar to you.
01:58:01.100 --> 01:58:03.600
And so for each time that
a candidate is observed
01:58:03.600 --> 01:58:04.830
a pre-conference happens.
01:58:04.830 --> 01:58:07.360
So that goals and
expectations can be set.
01:58:07.360 --> 01:58:09.060
The observation then happens
01:58:09.060 --> 01:58:11.437
and a post observation conference
01:58:11.437 --> 01:58:14.660
occurs between the supervisor
and the teacher candidate.
01:58:14.660 --> 01:58:16.830
After that conference
the goal setting happens
01:58:16.830 --> 01:58:18.970
so that they can determine
what the next steps are
01:58:18.970 --> 01:58:20.127
for that teacher candidate.
01:58:20.127 --> 01:58:21.440
And then the teacher candidate
01:58:21.440 --> 01:58:22.973
engages in professional learning
01:58:22.973 --> 01:58:25.023
so that they can improve in that areas
01:58:25.023 --> 01:58:27.030
that they were deficit in.
01:58:27.030 --> 01:58:28.850
Then that process begins again.
01:58:28.850 --> 01:58:29.900
They make some improvements
01:58:29.900 --> 01:58:31.987
and then the field supervisor comes back
01:58:31.987 --> 01:58:33.610
and they have another pre-conference.
01:58:33.610 --> 01:58:35.080
They set goals, they do the observation
01:58:35.080 --> 01:58:37.590
and they go through that whole process.
01:58:37.590 --> 01:58:39.270
Throughout the semester
01:58:39.270 --> 01:58:41.300
there's also informal
coaching happening.
01:58:41.300 --> 01:58:44.160
So the field supervisors are
in constant communication
01:58:44.160 --> 01:58:45.560
with their teacher candidates.
01:58:45.560 --> 01:58:48.630
They're doing formal
observations along and along
01:58:48.630 --> 01:58:50.350
to be able to provide them feedback
01:58:50.350 --> 01:58:55.120
on the full T-TESS rubric
before the teacher candidate
01:58:55.120 --> 01:58:57.370
does their final lesson demonstration.
01:58:57.370 --> 01:58:58.830
Most of those lesson demonstrations
01:58:58.830 --> 01:59:02.070
this fall were done in late
November, early December
01:59:02.070 --> 01:59:05.640
to give the teacher candidate
the most time to develop.
01:59:05.640 --> 01:59:08.450
The teacher candidate
records that final lesson,
01:59:08.450 --> 01:59:10.660
and then watches themselves teach,
01:59:10.660 --> 01:59:13.960
which if you've never done
that, is quite a scary process.
01:59:13.960 --> 01:59:15.630
And so they watch themselves,
01:59:15.630 --> 01:59:18.750
they reflect on their performance
01:59:18.750 --> 01:59:21.520
and then they sit down
with their field supervisor
01:59:21.520 --> 01:59:23.520
and talk with them
about their performance
01:59:23.520 --> 01:59:25.230
and where they think
they still need to grow.
01:59:25.230 --> 01:59:27.080
And then the field supervisor
01:59:27.080 --> 01:59:30.560
completes a summative
evaluation on them.
01:59:30.560 --> 01:59:32.840
Those teacher candidates,
if they're successful,
01:59:32.840 --> 01:59:34.230
then become certified teachers
01:59:34.230 --> 01:59:36.060
and they go back into this process
01:59:36.060 --> 01:59:38.537
once they're employed
in the school district.
01:59:38.537 --> 01:59:41.050
And so they become
familiar with the process
01:59:41.050 --> 01:59:44.833
that they'll be engaging
in as a certified teacher.
01:59:47.522 --> 01:59:49.330
For the candidate
video and self reflection,
01:59:49.330 --> 01:59:52.090
I told you, they video the
final lesson demonstration.
01:59:52.090 --> 01:59:54.760
It's also observed by
their field supervisor,
01:59:54.760 --> 01:59:56.170
and then they are submitting,
01:59:56.170 --> 01:59:58.990
or most of them are
submitting those videos to us
01:59:58.990 --> 02:00:00.070
so that we can have them
02:00:00.070 --> 02:00:02.850
reviewed by an external T-TESS appraiser
02:00:02.850 --> 02:00:05.440
so that we can compare
the scores that are given
02:00:05.440 --> 02:00:09.130
by field supervisors to those
given by an external reviewer.
02:00:09.130 --> 02:00:10.750
They also complete a self-reflection,
02:00:10.750 --> 02:00:13.210
which is a narrative based
on the T-TESS rubric.
02:00:13.210 --> 02:00:15.700
And that self-reflection
is used as evidence
02:00:15.700 --> 02:00:18.740
during the summit of evaluation
done by the field supervisor
02:00:21.260 --> 02:00:24.060
we would be remiss if
we did not acknowledge
02:00:24.060 --> 02:00:25.610
all of the wonderful partners
02:00:25.610 --> 02:00:27.610
who have worked with us on this work
02:00:27.610 --> 02:00:29.410
and Stacy and I have the pleasure
02:00:29.410 --> 02:00:31.560
of getting to come and talk with you.
02:00:31.560 --> 02:00:33.290
But so much of the
work behind the scenes
02:00:33.290 --> 02:00:34.840
has been done by these people.
02:00:34.840 --> 02:00:36.410
You've seen most of these names before.
02:00:36.410 --> 02:00:39.030
We did want to specifically
mention Teaching Channel.
02:00:39.030 --> 02:00:41.550
They have recently joined the work
02:00:41.550 --> 02:00:43.120
and have been incredibly supportive
02:00:43.120 --> 02:00:44.990
in helping us to think about this work
02:00:44.990 --> 02:00:47.320
and how this work can
support the development
02:00:47.320 --> 02:00:48.153
of new teachers.
02:00:48.153 --> 02:00:50.900
And so they are providing the platform
02:00:50.900 --> 02:00:52.100
for the videos to go in.
02:00:52.100 --> 02:00:54.010
And then also for any candidates
02:00:54.010 --> 02:00:55.470
who participate in this pilot,
02:00:55.470 --> 02:00:59.130
they're receiving access to
the video library of resources
02:00:59.130 --> 02:01:00.680
that Teaching Channel provides.
02:01:00.680 --> 02:01:03.380
So they will have access
to that for the next year
02:01:03.380 --> 02:01:05.300
and be able to use those resources
02:01:05.300 --> 02:01:07.593
as they continue to
develop in the classroom.
02:01:09.390 --> 02:01:12.420
And then just a very broad data update
02:01:12.420 --> 02:01:15.520
'cause we have not gotten
to start analyzing data yet.
02:01:15.520 --> 02:01:19.380
We do have 14 EPPs that
are participating currently
02:01:19.380 --> 02:01:20.730
for this fall semester.
02:01:20.730 --> 02:01:23.570
We have about 615 teacher candidates
02:01:23.570 --> 02:01:24.940
who participated out of those EPPs
02:01:24.940 --> 02:01:28.030
and of those 650 teacher candidates,
02:01:28.030 --> 02:01:32.330
about 350 of them will be
able to submit their videos to us.
02:01:32.330 --> 02:01:35.110
We have had a tiny bit of an
issue with getting permission
02:01:35.110 --> 02:01:37.960
for some of them to submit videos.
02:01:37.960 --> 02:01:40.330
We are using a perfect
compliant platform.
02:01:40.330 --> 02:01:43.310
We are making sure that we
have school district permissions
02:01:43.310 --> 02:01:45.650
for these video collections.
02:01:45.650 --> 02:01:46.930
And so some school districts
02:01:46.930 --> 02:01:48.470
have just been a little bit hesitant
02:01:48.470 --> 02:01:51.970
to allow videos that have
obviously student faces
02:01:51.970 --> 02:01:54.310
and them to go into
a third party platform.
02:01:54.310 --> 02:01:57.220
So not every teacher candidate
has been able to do that.
02:01:57.220 --> 02:01:58.470
I think in our next year,
02:01:58.470 --> 02:02:00.200
that will be a lot of
the work that we do
02:02:00.200 --> 02:02:01.370
is working with school districts
02:02:01.370 --> 02:02:03.640
to help them feel more comfortable
02:02:03.640 --> 02:02:06.233
with the video recording process.
02:02:08.020 --> 02:02:09.150
And then our timeline.
02:02:09.150 --> 02:02:11.290
We are collecting data
and then analyzing data
02:02:11.290 --> 02:02:13.978
and we're collecting data
and we're analyzing data.
02:02:13.978 --> 02:02:17.080
And as we get those in
and have results to share,
02:02:17.080 --> 02:02:21.340
we will gladly come back and
talk to you about our findings
02:02:21.340 --> 02:02:23.950
and all of the interesting
things that we're learning.
02:02:23.950 --> 02:02:27.290
We do intend to move forward
and continue doing this work
02:02:27.290 --> 02:02:29.050
as long as you guys
are still considering
02:02:29.050 --> 02:02:31.890
the performance assessment decision.
02:02:31.890 --> 02:02:36.130
And I know your next
item is to look at edTPA
02:02:36.130 --> 02:02:38.400
and the longevity of that pilot.
02:02:38.400 --> 02:02:40.470
And so we are happy
to continue this work,
02:02:40.470 --> 02:02:42.150
as long as you guys are still working
02:02:42.150 --> 02:02:43.350
on making that decision.
02:02:47.780 --> 02:02:50.263
You're unmuted Stacey.
Yeah.
02:02:52.210 --> 02:02:55.300
Thank you, hashtag 2020.
02:02:55.300 --> 02:02:58.440
With that we're glad to
answer any questions
02:02:58.440 --> 02:03:03.200
or entertain any, offer
any follow up or feedback
02:03:03.200 --> 02:03:05.530
that you may be interested in.
02:03:05.530 --> 02:03:06.910
Well, first of all,
thank you ladies,
02:03:06.910 --> 02:03:09.600
for the work that you're
doing and for the update.
02:03:09.600 --> 02:03:12.283
And then I'm gonna go and
start recognizing Board members
02:03:12.283 --> 02:03:14.280
that may have clarifying questions.
02:03:14.280 --> 02:03:17.550
We recognize this is simply
an update at this point,
02:03:17.550 --> 02:03:18.383
Dr. Turner.
02:03:22.959 --> 02:03:27.390
Oh, I'm sorry, Katie, do
we have Public Testimony?
02:03:27.390 --> 02:03:29.210
No sir, we do
not for this item.
02:03:29.210 --> 02:03:31.083
Okay, go ahead, Dr. Turner.
02:03:31.940 --> 02:03:33.880
I just wanna say thank you
so much for your hard work.
02:03:33.880 --> 02:03:37.080
I know we've been in
contact previously at school.
02:03:41.220 --> 02:03:43.660
What I wanted to know, I'm not sure
02:03:43.660 --> 02:03:48.107
if TEA can provide
(indistinct) lists of participating
02:03:49.920 --> 02:03:53.993
with the T-TESS and the edTPA.
02:03:53.993 --> 02:03:56.790
I like to know who is doing both
02:03:56.790 --> 02:03:59.423
because I like to have the mainly tests.
02:03:59.423 --> 02:04:02.370
I have a testimony maybe later on,
02:04:02.370 --> 02:04:04.990
so they can kind of maybe
see what the differences are
02:04:04.990 --> 02:04:07.480
and they will be able
to do comparisons for us
02:04:07.480 --> 02:04:11.090
and give us some data on
how both of them are working.
02:04:11.090 --> 02:04:12.920
I don't know if that's
a possibility or not,
02:04:12.920 --> 02:04:15.590
but I really like to have that list.
02:04:15.590 --> 02:04:17.350
Thank you, Dr. Turner.
02:04:17.350 --> 02:04:20.010
I think that I see the
ladies shaking their heads
02:04:20.010 --> 02:04:22.550
that's possible, so
we'll look forward to that
02:04:22.550 --> 02:04:24.263
in the next update.
02:04:25.708 --> 02:04:27.103
Absolutely.
Mr. Coleman.
02:04:28.840 --> 02:04:30.550
Thank you, Dr. Covazos.
02:04:30.550 --> 02:04:32.370
Dr. Edmondson and Dr. Ellis,
02:04:32.370 --> 02:04:35.600
thank you for that very
comprehensive presentation.
02:04:35.600 --> 02:04:38.240
Dr. Edmondson two
things stuck out for me
02:04:38.240 --> 02:04:39.930
during your presentation.
02:04:39.930 --> 02:04:43.770
And one was the
mention of the instrument
02:04:43.770 --> 02:04:46.320
or the assessment being locally scored.
02:04:46.320 --> 02:04:50.410
And secondly was the fact
that there would be a focus
02:04:50.410 --> 02:04:53.030
on Texas teaching standards.
02:04:53.030 --> 02:04:56.200
If you wouldn't mind
briefly just elaborating
02:04:56.200 --> 02:04:59.170
on the importance of
both of those aspects.
02:04:59.170 --> 02:05:01.630
One, the local scoring
02:05:01.630 --> 02:05:05.993
and two the focus on the
Texas teaching standards.
02:05:07.284 --> 02:05:09.760
what are the advantages to that?
02:05:09.760 --> 02:05:12.700
Sure, yeah, thank you for that.
02:05:12.700 --> 02:05:14.670
We think part of...
02:05:14.670 --> 02:05:17.940
With T-TESS, they have a supervisor
02:05:17.940 --> 02:05:20.700
in that it works with them
the entire semester or a year,
02:05:20.700 --> 02:05:21.790
depending on what sort of
02:05:21.790 --> 02:05:23.823
field experience opportunity they have.
02:05:25.400 --> 02:05:28.077
So that person has been
with them the entire semester
02:05:28.077 --> 02:05:30.520
and is giving them consistent feedback
02:05:30.520 --> 02:05:35.230
and observing them
multiple times as required.
02:05:35.230 --> 02:05:38.300
And so that, that local feedback
02:05:38.300 --> 02:05:43.300
we believe adds value in
that this is not a one-stop,
02:05:43.927 --> 02:05:47.450
"I see a short time
piece of your teaching,
02:05:47.450 --> 02:05:50.080
but I've been able as
the supervisor to evaluate
02:05:50.080 --> 02:05:51.740
your teaching throughout the semester.
02:05:51.740 --> 02:05:54.090
And I get to see an entire lesson
02:05:54.090 --> 02:05:57.930
and I get to see all of the dynamics
02:05:57.930 --> 02:05:59.410
that go into that lesson,
02:05:59.410 --> 02:06:03.690
as opposed to a smaller
snippet or a smaller snapshot
02:06:03.690 --> 02:06:05.367
of what that part of
your teaching looks like."
02:06:05.367 --> 02:06:09.110
And so we think there is
inherently a great deal of value
02:06:09.110 --> 02:06:12.160
just as there is in it
for in-service teachers,
02:06:12.160 --> 02:06:13.840
that value of the supervisor,
02:06:13.840 --> 02:06:15.930
the person doing the evaluation
02:06:15.930 --> 02:06:18.450
to really have a broader picture
02:06:18.450 --> 02:06:19.820
of what's happening in the classroom
02:06:19.820 --> 02:06:22.600
and be able to offer
an evaluative feedback
02:06:22.600 --> 02:06:27.430
and accountability decision
based on that broader picture.
02:06:27.430 --> 02:06:29.429
And then your question to the alignment
02:06:29.429 --> 02:06:32.009
towards Texas standards,
02:06:32.009 --> 02:06:35.290
education as a function of the States,
02:06:35.290 --> 02:06:36.610
my virtue of the 10th amendment,
02:06:36.610 --> 02:06:39.740
we think it looks
different in every state.
02:06:39.740 --> 02:06:43.023
It may have similar
goals at a very broad level,
02:06:43.960 --> 02:06:48.740
but to us, what happens in
Texas is very unique to Texas.
02:06:48.740 --> 02:06:50.610
And it certainly looks different
02:06:50.610 --> 02:06:54.850
than what happens in schools
in Vermont or in California,
02:06:54.850 --> 02:06:57.640
or in any other part of the country.
02:06:57.640 --> 02:07:02.640
And so, 'cause T-TESS is
a state appraisal instrument
02:07:04.360 --> 02:07:06.260
in an appraisal process,
02:07:06.260 --> 02:07:11.260
it is completely aligned to
the Texas teaching standards.
02:07:11.310 --> 02:07:13.100
And we believe that that really
02:07:13.100 --> 02:07:16.169
is just a critically important part
02:07:16.169 --> 02:07:19.340
as we evaluate people
who are going to be certified
02:07:19.340 --> 02:07:20.440
to teach in Texas,
02:07:20.440 --> 02:07:24.990
that the teaching we're
watching is evaluated
02:07:24.990 --> 02:07:28.250
by people who are trained
in those Texas standards
02:07:28.250 --> 02:07:30.140
and that they're accountable
02:07:30.140 --> 02:07:32.810
for teaching to those Texas standards.
02:07:32.810 --> 02:07:34.256
And so those two things,
02:07:34.256 --> 02:07:37.410
we think are just a
really important part
02:07:37.410 --> 02:07:39.160
of the T-TESS model
02:07:39.160 --> 02:07:41.120
that may be abstinent in other models,
02:07:41.120 --> 02:07:42.990
and regardless of that,
02:07:42.990 --> 02:07:46.450
we think they are an
important part of evaluating
02:07:46.450 --> 02:07:48.500
pre-service teacher
candidate performance,
02:07:48.500 --> 02:07:52.270
especially from the perspective
of holding them accountable
02:07:52.270 --> 02:07:53.580
for their licensure
02:07:53.580 --> 02:07:57.653
depending on that
ability to perform teaching.
02:07:58.520 --> 02:07:59.810
Thank you, Dr. Edmondson.
02:07:59.810 --> 02:08:03.330
You and your staff, and
also your other partners
02:08:03.330 --> 02:08:05.220
in this endeavor with T-TESS,
02:08:05.220 --> 02:08:07.330
you should be commended for your work
02:08:07.330 --> 02:08:08.700
that you've been doing, thank you.
02:08:08.700 --> 02:08:10.120
Yeah, we appreciate it.
02:08:10.120 --> 02:08:12.330
And we also wanna say just for a second,
02:08:12.330 --> 02:08:15.250
we appreciate TEA and the staff
02:08:15.250 --> 02:08:17.940
in helping support this,
02:08:17.940 --> 02:08:20.560
we've had a lot of
conversations with them
02:08:20.560 --> 02:08:25.560
and have really engaged in
trying to understand the process
02:08:26.330 --> 02:08:30.640
and to troubleshoot and
just be openly communicative
02:08:30.640 --> 02:08:31.473
with one another.
02:08:31.473 --> 02:08:34.590
And we do want to
officially acknowledge to you
02:08:34.590 --> 02:08:36.900
as the Board, our appreciation to them
02:08:36.900 --> 02:08:39.703
as the staff and the agency.
02:08:39.703 --> 02:08:42.630
Thank you, Emily.
02:08:42.630 --> 02:08:44.330
Thank you, I have
several questions,
02:08:44.330 --> 02:08:48.110
but I do just wanna start
by affirming your hard work,
02:08:48.110 --> 02:08:51.740
particularly in this crazy
year to be doing a pilot
02:08:51.740 --> 02:08:54.300
and coordinating so many
partners across the state
02:08:54.300 --> 02:08:56.460
and so many moving parts
02:08:56.460 --> 02:08:59.610
and the way you had to
be super nimble and flexible
02:08:59.610 --> 02:09:03.870
to adjust your own EPP
program itself and the pilot
02:09:03.870 --> 02:09:06.700
to accommodate all of
the challenges of this year.
02:09:06.700 --> 02:09:08.920
I think it really speaks to you
02:09:08.920 --> 02:09:11.540
and your team's grit and perseverance.
02:09:11.540 --> 02:09:14.383
So thank you so much
for all of that diligence.
02:09:15.640 --> 02:09:18.160
I do have a few questions
just for clarification,
02:09:18.160 --> 02:09:21.580
and to better understand
the work that you're doing
02:09:21.580 --> 02:09:23.820
and kind of the intended outcome of it.
02:09:23.820 --> 02:09:27.300
I'm looking in the
BoardBook at your answers
02:09:27.300 --> 02:09:29.860
to the guiding questions.
02:09:29.860 --> 02:09:32.580
I'm on item Number 10, Page Two,
02:09:32.580 --> 02:09:34.683
looking at question number two,
02:09:35.780 --> 02:09:38.400
here you talk about your vision
02:09:38.400 --> 02:09:43.400
and kind of the goals
for the T-TESS T-CAR.
02:09:46.340 --> 02:09:48.040
And you said that EPPs would ensure
02:09:48.040 --> 02:09:50.010
that appraisers are trained
02:09:50.010 --> 02:09:53.800
and that they implemented
the T-TESS process with fidelity.
02:09:53.800 --> 02:09:56.550
I was wondering kind of what
the check and balance is there.
02:09:56.550 --> 02:10:00.560
Since this would not be a
third party evaluation like PPR,
02:10:00.560 --> 02:10:01.890
which none of us are big fans of,
02:10:01.890 --> 02:10:05.150
or edTPA, which is
certainly a third party.
02:10:05.150 --> 02:10:07.850
You mentioned that there
would be an independence,
02:10:07.850 --> 02:10:11.480
reviewer of some of the submissions,
02:10:11.480 --> 02:10:12.900
but can you tell us
a little bit more about
02:10:12.900 --> 02:10:14.810
what is the check and balance?
02:10:14.810 --> 02:10:16.420
And I'll tell you just
to be transparent,
02:10:16.420 --> 02:10:19.680
kind of the root of my question
is coming from the idea.
02:10:19.680 --> 02:10:21.130
I run an EPP myself,
02:10:21.130 --> 02:10:23.060
and I know that incentives matter
02:10:23.060 --> 02:10:26.110
and what we incentivize
people to do matters.
02:10:26.110 --> 02:10:28.480
And I'm wondering if
there's a connection between
02:10:28.480 --> 02:10:31.670
what makes a successful field supervisor
02:10:31.670 --> 02:10:34.760
and what percentage of
the people that they coach
02:10:34.760 --> 02:10:38.130
or supervise receive passing
scores on this evaluation.
02:10:38.130 --> 02:10:39.720
And is there an incentive
02:10:41.000 --> 02:10:44.433
for them to rate people
in a positive way?
02:10:45.700 --> 02:10:48.080
And secondly, I think
there's a complicating factor
02:10:48.080 --> 02:10:49.700
when someone has been coaching someone
02:10:49.700 --> 02:10:50.800
for a longer period of time
02:10:50.800 --> 02:10:52.880
and built a relationship
with that person
02:10:52.880 --> 02:10:54.640
that can make things complicated.
02:10:54.640 --> 02:10:56.210
So I'm wondering what check and balance
02:10:56.210 --> 02:10:58.970
you're building into this plan.
02:10:58.970 --> 02:11:00.930
Yes, that is a great question.
02:11:00.930 --> 02:11:04.440
And you're exactly right,
we're all human beings.
02:11:04.440 --> 02:11:08.040
And so we all carry a
certain level of bias with us,
02:11:08.040 --> 02:11:11.200
and we don't wanna
be naive to that fact.
02:11:11.200 --> 02:11:13.550
And so, like you mentioned,
02:11:13.550 --> 02:11:15.650
when you've been working
with a teacher candidate
02:11:15.650 --> 02:11:17.450
for an entire semester,
02:11:17.450 --> 02:11:20.040
you certainly want
them to be successful.
02:11:20.040 --> 02:11:24.693
And how then do we balance ensuring
02:11:24.693 --> 02:11:26.420
that the feedback they're receiving
02:11:26.420 --> 02:11:29.771
and especially the consequential
component of that feedback
02:11:29.771 --> 02:11:33.290
is not biased towards the positive.
02:11:33.290 --> 02:11:36.440
So part of that is ensuring
that they are adequately trained
02:11:36.440 --> 02:11:38.730
and we do have
mechanisms in place to ensure
02:11:38.730 --> 02:11:42.020
that every single one of the
supervisors and evaluators
02:11:42.020 --> 02:11:43.750
receives that training
02:11:43.750 --> 02:11:48.500
and that they have to
calibrate for their scoring upfront
02:11:48.500 --> 02:11:49.470
before they are allowed
02:11:49.470 --> 02:11:53.310
to be a supervisor in that capacity.
02:11:53.310 --> 02:11:55.560
So there is that on the front end.
02:11:55.560 --> 02:11:58.120
But we also are really
sensitive to the fact that,
02:11:58.120 --> 02:12:01.190
that this needs to be a
valid and reliable process.
02:12:01.190 --> 02:12:04.730
And so part of what Dr. Ellis mentioned
02:12:04.730 --> 02:12:08.540
is we are sending
those videos and scores
02:12:08.540 --> 02:12:11.210
to be externally scored as well.
02:12:11.210 --> 02:12:12.390
So they will go to people
02:12:12.390 --> 02:12:14.880
that are current T-TESS,
appraisers in Texas,
02:12:14.880 --> 02:12:19.520
which likely means current
campus level administrators.
02:12:19.520 --> 02:12:20.570
It depends on the district
02:12:20.570 --> 02:12:24.390
as to who their T-TESS providers are,
02:12:24.390 --> 02:12:27.270
but likely be campus
level administrators,
02:12:27.270 --> 02:12:28.760
principals, and assistant principals
02:12:28.760 --> 02:12:32.260
who evaluate teaching
performance on their campuses,
02:12:32.260 --> 02:12:35.530
but we will send that to them blinded
02:12:35.530 --> 02:12:37.680
for them to do an
independent evaluation.
02:12:37.680 --> 02:12:40.662
And then we will use
that to validate the scores
02:12:40.662 --> 02:12:44.870
that the current
supervisors have been given.
02:12:44.870 --> 02:12:49.010
And we will report the results
of those validation efforts
02:12:49.010 --> 02:12:52.478
when we actually report
the data to SBEC later,
02:12:52.478 --> 02:12:55.120
'cause we want it to be fully
transparent with that process.
02:12:55.120 --> 02:12:59.580
Ideally upfront, we will do
that with the vast majority,
02:12:59.580 --> 02:13:02.690
if not 100% of our videos.
02:13:02.690 --> 02:13:04.190
And once we establish
02:13:04.190 --> 02:13:07.880
that there is that
fidelity in the scoring,
02:13:07.880 --> 02:13:12.880
and that we have those
validity and reliable processes
02:13:13.270 --> 02:13:15.300
in place, then perhaps it will be that
02:13:15.300 --> 02:13:18.430
we can move to a sample
as a random sample
02:13:18.430 --> 02:13:21.760
rather than every single evaluation.
02:13:21.760 --> 02:13:23.470
But we are very carefully considering
02:13:23.470 --> 02:13:26.150
and thinking about how
do we avoid that bias upfront
02:13:26.150 --> 02:13:27.250
to the extent possible.
02:13:27.250 --> 02:13:28.690
And then how do we ensure
02:13:30.182 --> 02:13:31.700
that we have those
independent evaluations
02:13:31.700 --> 02:13:33.760
to counter for that as well?
02:13:33.760 --> 02:13:35.450
And to consider, and not just a counter,
02:13:35.450 --> 02:13:37.240
but to continue to check
02:13:37.240 --> 02:13:40.100
for evidence of those biases as well.
02:13:40.100 --> 02:13:43.100
Thank you, yeah, I understand
that bookend approach to it.
02:13:44.010 --> 02:13:47.100
A quick follow-up on that
will the T-CAR process
02:13:47.100 --> 02:13:50.370
of observations and
debriefs be above and beyond
02:13:50.370 --> 02:13:52.190
the minimum observation requirement
02:13:52.190 --> 02:13:54.300
already expected of field supervisors
02:13:54.300 --> 02:13:57.280
or embedded within the current diet?
02:13:57.280 --> 02:13:59.560
Sure, embedded within.
02:13:59.560 --> 02:14:03.720
Okay, so we're kind of not
necessarily in a negative way,
02:14:03.720 --> 02:14:06.440
but we are double-dipping
to a certain extent here.
02:14:06.440 --> 02:14:07.273
Yes, absolutely.
02:14:07.273 --> 02:14:09.610
What we really, at a surface level,
02:14:09.610 --> 02:14:11.460
what we are doing is taking the process
02:14:11.460 --> 02:14:14.310
that's already required
and giving it some teeth
02:14:15.490 --> 02:14:19.310
ensuring that those
evaluations now are meaningful
02:14:19.310 --> 02:14:21.040
in a more consequential sense.
02:14:21.040 --> 02:14:21.873
Thank you.
02:14:22.880 --> 02:14:27.200
I'm moving on to Page 10, I
mean, item 10, Page Eight,
02:14:27.200 --> 02:14:30.250
looking at the guiding principles piece,
02:14:30.250 --> 02:14:32.920
and you talk about setting
high expectations for EPPs
02:14:32.920 --> 02:14:35.790
that will resolve and
better prepared teachers
02:14:35.790 --> 02:14:39.480
that is music to my
ears and something that
02:14:39.480 --> 02:14:42.470
I love talking about,
and thinking about,
02:14:42.470 --> 02:14:45.400
I wonder kind of what you believe
02:14:45.400 --> 02:14:47.930
makes this a higher standard
02:14:47.930 --> 02:14:51.363
or particularly really a
better standard than edTPA.
02:14:52.310 --> 02:14:57.310
And in that 'cause you mentioned,
02:14:59.310 --> 02:15:01.770
that this is specific to
Texas lifelong Texans
02:15:01.770 --> 02:15:02.780
in here where,
02:15:02.780 --> 02:15:06.320
I totally get that, but
I'm wondering what is,
02:15:06.320 --> 02:15:09.730
is there something included
in T-CAR that's not in edTPA?
02:15:09.730 --> 02:15:13.610
I know edTPA does ESL, does
SPED, requires differentiation.
02:15:13.610 --> 02:15:17.360
So I'm wondering what is it
that you think makes this tool
02:15:17.360 --> 02:15:21.860
better for Texan students
and Texan teachers than others
02:15:21.860 --> 02:15:25.970
more specifically than just
it's made by Texas for Texas?
02:15:25.970 --> 02:15:26.880
Sure, absolutely.
02:15:26.880 --> 02:15:29.440
We think, yeah, several things.
02:15:29.440 --> 02:15:31.230
And I do wanna be upfront too,
02:15:31.230 --> 02:15:36.090
that this is not an anti edTPA campaign
02:15:36.090 --> 02:15:38.280
in any form or fashion,
02:15:38.280 --> 02:15:41.360
what we are thinking about,
what we would like to see
02:15:41.360 --> 02:15:43.780
and be able to provide evidence of
02:15:43.780 --> 02:15:45.942
is that this does provide a robust model
02:15:45.942 --> 02:15:50.240
for a performance-based
assessment of teaching.
02:15:50.240 --> 02:15:53.100
And so part of what we think adds value
02:15:53.100 --> 02:15:57.130
as opposed to an instrument like edTPA
02:15:57.130 --> 02:16:01.293
is the fact that it does have
a growth component to it.
02:16:02.900 --> 02:16:05.130
We have the opportunity
to offer feedback
02:16:05.130 --> 02:16:08.540
throughout the entire
semester or multiple semesters.
02:16:08.540 --> 02:16:12.160
And then at the end,
you have a longer view
02:16:12.160 --> 02:16:16.110
of the person's teaching,
not just a clip, if you will,
02:16:16.110 --> 02:16:19.200
a 15, 20 minutes of
seeing their teaching,
02:16:19.200 --> 02:16:22.280
but a full lesson from beginning to end.
02:16:22.280 --> 02:16:25.680
And all of the components
that go into that lesson,
02:16:25.680 --> 02:16:29.730
it does also allow us to
look for other sorts of things
02:16:29.730 --> 02:16:33.480
that we might miss in a
smaller snapshot of teaching,
02:16:33.480 --> 02:16:38.400
including any sort of
ethical related concerns
02:16:38.400 --> 02:16:39.340
to their teaching.
02:16:39.340 --> 02:16:42.960
But part of what we also think this adds
02:16:42.960 --> 02:16:46.510
is it really just is a broader picture
02:16:46.510 --> 02:16:49.610
of what teaching is for that candidate.
02:16:49.610 --> 02:16:53.900
It really focuses on what's
happening in that classroom.
02:16:53.900 --> 02:16:55.300
What's happening in that district.
02:16:55.300 --> 02:16:57.040
What's happening with that teacher
02:16:57.040 --> 02:16:59.110
that we might otherwise miss,
02:16:59.110 --> 02:17:01.320
and to be really frank
02:17:01.320 --> 02:17:03.190
about why we are proposing this as well,
02:17:03.190 --> 02:17:06.990
is that we are highly
concerned as everybody is
02:17:06.990 --> 02:17:11.326
about the added financial
burden of another assessment
02:17:11.326 --> 02:17:15.673
that requires more fees
for our candidates up front,
02:17:16.516 --> 02:17:19.270
more financial burden on the state,
02:17:19.270 --> 02:17:21.190
more financial burden on EPPs,
02:17:21.190 --> 02:17:22.023
and most importantly,
02:17:22.023 --> 02:17:24.380
more financial burden on our candidates,
02:17:24.380 --> 02:17:27.010
because many of them already struggle
02:17:27.900 --> 02:17:31.940
for the hidden costs, if you
will, of becoming a teacher
02:17:31.940 --> 02:17:36.430
and things that add
more to those hidden costs
02:17:36.430 --> 02:17:38.100
are really becoming quite burdensome.
02:17:38.100 --> 02:17:41.830
And our concern is that
we don't wanna do anything
02:17:41.830 --> 02:17:44.560
at the state level that
discourages people
02:17:44.560 --> 02:17:46.890
or puts that more barriers
02:17:46.890 --> 02:17:49.410
from the coming quality
teachers in Texas.
02:17:49.410 --> 02:17:52.080
And so we think this
model has the potential
02:17:52.080 --> 02:17:55.340
to offer all of the value
from an instructional
02:17:55.340 --> 02:17:57.340
and pedagogical perspective,
02:17:57.340 --> 02:18:00.485
a performance-based assess assessment,
02:18:00.485 --> 02:18:04.010
but do so without an
unintended consequence
02:18:04.010 --> 02:18:06.750
of adding financial burdens to the state
02:18:06.750 --> 02:18:08.830
and or to the candidate.
02:18:08.830 --> 02:18:10.234
Great, thank you.
02:18:10.234 --> 02:18:13.220
So there would not be
a cost to the candidate
02:18:13.220 --> 02:18:15.760
since this would be a
part of their fee to the EPP,
02:18:15.760 --> 02:18:17.110
is that right?
Right.
02:18:17.110 --> 02:18:20.120
And EPP would take
care of covering the cost
02:18:20.120 --> 02:18:23.190
for the external evaluators,
the secondary evaluator?
02:18:23.190 --> 02:18:24.790
Right yeah, at this point,
02:18:24.790 --> 02:18:27.440
we're covering the cost internally,
02:18:27.440 --> 02:18:30.340
and that does get to become a seven,
02:18:30.340 --> 02:18:32.330
but that's one of the things
that we struggled with up front
02:18:32.330 --> 02:18:34.860
with, "All right, how are
we gonna pay for that?"
02:18:34.860 --> 02:18:37.220
So again, just being
fully transparent too.
02:18:37.220 --> 02:18:41.370
So if this were a model
that the state approved
02:18:41.370 --> 02:18:43.970
and then EPP chose to adopt,
02:18:43.970 --> 02:18:47.270
then there would need
to be thought put into
02:18:47.270 --> 02:18:49.520
what does that look like and
how are we going to pay for it?
02:18:49.520 --> 02:18:53.173
And so we are actually working
on models for that as well.
02:18:53.173 --> 02:18:55.323
Yep, just making
sure that it doesn't mean
02:18:55.323 --> 02:18:58.670
that cost of the EPP
becomes the same amount,
02:18:58.670 --> 02:19:01.600
more expensive as the
certification would have anyway.
02:19:01.600 --> 02:19:03.500
Exactly we don't
wanna add that burden
02:19:03.500 --> 02:19:08.113
just another in a different
context, absolutely, absolutely.
02:19:09.620 --> 02:19:13.280
Keep in mind, I do wanna
speak to part of your question.
02:19:13.280 --> 02:19:15.480
What's the difference with edTPA,
02:19:15.480 --> 02:19:18.020
because we are also piloting edTPA.
02:19:18.020 --> 02:19:20.670
We are one of those
programs that's doing both.
02:19:20.670 --> 02:19:25.600
And so we had 77 students
turn in an edTPA portfolio
02:19:25.600 --> 02:19:26.433
in the spring.
02:19:26.433 --> 02:19:29.090
And so we've gotten a
to look at that process.
02:19:29.090 --> 02:19:30.944
And one of the things
that I've noticed is that
02:19:30.944 --> 02:19:32.920
the feedback that they receive
02:19:32.920 --> 02:19:36.500
from their T-TESS,
observations and evaluations
02:19:36.500 --> 02:19:38.150
is more specific to them.
02:19:38.150 --> 02:19:42.907
So the feedback they get
from edTPA comes from a list,
02:19:42.907 --> 02:19:45.730
a dropdown menu of what the scores
02:19:45.730 --> 02:19:47.060
are allowed to give back to them.
02:19:47.060 --> 02:19:48.480
And so it's not specific to them.
02:19:48.480 --> 02:19:50.797
So many of our candidates
receive feedback and said,
02:19:50.797 --> 02:19:52.390
"I have no idea what this means.
02:19:52.390 --> 02:19:55.020
Like how do I get better off of this?"
02:19:55.020 --> 02:19:56.970
And so we've struggled
a little bit with that.
02:19:56.970 --> 02:19:58.520
And then also the feedback just
02:19:58.520 --> 02:20:00.370
by virtue of the way that
the assessment works
02:20:00.370 --> 02:20:02.870
has to come much longer
02:20:02.870 --> 02:20:05.410
from the time of the actual teaching.
02:20:05.410 --> 02:20:08.610
And so they teach this
three to five day unit,
02:20:08.610 --> 02:20:09.810
they put everything together.
02:20:09.810 --> 02:20:11.940
So that's gonna take
them another few weeks
02:20:11.940 --> 02:20:13.480
and then they say that it
takes another few weeks
02:20:13.480 --> 02:20:14.410
to get their scores back.
02:20:14.410 --> 02:20:16.750
And so by the time they
get their scores back,
02:20:16.750 --> 02:20:18.260
they taught that lesson two months ago
02:20:18.260 --> 02:20:19.630
and they just got told
02:20:19.630 --> 02:20:21.460
that that lesson was not satisfactory.
02:20:21.460 --> 02:20:26.460
And so many of them
were a little deflated
02:20:26.540 --> 02:20:28.760
getting scores back
and going, "Oh my gosh,
02:20:28.760 --> 02:20:31.638
but I spent another two
months teaching that way."
02:20:31.638 --> 02:20:33.930
And so we do like that
T-TESS provides feedback
02:20:33.930 --> 02:20:36.020
in a much more timely fashion.
02:20:36.020 --> 02:20:39.440
But clarify for me
from what Stacey said,
02:20:39.440 --> 02:20:41.480
they would be getting
that observation anyway,
02:20:41.480 --> 02:20:42.560
'cause it's one of the required
02:20:42.560 --> 02:20:43.960
field supervisor observation.
02:20:43.960 --> 02:20:47.020
So they would be getting
that high-quality detailed,
02:20:47.020 --> 02:20:51.160
very specific feedback in a
more timely manner anyway,
02:20:51.160 --> 02:20:52.240
'cause this is not in addition
02:20:52.240 --> 02:20:54.570
to the field supervisor observations
02:20:54.570 --> 02:20:55.920
that are already happening.
02:20:55.920 --> 02:20:57.270
It is not in addition to,
02:20:57.270 --> 02:20:58.640
but what I will say is that
02:20:58.640 --> 02:21:01.565
not every EPP in the state uses T-TESS,
02:21:01.565 --> 02:21:05.140
they do have to do a
pre-conference and an observation
02:21:05.140 --> 02:21:07.950
and a post-conference, but
what that rubric looks like,
02:21:07.950 --> 02:21:09.930
it's completely up to the EPP,
02:21:09.930 --> 02:21:12.530
what that pre-conference
and post-conference consists of
02:21:12.530 --> 02:21:13.407
is up to the EPP.
02:21:13.407 --> 02:21:18.407
And so I do believe that there
are varying levels of quality
02:21:18.950 --> 02:21:20.340
happening within that.
02:21:20.340 --> 02:21:22.840
And so what we're trying
to work on with the EPPs
02:21:22.840 --> 02:21:24.220
that are working with us
02:21:24.220 --> 02:21:28.070
is making sure that we are
all held to a very high standard
02:21:28.070 --> 02:21:30.126
of what that feedback looks like.
02:21:30.126 --> 02:21:33.530
What does a pre-conference
and a post-conference look like?
02:21:33.530 --> 02:21:34.900
How do we support our candidates
02:21:34.900 --> 02:21:36.690
in between those observations?
02:21:36.690 --> 02:21:38.360
And so I think what we're doing,
02:21:38.360 --> 02:21:42.293
although yes, it does already
meet the requirements of tech.
02:21:43.160 --> 02:21:45.930
I think it actually is a higher-quality
02:21:45.930 --> 02:21:49.170
than what some of the
current EPPs are doing.
02:21:49.170 --> 02:21:50.380
That makes great sense.
02:21:50.380 --> 02:21:51.213
Thank you for saying that.
02:21:51.213 --> 02:21:53.703
Mr. Rodriguez you
have your hand up.
02:21:56.280 --> 02:21:58.420
Thank you, Chairman Covazos,
02:21:58.420 --> 02:22:01.223
I guess either Edmondson or Ellis.
02:22:02.420 --> 02:22:05.170
My questions come from
Edmondson's presentation
02:22:05.170 --> 02:22:07.940
on appraiser calibration.
02:22:07.940 --> 02:22:10.020
How often in brief, I have two questions
02:22:10.020 --> 02:22:14.150
in brief how (tech
glitch) these are attempts
02:22:14.150 --> 02:22:16.340
a willing appraiser have to calibrate?
02:22:16.340 --> 02:22:20.110
And the other question is
regarding candidate fidelity.
02:22:20.110 --> 02:22:22.410
If you could just
expand on that a little bit.
02:22:23.648 --> 02:22:25.420
Sure, absolutely.
02:22:25.420 --> 02:22:27.173
From a calibration perspective,
02:22:28.170 --> 02:22:30.990
they would have at
least two opportunities
02:22:30.990 --> 02:22:35.287
if they were not successful
with calibration the first time,
02:22:35.287 --> 02:22:37.440
and then they would have
another opportunity to calibrate
02:22:37.440 --> 02:22:41.890
to ensure that they are
scoring appropriately.
02:22:41.890 --> 02:22:45.550
It could be again... What
we want to do is ensure
02:22:45.550 --> 02:22:47.300
that we don't have all
the answers right now,
02:22:47.300 --> 02:22:48.380
and we want it to be sure that
02:22:48.380 --> 02:22:51.900
we check that part of this
process to inform best practice.
02:22:51.900 --> 02:22:54.010
And so our goal right now
02:22:54.010 --> 02:22:56.910
is they would have at least
two opportunities to calibrate,
02:22:56.910 --> 02:22:58.047
but we will also look at,
02:22:58.047 --> 02:23:01.520
"Okay, what are our
calibration scores looking like?
02:23:01.520 --> 02:23:04.690
What do we see as a pattern
that needs to be addressed?"
02:23:04.690 --> 02:23:07.860
And so we could modify
that moving forward
02:23:07.860 --> 02:23:11.130
if we see that it seems
to make a difference
02:23:11.130 --> 02:23:12.263
one way or the other.
02:23:13.200 --> 02:23:15.690
And then I missed the
second part of your question,
02:23:15.690 --> 02:23:16.633
I apologize.
02:23:17.520 --> 02:23:20.713
Candidate fidelity.
02:23:23.000 --> 02:23:26.600
Sure, so candidate
fidelity, I'm not...
02:23:27.930 --> 02:23:30.070
You wanna expand
on that Mr. Rodriguez
02:23:30.070 --> 02:23:31.650
on candidate fidelity?
02:23:31.650 --> 02:23:34.140
Well, I thought I
heard you say that
02:23:35.220 --> 02:23:39.670
you may have used that
phrase for the praise of fidelity.
02:23:39.670 --> 02:23:40.820
You used the word fidelity,
02:23:40.820 --> 02:23:42.860
and I guess I'm trying to understand
02:23:42.860 --> 02:23:45.380
is this for a candidate once
they go out into the field
02:23:45.380 --> 02:23:47.700
that they're adhering
to all the requirements
02:23:47.700 --> 02:23:50.482
that the state expects
as a teacher of record
02:23:50.482 --> 02:23:52.180
in the classroom,
02:23:52.180 --> 02:23:54.620
is is that where this is coming from
02:23:54.620 --> 02:23:55.920
or is that something else?
02:23:55.920 --> 02:24:00.590
Gotcha, when I talk
about fidelity in this context,
02:24:00.590 --> 02:24:03.790
what I meant to say, and I apologize
02:24:03.790 --> 02:24:05.240
if I said something different
02:24:06.180 --> 02:24:08.500
is fidelity to the process,
02:24:08.500 --> 02:24:10.340
fidelity to the scoring rubrics,
02:24:10.340 --> 02:24:14.450
fidelity to the level of expectation
02:24:14.450 --> 02:24:17.640
of what does effective
teaching look like.
02:24:17.640 --> 02:24:20.270
And do we have scores and feedback
02:24:20.270 --> 02:24:25.070
that align to that definition
of high-quality teaching.
02:24:25.070 --> 02:24:29.140
And so we want to ensure
that all of our supervisors,
02:24:29.140 --> 02:24:30.483
all of our appraisers,
02:24:32.180 --> 02:24:36.020
when they offer a certain
type of score to a candidate
02:24:36.020 --> 02:24:40.670
that is similar to what that
level of teaching looks like,
02:24:40.670 --> 02:24:43.490
whether they're in New Waverly
or whether they're in Houston
02:24:43.490 --> 02:24:47.470
or whether they're in
the Dallas or El Paso
02:24:47.470 --> 02:24:51.450
or whatever area, region of
Texas that they happen to be in.
02:24:51.450 --> 02:24:55.730
So fidelity to the process
and fidelity to the scoring
02:24:55.730 --> 02:24:58.773
and the expectations of
that aligned with that scoring.
02:25:00.148 --> 02:25:04.555
Thank you, Kelvin.
02:25:04.555 --> 02:25:08.030
Thank you, Dr. Cavazos
and thank you, Dr. Edmondson.
02:25:08.030 --> 02:25:12.710
I'm curious about your response
to question number three
02:25:12.710 --> 02:25:17.313
in the agenda item on Page
Two of the agenda items.
02:25:19.160 --> 02:25:22.740
It's sounds like what
you're proposing here
02:25:22.740 --> 02:25:27.620
is actually the T-TESS T-CAR
02:25:27.620 --> 02:25:32.620
would be become a required
component of the curriculum
02:25:32.720 --> 02:25:37.720
versus a certification exam requirement.
02:25:38.839 --> 02:25:42.070
Whereas what the edTPA pilot is testing
02:25:42.070 --> 02:25:47.070
is edTPA becoming a
certification exam requirement.
02:25:47.500 --> 02:25:50.450
Is that a correct
understanding of the difference
02:25:50.450 --> 02:25:54.200
of like what you're proposing
the T-TESS become,
02:25:54.200 --> 02:25:56.860
which is kind of like raising the bar
02:25:56.860 --> 02:26:00.140
of the current set of
requirements for the curriculum
02:26:00.140 --> 02:26:02.170
and how field supervising works
02:26:02.170 --> 02:26:04.790
within the curriculum
requirements versus actually
02:26:04.790 --> 02:26:08.620
acting as a statewide
certification exam requirement?
02:26:08.620 --> 02:26:11.150
Yes, and that is a
great observation.
02:26:11.150 --> 02:26:13.750
And the primary reason behind that
02:26:13.750 --> 02:26:18.750
is that unlike edTPA, which
is an standalone instrument
02:26:18.860 --> 02:26:21.810
for evaluating a snapshot of teaching
02:26:22.670 --> 02:26:25.790
T-TESS is not an instrument
that the student takes
02:26:26.947 --> 02:26:31.947
at the end of their student
teaching that they pass or fail.
02:26:33.106 --> 02:26:37.190
It already exists as an
appraisal instrument in Texas
02:26:37.190 --> 02:26:41.380
and candidates take it
as part of the curriculum
02:26:43.049 --> 02:26:45.090
within their educator
preparation program.
02:26:45.090 --> 02:26:50.090
And so to create it, to
evolve it into a licensure exam,
02:26:51.240 --> 02:26:53.700
we think is a complicated process.
02:26:53.700 --> 02:26:55.650
That again thinking
about the financial burden
02:26:55.650 --> 02:26:56.590
on the state of Texas
02:26:56.590 --> 02:27:00.600
and even the philosophical underpinning
02:27:00.600 --> 02:27:02.840
of what T-TESS was designed to do,
02:27:02.840 --> 02:27:06.130
we think that is just a reach beyond
02:27:06.130 --> 02:27:08.200
what T-TESS is designed to do
02:27:08.200 --> 02:27:13.010
and would actually disrupt
the speaking of fidelity,
02:27:13.010 --> 02:27:16.880
the fidelity of evaluating
the candidates' performance.
02:27:16.880 --> 02:27:19.700
And so, yes, it is a
fundamental difference
02:27:19.700 --> 02:27:22.930
that it would be a consequential part
02:27:22.930 --> 02:27:27.350
of their clinical experience
02:27:28.350 --> 02:27:31.490
but it would not be a
licensure exam in and of itself
02:27:31.490 --> 02:27:35.590
because T-TESS is not
designed to be a licensure exam.
02:27:35.590 --> 02:27:39.330
Okay and then what you're
actually proposing here.
02:27:39.330 --> 02:27:42.780
So instead of T-TESS, replacing PPR,
02:27:42.780 --> 02:27:45.040
which is potentially what edTPA
02:27:45.040 --> 02:27:47.070
is being highlighted to seek,
02:27:47.070 --> 02:27:50.898
edTPA could actually
be a replacement of PPR.
02:27:50.898 --> 02:27:52.460
What you're suggesting is that
02:27:52.460 --> 02:27:55.060
this is just an additional requirement
02:27:55.060 --> 02:27:57.930
that edTPA could
potentially also just become
02:27:57.930 --> 02:28:01.810
an additional option of a
requirement within the curriculum
02:28:01.810 --> 02:28:03.820
and PPR would still exist
02:28:03.820 --> 02:28:05.930
or have to be replaced
by something else.
02:28:05.930 --> 02:28:09.720
If we wanted to raise the
bar for what PPR is currently?
02:28:09.720 --> 02:28:11.430
Yes, exactly.
02:28:11.430 --> 02:28:15.037
And actually there are
States that use edTPA
02:28:15.037 --> 02:28:17.430
in the same way we're
advocating to use T-TESS,
02:28:17.430 --> 02:28:22.100
which is a consequential
part of candidate performance
02:28:22.100 --> 02:28:23.860
while they're still in the program
02:28:23.860 --> 02:28:25.590
rather than a licensure exam.
02:28:25.590 --> 02:28:27.460
And so you're exactly right.
02:28:27.460 --> 02:28:31.800
T-TESS would be part of
the process as you described,
02:28:31.800 --> 02:28:33.560
but PPR would still exist.
02:28:33.560 --> 02:28:38.560
We would actually like to see
PPR have constructed response.
02:28:38.630 --> 02:28:42.790
We think it would be a
more meaningful assessment
02:28:42.790 --> 02:28:44.350
and more appropriate assessment
02:28:44.350 --> 02:28:47.660
if it also had co-structured
response components.
02:28:47.660 --> 02:28:49.680
And there are examples of that
02:28:50.530 --> 02:28:52.460
certainly across
multiple States as well,
02:28:52.460 --> 02:28:56.197
but you are exactly right in
terms of how you described it.
02:28:56.197 --> 02:28:59.110
And then in the way that
you are proposing the T-TESS
02:29:00.000 --> 02:29:02.340
potentially become a
statewide requirement
02:29:02.340 --> 02:29:03.767
or a statewide option,
02:29:03.767 --> 02:29:05.970
do you see us actually receiving
02:29:05.970 --> 02:29:09.660
any kind of consistent statewide data,
02:29:09.660 --> 02:29:12.430
longer term from T-TESS
or is this really just like
02:29:12.430 --> 02:29:15.200
internally programs would be using it
02:29:15.200 --> 02:29:17.130
and then the five-year review process,
02:29:17.130 --> 02:29:19.010
we were kind of checking on fidelity,
02:29:19.010 --> 02:29:21.820
but we're not actually getting
any statewide reported data
02:29:21.820 --> 02:29:23.960
from the states requirement?
02:29:23.960 --> 02:29:25.400
Yeah ideally...
02:29:26.550 --> 02:29:28.090
okay, that's my favorite
question of the day.
02:29:28.090 --> 02:29:30.780
Ideally, I would love to
see the state of Texas
02:29:32.340 --> 02:29:33.550
track all of that data.
02:29:33.550 --> 02:29:36.740
I think that would be very
meaningful information
02:29:36.740 --> 02:29:39.540
for the state to have.
02:29:39.540 --> 02:29:41.727
I think if we looked at,
02:29:41.727 --> 02:29:43.700
"So what are our candidates doing?"
02:29:43.700 --> 02:29:47.090
And when I say our, in
that context, I mean Texas.
02:29:47.090 --> 02:29:49.870
And when you attach
that to the demographics
02:29:49.870 --> 02:29:51.980
and attach that to the type of EPP
02:29:51.980 --> 02:29:54.930
and the type of school setting,
02:29:54.930 --> 02:29:58.800
I think there's just a
wealth of information
02:29:58.800 --> 02:30:02.540
that would inform teacher
education across Texas
02:30:02.540 --> 02:30:06.330
and really help the entire
state be improvement oriented
02:30:06.330 --> 02:30:08.470
from that perspective.
02:30:08.470 --> 02:30:12.380
So I kind of kick that
question back to the agency,
02:30:12.380 --> 02:30:17.380
if and when SBEC approves
this as a potential model,
02:30:17.810 --> 02:30:20.043
then I think there is huge potential
02:30:20.043 --> 02:30:23.634
for the data to be
archived and collected
02:30:23.634 --> 02:30:26.200
and analyzed in that capacity.
02:30:26.200 --> 02:30:29.400
I think at the very minimum,
it would need to be,
02:30:29.400 --> 02:30:31.530
that would need to
happen at the EPP level.
02:30:31.530 --> 02:30:34.220
And the EPP would be
accountable to the state
02:30:34.220 --> 02:30:35.730
for having that information,
02:30:35.730 --> 02:30:38.804
whether or not they
report it formally to the state
02:30:38.804 --> 02:30:41.203
as a accountability mechanism.
02:30:42.640 --> 02:30:43.924
Thank you.
Sure.
02:30:43.924 --> 02:30:46.053
Jean.
02:30:48.200 --> 02:30:51.100
Thank you and
thank you, Dr. Cavazos.
02:30:51.100 --> 02:30:52.630
Thank you both for being here
02:30:52.630 --> 02:30:55.930
and for actually really leaning
in and being so thoughtful
02:30:55.930 --> 02:30:58.230
about this with us, as
we all try to figure out
02:30:58.230 --> 02:31:01.110
a better way to prepare our teachers.
02:31:01.110 --> 02:31:03.870
I too am worried about
appraiser of calibration
02:31:03.870 --> 02:31:06.200
far beyond like a
mentor teacher training.
02:31:06.200 --> 02:31:09.480
And the thing that I would
ask as we move forward
02:31:09.480 --> 02:31:14.480
is to think about scalability
in different programs.
02:31:14.930 --> 02:31:18.930
So I would be interested
in that as we move forward.
02:31:18.930 --> 02:31:20.170
Thank you...
Thank you Ms. Streepey.
02:31:20.170 --> 02:31:22.263
I think Dr. Kelly, you had your hand up.
02:31:24.034 --> 02:31:25.543
Yes Chairman Cavazos.
02:31:26.977 --> 02:31:28.730
I got lost a little bit in the detail.
02:31:28.730 --> 02:31:30.880
So I wanna make sure
I understand something.
02:31:30.880 --> 02:31:34.477
What Sam Houston would or propose
02:31:37.180 --> 02:31:42.180
is that I guess EPOs could
choose among T-TESS and edTPA
02:31:47.490 --> 02:31:50.830
and even possibly
this PPAT for their work.
02:31:54.660 --> 02:31:55.660
I'm I right in that?
02:31:56.630 --> 02:31:59.993
That's correct, Hawaii
follows that model.
02:32:01.920 --> 02:32:03.220
California is similar.
02:32:03.220 --> 02:32:07.180
California allows edTPA or P
PAT or that fast assessment.
02:32:07.180 --> 02:32:10.580
There are other States that
allow a variety of assessments
02:32:10.580 --> 02:32:11.810
to meet this requirement.
02:32:11.810 --> 02:32:16.123
Okay, and as a
follow-up question to that,
02:32:17.420 --> 02:32:19.760
I guess I would worry
from a district's point of view
02:32:19.760 --> 02:32:23.600
where we may have multiple
EPPs training teachers
02:32:23.600 --> 02:32:27.290
or involved that there
could be some confusion
02:32:27.290 --> 02:32:30.940
or some difficulty with trying to adhere
02:32:30.940 --> 02:32:33.150
to three different systems
or two different systems.
02:32:33.150 --> 02:32:37.150
If what TEA is going to eventually adopt
02:32:37.150 --> 02:32:42.150
is this idea that there
are multiple methods,
02:32:42.674 --> 02:32:44.633
maybe your reaction to that
02:32:44.633 --> 02:32:47.383
and maybe TEA's reaction to that.
02:32:48.490 --> 02:32:52.080
Sure, yeah my initial
reaction to that is,
02:32:52.080 --> 02:32:55.923
is we would love for
everybody to do T-TESS.
02:32:56.830 --> 02:32:58.640
Certainly, you can
tell from our testimony,
02:32:58.640 --> 02:33:02.220
we think it's has the
greatest potential,
02:33:02.220 --> 02:33:06.640
it's already set up to
accomplish the goals
02:33:06.640 --> 02:33:08.390
of what Texas wants to accomplish
02:33:08.390 --> 02:33:12.434
in terms of evaluating
teacher performance,
02:33:12.434 --> 02:33:14.593
from an assessment perspective.
02:33:16.240 --> 02:33:20.230
Part of us acknowledging
that EPPs could choose edTPA,
02:33:20.230 --> 02:33:23.720
or they could choose P
PAT or if there were other
02:33:23.720 --> 02:33:25.950
performance-based assessments out there
02:33:25.950 --> 02:33:29.160
was simply to be open in terms of
02:33:29.160 --> 02:33:31.640
if the state wanted to acknowledge that
02:33:31.640 --> 02:33:34.120
there are different
ways to accomplish this,
02:33:34.120 --> 02:33:36.010
then certainly there are
02:33:36.010 --> 02:33:37.990
those performance assessments out there
02:33:37.990 --> 02:33:41.700
and I'm sure they are
appropriate as well.
02:33:41.700 --> 02:33:46.263
But ideally if the state, if
TEA and the agency said,
02:33:47.620 --> 02:33:49.690
we think everybody
ought to be using T-TESS
02:33:49.690 --> 02:33:52.133
in this capacity, that works for us.
02:33:53.620 --> 02:33:54.453
Thank you.
02:33:55.380 --> 02:33:57.883
And then I see Emily.
02:33:59.090 --> 02:34:01.260
If that happened,
02:34:01.260 --> 02:34:06.040
would there not be a state
level professionalism test?
02:34:06.040 --> 02:34:08.130
Would there not be a PPR like,
02:34:08.130 --> 02:34:11.287
or that responsibility would fall?
02:34:11.287 --> 02:34:13.780
So the evaluation for
that competence would fall
02:34:13.780 --> 02:34:15.410
solely to the EPP is that right?
02:34:15.410 --> 02:34:17.250
It would not be a state credential.
02:34:17.250 --> 02:34:19.997
No, we would
actually recommend that
02:34:19.997 --> 02:34:22.930
the PPR be replaced or revised
02:34:22.930 --> 02:34:25.020
to continue to assess pedagogy
02:34:25.020 --> 02:34:27.110
and professional responsibility.
02:34:27.110 --> 02:34:29.950
There is a Pearson own exam that any S
02:34:29.950 --> 02:34:32.530
that's used in New Mexico and Arizona
02:34:32.530 --> 02:34:34.450
that is already in existence
02:34:34.450 --> 02:34:35.850
that assesses pedagogy,
02:34:35.850 --> 02:34:37.910
professional responsibility and ethics,
02:34:37.910 --> 02:34:39.550
that includes constructed response.
02:34:39.550 --> 02:34:43.050
And so we would recommend
that PPR either be revised
02:34:43.050 --> 02:34:46.310
or replaced with a
similar exam to the NDS.
02:34:46.310 --> 02:34:51.310
So, EPPs would do T-CAR
and prep for revised PPR
02:34:52.240 --> 02:34:53.990
in your kind of perfect world.
02:34:53.990 --> 02:34:57.770
Right, I think as
we've talked with EPPs
02:34:57.770 --> 02:34:58.720
and just internally
02:35:00.690 --> 02:35:04.720
having external evaluation
of candidate's readiness
02:35:04.720 --> 02:35:08.290
and feedback on our
candidate's readiness is important.
02:35:08.290 --> 02:35:13.290
And so I don't think we
would be in favor of a world
02:35:13.940 --> 02:35:16.700
where candidate's professional
responsibility and ethics
02:35:16.700 --> 02:35:21.620
and pedagogical skill
wasn't evaluated externally
02:35:21.620 --> 02:35:24.840
at some point where we're
seeing States like Georgia
02:35:24.840 --> 02:35:27.760
had a TPA as their pedagogy
exam, they were moved at it
02:35:27.760 --> 02:35:29.260
and now, there is no exam.
02:35:29.260 --> 02:35:31.470
There is no assessment
of their candidates,
02:35:31.470 --> 02:35:33.660
professional responsibility
or ethical decision-making.
02:35:33.660 --> 02:35:37.540
I don't think that we
see a future in that.
02:35:37.540 --> 02:35:39.940
Dr. Cavazos I have
two quick follow-ups.
02:35:39.940 --> 02:35:41.528
Sure, go ahead and read.
02:35:41.528 --> 02:35:42.361
(indistinct) around,
02:35:42.361 --> 02:35:46.200
I really appreciated your
point, Dr. Edmondson about...
02:35:46.200 --> 02:35:47.791
I think it was Dr. Edmondson about,
02:35:47.791 --> 02:35:50.860
some EPPs that might have more robust
02:35:50.860 --> 02:35:54.430
or rigorous requirements in
terms of what pre-conferences
02:35:54.430 --> 02:35:56.060
and post-conferences look like,
02:35:56.060 --> 02:35:57.800
what type of feedback is given.
02:35:57.800 --> 02:36:00.840
I'm wondering what the
accountability on the EPP side
02:36:00.840 --> 02:36:02.150
would be for those that might
02:36:02.150 --> 02:36:05.880
currently have a historically lower bar
02:36:05.880 --> 02:36:08.470
that implemented this,
because at that point,
02:36:08.470 --> 02:36:13.250
you've not only got the tension
between the field supervisor
02:36:13.250 --> 02:36:15.580
being successful by
having a certain percentage
02:36:15.580 --> 02:36:17.370
of their folks be successful.
02:36:17.370 --> 02:36:19.900
You also have the EPP
who is accountable for having
02:36:19.900 --> 02:36:22.890
at least 80% of their
candidates be successful.
02:36:22.890 --> 02:36:25.810
And so EPPs that already
might have a lower bar
02:36:25.810 --> 02:36:28.720
are then doubly incentivized
02:36:28.720 --> 02:36:30.540
to be pretty generous in their scoring.
02:36:30.540 --> 02:36:31.867
And I'm wondering what
kind of check and balance
02:36:31.867 --> 02:36:33.983
you might've considered
in that situation?
02:36:35.300 --> 02:36:37.310
Sure, great question.
02:36:37.310 --> 02:36:40.690
And I think that goes back
to ensuring that we have
02:36:40.690 --> 02:36:45.690
strong calibration upfront,
but also external evaluation
02:36:45.697 --> 02:36:48.300
to validate that those
scores are accurate
02:36:48.300 --> 02:36:51.393
to at least on target
because you're right,
02:36:52.270 --> 02:36:54.793
certainly we want our
candidates to be successful,
02:36:56.080 --> 02:36:59.870
but at the end of the day,
what is most important
02:36:59.870 --> 02:37:01.410
is are they able to be
high-quality teachers
02:37:01.410 --> 02:37:02.500
when they leave us.
02:37:02.500 --> 02:37:04.940
Can EPP do the calibration
02:37:04.940 --> 02:37:08.943
and arrange for the post review?
02:37:10.890 --> 02:37:13.060
They do well, right now...
02:37:13.060 --> 02:37:16.690
Actually right now we're
evaluating the calibration
02:37:16.690 --> 02:37:18.070
and the training and doing all that.
02:37:18.070 --> 02:37:19.930
So it could be something
that is centralized
02:37:19.930 --> 02:37:20.943
at the state level.
02:37:21.910 --> 02:37:24.290
It could be, I think
there are a lot of models
02:37:24.290 --> 02:37:28.600
to ensure that we put in
safeguards and checks and balances
02:37:28.600 --> 02:37:29.890
for those very things.
02:37:29.890 --> 02:37:32.630
And in fact, they
probably would strengthen
02:37:32.630 --> 02:37:34.543
the model that we have right now,
02:37:35.890 --> 02:37:37.270
because right now
02:37:37.270 --> 02:37:40.070
those things happen
at the EPP level as well.
02:37:40.070 --> 02:37:43.200
And so, it actually
might be an opportunity
02:37:43.200 --> 02:37:46.450
then to say, "Okay,
here at the state level,
02:37:46.450 --> 02:37:48.323
or perhaps at a regional level,
02:37:49.350 --> 02:37:51.260
here's where the calibration happens
02:37:51.260 --> 02:37:53.790
and here's where the
external review happens."
02:37:53.790 --> 02:37:55.600
And then it goes to our point that
02:37:56.530 --> 02:37:58.230
perhaps the state doesn't wanna collect
02:37:58.230 --> 02:37:59.190
that data every year.
02:37:59.190 --> 02:38:02.379
But when we are evaluated
every five years by TEA,
02:38:02.379 --> 02:38:04.500
we have to be accountable for that.
02:38:04.500 --> 02:38:05.914
We have to be able to report
02:38:05.914 --> 02:38:07.790
what our calibrations look like.
02:38:07.790 --> 02:38:09.210
We have to be able to report
02:38:10.570 --> 02:38:14.210
how our scores aligned
to the external evaluations.
02:38:14.210 --> 02:38:16.130
We have to be accountable
02:38:16.130 --> 02:38:20.520
for how we have performed in that model.
02:38:20.520 --> 02:38:23.573
Thank you and my very last
question I promise I'm done.
02:38:24.590 --> 02:38:26.940
I wondered on the end of
semester data collection,
02:38:26.940 --> 02:38:30.923
you've got listed on
Page 10 of this item,
02:38:32.850 --> 02:38:35.680
does T-TESS T T-CAR in some way,
02:38:35.680 --> 02:38:38.720
include evaluation of student work,
02:38:38.720 --> 02:38:40.740
evaluation of the quality of feedback
02:38:40.740 --> 02:38:43.380
given by the teacher
and plans for reteach?
02:38:43.380 --> 02:38:44.750
Those are three components
02:38:44.750 --> 02:38:47.160
that we wouldn't be able to evaluate
02:38:47.160 --> 02:38:50.530
in a constructed
response version of a PPR
02:38:50.530 --> 02:38:52.010
and is not currently,
02:38:52.010 --> 02:38:55.010
I believe part of the way T-TESS is used
02:38:55.010 --> 02:38:55.880
by field supervisors.
02:38:55.880 --> 02:38:59.030
How would we judge for that,
02:38:59.030 --> 02:39:00.720
given that it's such an important part
02:39:00.720 --> 02:39:02.180
of a teacher's quality?
02:39:02.180 --> 02:39:05.300
Yeah, so if you look
at the T-TESS rubric,
02:39:05.300 --> 02:39:10.150
each one of the domains
has a set of evidence
02:39:10.150 --> 02:39:12.190
that the field supervisor
or the evaluator
02:39:12.190 --> 02:39:13.200
is supposed to review
02:39:13.200 --> 02:39:15.770
in order to make the
determination on the rating.
02:39:15.770 --> 02:39:19.857
And so student work is one
of those pieces of evidence
02:39:19.857 --> 02:39:23.900
that's to be reviewed
specifically in domain two
02:39:23.900 --> 02:39:25.960
in order to be able to just score them.
02:39:25.960 --> 02:39:28.970
So yes, they are evaluating that.
02:39:28.970 --> 02:39:31.220
That's part of the reason
that we want to require
02:39:31.220 --> 02:39:34.319
the T-TESS appraiser
training for field supervisors,
02:39:34.319 --> 02:39:37.380
because that training
actually gets more in depth
02:39:37.380 --> 02:39:39.230
about reviewing student artifacts
02:39:39.230 --> 02:39:40.477
and how do you review student work
02:39:40.477 --> 02:39:43.377
and the feedback that's being
provided to those students.
02:39:43.377 --> 02:39:45.790
And so we believe that
that will better enable
02:39:45.790 --> 02:39:47.700
field supervisors to implement T-TESS
02:39:47.700 --> 02:39:49.020
in the way that it was designed,
02:39:49.020 --> 02:39:51.890
because it was originally
designed for the appraiser
02:39:51.890 --> 02:39:54.550
to evaluate things like student work.
02:39:54.550 --> 02:39:57.380
And that feedback
and artifacts, all of that
02:39:57.380 --> 02:40:00.130
would be shared with the
independent appraiser too?
02:40:00.130 --> 02:40:01.880
Right, exactly.
02:40:01.880 --> 02:40:05.193
And I wanna go back to
your question before this,
02:40:06.100 --> 02:40:08.050
I'm sorry, I had a, oh my goodness.
02:40:08.050 --> 02:40:11.610
I had a thought about
something you asked,
02:40:11.610 --> 02:40:14.450
oh, you said the EPP needs to have 80%
02:40:14.450 --> 02:40:16.640
of their students to be successful.
02:40:16.640 --> 02:40:18.530
I want to clarify that
we're not proposing
02:40:18.530 --> 02:40:21.380
that scores on the T-TESS
02:40:21.380 --> 02:40:23.260
be part of the accountability system,
02:40:23.260 --> 02:40:26.220
that it's not another certification exam
02:40:26.220 --> 02:40:28.610
that you need to have a
certain number of students
02:40:28.610 --> 02:40:30.160
proficient on that,
02:40:30.160 --> 02:40:32.811
we are proposing that
this be a requirement
02:40:32.811 --> 02:40:33.644
for completing the program
02:40:33.644 --> 02:40:35.980
and receiving the
program's recommendation.
02:40:35.980 --> 02:40:40.060
So as not incentivize the EPP
02:40:40.060 --> 02:40:42.436
to give falsely inflated scores.
02:40:42.436 --> 02:40:44.433
(indistinct) clarification.
02:40:44.433 --> 02:40:46.260
- Thank you all for being
so patient with my questions.
02:40:46.260 --> 02:40:47.168
I've learned a lot today.
02:40:47.168 --> 02:40:50.501
Thank you Emily,
Dr. Rodriguez please.
02:40:52.290 --> 02:40:54.070
Thank you, Dr. Cavazos,
02:40:54.070 --> 02:40:54.910
first and foremost,
02:40:54.910 --> 02:40:59.760
I want to thank
Dr. Edmondson and Dr. Ellis
02:40:59.760 --> 02:41:02.660
for taking on this
tremendous amount of work.
02:41:02.660 --> 02:41:05.330
It is certainly very, very useful,
02:41:05.330 --> 02:41:09.957
and it helps us think
about how to improve
02:41:10.800 --> 02:41:13.270
the way in which we are preparing
02:41:13.270 --> 02:41:14.640
and assessing our candidates.
02:41:14.640 --> 02:41:15.780
So thank you very much.
02:41:15.780 --> 02:41:17.570
I had several questions,
02:41:17.570 --> 02:41:21.700
but my colleagues have
already asked a few for me.
02:41:21.700 --> 02:41:25.920
So I would just like to ask you
02:41:25.920 --> 02:41:30.370
to elaborate a little bit
more on question three
02:41:30.370 --> 02:41:34.320
asks if evaluators are
expected to rate all components
02:41:38.444 --> 02:41:40.100
of each observation, and if
I'm understanding correctly,
02:41:42.820 --> 02:41:47.820
you are proposing to use
T-TESS exactly the way it is.
02:41:48.460 --> 02:41:49.410
Is that correct?
02:41:49.410 --> 02:41:53.800
Or are you modifying it in
any way to take into account
02:41:53.800 --> 02:41:55.410
that these are teacher candidates
02:41:55.410 --> 02:41:58.320
and not (indistinct) teachers.
02:41:58.320 --> 02:42:00.410
No, we have left
the rubric intact
02:42:00.410 --> 02:42:02.620
as it was designed by the agency.
02:42:02.620 --> 02:42:05.760
We do recognize that
these are beginning teachers
02:42:05.760 --> 02:42:09.130
or still teacher candidates
that are still growing.
02:42:09.130 --> 02:42:12.100
And so we don't expect that
the ratings that they receive
02:42:12.100 --> 02:42:13.777
would be reflective of
someone in the classroom
02:42:13.777 --> 02:42:15.420
who have five years or 10 years,
02:42:15.420 --> 02:42:17.850
but we have left the
rubric completely intact.
02:42:17.850 --> 02:42:18.683
Yes, thank you.
02:42:18.683 --> 02:42:20.040
That's what I thought.
02:42:20.040 --> 02:42:24.100
And so now more specifically
regarding what I was asking
02:42:24.100 --> 02:42:28.680
about rating every component,
02:42:28.680 --> 02:42:32.830
what have you encountered
specifically with domain four?
02:42:32.830 --> 02:42:35.650
Is that posing any kind of challenge
02:42:35.650 --> 02:42:40.650
in any way and how does
that correlate with the video?
02:42:42.940 --> 02:42:46.600
And anyway, I'm
interested in listening from...
02:42:46.600 --> 02:42:49.110
Yeah, so domain four has
posed challenges to EPPs
02:42:49.110 --> 02:42:51.820
for a long time, mostly because T-TESS
02:42:51.820 --> 02:42:54.740
was being used just as
an observation instrument
02:42:54.740 --> 02:42:57.500
and not in the way that the
process was originally designed.
02:42:57.500 --> 02:42:59.570
So originally T-TESS was designed
02:42:59.570 --> 02:43:01.560
to be used as an observation instrument
02:43:01.560 --> 02:43:03.760
with a summative evaluation.
02:43:03.760 --> 02:43:06.460
And so on the individual observations,
02:43:06.460 --> 02:43:07.920
we don't rate domain four.
02:43:07.920 --> 02:43:10.270
It's impossible to see
some of the look fours
02:43:10.270 --> 02:43:12.800
in domain four, an
individual evaluation,
02:43:12.800 --> 02:43:16.240
but domain four is being rated
in the summative evaluation
02:43:16.240 --> 02:43:17.690
because as you spend time
02:43:17.690 --> 02:43:19.460
with the candidate in their classroom,
02:43:19.460 --> 02:43:21.210
you're able to see their professionalism
02:43:21.210 --> 02:43:22.920
and ethical decision making.
02:43:22.920 --> 02:43:27.150
And so we had lots of discussions
in the participating EPPs
02:43:27.150 --> 02:43:28.760
about how to treat domain four.
02:43:28.760 --> 02:43:30.680
That's where we are right now,
02:43:30.680 --> 02:43:32.500
obviously, as we implement this further
02:43:32.500 --> 02:43:35.020
and have more discussion about it,
02:43:35.020 --> 02:43:37.090
that we could decide to revise that,
02:43:37.090 --> 02:43:38.600
but that seems to be working now.
02:43:38.600 --> 02:43:39.760
And that's the way the majority
02:43:39.760 --> 02:43:41.390
of our participating school districts
02:43:41.390 --> 02:43:43.820
are implementing T-TESS as well.
02:43:43.820 --> 02:43:45.500
Thank you for
the clarification.
02:43:45.500 --> 02:43:47.260
It makes perfect sense.
02:43:47.260 --> 02:43:50.570
Thank you Dr. Rodriguez,
go ahead, keep going.
02:43:50.570 --> 02:43:53.440
No, I just wanted to also ask,
02:43:53.440 --> 02:43:58.106
what kind of feedback are
you getting from school districts
02:43:58.106 --> 02:44:02.730
that you are reaching out to help out
02:44:02.730 --> 02:44:07.730
with the blind scoring of
the video and the material?
02:44:10.143 --> 02:44:13.160
So the preliminary conversations
that we've had with them
02:44:13.160 --> 02:44:15.930
is that they're excited about the work.
02:44:15.930 --> 02:44:18.470
Many of them were unfamiliar
that this was happening
02:44:18.470 --> 02:44:21.190
just because it hasn't been
disrupted in their schools.
02:44:21.190 --> 02:44:23.640
And so right now, if it's not on fire,
02:44:23.640 --> 02:44:25.960
you're probably not paying
attention to it in a school.
02:44:25.960 --> 02:44:29.080
And so informing them about the pilot,
02:44:29.080 --> 02:44:31.250
they've been really interested in it.
02:44:31.250 --> 02:44:33.770
They're willing to help
and serve in this way.
02:44:33.770 --> 02:44:36.300
And so we're excited to be able to see
02:44:36.300 --> 02:44:37.540
their participation in this,
02:44:37.540 --> 02:44:40.130
because so many times
we rule out things like this,
02:44:40.130 --> 02:44:41.980
and then the school
districts are the last to learn
02:44:41.980 --> 02:44:43.010
or be involved in it.
02:44:43.010 --> 02:44:46.430
And so, as soon as the videos
are coming in this morning,
02:44:46.430 --> 02:44:48.370
I looked in, we had like 175.
02:44:48.370 --> 02:44:50.140
And so once we get them in
02:44:50.140 --> 02:44:52.493
and we can get all
the appraisers in place,
02:44:52.493 --> 02:44:55.150
I'm excited to work with them.
02:44:55.150 --> 02:44:57.010
Thank you for doing that.
02:44:57.010 --> 02:45:01.870
We believe here in my institution
02:45:01.870 --> 02:45:04.670
that the participation
of school districts
02:45:04.670 --> 02:45:06.950
in the preparation of
teachers is essential.
02:45:06.950 --> 02:45:09.900
So I think that this
type of collaboration
02:45:09.900 --> 02:45:11.490
is exactly what we need to be doing,
02:45:11.490 --> 02:45:14.740
because I know we value the feedback
02:45:14.740 --> 02:45:16.290
that we receive from
our school districts
02:45:16.290 --> 02:45:18.390
on the quality of teacher candidates.
02:45:18.390 --> 02:45:21.900
And so thank you for
embedding that component
02:45:21.900 --> 02:45:24.781
into this pilot to get the feedback
02:45:24.781 --> 02:45:26.840
from the districts as well so...
02:45:28.270 --> 02:45:30.870
Thank you, any other
questions from Board members?
02:45:33.040 --> 02:45:35.530
Ladies, you must have felt
02:45:35.530 --> 02:45:38.210
like you were in a
Senate approval process.
02:45:38.210 --> 02:45:39.043
Now I'm kidding.
02:45:41.100 --> 02:45:43.230
Here's what I'm gonna
give you a high level.
02:45:43.230 --> 02:45:45.230
Just something to think
about moving forward.
02:45:45.230 --> 02:45:49.810
First of all, I think Mr. Rodriguez
said this last meeting,
02:45:49.810 --> 02:45:52.630
this is a kind of stuff that
should excite all of us,
02:45:52.630 --> 02:45:55.277
that we're actually
spending time looking at,
02:45:55.277 --> 02:46:00.277
"How do we better prepare
candidate to be ready day one
02:46:01.070 --> 02:46:02.910
when they have children
assigned to them?"
02:46:02.910 --> 02:46:06.110
And so thank you for the
heavy lift that you all are doing.
02:46:06.110 --> 02:46:07.782
A couple of things that I would offer
02:46:07.782 --> 02:46:12.140
as you move forward here is this is that
02:46:12.140 --> 02:46:17.140
fundamentally, it
appears that the question
02:46:17.520 --> 02:46:20.750
about the licensure exam requirement
02:46:20.750 --> 02:46:23.340
is still lingering out there.
02:46:23.340 --> 02:46:27.810
And I think that you
all have settled into,
02:46:27.810 --> 02:46:31.420
there is value in
performance assessment.
02:46:31.420 --> 02:46:33.460
There is some value in it
02:46:33.460 --> 02:46:35.670
and whether it's part
of the curriculum or not,
02:46:35.670 --> 02:46:37.635
but it sounds like you all are saying,
02:46:37.635 --> 02:46:39.670
"If we make it part of the program,
02:46:39.670 --> 02:46:42.870
then that in itself is a
performance assessment."
02:46:42.870 --> 02:46:46.620
I'm gonna go to what Emily
said early on in her comments.
02:46:46.620 --> 02:46:48.400
And her questions was,
02:46:48.400 --> 02:46:51.810
that there's still this lingering
checks and balances.
02:46:51.810 --> 02:46:53.740
And what does that look like?
02:46:53.740 --> 02:46:56.670
But if it's not an incentivized type of
02:46:56.670 --> 02:47:00.640
part of the programming,
then maybe it solves itself.
02:47:00.640 --> 02:47:05.640
However, the idea of the
licensure exam still is out there.
02:47:07.140 --> 02:47:10.690
And so I think fundamentally
the question is this
02:47:10.690 --> 02:47:14.980
performance assessment fit
better as part of the curriculum
02:47:14.980 --> 02:47:17.240
as an ongoing continuous development
02:47:17.240 --> 02:47:21.190
of the teacher candidate
and then a statewide exam
02:47:22.175 --> 02:47:25.720
or performance assessment
is a statewide exam.
02:47:25.720 --> 02:47:27.200
Does that make sense?
02:47:27.200 --> 02:47:29.340
So I think that, some thought
02:47:29.340 --> 02:47:31.230
needs to be centered around that.
02:47:31.230 --> 02:47:35.700
And just, what are we
really trying to accomplish
02:47:35.700 --> 02:47:37.497
in the edTPA pilot?
02:47:38.590 --> 02:47:43.450
The other thing that I would,
kind of ask you to think about
02:47:43.450 --> 02:47:47.450
is that when you talk about
calibrating the T-TESS,
02:47:47.450 --> 02:47:49.310
the appraising, the appraisers,
02:47:49.310 --> 02:47:52.010
and working through
the calibration process,
02:47:52.010 --> 02:47:55.253
districts are required to
do T-TESS appraisers.
02:47:56.670 --> 02:47:59.960
And so we already have
appraisers in our district.
02:47:59.960 --> 02:48:04.290
So I wonder if the existing
appraisers in the district
02:48:04.290 --> 02:48:09.220
could be the calibrators of
the supervising candidates?
02:48:10.930 --> 02:48:15.350
And then you bring in as
a closer shoulder partner,
02:48:15.350 --> 02:48:16.563
the school systems.
02:48:17.730 --> 02:48:19.260
What I am struggling with
02:48:19.260 --> 02:48:23.559
is the role of the external reviewer.
02:48:23.559 --> 02:48:27.990
But because it appeared that
in one of your slides, Stacey,
02:48:29.010 --> 02:48:32.860
you had where the candidate
could be slowed down
02:48:34.701 --> 02:48:37.260
if they were not performing
well in the T-TESS
02:48:37.260 --> 02:48:38.410
part of the curriculum,
02:48:39.310 --> 02:48:43.270
but it appears that
an external evaluator
02:48:43.270 --> 02:48:45.360
would not be slowing down the candidate.
02:48:45.360 --> 02:48:47.930
They would just be informing
the practice of the EPP.
02:48:47.930 --> 02:48:49.120
Does that make sense?
02:48:49.120 --> 02:48:51.400
And so we may be catching the problem,
02:48:51.400 --> 02:48:54.920
but we already let the
candidates out of the program.
02:48:54.920 --> 02:48:58.260
So just something to think
about and the way your structure
02:48:58.260 --> 02:49:00.410
and your thought process.
02:49:00.410 --> 02:49:03.030
I happen to believe that all
the questions and thoughts
02:49:03.030 --> 02:49:04.900
that were given to you by the Board
02:49:04.900 --> 02:49:07.840
helps you inform your
practice moving forward.
02:49:07.840 --> 02:49:10.090
We really appreciate your update.
02:49:10.090 --> 02:49:14.630
We know that this is an added
component to what you do,
02:49:14.630 --> 02:49:18.830
but it shows that there's a
passion for us getting better
02:49:18.830 --> 02:49:20.570
in preparing that teacher candidates,
02:49:20.570 --> 02:49:22.130
because at the end of the day,
02:49:22.130 --> 02:49:23.670
if they're ready day one,
02:49:23.670 --> 02:49:25.560
they're more likely to
stay in the profession.
02:49:25.560 --> 02:49:27.550
So thank you ladies,
for what you all do.
02:49:27.550 --> 02:49:29.770
And please thank all your partners
02:49:29.770 --> 02:49:34.101
that are helping you
kinda unpack this big thing,
02:49:34.101 --> 02:49:35.501
trying to figure things out.
02:49:37.018 --> 02:49:38.549
_ [Stacey And Ellis] Thank you.
02:49:38.549 --> 02:49:40.410
All right, thank you, ladies.
02:49:40.410 --> 02:49:43.320
I think we can jump onto Jessica's
02:49:43.320 --> 02:49:46.343
update presentation on edTPA.
02:49:47.250 --> 02:49:48.920
Thank you, Dr. Cavazos.
02:49:48.920 --> 02:49:50.580
And I wanna echo that sentiment
02:49:50.580 --> 02:49:53.290
that we greatly appreciate
Sam Houston State
02:49:53.290 --> 02:49:56.310
coming and sharing the
update on their T-TESS study.
02:49:56.310 --> 02:49:58.810
Again, we've been working in
close collaboration with them
02:49:58.810 --> 02:49:59.720
and look forward
02:49:59.720 --> 02:50:02.130
to continuing that
collaboration moving forward.
02:50:02.130 --> 02:50:03.100
And we did wanna name that
02:50:03.100 --> 02:50:04.500
unfortunately, Sam Houston State
02:50:04.500 --> 02:50:07.570
is not participating in our
statewide pilot this year,
02:50:07.570 --> 02:50:09.580
but we'd love for them
to be able to participate
02:50:09.580 --> 02:50:11.900
and benefit from that
community of practice
02:50:11.900 --> 02:50:14.791
and additional support that
the statewide pilot provides
02:50:14.791 --> 02:50:16.453
in our upcoming year.
02:50:17.320 --> 02:50:20.870
So Board item 11 is your
standing discussion item
02:50:20.870 --> 02:50:23.080
on the status of the edTPA pilot,
02:50:23.080 --> 02:50:26.961
which begins on PDF
Page 119 of the agenda.
02:50:26.961 --> 02:50:28.580
If you wouldn't mind,
02:50:28.580 --> 02:50:31.430
before we began the
discussion of the item today
02:50:31.430 --> 02:50:32.570
for so inclined,
02:50:32.570 --> 02:50:34.590
I would like to take just one minute
02:50:34.590 --> 02:50:38.930
to introduce one of my team
members, DeMarco Petri.
02:50:38.930 --> 02:50:41.980
DeMarco is the educator
standards and testing specialist
02:50:41.980 --> 02:50:46.310
on our TPA team that oversees
the day-to-day implementation
02:50:46.310 --> 02:50:49.720
and support around Texas' edTPA pilot..
02:50:49.720 --> 02:50:51.710
DeMarco is also as the distinction
02:50:51.710 --> 02:50:54.050
of having completed the edTPA himself
02:50:54.050 --> 02:50:57.250
during his own teacher
certification process.
02:50:57.250 --> 02:51:00.850
Our edTPA pilot programs
have gotten to know DeMarco well
02:51:00.850 --> 02:51:02.980
since he joined our team this July,
02:51:02.980 --> 02:51:05.680
and we planned for you all
to have quality time with him
02:51:05.680 --> 02:51:06.850
in the future,
02:51:06.850 --> 02:51:08.540
over the course of the next few meetings
02:51:08.540 --> 02:51:10.690
as DeMarco joins these discussions.
02:51:10.690 --> 02:51:12.493
And again, if there's any questions
02:51:12.493 --> 02:51:14.880
that you cared to ask
about (tech glitch) someone
02:51:14.880 --> 02:51:18.100
who's walked in the shoes of
those who completed the edTPA,
02:51:18.100 --> 02:51:20.503
he's a really great
source of information.
02:51:22.798 --> 02:51:24.858
Did you say
successfully completed?
02:51:24.858 --> 02:51:28.340
Just kidding DeMarco,
I'm sure it was successful.
02:51:28.340 --> 02:51:30.320
Go ahead, keep going, Jessica.
02:51:30.320 --> 02:51:32.030
Absolutely wildly successful.
02:51:32.030 --> 02:51:35.127
I could guarantee you that.
Okay.
02:51:35.127 --> 02:51:36.187
Mr. DeMarco I know you
wanted to come off mute
02:51:36.187 --> 02:51:39.840
and just give the Board a hello.
02:51:39.840 --> 02:51:41.250
Good morning Board.
02:51:41.250 --> 02:51:43.540
I'm so happy to be here with you today
02:51:43.540 --> 02:51:45.350
and to meet you virtually.
02:51:45.350 --> 02:51:49.470
I'm excited for the work
to come in the future.
02:51:49.470 --> 02:51:51.480
Thank you,
DeMarco, I appreciate it.
02:51:51.480 --> 02:51:54.020
And so you all will be
hearing more from DeMarco
02:51:54.020 --> 02:51:55.253
in our coming meetings.
02:51:57.240 --> 02:51:59.440
At our October SBEC meeting,
02:51:59.440 --> 02:52:03.280
Board, you ask some fantastic
questions about the edTPA
02:52:03.280 --> 02:52:05.270
and gave us some really great feedback
02:52:05.270 --> 02:52:08.600
on areas where you would
like additional information.
02:52:08.600 --> 02:52:10.580
In particular, we heard a request
02:52:10.580 --> 02:52:13.210
for a breakdown of candidate performance
02:52:13.210 --> 02:52:15.930
on the edTPA by demographic group.
02:52:15.930 --> 02:52:19.000
For the first year of the
edTPA pilot, we heard requests
02:52:19.000 --> 02:52:23.750
to see a Texas candidate's
scored edTPA portfolio.
02:52:23.750 --> 02:52:26.660
We heard requests for more
information about candidate
02:52:26.660 --> 02:52:30.950
and EPP perception of
the edTPA pilot process.
02:52:30.950 --> 02:52:32.310
We heard requests for clarity
02:52:32.310 --> 02:52:34.410
on the edTPA reimbursement totals
02:52:34.410 --> 02:52:36.440
that are distributed to candidates.
02:52:36.440 --> 02:52:38.130
And we heard a request for an update
02:52:38.130 --> 02:52:41.383
on the status of Sam Houston
State T-TESS pilot study.
02:52:42.330 --> 02:52:44.210
With those requests mind,
02:52:44.210 --> 02:52:46.510
a TEA staff has
developed a proposed plan
02:52:46.510 --> 02:52:50.790
for edTPA discussion topics
across upcoming meetings,
02:52:50.790 --> 02:52:53.340
in which we hope to
address these requests.
02:52:53.340 --> 02:52:54.210
At the meeting today,
02:52:54.210 --> 02:52:56.510
you just had the
opportunity to hear an update
02:52:56.510 --> 02:52:59.360
from Sam Houston State
on their T-TESS study.
02:52:59.360 --> 02:53:02.650
And in this item, we plan
to discuss the purpose value
02:53:02.650 --> 02:53:04.260
and structure of the edTPA.
02:53:04.260 --> 02:53:07.650
The edTPA year one, pilot summary data,
02:53:07.650 --> 02:53:11.080
discussing update on
the gear to edTPA pilot,
02:53:11.080 --> 02:53:14.463
and provide some updates on
edTPA reimbursement processes.
02:53:15.950 --> 02:53:18.140
If so inclined during
the February meeting,
02:53:18.140 --> 02:53:21.120
we plan to bring a summary
of year one perception data
02:53:21.120 --> 02:53:25.040
and statewide trends, and
provide an update on recruitment
02:53:25.040 --> 02:53:27.770
for third year of the edTPA pilot.
02:53:27.770 --> 02:53:28.630
And in April,
02:53:28.630 --> 02:53:32.070
we would plan to dive
deeper into the edTPA portfolio
02:53:32.070 --> 02:53:34.330
and provide updates regarding year three
02:53:34.330 --> 02:53:37.270
implementation, planning, and supports.
02:53:37.270 --> 02:53:38.910
We recognize that in October,
02:53:38.910 --> 02:53:40.040
a few members of the Board
02:53:40.040 --> 02:53:45.040
requested to see a Texas
candidate's scored edTPA portfolio.
02:53:45.240 --> 02:53:47.850
Due to the security
of the exam materials,
02:53:47.850 --> 02:53:49.750
we are still working to coordinate
02:53:49.750 --> 02:53:53.410
what this process could look
and sound like moving forward
02:53:53.410 --> 02:53:56.210
and believe that it
may be best facilitated
02:53:56.210 --> 02:53:57.460
in a work session,
02:53:57.460 --> 02:54:00.210
which are traditionally held
over the course of the summer.
02:54:00.210 --> 02:54:01.810
And that's why you don't
see that reflected here
02:54:01.810 --> 02:54:03.783
on the screen today,
but we'll show you
02:54:03.783 --> 02:54:06.700
that we're continuing to
work on those processes.
02:54:06.700 --> 02:54:08.420
At the end of today's item,
02:54:08.420 --> 02:54:09.520
we would love the opportunity
02:54:09.520 --> 02:54:11.430
to circle back to this chart Board,
02:54:11.430 --> 02:54:14.450
to see if there are any
additional topics, reflections
02:54:14.450 --> 02:54:16.030
that come to mind that we could add
02:54:16.030 --> 02:54:18.320
to ensure that we're effectively
02:54:18.320 --> 02:54:20.463
and consistently
addressing your question.
02:54:22.760 --> 02:54:27.320
So today our goals are to
discuss what the edTPA is
02:54:27.320 --> 02:54:30.410
and how it sets the teacher
candidates up for success,
02:54:30.410 --> 02:54:33.137
analyze edTPA year
one pilot participation
02:54:33.137 --> 02:54:35.050
and performance data,
02:54:35.050 --> 02:54:38.160
and discuss how the
edTPA year one pilot data
02:54:38.160 --> 02:54:40.153
will inform future pilot work.
02:54:41.500 --> 02:54:44.680
Based on conversations
you had in October,
02:54:44.680 --> 02:54:48.350
we wanted to begin by
revisiting the edTPA itself,
02:54:48.350 --> 02:54:51.100
recognize that we have a
number of new Board members
02:54:51.100 --> 02:54:53.450
and that we haven't
revisited the conversation
02:54:53.450 --> 02:54:55.890
around the value or
purpose of the edTPA.
02:54:55.890 --> 02:54:58.890
Since all the way back
in December, 2018,
02:54:58.890 --> 02:55:02.040
we thought it'd be valuable
to begin with a quick step back
02:55:02.040 --> 02:55:04.510
to discuss what the edTPA is itself
02:55:04.510 --> 02:55:06.400
to help put the pilot data
02:55:06.400 --> 02:55:08.733
that we're gonna discuss in context.
02:55:13.180 --> 02:55:16.630
Board, your goal is to
ensure that teacher candidates
02:55:16.630 --> 02:55:19.550
in Texas are classroom
ready for students
02:55:19.550 --> 02:55:21.830
beginning their first day on the job.
02:55:21.830 --> 02:55:24.350
With that in mind your charge to staff
02:55:26.330 --> 02:55:29.310
has been to ensure that
our certification exams
02:55:29.310 --> 02:55:33.390
truly measure and inspect
the things that set teachers up
02:55:33.390 --> 02:55:35.343
for success on day one.
02:55:36.350 --> 02:55:38.090
From day one in the classroom,
02:55:38.090 --> 02:55:40.899
teachers are required to
have a strong toolbox of skills
02:55:40.899 --> 02:55:43.320
to support student learning.
02:55:43.320 --> 02:55:46.590
They plan rigorous lessons
that take into consideration
02:55:46.590 --> 02:55:48.560
the needs of their students.
02:55:48.560 --> 02:55:49.860
They teach those lessons
02:55:49.860 --> 02:55:52.440
in a manner that encourages
student engagement
02:55:52.440 --> 02:55:54.030
and deep learning,
02:55:54.030 --> 02:55:57.040
and they assess what
their students have learned
02:55:57.040 --> 02:56:00.060
and determine if they
need to reteach content
02:56:00.060 --> 02:56:02.823
to ensure that students reach mastery.
02:56:03.920 --> 02:56:06.720
I imagine that this cycle
of effective teaching
02:56:06.720 --> 02:56:09.410
resonates with those of
you who are educators
02:56:09.410 --> 02:56:12.590
representing the work that
you all do on a daily basis,
02:56:12.590 --> 02:56:13.880
including some of you who I see
02:56:13.880 --> 02:56:16.830
within the walls of your various
classrooms at this moment,
02:56:18.890 --> 02:56:23.890
The edTPA as a performance-based
certification assessment
02:56:24.110 --> 02:56:28.310
is aligned by design with
this cycle of effective teaching
02:56:28.310 --> 02:56:31.810
and meaningfully measures,
a teacher candidate's ability
02:56:31.810 --> 02:56:33.970
to do this work.
02:56:33.970 --> 02:56:36.330
A teacher candidate builds a portfolio
02:56:36.330 --> 02:56:39.360
of their teaching practice
demonstrating their ability
02:56:39.360 --> 02:56:41.623
to plan instruction and assessment,
02:56:43.000 --> 02:56:46.470
facilitate instruction
within a Texas classroom
02:56:46.470 --> 02:56:51.270
with Texas students and
assess student learning
02:56:51.270 --> 02:56:53.800
through three performance tasks.
02:56:53.800 --> 02:56:57.710
Essentially you are ensuring
that we're providing students
02:56:57.710 --> 02:57:00.350
with teachers that have demonstrated
02:57:00.350 --> 02:57:03.193
their ability to meet the
needs of their students.
02:57:09.530 --> 02:57:13.010
We also know that good
teaching looks different
02:57:13.010 --> 02:57:16.050
based upon the subject
area that a teacher teaches.
02:57:16.050 --> 02:57:18.700
The way that a teacher
plans, instructs and assesses
02:57:18.700 --> 02:57:21.210
in an elementary literacy classroom
02:57:21.210 --> 02:57:24.950
for elementary literacy
students looks fairly different
02:57:24.950 --> 02:57:27.340
from the way that a high
school performing arts teacher
02:57:27.340 --> 02:57:28.870
plans, instructs, and necessities
02:57:28.870 --> 02:57:30.990
to meet the needs of their students.
02:57:30.990 --> 02:57:34.320
The edTPA has therefore
been specifically designed
02:57:34.320 --> 02:57:36.120
to be subject specific
02:57:36.120 --> 02:57:40.540
allowing teacher candidates,
to demonstrate their ability
02:57:40.540 --> 02:57:43.790
to design a portfolio
that's aligned to their given
02:57:43.790 --> 02:57:46.050
grade level and subject area
02:57:46.050 --> 02:57:48.500
ultimately ensuring that
they're demonstrating
02:57:48.500 --> 02:57:52.130
their readiness to meet
their specific students' needs.
02:57:52.130 --> 02:57:54.160
A few examples of what this looks like
02:57:54.160 --> 02:57:55.493
are included on the slide.
02:57:59.070 --> 02:58:03.610
So the edTPA is a
performance-based certification exam
02:58:03.610 --> 02:58:06.250
that measures what we
know to be good teaching.
02:58:06.250 --> 02:58:11.250
It also measures what you
say our EPPs should be doing,
02:58:11.450 --> 02:58:14.520
your requirements already in rule.
02:58:14.520 --> 02:58:18.580
In your rules, you expect
EPPs to develop coursework
02:58:18.580 --> 02:58:22.030
and formative assessments
that are based on your standards.
02:58:22.030 --> 02:58:25.540
You expect for EPPs to
provide feedback to candidates
02:58:25.540 --> 02:58:28.590
throughout their clinical
placement or internship
02:58:28.590 --> 02:58:30.440
aligned with those standards.
02:58:30.440 --> 02:58:35.360
And you expect for all
EPPs to conduct observations
02:58:35.360 --> 02:58:38.050
and supervisory evaluations,
02:58:38.050 --> 02:58:41.610
specifically T-TESS
evaluations during the course
02:58:41.610 --> 02:58:44.200
of a candidate's clinical
teaching experience
02:58:44.200 --> 02:58:49.200
and use those supervisory
evaluations to make determination
02:58:49.240 --> 02:58:52.810
about a candidate's readiness
to enter the classroom.
02:58:52.810 --> 02:58:56.510
Those are already part
of your requirements.
02:58:56.510 --> 02:58:59.580
The edTPA as a certification exam
02:58:59.580 --> 02:59:01.890
aligns with these expectations,
02:59:01.890 --> 02:59:04.950
measuring a candidate's
ability to demonstrate
02:59:04.950 --> 02:59:06.920
what you've deemed most important,
02:59:06.920 --> 02:59:11.130
your educator standards in
the context of the classroom.
02:59:11.130 --> 02:59:14.430
Ultimately the combination
of your EPP requirements
02:59:14.430 --> 02:59:17.650
and the edTPA as a certification exam
02:59:17.650 --> 02:59:20.780
means that you measure what you value
02:59:20.780 --> 02:59:23.153
and don't leave practice up to chance.
02:59:27.760 --> 02:59:31.280
Candidates demonstrate
their skill in planning, instruction
02:59:31.280 --> 02:59:34.050
and assessment by building a portfolio
02:59:34.050 --> 02:59:36.890
around a specific lesson
or learning segment
02:59:36.890 --> 02:59:39.880
during the course of their
clinical placement or internship.
02:59:39.880 --> 02:59:43.120
Their portfolio consists
of the actual lesson plans
02:59:43.120 --> 02:59:45.170
and assessments that they've developed,
02:59:45.170 --> 02:59:48.520
an edited video of their instruction,
02:59:48.520 --> 02:59:50.940
analysis of their assessment results
02:59:50.940 --> 02:59:53.300
and specific examples of student work
02:59:53.300 --> 02:59:55.320
in those Texas classrooms
02:59:55.320 --> 02:59:58.500
and authentic reflection
on their practice
02:59:58.500 --> 03:00:02.163
throughout this entire
cycle of effective teaching.
03:00:04.530 --> 03:00:07.800
By gathering authentic
evidence of teacher practice
03:00:07.800 --> 03:00:10.890
during the course of their
clinical teaching or internship
03:00:10.890 --> 03:00:15.480
teacher candidate edTPA
portfolios are also truly snapshots
03:00:15.480 --> 03:00:17.830
into what's happening
in Texas classrooms.
03:00:17.830 --> 03:00:22.380
The assessment itself is
aligned with your expectations
03:00:22.380 --> 03:00:25.290
of educators, including alignment
03:00:25.290 --> 03:00:28.250
with both your content specific
03:00:28.250 --> 03:00:30.853
and pedagogical educator standards.
03:00:31.780 --> 03:00:34.120
The edTPA is also subject specific
03:00:34.120 --> 03:00:36.830
meeting that our Texas candidates
03:00:36.830 --> 03:00:39.370
are planning, instructing and assessing
03:00:39.370 --> 03:00:41.873
student mastery of the TEKS.
03:00:43.021 --> 03:00:46.450
The edTPA also requires that
candidates use their knowledge
03:00:46.450 --> 03:00:49.520
of the learning environment,
including the academic,
03:00:49.520 --> 03:00:52.270
social, emotional, and
language development needs
03:00:52.270 --> 03:00:53.540
of their students,
03:00:53.540 --> 03:00:55.670
their students prior academic learning,
03:00:55.670 --> 03:01:00.000
lived experience, personal and
community and cultural assets
03:01:00.000 --> 03:01:04.070
and leveraging that
understanding to plan instruction.
03:01:04.070 --> 03:01:07.540
This means that candidates
must have a deep understanding
03:01:07.540 --> 03:01:09.670
of what's occurring
in their Texas schools
03:01:09.670 --> 03:01:11.890
and was occurring in
their Texas classrooms
03:01:11.890 --> 03:01:15.180
in order to effectively meet
the needs of their students.
03:01:15.180 --> 03:01:18.790
And finally, as the
edTPA is a portfolio based
03:01:18.790 --> 03:01:21.970
certification assessment
comprised of artifacts,
03:01:21.970 --> 03:01:25.180
it represents actual evidence
of a candidate's ability
03:01:25.180 --> 03:01:28.853
to plan, instruct, and
assess in a Texas classroom.
03:01:30.840 --> 03:01:35.110
Teacher candidate portfolios
are evaluated across 15 rubrics
03:01:35.110 --> 03:01:37.930
that deeply examine those three tasks
03:01:37.930 --> 03:01:39.830
through specific constructs.
03:01:39.830 --> 03:01:41.480
And an overview of these rubrics
03:01:41.480 --> 03:01:43.460
can be found in attachment one
03:01:43.460 --> 03:01:46.163
on pages nine through 13 of the item.
03:01:47.160 --> 03:01:48.560
The rubric progressions
03:01:48.560 --> 03:01:50.730
represent a progression
from beginning teachers
03:01:50.730 --> 03:01:53.770
who are not ready with teacher focused
03:01:53.770 --> 03:01:56.840
whole classroom
instruction that's misaligned
03:01:56.840 --> 03:01:59.430
to highly accomplished
beginning teachers
03:01:59.430 --> 03:02:01.840
with instruction that student focused
03:02:01.840 --> 03:02:04.370
individualized and well-designed
03:02:04.370 --> 03:02:07.750
aligned with your expectations
for educators in Texas.
03:02:07.750 --> 03:02:11.010
This progression is also
aligned for the expectations
03:02:11.010 --> 03:02:13.683
for in-service teacher
evaluation as well.
03:02:17.250 --> 03:02:20.610
With your goal in mind of
ensuring that Texas teachers
03:02:20.610 --> 03:02:24.850
are ready day one, to meet
the needs of Texas students,
03:02:24.850 --> 03:02:28.800
we thought it useful to
examine the candidate behaviors
03:02:28.800 --> 03:02:31.530
for each of your certification exams
03:02:31.530 --> 03:02:35.660
that are required for
standard certification.
03:02:35.660 --> 03:02:39.540
With the edTPA, candidates
complete the assessment
03:02:39.540 --> 03:02:43.100
during clinical teaching
in a Texas classroom,
03:02:43.100 --> 03:02:47.840
or with the PPR, they can
take the exam in a testing center,
03:02:47.840 --> 03:02:49.700
anytime during preparation,
03:02:49.700 --> 03:02:51.950
potentially even before
entering a classroom.
03:02:54.770 --> 03:02:56.807
With the edTPA, they can demonstrate
03:02:56.807 --> 03:03:01.480
content specific
competencies in practice,
03:03:01.480 --> 03:03:06.313
or answer multiple choice
questions on broad EC 12 pedagogy.
03:03:07.270 --> 03:03:10.320
And finally, they can
receive rich feedback
03:03:10.320 --> 03:03:14.090
that provides insight into
areas of strength and growth,
03:03:14.090 --> 03:03:16.470
or they can receive the
number of test questions
03:03:16.470 --> 03:03:18.587
they've got correct
and if they've passed.,
03:03:20.020 --> 03:03:23.090
Ultimately the most
significant differentiator
03:03:23.090 --> 03:03:26.350
is the value of the feedback
that the candidate receives
03:03:26.350 --> 03:03:30.580
that not only indicates
their readiness for day one,
03:03:30.580 --> 03:03:33.030
but also provides insight into areas
03:03:33.030 --> 03:03:35.657
for continuous improvement
beyond day one.
03:03:39.480 --> 03:03:42.060
These points are most compellingly made
03:03:42.060 --> 03:03:44.120
by teacher candidates themselves
03:03:44.120 --> 03:03:46.710
who have recently completed the edTPA.
03:03:46.710 --> 03:03:49.700
I'll pause and let you
read a recent comment
03:03:49.700 --> 03:03:51.200
made just last week
03:03:51.200 --> 03:03:54.100
by a Texas TAMU San
Antonio teacher candidate
03:03:54.100 --> 03:03:56.373
at a recent edTPA candidate forum.
03:04:23.840 --> 03:04:27.130
Board, in discussion
about the edTPA pilot,
03:04:27.130 --> 03:04:29.720
we've heard many
comments to the effect that
03:04:29.720 --> 03:04:33.100
we are doing this to educators.
03:04:33.100 --> 03:04:36.330
What we're hearing from
this educator and others
03:04:36.330 --> 03:04:40.100
is that you've ultimately
done this for them.
03:04:40.100 --> 03:04:42.900
You've set a group of
educators up for success
03:04:42.900 --> 03:04:46.623
and you've set their future
students up for success as well.
03:04:51.500 --> 03:04:55.120
The edTPA provides
candidates with really rich data
03:04:55.120 --> 03:04:57.540
to inform their continuous improvement.
03:04:57.540 --> 03:05:02.540
It also provides Texas
EPPs, the TEA and the SBEC,
03:05:03.040 --> 03:05:07.050
rich and ongoing data
to inform programmatic
03:05:07.050 --> 03:05:09.720
and statewide continuous
improvement efforts.
03:05:09.720 --> 03:05:11.740
And we now would like
to take the opportunity
03:05:11.740 --> 03:05:15.150
to discuss the outcomes
of the edTPA year one pilot
03:05:15.150 --> 03:05:17.350
and how we've already
begun to leverage that data
03:05:17.350 --> 03:05:18.700
for continuous improvement.
03:05:21.270 --> 03:05:23.810
TEA staff has compiled
comprehensive data
03:05:23.810 --> 03:05:26.770
on the year one edTPA
pilot implementation,
03:05:26.770 --> 03:05:28.560
including the final number of candidates
03:05:28.560 --> 03:05:31.000
who submitted edTPA portfolios,
03:05:31.000 --> 03:05:33.420
statewide candidate performance trends,
03:05:33.420 --> 03:05:36.550
and action steps that have
already been underway
03:05:36.550 --> 03:05:39.220
to support data informed
continuous improvement efforts
03:05:39.220 --> 03:05:41.703
throughout our second
year of the edTPA pilot.
03:05:42.760 --> 03:05:46.430
At a high level summary,
we've had 419 candidates
03:05:46.430 --> 03:05:49.130
from 16 educator preparation programs
03:05:49.130 --> 03:05:51.340
submit edTPA portfolios
03:05:51.340 --> 03:05:54.370
during the first year
of the edTPA pilot.
03:05:54.370 --> 03:05:59.370
Candidates submitted edTPA
portfolios in 14 subject areas.
03:06:00.090 --> 03:06:03.150
Statewide descriptive
statistics by handbook
03:06:03.150 --> 03:06:08.150
can be found on Page Four
at edTPA task on Page Five
03:06:09.790 --> 03:06:12.870
and by candidate groups
on pages five and six.
03:06:12.870 --> 03:06:14.650
We're gonna take the opportunity now
03:06:14.650 --> 03:06:17.673
to walk through these
descriptive statistics together.
03:06:20.530 --> 03:06:23.890
Overall, Texas candidates' means score.
03:06:23.890 --> 03:06:26.320
So the average of all candidates' scores
03:06:26.320 --> 03:06:29.340
of scorable portfolios
for each subject area
03:06:30.390 --> 03:06:33.100
was below the national mean.
03:06:33.100 --> 03:06:34.580
This is a line though
03:06:34.580 --> 03:06:37.190
with trends that other
States have experienced
03:06:37.190 --> 03:06:40.290
when piloting
implementation of the edTPA.
03:06:40.290 --> 03:06:42.110
And it's really to be expected
03:06:42.110 --> 03:06:45.850
as EPPs worked with
their faculty staff candidates
03:06:45.850 --> 03:06:48.380
and in deep partnership
with our district partners
03:06:48.380 --> 03:06:52.270
to engage in this beginning
implementation of the edTPA.
03:06:52.270 --> 03:06:53.700
Well, many of the other States
03:06:53.700 --> 03:06:55.670
that are reflected in that national mean
03:06:55.670 --> 03:06:58.343
have been implementing
the edTPA for years.
03:06:59.200 --> 03:07:02.410
In addition, it's also
incredibly important to note
03:07:02.410 --> 03:07:04.590
that when determining a
performance thresholds
03:07:04.590 --> 03:07:06.340
for teacher certification,
03:07:06.340 --> 03:07:09.663
each state establishes
their own official cut score.
03:07:12.560 --> 03:07:15.250
At the task level, Texas candidates
03:07:15.250 --> 03:07:18.890
demonstrated relative
strength in task two instruction
03:07:19.890 --> 03:07:24.063
and opportunities for growth
in task three assessment.
03:07:26.420 --> 03:07:28.040
Thinking of our discussion earlier
03:07:28.040 --> 03:07:30.180
related to the edTPA tasks,
03:07:30.180 --> 03:07:32.480
this means a Texas
candidates have demonstrated
03:07:32.480 --> 03:07:34.860
a relatively strong
ability to engage students
03:07:34.860 --> 03:07:38.300
in respective productive
learning environments,
03:07:38.300 --> 03:07:40.820
develop student content knowledge
03:07:40.820 --> 03:07:43.600
through strong instructional strategies
03:07:43.600 --> 03:07:46.470
and reflect on their
instructional practice.
03:07:46.470 --> 03:07:48.910
This also means that Texas candidates
03:07:48.910 --> 03:07:50.440
may need additional supports
03:07:50.440 --> 03:07:52.930
with analyzing student assessment data
03:07:52.930 --> 03:07:56.030
to determine areas of
strength and student need,
03:07:56.030 --> 03:07:58.460
providing targeted feedback to students
03:07:58.460 --> 03:08:01.090
and targeted supports
based on that feedback
03:08:01.090 --> 03:08:03.310
and develop effective reteach strategies
03:08:03.310 --> 03:08:05.330
based on assessment trends.
03:08:05.330 --> 03:08:08.550
I was reflecting on Ms.
Garcia's question earlier
03:08:08.550 --> 03:08:13.040
related to the way in
which T-TESS deeply looks
03:08:15.954 --> 03:08:18.190
at student assessment results
03:08:18.190 --> 03:08:20.408
and opportunities for reteach.
03:08:20.408 --> 03:08:23.000
And what we recognize is that oftentimes
03:08:23.000 --> 03:08:24.900
with our T-TESS evaluation systems,
03:08:24.900 --> 03:08:27.060
we're looking at the
instructional maneuvers,
03:08:27.060 --> 03:08:29.370
a teacher takes in the classroom
03:08:29.370 --> 03:08:31.090
and which we're
actually seeing translate
03:08:31.090 --> 03:08:34.190
into relative strengths on the edTPA.
03:08:34.190 --> 03:08:36.380
We recognize that there
may be some additional areas
03:08:36.380 --> 03:08:39.690
for growth when it
comes to leveraging tools,
03:08:39.690 --> 03:08:42.600
to support candidate's understanding
03:08:42.600 --> 03:08:45.340
around how to analyze assessment results
03:08:45.340 --> 03:08:48.960
and use those assessment
results to reteach to kiddos.
03:08:48.960 --> 03:08:51.070
And we actually see that that showed up
03:08:51.070 --> 03:08:54.170
in our statewide trends on the edTPA.
03:08:54.170 --> 03:08:56.720
Also I wanna make a note
that this aligns with trends
03:08:56.720 --> 03:09:00.200
that are observed
amongst in-service teachers,
03:09:00.200 --> 03:09:04.590
where many Texas school
districts have prioritized a focus
03:09:04.590 --> 03:09:08.170
on data-driven instruction and
where data-driven instruction
03:09:08.170 --> 03:09:12.530
has actually become an ongoing
focus of teacher development.
03:09:12.530 --> 03:09:15.080
Our new principal certification exam
03:09:15.080 --> 03:09:18.363
also has a deep focus
on data-driven instruction.
03:09:19.500 --> 03:09:23.010
This level of rich detailed
data can support candidates
03:09:23.010 --> 03:09:25.460
in their ongoing
professional development
03:09:25.460 --> 03:09:28.730
as they transition from
pre-service to in-service
03:09:28.730 --> 03:09:32.810
support EPPs in ongoing
curriculum refinement
03:09:32.810 --> 03:09:35.380
and support the TEA and the SBEC
03:09:35.380 --> 03:09:37.970
in the development of statewide supports
03:09:37.970 --> 03:09:41.253
as we receive this consistent
and ongoing performance data.
03:09:43.470 --> 03:09:46.420
Descriptive statistics
for candidate participation
03:09:46.420 --> 03:09:48.830
by race and ethnicity group
03:09:48.830 --> 03:09:51.900
are located on Page Six of the item.
03:09:51.900 --> 03:09:54.470
Overall, we recognize that
the number of candidates
03:09:54.470 --> 03:09:57.490
who participated in the pilot were low
03:09:57.490 --> 03:09:59.095
and that for some of
our candidate groups,
03:09:59.095 --> 03:10:01.030
they are underrepresented
03:10:01.030 --> 03:10:03.330
when compared to the overall composition
03:10:03.330 --> 03:10:06.330
of newly certified teachers annually.
03:10:06.330 --> 03:10:08.890
The second year of the
pilot is already on track
03:10:08.890 --> 03:10:11.430
to exceed candidate's submission totals
03:10:11.430 --> 03:10:13.160
for the first year of the pilot.
03:10:13.160 --> 03:10:15.900
And with your approval
of the third year of the pilot,
03:10:15.900 --> 03:10:19.170
we can continue to work to
ensure that the data collected
03:10:19.170 --> 03:10:22.000
is more representative
of candidate groups.
03:10:22.000 --> 03:10:23.993
And that will be our priority focus.
03:10:26.240 --> 03:10:29.640
Descriptive statistics of
candidate performance by group
03:10:29.640 --> 03:10:32.470
are also located on
Page Six of the item.
03:10:32.470 --> 03:10:36.210
While Texas mean
performance is indicated by group,
03:10:36.210 --> 03:10:37.720
we wanna note that the variance
03:10:37.720 --> 03:10:40.100
is currently relatively wide.
03:10:40.100 --> 03:10:42.870
As more candidates go through the pilot,
03:10:42.870 --> 03:10:45.107
the utility of this data will improve.
03:10:45.107 --> 03:10:47.540
And as the standard deviation shrinks,
03:10:47.540 --> 03:10:50.660
we'll be able to better
understand and gain
03:10:50.660 --> 03:10:54.422
an overall picture of Texas
candidate performance
03:10:54.422 --> 03:10:57.680
by group and observe if
there truly are any differences
03:10:57.680 --> 03:10:59.113
in candidate performance.
03:11:00.517 --> 03:11:03.080
At the end of the day, the
purpose of the edTPA pilot
03:11:03.080 --> 03:11:04.980
is to gather this data
03:11:04.980 --> 03:11:07.070
and TEA staff will continue to monitor
03:11:07.070 --> 03:11:09.070
candidate performance trends closely
03:11:09.070 --> 03:11:11.650
throughout the second
and proposed third year
03:11:11.650 --> 03:11:12.973
of the edTPA pilot.
03:11:15.390 --> 03:11:17.450
In addition to performance trends,
03:11:17.450 --> 03:11:21.080
we have also reported data
on the impact of COVID-19
03:11:21.080 --> 03:11:23.890
on teacher candidates
completing the edTPA.
03:11:23.890 --> 03:11:25.560
With the onset of COVID,
03:11:25.560 --> 03:11:27.710
candidates were able
to apply for approval
03:11:27.710 --> 03:11:30.917
to complete their edTPA
portfolio in a virtual environment,
03:11:30.917 --> 03:11:34.610
training and technical
assistance was provided to EPPs
03:11:34.610 --> 03:11:36.600
supporting them in
identifying candidates
03:11:36.600 --> 03:11:39.930
for whom completing the
edTPA in a virtual environment
03:11:39.930 --> 03:11:41.580
would be a viable option
03:11:41.580 --> 03:11:43.600
and the process receiving approval
03:11:43.600 --> 03:11:46.710
to complete that portfolio
in a virtual environment.
03:11:46.710 --> 03:11:49.740
Overall this spring, we
had 14 teacher candidates
03:11:49.740 --> 03:11:51.910
successfully submit a portfolio
03:11:51.910 --> 03:11:54.523
through a synchronous
virtual learning environment.
03:11:55.590 --> 03:11:57.640
Candidates in the
second year of the pilot
03:11:57.640 --> 03:11:59.660
also have the option
to complete the edTPA
03:11:59.660 --> 03:12:01.010
in a virtual environment,
03:12:01.010 --> 03:12:03.390
which anecdotally we've
seen many candidates
03:12:03.390 --> 03:12:05.203
use that flexibility this fall.
03:12:08.470 --> 03:12:11.800
And finally Board in our
three step goals for today.
03:12:11.800 --> 03:12:14.730
We'd like to round out our conversation
03:12:14.730 --> 03:12:17.920
by discussing the ways
in which we are leveraging
03:12:17.920 --> 03:12:21.423
the edTPA year one pilot
data to inform future pilot work.
03:12:25.480 --> 03:12:28.000
34 Educator preparation programs,
03:12:28.000 --> 03:12:30.970
including 19 institutions
of higher education
03:12:30.970 --> 03:12:34.090
and 15 alternative
certification programs
03:12:34.090 --> 03:12:36.620
are participating in the
second year of the pilot.
03:12:36.620 --> 03:12:39.800
A full overview of those
programs participating
03:12:39.800 --> 03:12:41.730
can be found in attachment three,
03:12:41.730 --> 03:12:44.713
which starts on Page 17 of the item.
03:12:45.720 --> 03:12:47.736
In addition to the support
structures provided
03:12:47.736 --> 03:12:49.900
throughout year one of the pilot
03:12:49.900 --> 03:12:52.140
based upon data trends you've observed,
03:12:52.140 --> 03:12:54.970
TEA staff at the start of
the second year of the pilot
03:12:54.970 --> 03:12:58.170
has identified three
edTPA regional coordinators
03:12:58.170 --> 03:13:01.410
through a competitive letter
of intent application process
03:13:01.410 --> 03:13:03.397
who have expertise in the edTPA.
03:13:04.350 --> 03:13:07.820
These edTPA regional
coordinators have provided targeted
03:13:07.820 --> 03:13:10.340
and ongoing technical assistance support
03:13:10.340 --> 03:13:13.803
to EPPs per participating in
the second year of the pilot.
03:13:15.090 --> 03:13:18.370
TEA staff also provided
a grant to nine EPPs
03:13:18.370 --> 03:13:20.650
through our competitive grant process,
03:13:20.650 --> 03:13:22.510
which supports the establishment
03:13:22.510 --> 03:13:26.503
of a dedicated edTPA
coordinator role within the EPP.
03:13:27.534 --> 03:13:29.450
And a full overview of programs
03:13:29.450 --> 03:13:31.090
that are receiving grant funding
03:13:31.090 --> 03:13:33.370
to support their edTPA implementation
03:13:33.370 --> 03:13:35.420
can be found in
attachment three as well.
03:13:36.560 --> 03:13:40.090
Based upon the analysis of
the edTPA year one pilot data
03:13:40.090 --> 03:13:41.670
TEA staff in collaboration
03:13:41.670 --> 03:13:44.000
with the edTPA regional coordinators
03:13:44.000 --> 03:13:47.000
have identified additional
support structures and resources
03:13:47.000 --> 03:13:48.930
to provide a TPA programs
03:13:48.930 --> 03:13:52.240
throughout the 2020, 2021 academic year.
03:13:52.240 --> 03:13:54.330
And those are summarized on this slide.
03:13:54.330 --> 03:13:59.300
These include a focus on
supporting EPPs in using this data
03:13:59.300 --> 03:14:02.050
to inform their continuous improvement,
03:14:02.050 --> 03:14:04.240
providing additional
training and support
03:14:04.240 --> 03:14:08.140
specifically focused on
task three assessment
03:14:08.140 --> 03:14:12.050
and supporting strengthening
partnerships with LEAs.
03:14:12.050 --> 03:14:15.670
As Dr. Rodriguez mentioned
that deep partnership
03:14:15.670 --> 03:14:18.620
between EPP and LEA,
we believe really leads
03:14:18.620 --> 03:14:21.793
to candidate success
in the edTPA process.
03:14:22.710 --> 03:14:25.550
Implementation of these
data informed focus areas
03:14:25.550 --> 03:14:27.850
are represented in the second year pilot
03:14:27.850 --> 03:14:29.260
implementation timeline,
03:14:29.260 --> 03:14:31.960
which can be found on pages
18 through 20 of the item.
03:14:34.340 --> 03:14:36.660
Board, with your
approval of the third year
03:14:36.660 --> 03:14:38.190
of the edTPA pilot,
03:14:38.190 --> 03:14:41.470
TEA staff also intends to
engage in active recruitment
03:14:41.470 --> 03:14:45.040
of programs to participate
in the third year of the pilot
03:14:45.040 --> 03:14:48.090
to ensure growth in
overall participation
03:14:48.090 --> 03:14:50.620
and participation by student group.
03:14:50.620 --> 03:14:53.100
An application for the third year pilot
03:14:53.100 --> 03:14:55.370
will launch as early as next week.
03:14:55.370 --> 03:14:57.330
And TEA staff have
already heard interest
03:14:57.330 --> 03:14:59.830
from a number of programs
who are excited to join.
03:15:02.650 --> 03:15:05.910
And finally, at October
meeting Ms. Garcia inquired
03:15:05.910 --> 03:15:09.070
about the edTPA reimbursement processes.
03:15:09.070 --> 03:15:12.110
Specifically if edTPA
reimbursements and stipends
03:15:12.110 --> 03:15:14.520
should be taxed by a school district
03:15:14.520 --> 03:15:16.650
and ETA staff would like to follow up
03:15:16.650 --> 03:15:18.660
on that specific question.
03:15:18.660 --> 03:15:23.200
As a reminder, Texas candidates
who are employed by an LEA
03:15:23.200 --> 03:15:26.860
are eligible for a $281 reimbursement
03:15:26.860 --> 03:15:30.980
of the edTPA testing
fee and a $250 stipend
03:15:30.980 --> 03:15:34.473
for a total amount of $531.
03:15:36.190 --> 03:15:40.070
Reimbursement funding to
the candidate we've clarified
03:15:40.070 --> 03:15:42.380
should be directly passed through.
03:15:42.380 --> 03:15:46.670
So that $281 should be directly
reimbursed to the candidate,
03:15:46.670 --> 03:15:48.810
but stipend funding may be taxed
03:15:48.810 --> 03:15:50.410
because it is considered income.
03:15:51.300 --> 03:15:53.180
TEA staff is currently coordinating
03:15:53.180 --> 03:15:55.670
on updating our communication tools
03:15:55.670 --> 03:15:57.010
to ensure that this is clear
03:15:57.010 --> 03:15:58.963
to both candidates and LEA partners.
03:16:01.350 --> 03:16:02.730
Hopefully we've had the opportunity
03:16:02.730 --> 03:16:05.010
to accomplish our goals for today.
03:16:05.010 --> 03:16:07.130
Building that shared vision
for the purpose and value
03:16:07.130 --> 03:16:10.750
of the edTPA, analyzing
that edTPA year one data
03:16:10.750 --> 03:16:13.503
and discussing plans to
use that data moving forward.
03:16:15.000 --> 03:16:17.890
With that I would pause to
see if there are any questions
03:16:17.890 --> 03:16:20.520
from members of the
Board and also to see
03:16:20.520 --> 03:16:23.890
if there are any additional
topics for discussion
03:16:23.890 --> 03:16:26.160
that the Board members
would like to recommend
03:16:26.160 --> 03:16:27.940
for future SBEC meetings.
03:16:28.850 --> 03:16:32.080
Board members, any
thoughts, questions?
03:16:32.080 --> 03:16:35.750
This is an update on
edTPA, Dr. Rodriguez, please.
03:16:37.800 --> 03:16:39.770
Thank you,
Jessica for the update
03:16:39.770 --> 03:16:42.350
the data you presented
on candidate performance
03:16:42.350 --> 03:16:44.740
is certainly very interesting.
03:16:44.740 --> 03:16:49.740
And I look forward to
seeing what are the results
03:16:50.430 --> 03:16:54.550
of the year to pilot and how
does that compare to year one?
03:16:54.550 --> 03:16:58.180
And it's very, very
interesting to see ourselves
03:16:58.180 --> 03:16:59.670
compared to the national means.
03:16:59.670 --> 03:17:03.340
So completely understand
what you're talking about.
03:17:03.340 --> 03:17:05.337
There's always an implementation dip.
03:17:05.337 --> 03:17:06.480
We know that,
03:17:06.480 --> 03:17:11.480
but we hope to be able to
raise our performance of course.
03:17:14.630 --> 03:17:19.630
So for future, possibly
more in-depth discussions,
03:17:21.740 --> 03:17:26.740
I would appreciate to know
how can we emphasize
03:17:30.670 --> 03:17:34.990
the importance of
district collaboration,
03:17:34.990 --> 03:17:39.150
as I mentioned earlier,
I think it is key generally
03:17:39.150 --> 03:17:40.997
in the preparation of teachers
03:17:40.997 --> 03:17:45.997
and particularly in the
implementation of such an assessment
03:17:46.100 --> 03:17:50.330
that requires video component.
03:17:50.330 --> 03:17:53.160
Our colleagues from Sam Houston State
03:17:53.160 --> 03:17:54.900
also mentioned the challenge
03:17:54.900 --> 03:17:59.330
with the video component
of the T-TESS pilot.
03:17:59.330 --> 03:18:02.640
So I think it merits some discussion
03:18:02.640 --> 03:18:07.640
and in careful planning
as to how to move forward
03:18:08.900 --> 03:18:12.870
with very careful
communication rationale.
03:18:12.870 --> 03:18:16.975
And it may be a collaborative effort
03:18:16.975 --> 03:18:21.730
in seeing that the
process is facilitated
03:18:21.730 --> 03:18:24.773
for participating EPPs and candidates.
03:18:26.790 --> 03:18:29.780
Dr. Rodriguez I greatly
appreciate that feedback
03:18:29.780 --> 03:18:31.151
and question,
03:18:31.151 --> 03:18:33.510
we certainly believe
in the incredible value
03:18:33.510 --> 03:18:37.350
of deep partnership between
educator preparation programs
03:18:37.350 --> 03:18:39.970
and the districts who are
ultimately the end users
03:18:39.970 --> 03:18:41.080
of the teacher candidates
03:18:41.080 --> 03:18:43.360
that we produce in the state of Texas.
03:18:43.360 --> 03:18:46.960
And so that will be a targeted focus,
03:18:46.960 --> 03:18:49.930
for our ongoing training
support of programs,
03:18:49.930 --> 03:18:51.930
engaging in the pilot.
03:18:51.930 --> 03:18:53.740
It's been a hot topic of discussion
03:18:53.740 --> 03:18:56.060
throughout our year two webinars series
03:18:56.060 --> 03:18:58.670
and will be a continued
focus into year three.
03:18:58.670 --> 03:19:01.790
And I would love the opportunity
to continue that discussion
03:19:01.790 --> 03:19:04.080
potentially even bring some programs
03:19:04.080 --> 03:19:06.830
to share more about ways in which
03:19:06.830 --> 03:19:09.470
the implementation of edTPA has deepened
03:19:09.470 --> 03:19:11.517
some of their district partnerships.
03:19:13.780 --> 03:19:16.580
okay, thank you, Dr. Rodriguez,
Jean Streepey, please.
03:19:17.460 --> 03:19:19.170
Yes, thank you
so much, Jessica,
03:19:19.170 --> 03:19:22.870
for all your work on this and
for taking such a deep dive.
03:19:22.870 --> 03:19:27.140
I think it's really helpful to
see the different subjects
03:19:27.140 --> 03:19:29.200
and the norms compared
03:19:29.200 --> 03:19:31.620
or the means compared
to the national averages,
03:19:31.620 --> 03:19:36.480
especially in a state that
has both the university
03:19:36.480 --> 03:19:41.060
and then such a large percent
of alternative certification.
03:19:41.060 --> 03:19:45.410
I noticed that regarding the T-TESS,
03:19:45.410 --> 03:19:49.847
they did not want that to be
part of the program evaluation.
03:19:54.310 --> 03:19:58.130
Would this be part of the
evaluation for each program?
03:19:58.130 --> 03:20:00.560
And would you be able
to see the difference
03:20:00.560 --> 03:20:02.423
between different programs?
03:20:03.670 --> 03:20:06.220
Thank you for that
question, Ms. Streepey.
03:20:06.220 --> 03:20:10.500
So the edTPA as a performance assessment
03:20:10.500 --> 03:20:14.520
for a certification exam
for teacher certification,
03:20:14.520 --> 03:20:17.600
if it was implemented
consequentially by the Board
03:20:17.600 --> 03:20:18.950
would be a component
03:20:18.950 --> 03:20:21.623
of educator preparation
program accountability.
03:20:22.890 --> 03:20:26.420
Conversely to the proposed structure
03:20:26.420 --> 03:20:31.350
that Sam Houston state
outlined with the T-TESS pilot
03:20:31.350 --> 03:20:35.370
already programs in Texas are required
03:20:35.370 --> 03:20:38.450
to implement a supervisory evaluation
03:20:38.450 --> 03:20:40.473
as a component of their
program requirements.
03:20:40.473 --> 03:20:42.690
They're required to make determinations
03:20:42.690 --> 03:20:45.190
about a candidate's ability to teach
03:20:45.190 --> 03:20:47.310
based upon those evaluations.
03:20:47.310 --> 03:20:49.690
And they do report out
03:20:49.690 --> 03:20:53.400
as part of your
accountability structure,
03:20:53.400 --> 03:20:56.330
the number of those observations
that they complete already.
03:20:56.330 --> 03:20:59.760
So the T-TESS process
is already implemented
03:20:59.760 --> 03:21:00.750
within your requirements
03:21:00.750 --> 03:21:03.030
and is already part of accountability,
03:21:03.030 --> 03:21:06.270
here with the edTPA, it would impact
03:21:06.270 --> 03:21:09.893
the certification exam
components of your accountability.
03:21:11.350 --> 03:21:12.850
okay, thank you,
03:21:12.850 --> 03:21:14.183
Jean, did you notice that
03:21:14.183 --> 03:21:15.870
when you asked about accountability,
03:21:15.870 --> 03:21:18.460
Mark jumped on and Ryan jumped on?
03:21:18.460 --> 03:21:21.030
It's okay, guys, she's
just asking a question.
03:21:21.030 --> 03:21:22.482
Right, Jean? She is.
03:21:22.482 --> 03:21:26.520
I appreciate it, thank
you for jumping on.
03:21:26.520 --> 03:21:30.100
I couldn't help, but look at
the secondary math right away
03:21:30.100 --> 03:21:31.010
and things like that.
03:21:31.010 --> 03:21:32.870
So I think that's very informative.
03:21:32.870 --> 03:21:34.370
I appreciate having that data.
03:21:35.770 --> 03:21:37.300
Ms. Streepey I
appreciate you naming that.
03:21:37.300 --> 03:21:39.770
We think that really one
of the values of the edTPA
03:21:39.770 --> 03:21:42.410
is getting that really rich
data on candidate performance
03:21:42.410 --> 03:21:44.250
by subject area.
03:21:44.250 --> 03:21:46.670
It can really help us
work in partnership
03:21:46.670 --> 03:21:48.340
with our educator preparation programs
03:21:48.340 --> 03:21:50.380
to think about what are
those resources and supports
03:21:50.380 --> 03:21:54.740
that really helps grow all
subject areas of candidates.
03:21:54.740 --> 03:21:56.500
And I have to name Dr. Cavazos,
03:21:56.500 --> 03:21:58.580
so I always appreciate my colleagues
03:21:58.580 --> 03:22:00.840
coming off of a witness
protection program
03:22:00.840 --> 03:22:02.530
to help me when we
speak about accountability.
03:22:02.530 --> 03:22:05.130
So, because I didn't
speak, I hope I got it correct.
03:22:06.321 --> 03:22:08.870
What you call it a witness
protection, I call it napping.
03:22:08.870 --> 03:22:11.620
They may have been
napping, you woke them up.
03:22:11.620 --> 03:22:13.330
Dr. Turner you had your hand up.
03:22:13.330 --> 03:22:14.443
So Dr. Turner.
03:22:16.050 --> 03:22:19.730
Thank you, I really
appreciate everyone
03:22:19.730 --> 03:22:21.791
who has been working so hard,
03:22:21.791 --> 03:22:22.624
versus when I got on the Board
03:22:22.624 --> 03:22:24.770
while we've been here about six years.
03:22:24.770 --> 03:22:27.090
I mean, that was something
that was driven in us,
03:22:27.090 --> 03:22:30.080
was wanting to make
sure that our teachers
03:22:30.080 --> 03:22:32.930
that are coming in, they're ready,
03:22:32.930 --> 03:22:35.920
not just that day one
day two, three, four, five,
03:22:35.920 --> 03:22:38.359
and be able to plan lessons
03:22:38.359 --> 03:22:42.530
especially since a lot of
us are having zero teachers
03:22:42.530 --> 03:22:44.660
that sometimes this is so hard
03:22:44.660 --> 03:22:47.140
to be able to connect
with them all the time
03:22:47.140 --> 03:22:48.940
and mentor them every single day.
03:22:48.940 --> 03:22:50.830
We really need them to be independent
03:22:50.830 --> 03:22:55.460
and being able to go on their own,
03:22:55.460 --> 03:22:58.480
and is kind of reality
in a lot of our schools.
03:22:58.480 --> 03:23:00.310
And I just really appreciate this.
03:23:00.310 --> 03:23:04.040
I can't remember though,
does Texas have any control
03:23:04.040 --> 03:23:06.840
over that third party score to where
03:23:08.480 --> 03:23:10.540
when they're setting
out their information
03:23:10.540 --> 03:23:14.563
and they're in their task one
and task two and task three,
03:23:15.690 --> 03:23:19.180
I can't remember, are
we using Texas scores?
03:23:19.180 --> 03:23:23.140
Are they just going out to
whoever's part of the poll
03:23:23.140 --> 03:23:24.560
or the pool, I guess?
03:23:24.560 --> 03:23:25.733
I can't remember.
03:23:27.080 --> 03:23:30.820
So I appreciate those kinds
of same questions, Dr. Turner,
03:23:30.820 --> 03:23:32.100
I would say first and foremost,
03:23:32.100 --> 03:23:35.450
we greatly appreciate the
continued focus of the Board
03:23:35.450 --> 03:23:38.070
on establishing those
really high expectations
03:23:38.070 --> 03:23:41.090
and ensuring teachers are ready day one,
03:23:41.090 --> 03:23:45.510
and that your standard
certification really means something
03:23:45.510 --> 03:23:46.470
in the state of Texas,
03:23:46.470 --> 03:23:47.760
that those candidates have demonstrated
03:23:47.760 --> 03:23:49.530
that day one readiness.
03:23:49.530 --> 03:23:52.780
In terms of the scoring of the edTPA.
03:23:52.780 --> 03:23:57.030
So currently the edTPA
portfolios during this pilot period
03:23:57.030 --> 03:24:02.030
are scored through a
national pool of edTPA scores.
03:24:02.280 --> 03:24:06.160
Those edTPA scores go
through pretty significant bias
03:24:06.160 --> 03:24:08.540
and calibration scoring training.
03:24:08.540 --> 03:24:11.690
And it is representative
of the fact that the edTPA
03:24:11.690 --> 03:24:14.550
has been found through for
many years of implementation
03:24:14.550 --> 03:24:16.270
to be valid and reliable.
03:24:16.270 --> 03:24:18.990
We will name that we are gathering data
03:24:18.990 --> 03:24:23.150
on candidate performance
throughout this edTPA pilot period.
03:24:23.150 --> 03:24:25.285
We're also gathering data around
03:24:25.285 --> 03:24:27.720
what this process looks and sounds like
03:24:27.720 --> 03:24:30.450
more broadly in the Texas
context around these logistics.
03:24:30.450 --> 03:24:34.000
You can certainly bring
any further considerations
03:24:34.000 --> 03:24:38.180
on what scoring looks
and sounds like in Texas,
03:24:38.180 --> 03:24:40.970
we can have those conversations
moving forward as well.
03:24:40.970 --> 03:24:42.200
But for this pilot period,
03:24:42.200 --> 03:24:46.350
we do have a national pool of scores.
03:24:46.350 --> 03:24:47.850
I see Ryan with a hand raised.
03:24:49.477 --> 03:24:51.780
I think what I'd
say is for the pilot,
03:24:51.780 --> 03:24:56.610
we just didn't wanna able
to require Texas only scores,
03:24:56.610 --> 03:24:58.350
but that's the kind of
thing that we could look at
03:24:58.350 --> 03:24:59.480
if we got to the point
03:24:59.480 --> 03:25:00.730
where the Board decided to move forward
03:25:00.730 --> 03:25:03.040
with a full implementation,
03:25:03.040 --> 03:25:04.760
where we could build the pool
03:25:04.760 --> 03:25:07.920
and hopefully move in that direction.
03:25:07.920 --> 03:25:12.510
Thank you Ryan, Emily, I
think you had your hand up.
03:25:12.510 --> 03:25:15.920
Yes, I had a quick
question as a follow-up.
03:25:15.920 --> 03:25:18.390
Jessica, you mentioned
looking, trying to get
03:25:18.390 --> 03:25:20.670
a more representative
sample demographically
03:25:20.670 --> 03:25:22.730
of folks participating in the pilot.
03:25:22.730 --> 03:25:24.460
I wondered if there were thoughts
03:25:24.460 --> 03:25:27.560
around getting a more
representative sample
03:25:27.560 --> 03:25:32.110
of certification areas or the
handbooks being completed.
03:25:32.110 --> 03:25:33.870
I noticed that out of the pilot,
03:25:33.870 --> 03:25:38.310
there were no special
education handbooks completed,
03:25:38.310 --> 03:25:40.750
no special education
portfolios submitted.
03:25:40.750 --> 03:25:42.960
And I wondered if that might be an area
03:25:42.960 --> 03:25:47.863
we could intentionally try
to recruit candidates toward.
03:25:49.130 --> 03:25:53.260
I really appreciate that
reflection, Ms. Garcia,
03:25:53.260 --> 03:25:58.260
I would name in terms of
special education portfolios.
03:25:58.460 --> 03:26:01.610
I think that it's most
likely due to a function
03:26:01.610 --> 03:26:04.130
of the way that our
current rules are written.
03:26:04.130 --> 03:26:07.170
We see that many candidates within Texas
03:26:10.120 --> 03:26:14.530
who would pursue a EC 12
special education certification,
03:26:14.530 --> 03:26:17.950
pursue that certification
in conjunction with
03:26:17.950 --> 03:26:20.450
one of your core subjects
03:26:20.450 --> 03:26:23.130
or subject specific
certification fields.
03:26:23.130 --> 03:26:24.550
And that in those instances,
03:26:24.550 --> 03:26:29.160
many times candidates
choose to pursue the portfolio
03:26:29.160 --> 03:26:31.890
for their subject area specification,
03:26:31.890 --> 03:26:35.287
but that's certainly something
we can revisit going forward.
03:26:35.287 --> 03:26:37.270
They understand the incredible value
03:26:37.270 --> 03:26:39.440
of having our special educators
03:26:39.440 --> 03:26:41.930
practice and demonstrate
their proficiency
03:26:41.930 --> 03:26:43.950
using something like the edTPA.
03:26:43.950 --> 03:26:45.150
Can you clarify that for me?
03:26:45.150 --> 03:26:46.160
My understanding was
03:26:46.160 --> 03:26:48.930
if someone was getting
the K-12 SPED Certification,
03:26:48.930 --> 03:26:51.290
in addition to a content area cert,
03:26:51.290 --> 03:26:54.570
that they would have to complete
both handbooks for edTPA
03:26:54.570 --> 03:26:55.680
to earn both credentials.
03:26:55.680 --> 03:26:56.980
Am I off base on that?
03:26:56.980 --> 03:26:58.760
No, you are correct Ms. Garcia.
03:26:58.760 --> 03:27:02.070
And so in that case, we'd
seen in some instances
03:27:02.070 --> 03:27:04.400
what teacher candidates have done
03:27:04.400 --> 03:27:07.290
is pursue their initial certification
03:27:07.290 --> 03:27:09.240
in the base certification area,
03:27:09.240 --> 03:27:13.380
and then pursue the
special education certification
03:27:13.380 --> 03:27:16.410
via the supplemental route
in order to just be required
03:27:16.410 --> 03:27:19.940
to take one edTPA
handbook for certification,
03:27:19.940 --> 03:27:22.070
we've received a lot of feedback.
03:27:22.070 --> 03:27:25.878
On that requirement and
something that TEA staff
03:27:25.878 --> 03:27:28.130
would love the opportunity
to discuss further
03:27:28.130 --> 03:27:28.963
with the Board.
03:27:29.826 --> 03:27:31.549
I think that would
be a good idea.
03:27:31.549 --> 03:27:32.830
Excellent.
03:27:32.830 --> 03:27:33.663
Thank you.
03:27:35.120 --> 03:27:36.103
Anyone else?
03:27:37.490 --> 03:27:40.580
Boy, this has been two great updates
03:27:40.580 --> 03:27:44.040
and I appreciate staff for
that and Sam Houston state.
03:27:44.040 --> 03:27:45.900
And I appreciate Emily,
03:27:45.900 --> 03:27:48.080
you have asked some great questions,
03:27:48.080 --> 03:27:49.890
also all the whole Board
03:27:49.890 --> 03:27:52.540
and buddy, you even
brought your Christmas tree,
03:27:52.540 --> 03:27:55.440
so you appear to be real nice.
03:27:55.440 --> 03:28:00.017
And so we have two final.
03:28:00.017 --> 03:28:03.288
(indistinct) nice
Dr. Cavazos, (indistinct)
03:28:03.288 --> 03:28:05.530
(laughs)
03:28:05.530 --> 03:28:08.167
Do we have Public
Testimony, Katie?
03:28:08.167 --> 03:28:09.000
We do not sir.
03:28:09.000 --> 03:28:13.350
But we have two items
left that are discussion items.
03:28:13.350 --> 03:28:14.670
We can break for lunch.
03:28:14.670 --> 03:28:17.493
We can plow ahead and finish this up.
03:28:18.370 --> 03:28:22.610
So Tommy's saying yes to both
03:28:22.610 --> 03:28:25.560
Rightful hand, oh, flower head.
03:28:25.560 --> 03:28:28.950
I know that Dr. Kelly
gets hungry real easily,
03:28:28.950 --> 03:28:32.960
like flower head,
Dr. Kelly, no? Flower head.
03:28:32.960 --> 03:28:35.460
Okay, so item 12.
03:28:35.460 --> 03:28:38.573
Discussion of certification
test development updates.
03:28:39.670 --> 03:28:41.920
Jessica, again, Jessica,
03:28:41.920 --> 03:28:43.780
you should have just made it one item.
03:28:43.780 --> 03:28:46.300
Alright go ahead, go ahead.
03:28:46.300 --> 03:28:48.500
Dr. Cavazos I
appreciate the position
03:28:48.500 --> 03:28:49.750
I often find myself in at these meetings
03:28:49.750 --> 03:28:52.580
and getting to spend ample quality time
03:28:52.580 --> 03:28:55.780
with review Board members
towards the end of the day.
03:28:55.780 --> 03:28:58.220
I think I'll take a deep sip of
my water here for a moment,
03:28:58.220 --> 03:29:02.023
but I think I'm ready to
begin with Item Number 12.
03:29:04.560 --> 03:29:07.170
Board item 12 is your standing update
03:29:07.170 --> 03:29:09.360
on educator certification testing,
03:29:09.360 --> 03:29:12.930
and it begins on Page
141 of the BoardBook.
03:29:12.930 --> 03:29:15.550
And this item includes an
update on communication
03:29:15.550 --> 03:29:19.340
to the field related to
the STR exam transition,
03:29:19.340 --> 03:29:21.050
which is just around the corner
03:29:21.050 --> 03:29:24.330
being implemented January 1st, 2021,
03:29:24.330 --> 03:29:27.293
and an update on future
tested element timelines.
03:29:28.230 --> 03:29:29.450
Board, in our discussion of the science
03:29:29.450 --> 03:29:31.360
to teaching reading requirement
03:29:31.360 --> 03:29:35.499
during our February, May,
July and October meetings,
03:29:35.499 --> 03:29:37.410
staff has shared that we have been
03:29:37.410 --> 03:29:39.900
consistently
communicating with the field
03:29:39.900 --> 03:29:42.280
related to the STR exam requirement
03:29:42.280 --> 03:29:44.340
since it was enacted in house bill three
03:29:44.340 --> 03:29:46.510
in June of 2019.
03:29:46.510 --> 03:29:49.690
Over the past 17 plus months,
03:29:49.690 --> 03:29:51.230
TEA staff has planned the work
03:29:51.230 --> 03:29:53.760
related to the STR exam communication,
03:29:53.760 --> 03:29:56.470
focusing on ensuring that
all impacted stakeholders
03:29:56.470 --> 03:29:58.560
are well aware of their requirement
03:29:58.560 --> 03:30:01.360
and have been consistently
working that plan since.
03:30:01.360 --> 03:30:02.890
And the full outline of that plan
03:30:02.890 --> 03:30:06.173
can be found on pages four
through seven of the item.
03:30:08.670 --> 03:30:10.280
We wanted to take the opportunity
03:30:10.280 --> 03:30:13.710
to highlight some of the
ongoing and recent actions
03:30:13.710 --> 03:30:16.580
TEA staff has taken to
continue to communicate
03:30:16.580 --> 03:30:19.650
about the STR exam
requirement to the field.
03:30:19.650 --> 03:30:21.950
And these include the continued update
03:30:21.950 --> 03:30:24.860
of our STR exam webpage,
03:30:24.860 --> 03:30:29.860
direct email outreach to
teacher candidate groups,
03:30:29.900 --> 03:30:32.750
and the development
of trainings, resources,
03:30:32.750 --> 03:30:36.350
and tools to support EPPs and LEAs
03:30:36.350 --> 03:30:38.830
in understanding the STR requirement
03:30:38.830 --> 03:30:41.660
and communicating the
requirement to teachers.
03:30:41.660 --> 03:30:45.170
I had the privilege just
as recently as of yesterday
03:30:45.170 --> 03:30:48.813
to speak to Tesla about
the STR exam requirement.
03:30:50.050 --> 03:30:51.460
Feedback from stakeholders
03:30:51.460 --> 03:30:54.780
throughout these past 17
months have really deeply informed
03:30:54.780 --> 03:30:57.330
the development and
implementation of this plan.
03:30:57.330 --> 03:30:58.980
As we've heard from folks on the ground
03:30:58.980 --> 03:31:01.310
about potential challenges, concerns,
03:31:01.310 --> 03:31:03.350
opportunities for clarification
03:31:03.350 --> 03:31:05.470
and opportunities for support.
03:31:05.470 --> 03:31:07.570
In particular, you are standing
03:31:07.570 --> 03:31:10.680
Educator Preparation
Advisory Committee, or EPAC
03:31:10.680 --> 03:31:12.810
has been a critical thought partner here
03:31:12.810 --> 03:31:14.980
in raising many of the considerations
03:31:14.980 --> 03:31:17.000
that have informed the development
03:31:17.000 --> 03:31:19.740
of these communication tools and others.
03:31:19.740 --> 03:31:21.770
I mean, a full overview
of the communication
03:31:21.770 --> 03:31:24.343
and noted actions can
be found on Page Eight.
03:31:27.180 --> 03:31:28.960
In addition staff continues
03:31:28.960 --> 03:31:31.470
to facilitate access to resources,
03:31:31.470 --> 03:31:33.250
to support programs in the development
03:31:33.250 --> 03:31:35.650
and refinement of their STR curriculum,
03:31:35.650 --> 03:31:39.040
including the release of the
STR exam preparation manual,
03:31:39.040 --> 03:31:42.540
and current opportunities
for EPP faculty and staff
03:31:42.540 --> 03:31:45.140
to participate in Reading
Academy Training
03:31:45.140 --> 03:31:46.920
to ensure that there's
really strong alignment
03:31:46.920 --> 03:31:50.420
between pre-service and
in-service support related to STR.
03:31:50.420 --> 03:31:52.320
And that training is already underway.
03:31:53.160 --> 03:31:56.090
TEA staff has also
continued to facilitate
03:31:56.090 --> 03:31:59.600
an ongoing STR deep dive training series
03:31:59.600 --> 03:32:02.457
focused on the content
underlying the STR exam
03:32:02.457 --> 03:32:06.830
and a full overview of our
current and future communication
03:32:06.830 --> 03:32:08.820
related to curriculum alignment supports
03:32:08.820 --> 03:32:10.183
can be found on Page Nine.
03:32:12.330 --> 03:32:15.540
Board, I'm also thrilled
to be able to stand here
03:32:15.540 --> 03:32:17.890
in front of you virtually and share that
03:32:17.890 --> 03:32:20.050
all EPPs that were required
03:32:20.050 --> 03:32:23.270
to submit an STR Letter of Attestation
03:32:23.270 --> 03:32:26.510
did meet the December
1st, 2020 deadline,
03:32:26.510 --> 03:32:29.067
all indicating their
ability and readiness
03:32:29.067 --> 03:32:32.480
to successfully prepare
candidates for certification
03:32:32.480 --> 03:32:35.793
in the HB3 impacted cert
fields through that letter.
03:32:37.960 --> 03:32:40.690
And then finally, I
would like the opportunity
03:32:40.690 --> 03:32:41.670
to provide an update
03:32:41.670 --> 03:32:45.390
on our Educator Certification
Exam Development.
03:32:45.390 --> 03:32:48.320
I would call attention
to the first column
03:32:48.320 --> 03:32:52.010
with that release date
of January 1 2021,
03:32:52.010 --> 03:32:55.510
for these are your
first set of redesigned,
03:32:55.510 --> 03:33:00.510
teacher and student
services certification exams
03:33:00.600 --> 03:33:02.610
that will be launched to the field
03:33:02.610 --> 03:33:05.400
in just less than a month's time.
03:33:05.400 --> 03:33:09.750
So this is representative of
expensive work on your part,
03:33:09.750 --> 03:33:12.900
particularly considering
the extensive work
03:33:12.900 --> 03:33:14.960
that was done related
to the implementation
03:33:14.960 --> 03:33:15.970
in the new development
03:33:15.970 --> 03:33:19.240
of Early Childhood Certification Exam,
03:33:19.240 --> 03:33:20.250
the implementation
03:33:20.250 --> 03:33:23.140
of the Science of Teaching
Reading Certification Exam
03:33:23.140 --> 03:33:24.430
and the redesigned
03:33:25.290 --> 03:33:28.053
Educational Diagnostician
Certification Exam.
03:33:29.070 --> 03:33:31.200
In addition, we would
like to call attention
03:33:31.200 --> 03:33:34.150
to the English Language Arts and Reading
03:33:34.150 --> 03:33:36.777
712 Certification Exam.
03:33:36.777 --> 03:33:39.120
And we are in the process right now
03:33:39.120 --> 03:33:42.580
of opening that
certification exam framework
03:33:42.580 --> 03:33:44.380
for public feedback
03:33:44.380 --> 03:33:47.480
and anticipate being
able to bring to the Board
03:33:47.480 --> 03:33:50.670
an update on the launch
date of that certification exam
03:33:50.670 --> 03:33:52.253
as early as our next meeting.
03:33:55.130 --> 03:33:57.110
With that I'll check to see if
there's any Public Testimony.
03:33:57.110 --> 03:33:59.570
Katie any Public Testimony?
03:33:59.570 --> 03:34:00.913
No sir, there's none.
03:34:00.913 --> 03:34:03.653
All right, Board
members, any questions?
03:34:06.130 --> 03:34:07.200
Thank you, Jessica.
03:34:07.200 --> 03:34:09.030
So let's move on to item 13,
03:34:09.030 --> 03:34:13.417
discussion Chapter 239 discussion
03:34:13.417 --> 03:34:15.230
and is Jessica and Marilyn,
03:34:15.230 --> 03:34:17.320
but I think Marilyn went to lunch.
03:34:17.320 --> 03:34:18.740
Oh, no, there she is.
03:34:18.740 --> 03:34:21.793
Okay, all right, Jessica, you're on.
03:34:22.880 --> 03:34:25.210
Actually, Dr. Cavazos
for this one,
03:34:25.210 --> 03:34:27.840
it feels almost guilty to break up
03:34:27.840 --> 03:34:30.290
the melodic flow of Ms.
McLaughlin (tech glitch),
03:34:31.410 --> 03:34:32.890
but hopefully she gets a chance
03:34:32.890 --> 03:34:34.910
to get another quick sip of water
03:34:34.910 --> 03:34:37.000
as a we partner on this item
03:34:37.000 --> 03:34:37.940
that we're very excited
03:34:37.940 --> 03:34:40.440
to have a chance to
bring forward to the Board.
03:34:40.440 --> 03:34:43.850
Item 13 is a discussion on Chapter 239.
03:34:43.850 --> 03:34:46.110
Our student services certificates.
03:34:46.110 --> 03:34:48.020
Jessica and I come in before you today
03:34:48.020 --> 03:34:52.060
to talk specifically about
the future appointment
03:34:52.060 --> 03:34:53.350
of some advisory committees
03:34:53.350 --> 03:34:56.580
for two of the student
services certificate areas,
03:34:56.580 --> 03:34:59.990
being, School Librarian
and Reading Specialist.
03:34:59.990 --> 03:35:02.590
This Board was
extremely supportive to me
03:35:02.590 --> 03:35:05.860
and gracious in the adoption
earlier in the year in February
03:35:05.860 --> 03:35:08.610
of the four year rule
review for this Chapter .
03:35:08.610 --> 03:35:10.430
And during that time,
I had the opportunity
03:35:10.430 --> 03:35:12.620
to present public
comments that had come in
03:35:12.620 --> 03:35:15.900
about the standards for
both of these certificate areas,
03:35:15.900 --> 03:35:18.700
School Librarian, and
Reading Specialist.
03:35:18.700 --> 03:35:20.810
I also wanna just briefly call attention
03:35:20.810 --> 03:35:24.280
to attachment two in your BoardBook,
03:35:24.280 --> 03:35:28.280
which can be found on pages 158 and 159.
03:35:28.280 --> 03:35:31.390
Our colleagues at the
Texas Librarian Association
03:35:31.390 --> 03:35:33.880
also submitted a formal
request to the Board,
03:35:33.880 --> 03:35:37.140
urging you to consider a
re-look at an opportunity
03:35:37.140 --> 03:35:38.500
to update their standards,
03:35:38.500 --> 03:35:41.180
which Jessica I agree is in order.
03:35:41.180 --> 03:35:45.660
With that said, this is my
small part of the presentation.
03:35:45.660 --> 03:35:48.360
And then I get to segue
over to Ms. McLaughlin,
03:35:48.360 --> 03:35:52.530
the let you hear her melodic
pipes one last time today
03:35:52.530 --> 03:35:55.273
to close out part two of
this particular short item.
03:35:56.330 --> 03:35:57.750
Thank you, Marilyn.
03:35:57.750 --> 03:35:59.113
It's a real privilege for me Board
03:35:59.113 --> 03:36:02.500
to have an opportunity
to facilitate a Board item,
03:36:02.500 --> 03:36:04.703
even if virtually with Marilyn.
03:36:05.540 --> 03:36:07.440
Board, so with the establishment
03:36:07.440 --> 03:36:09.840
of an Educator Standards
Advisory Committee
03:36:09.840 --> 03:36:11.150
for these two fields,
03:36:11.150 --> 03:36:12.890
we would be asking those committees
03:36:12.890 --> 03:36:16.740
to advise on relevant updates
to the educator standards,
03:36:16.740 --> 03:36:18.510
which as Marilyn shared,
03:36:18.510 --> 03:36:20.150
should receive much Public Testimony
03:36:20.150 --> 03:36:23.680
that there is needed updates
to these educators standards.
03:36:23.680 --> 03:36:25.960
And we would also
ask for these committees
03:36:25.960 --> 03:36:26.950
to advise on issues
03:36:26.950 --> 03:36:29.883
related to the certification
areas more broadly.
03:36:30.790 --> 03:36:35.200
And TEA staff would be seeking
committee member nominations
03:36:35.200 --> 03:36:39.130
from the SBEC, professional
organizations, EPPs,
03:36:39.130 --> 03:36:42.320
teacher organizations,
and other key stakeholders
03:36:42.320 --> 03:36:46.000
to ensure that we had a pool
of well-qualified candidates
03:36:46.000 --> 03:36:49.730
for selection for participation
in one of these committees.
03:36:49.730 --> 03:36:51.560
We intend for the nomination period
03:36:51.560 --> 03:36:56.180
to open on December 15th
and close on February 15th.
03:36:56.180 --> 03:36:57.930
And the draft Nomination Forms
03:36:57.930 --> 03:37:00.050
can be found in attachment three,
03:37:00.050 --> 03:37:03.690
which is included on pages
six and seven of this item.
03:37:03.690 --> 03:37:08.040
TEA staff plan to post these
Nomination Forms to our website
03:37:08.040 --> 03:37:11.670
and share them directly
with key stakeholder groups.
03:37:11.670 --> 03:37:13.730
And we plan to bring approximately
03:37:13.730 --> 03:37:15.880
eight to 15 committee members
03:37:15.880 --> 03:37:18.400
for each a separate School Librarian
03:37:18.400 --> 03:37:20.400
and Reading Specialist Committee
03:37:20.400 --> 03:37:24.693
to you in April of
2021 for your approval.
03:37:26.670 --> 03:37:29.720
On this next slide, I've
included the Nomination Forms
03:37:29.720 --> 03:37:31.480
for your reference on that.
03:37:31.480 --> 03:37:33.250
With that, I do believe
03:37:33.250 --> 03:37:35.317
that we may have Public
Testimony for this item.
03:37:35.317 --> 03:37:37.777
And so Katie we'll just
turn it over to you to check.
03:37:37.777 --> 03:37:38.610
Katie?
03:37:38.610 --> 03:37:40.307
Yes, ma'am, we do have one
03:37:40.307 --> 03:37:42.500
who has signed up for Public Testimony.
03:37:42.500 --> 03:37:45.060
That's Ms. Becky Calzada.
03:37:45.060 --> 03:37:48.130
Ms. Calzada, if you wanna go
ahead and turn on your camera
03:37:48.130 --> 03:37:49.863
and unmute your microphone.
03:37:51.370 --> 03:37:52.991
And just as a reminder Board,
03:37:52.991 --> 03:37:57.440
our Public Testimony is
for a timer of three minutes,
03:37:57.440 --> 03:37:59.450
Ms. Calzada, when you're ready.
03:37:59.450 --> 03:38:02.650
Thank you, good
afternoon, Board members.
03:38:02.650 --> 03:38:04.833
Thanks so much for allowing me to speak.
03:38:06.500 --> 03:38:07.600
Can you hear me okay?
03:38:07.600 --> 03:38:08.723
Yes, ma'am.
Okay.
03:38:09.580 --> 03:38:13.160
I am Ben Becky Calzada
and I'm a certified librarian.
03:38:13.160 --> 03:38:15.860
I'm here to speak to
you in favor of updates
03:38:15.860 --> 03:38:18.930
to the School Librarian
Certification Standards.
03:38:18.930 --> 03:38:20.439
These standards are the foundation
03:38:20.439 --> 03:38:22.590
of our school library certification,
03:38:22.590 --> 03:38:25.810
but they haven't been
updated in over a decade.
03:38:25.810 --> 03:38:28.830
The school librarians role
has evolved tremendously
03:38:28.830 --> 03:38:32.620
since I began my career
as a librarian 13 years ago.
03:38:32.620 --> 03:38:35.160
Practices that are not
addressed in our current standards
03:38:35.160 --> 03:38:37.610
include: the school librarians role
03:38:37.610 --> 03:38:39.280
in supporting curriculum design
03:38:39.280 --> 03:38:41.960
and the ethical use of resources,
03:38:41.960 --> 03:38:43.868
Texas school librarians have knowledge
03:38:43.868 --> 03:38:47.270
in multiple subject areas
and multiple grade levels.
03:38:47.270 --> 03:38:49.110
They also collaborate with teachers
03:38:49.110 --> 03:38:50.560
to plan and design lessons,
03:38:50.560 --> 03:38:53.660
to support inquiry and research.
03:38:53.660 --> 03:38:57.140
The use of diverse format,
such as eBooks, audio books,
03:38:57.140 --> 03:39:00.060
large print books, databases,
and streaming media
03:39:00.060 --> 03:39:03.370
to support learners at point
of need is not addressed.
03:39:03.370 --> 03:39:06.380
Our schools serve students
all with varying needs.
03:39:06.380 --> 03:39:09.630
So it's essential that
our standard support this.
03:39:09.630 --> 03:39:12.420
Addressing technology
integration and use of tech tools
03:39:12.420 --> 03:39:15.810
and applications to ensure
equitable access for all learners
03:39:15.810 --> 03:39:17.410
is also needed.
03:39:17.410 --> 03:39:19.680
School librarian support
instructional practices
03:39:19.680 --> 03:39:20.720
and curriculum standards
03:39:20.720 --> 03:39:23.370
through the integration
of digital resources.
03:39:23.370 --> 03:39:25.260
Teaching about tech tools and isolation
03:39:25.260 --> 03:39:27.033
is not a best practice anymore.
03:39:28.000 --> 03:39:30.820
An additional connection
to technology integration
03:39:30.820 --> 03:39:34.170
includes the lack of current
standards addressing topics
03:39:34.170 --> 03:39:37.470
connected to tech use,
including digital citizenship,
03:39:37.470 --> 03:39:39.010
cyber safety, copyright,
03:39:39.010 --> 03:39:42.120
and the responsibilities
of intellectual property.
03:39:42.120 --> 03:39:44.050
These are topics that
are especially important
03:39:44.050 --> 03:39:46.930
and necessary for our learners today.
03:39:46.930 --> 03:39:48.620
Finally, the school librarian's role
03:39:48.620 --> 03:39:50.770
in providing professional
learning for educators
03:39:50.770 --> 03:39:52.290
is also not mentioned,
03:39:52.290 --> 03:39:55.060
whether professional learning
is delivered to a small group
03:39:55.060 --> 03:39:57.000
or to an entire staff planning
03:39:57.000 --> 03:40:00.050
and delivering PD is something
school librarians coordinate
03:40:00.050 --> 03:40:03.750
so the teachers stay in step
with evolving best practices.
03:40:03.750 --> 03:40:05.120
These are just a few examples
03:40:05.120 --> 03:40:07.940
of topics that aren't addressed
in the current standards.
03:40:07.940 --> 03:40:10.787
Updating these standards
ensures new innovative practices
03:40:10.787 --> 03:40:12.990
and school librarianships are leveraged
03:40:12.990 --> 03:40:15.750
in the largest classrooms
in our Texas public schools.
03:40:15.750 --> 03:40:16.583
Thank you.
03:40:21.060 --> 03:40:22.473
Katie is that...?
03:40:23.970 --> 03:40:26.250
Yes, sir that concludes
the public comment.
03:40:26.250 --> 03:40:28.020
Thank you Becky Calzada.
03:40:28.020 --> 03:40:29.610
You all do an incredible job
03:40:29.610 --> 03:40:34.190
and I agree that we need
to update the standards.
03:40:34.190 --> 03:40:36.560
You all are almost
library media specialists.
03:40:36.560 --> 03:40:38.283
And so thank you for what you do.
03:40:40.860 --> 03:40:43.310
All right, so Jessica, anything else?
03:40:43.310 --> 03:40:45.527
Board members, Mr. Rodriguez please.
03:40:46.418 --> 03:40:49.447
Yes, sir I wanted to thank
the speaker Becky Calzada
03:40:51.120 --> 03:40:54.130
for bringing this to our attention.
03:40:54.130 --> 03:40:57.750
Ms. Calzada is a librarian,
03:40:57.750 --> 03:41:01.657
a leader in my school
district in Leander ISD.
03:41:01.657 --> 03:41:04.270
And so I just wanted to make a note,
03:41:04.270 --> 03:41:06.140
but in addition to that,
03:41:06.140 --> 03:41:09.640
I'd like to also say that in my opinion,
03:41:09.640 --> 03:41:11.770
this classroom is pretty important,
03:41:11.770 --> 03:41:13.650
pretty good piece of real estate,
03:41:13.650 --> 03:41:16.940
but it is not the most important
03:41:16.940 --> 03:41:18.820
piece of real estate in the school.
03:41:18.820 --> 03:41:21.540
I believe the library
03:41:21.540 --> 03:41:24.117
is one of the most important
pieces of real estate,
03:41:24.117 --> 03:41:25.560
one of the most important rooms,
03:41:25.560 --> 03:41:27.100
'cause that's where all the books are
03:41:27.100 --> 03:41:28.950
and that's where all the eBooks are.
03:41:28.950 --> 03:41:30.160
And what she has mentioned
03:41:30.160 --> 03:41:35.160
about digital resources,
library science,
03:41:35.450 --> 03:41:38.020
and the way librarians
interact with students.
03:41:38.020 --> 03:41:42.320
And now more recently the
community 'cause of COVID-19
03:41:42.320 --> 03:41:47.050
getting books, digital
books, or paperback books
03:41:47.050 --> 03:41:48.950
into the hands of our student learners
03:41:48.950 --> 03:41:51.880
to continue reading has evolved.
03:41:51.880 --> 03:41:54.340
And our librarians around the state
03:41:54.340 --> 03:41:57.420
are stepping up to this challenge.
03:41:57.420 --> 03:42:01.320
So I wanna thank again our speaker,
03:42:01.320 --> 03:42:03.907
but also the recognition from this Board
03:42:03.907 --> 03:42:08.660
and other folks at TEA to recognize
03:42:08.660 --> 03:42:13.380
that the role of the school
librarian continues to evolve.
03:42:13.380 --> 03:42:18.210
My wife served as a librarian
and retired after 32 years,
03:42:18.210 --> 03:42:20.780
and we have noticed the big change
03:42:20.780 --> 03:42:23.790
and the amount of
pressure on young learners
03:42:23.790 --> 03:42:27.420
to become successful
readers at a very early age
03:42:27.420 --> 03:42:29.770
as they navigate digital space,
03:42:29.770 --> 03:42:32.600
which requires an
enormous amount of reading.
03:42:32.600 --> 03:42:34.320
So thank you.
03:42:34.320 --> 03:42:37.740
That was a good shout out
to your wife, Mr. Rodriguez,
03:42:37.740 --> 03:42:39.230
that was good.
03:42:40.253 --> 03:42:43.410
I will say that I totally
agree with Mr. Rodriguez
03:42:43.410 --> 03:42:45.240
that I was sharing with the staff
03:42:45.240 --> 03:42:46.640
when I was going over the agenda
03:42:46.640 --> 03:42:49.960
that we implemented internet cafes
03:42:49.960 --> 03:42:51.660
that are high school libraries
03:42:51.660 --> 03:42:53.890
to make it more of a Starbucks setting
03:42:53.890 --> 03:42:56.420
and make it more of a
Barnes and Noble setting
03:42:56.420 --> 03:43:00.510
to bring people into a safe
zone for technology use.
03:43:00.510 --> 03:43:04.090
And so it is the epicenter of schools.
03:43:04.090 --> 03:43:07.500
And I think that it is long overdue
03:43:07.500 --> 03:43:08.870
to look at those standards
03:43:08.870 --> 03:43:11.530
and really recognize for
the work that they are doing.
03:43:11.530 --> 03:43:13.870
And it has organically evolved to that.
03:43:13.870 --> 03:43:16.077
So thank you, Mr. Rodriguez
03:43:16.077 --> 03:43:17.880
and Ms. Calzada as well for that.
03:43:17.880 --> 03:43:20.590
Any other questions or
comments on this side?
03:43:20.590 --> 03:43:22.340
Mr. Chairman I
would like to note
03:43:23.720 --> 03:43:28.320
that Marilyn referred to
Jessica's voice as melodic,
03:43:28.320 --> 03:43:30.440
but didn't make no
mention of your voice.
03:43:30.440 --> 03:43:32.450
So I just wanted to point that out.
03:43:32.450 --> 03:43:34.360
I appreciate that Dr. Kelly.
03:43:34.360 --> 03:43:36.717
I appreciate that, I took note of it.
03:43:36.717 --> 03:43:39.740
And so we'll reach out to Marilyn later.
03:43:39.740 --> 03:43:44.740
All right, so next part
of this slide deck Ryan,
03:43:45.400 --> 03:43:48.323
before I lose the
Board, what do we have?
03:43:48.323 --> 03:43:51.480
Board Operating Policies and
Procedures, anything there?
03:43:51.480 --> 03:43:53.140
Okay, information only
03:43:55.210 --> 03:43:58.803
updated rule review, Plan for
State Board of Educator Rules,
03:43:59.990 --> 03:44:01.163
information only.
03:44:02.530 --> 03:44:05.453
and requests from Board
members for future agenda items.
03:44:06.350 --> 03:44:09.440
We'll be having a work
session in the summer.
03:44:09.440 --> 03:44:11.593
Are there any requests at this point?
03:44:14.220 --> 03:44:19.220
All right, and requests
received since last meeting?
03:44:21.411 --> 03:44:22.244
None.
03:44:27.512 --> 03:44:29.262
Okay, anything there?
03:44:30.340 --> 03:44:32.867
We, at the conclusion of this meeting,
03:44:32.867 --> 03:44:35.300
not earlier than 1:00 the SBEC
Commendation Committee
03:44:35.300 --> 03:44:37.720
will meet after a short break.
03:44:37.720 --> 03:44:39.060
The purpose of the committee meeting
03:44:39.060 --> 03:44:40.960
is to determine procedures for rating
03:44:40.960 --> 03:44:44.730
innovative EPP,
commendation applications.
03:44:44.730 --> 03:44:47.670
That's you Mr. Rodriguez,
you're the chairperson.
03:44:47.670 --> 03:44:52.670
Dr. Kelly, Shareefah Mason,
Jean stripey, Dr. Alma Garcia,
03:44:53.150 --> 03:44:55.050
and Ms. Emily Garcia.
03:44:55.050 --> 03:44:57.640
Of course the short break
is probably lunch break,
03:44:57.640 --> 03:45:01.363
but you all can stick
around for that work.
03:45:03.090 --> 03:45:06.070
And we are getting ready to adjourn.
03:45:06.070 --> 03:45:08.780
I wanna wish each and everyone of you,
03:45:08.780 --> 03:45:11.020
a Merry Christmas and a happy new year,
03:45:11.020 --> 03:45:15.750
stay safe, enjoy time
with very limited family.
03:45:15.750 --> 03:45:17.410
Let's keep the CDC rules going
03:45:17.410 --> 03:45:20.200
so that we can get past this pandemic.
03:45:20.200 --> 03:45:23.130
Really an honor to work with
each and every one of you.
03:45:23.130 --> 03:45:25.290
I thank you for what you do every day
03:45:25.290 --> 03:45:27.910
to advance the work
of teacher candidates
03:45:27.910 --> 03:45:30.740
and the importance of
the teaching profession.
03:45:30.740 --> 03:45:35.740
If there's no further action
or any further comments,
03:45:37.530 --> 03:45:40.323
seeing none, we stand adjourn.