edtpa special education task 2 example

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How to Conquer edTPA Task 2 (And Examples)

edTPA task 2 is one way for aspiring teachers to prove that they’re prepared for the classroom.

The task requires pre-service teachers to submit a video clip, instruction commentary, and transcription of inaudible segments. Gathering the evidence needed is no small feat, and many preservice teachers feel overwhelmed by task 2. 

While requirements may feel overwhelming upon first glance, there’s no need to worry. Below are several tangible tips and edTPA 2 examples to help candidates complete edTPA task 2 with flying colors. 

Download our Ultimate How-To Guide on edTPA Videos

edTPA Task 2 Video Clip

Video clips are the primary evidence in edTPA task 2, so they can make or break a candidate’s edTPA submission. Take candidates through these steps and the advice below to prepare them to create a successful edTPA video for task 2.

Maintain Confidentiality

Three main aspects of confidentiality should be considered when working on task 2: 

• Obtain Consent: Candidates need consent from students and adults who appear in their video clips. Discuss this with candidates and distribute permission forms early in the semester before it’s too late.
• Maintain Privacy: Candidates should not post classroom video(s) online or with people not involved in the edTPA assessment. The video clips should only be used to submit to edTPA.
• Eliminate Identifying Information: Candidates should eliminate any identifying school information from video clips. School information may be shown on classroom posters or signs, but identifying details can be blurred out.

Prepare Adequately

Ever heard the saying “Fail to plan, plan to fail?” This phrase is spot-on when it comes to edTPA videos. Help prepare your teacher candidates to record high-quality videos by going over these five steps: 

• Review the handbook: Remind candidates to look over their edTPA handbook to ensure that they understand the video guidelines. Check out 5 edTPA Video Requirements to Review with Candidates for more specifics on edTPA video guidelines. 
• Get subject specific: Implore candidates to thoroughly read their subject-specific rubrics before writing their lesson plans. Because their video is based on their lesson plans, reading the rubrics before they begin writing is key. 
• Gather equipment: Collect the video and audio equipment needed. Although a smartphone or laptop is adequate for recording, they may choose to use additional resources.
• Practice: Practice recording the observation. Teaching in front of a camera can be nerve-wracking, but practicing will help candiates and their students look natural and confident. It’s also helpful to do a trial video to ensure that the video equipment is working properly. 
• Final Check: Remind candidates to confirm that the audio and picture of their video is clear before hitting the record button.

Edit and Transcribe

After recording, candidates should review their videos to make they’ve accomplished what they’ve set out to do. 

• Keep original footage: As they edit, never work with the original video—always make a copy and edit that file. This will protect their video from the dreaded “deleted file” incident.   
• Listen carefully: Remind candidates to listen to their video and note any portions where transcription may be needed for additional clarity. Add captions to segments that are not clearly audible.

Instruction Commentary

After completing the video portion, edTPA candidates are required to respond to a series of prompts. While the prompts are different for each subject, the objective is the same—the candidate must analyze their teaching. 

Tell candidates to use their video submission to strengthen their argument and demonstrate their classroom management skills. To do this, they must utilize timestamps from the video to guarantee crystal-clear evidence.

By using timestamps, they can reference the exact second where a specific task was accomplished. Timestamps should be used in every response, and the evidence marked by timestamps should be elaborated on to make your argument stronger.

When responding to the prompts, instruct candidates to ask themselves, “Do I make the scorer’s job easy to identify the evidence and do I state the information clearly?” Candidates shouldn’t hold back from sharing information in their writing because it feels repetitive. They should feel like they’re repeating themselves in their responses because they’re providing evidence. Oh, and tell them to double-check they’ve addressed every part of the prompt. 

Above all, tell candidates to not procrastinate! It takes time to obtain permission slips, create a lesson plan, record themselves, upload their video for review, and complete their commentary. Their experience with edTPA will likely be more enjoyable if it’s not delayed until the last minute. 

edTPA task 2 doesn’t have to be overwhelming. By following these tips, you can help candidates develop the confidence and skills they need to pass edTPA and take charge of the classroom. For more edTPA resources, download the Ultimate How-To Guide on edTPA Videos .

If you’re interested in more edTPA tips, check out 9 Simple Ways to Make edTPA Videos Less Daunting  

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edTPA Uncovered: Sample Submissions that Passed (5 examples)

Since 2014, an increasing number of states are requiring teachers to pass the edTPA, a subject-specific performance assessment, for initial certification. We reached out to our candidates and asked for sample submissions.

Since 2014, an increasing number of states are requiring teachers to pass the edTPA, a subject-specific performance assessment, for initial certification. The assessment has several lengthy written components, and requires submission and self-analysis of an instructional video. It can take months to complete, and this can feel overwhelming for some teachers. Thankfully, when all is said and done, most find that the overall experience was valuable and helped prepare them for their new career.

Before approaching any daunting task, it can be helpful to look at an example of a finished product. We reached out to our candidates and asked for sample submissions, and thanks to five amazing teachers, we have samples in the following subjects: TESOL K-12, Elementary Education K-6, Secondary Special Education 7-12, Secondary Mathematics 7-12, and Early Childhood Education B-2. All of these candidates passed the edTPA and are currently certified. We recommend that you browse the sample most similar to your aspiring certification, and dig into what others wish they'd known before taking the edTPA.

Our hope is that looking at samples will give you a better idea of what is expected. Enjoy - and best of luck!

Task 1: Lesson Planning Overview

Teachers provide an overview of their student population and the content they intend to teach.

Part A: Context for Learning

In this task, teachers are asked to provide information about the current needs of the population of students they plan to teach, current teaching practices, services and structures already in place for the students, and an explanation of how their content is appropriate for the population they intend to teach.

• Secondary Special Education 7-12
• Elementary Education 1-6 Math
• Elementary Education 1-6 Literacy
• Early Childhood Education B-2

Part B: Lesson Plans

Lesson plans are created based on the needs of the students, and these lesson plans form the foundation of the entire assessment.

❤️ Receive all Sample edTPA Submissions in a single PDF! 📨

Part c: materials.

Teachers submit all handouts, charts, texts and other student materials associated with the lessons.

Part D: Assessment

Documents are provided that relate to student assessment including worksheets, rubrics and checklists.

Part E: Planning Commentary

This section can be up to nine pages single-spaced, and requires a substantial amount of input from teachers. Teachers are asked to:

• Describe the central focus of student learning
• Provide details about how they will monitor student learning
• Use knowledge of students to inform teaching
• Enlist language supports
• Deepen students’ conceptual understanding
• Address students with specific learning needs
• Anticipate student misconceptions
• Explain how plans build on each other
• Include research and/or theory to support their justifications
• Secondary Mathematics 7-12

Task 2: Instruction Commentary

Teachers analyze their video and explain how they support and engage students in learning. Essential components of the rubric include creating a positive environment, using prior knowledge, analyzing teaching, deepening student learning, and using evidence from instruction to plan next steps.

• Secondary Math 7-12

Task 3: Assessing Student Learning

Teachers gather evidence of learning and use it to plan next steps, provide feedback, and determine patterns of learning.

Task 4: (Elementary Math Only)

This teacher analyzes student work samples to identify a targeted learning objective and uses this information to plan a re-teach lesson.

Attention, Certified Teachers!

Have you taken the edTPA recently and passed? Help aspiring teachers by allowing us to post your test as an example! Email [email protected] for more information.

About Selected: For Teachers

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Teacher Demo Lesson Gone Wrong: How to Save It

Three critical tips before taking the edtpa, you might also like..., the diverse classroom: community building activities that are truly inclusive, ace the teacher interview: what to expect and how to succeed, co-teaching: 7 ways to cultivate a strong relationship with your teaching partner, teacher interview hack: it’s not what you say, it’s how you say it.

edtpa task two special education

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• Task Two: Instruction and Video
• Student Support
• Special Education Candidate Support
• Partnership Teacher and Supervisor Support
• Task One: Planning and Academic Language
• Task Three: Assessment

Instruction consists of the  learning environment, engagement in learning, deepening thinking, and subject-specific pedagogy. There are two parts to task 2 - video recording your lessons and then your written commentary reflection. 

Review the following video to help you think about the learning environment and student engagement prior to teaching and recording your lessons.

Two Parts to Task Two

You  MUST  refer to the Task 2,  "What Do I Need to Do?"  section of your program handbook to determine:

• Number of clips required or allowed
• Length of clip (s)
• Which students can or must be included in the clip (i.e. whole class? small group? focus learners?).

You  MUST  have  consent forms  for ALL students in the  video .

Click below for a sample parent permission form . Electronic (Google Form) copies and the most current versions can be found in Canvas.

See the Making Good Choices Guide and view the video below for additional Task 2 information.

Review the Prior to Filming tips and the edTPA Video Guidelines to determine the best placement for yourself, students, and the video camera in the classroom.  Your partnership teacher can also help with the video recording.

Use the VIDEO TIPS AND TRICKS JOB AID to help you trim and compress your videos.

Write your commentary responses based ONLY on the video clips. Remove statements that include assumptions of learning and focus on specific evidence of learning from the video.

***Make sure you are using the Task Two Written Commentary Template downloaded from TaskStream.

April 2024 Committee on School Initiatives Item 10

Review of Adoption of Proposed Revisions to 19 TAC Chapter 230, Professional Educator Preparation and Certification , Subchapter A, General Provisions , Subchapter C, Assessment of Educators , Subchapter D, Types and Classes of Certificates Issued , and Subchapter G, Certificate Issuance Procedures

April 12, 2024

COMMITTEE ON SCHOOL INITIATIVES: ACTION STATE BOARD OF EDUCATION: ACTION

SUMMARY: This item provides the State Board of Education (SBOE) an opportunity to review the State Board for Educator Certification (SBEC) rule actions that would adopt the proposed revisions to 19 Texas Administrative Code (TAC) Chapter 230, Professional Educator Preparation and Certification , Subchapter A, General Provisions , Subchapter C, Assessment of Educators , Subchapter D, Types and Classes of Certificates Issued , and Subchapter G, Certificate Issuance Procedures . The proposed revisions would redefine pilot exam; specify the timeline by which a passing score on a certification exam can be used for certification purposes; decrease the number of days to request a test limit waiver after an unsuccessful examination attempt; update the figure specifying the required pedagogy and content pedagogy certification exams for issuance of the probationary or standard certificate; remove certificate categories and examinations that are no longer operational; establish an Enhanced Standard certificate and fees for the proposed teacher residency preparation route specified in proposed new 19 TAC Chapter 228, Requirements for Educator Preparation Programs ; and update the list of ineligible certification by examination certificates to include the proposed new Deafblind: Early Childhood-Grade 12 certificate. The proposed revisions would also include technical edits to comply with Texas Register formatting and style requirements.

STATUTORY AUTHORITY: The statutory authority for 19 TAC Chapter 230, Subchapters A, C, D, and G, is Texas Education Code (TEC), §§21.041(b)(1), (2), and (4) ; 21.044(a)-(f) ; 21.048 ; 21.0485 ; 21.050 ; 22.082 ; and Texas Occupations Code (TOC), §54.003.

TEC, §§21.041(b)(1), (2), and (4), require the SBEC to propose rules that provide for the regulation of educators and the general administration of TEC, Chapter 21, Subchapter B, in a manner consistent with TEC, Chapter 21, Subchapter B; specify the classes of educator certificates to be issued, including emergency certificates; and specify the requirements for the issuance and renewal of an educator certificate.

TEC, §21.044(a)-(f), require SBEC to make rules specifying what each educator is expected to know and be able to do, establishing training requirements that a candidate must accomplish to attain a certificate, and setting out the minimum academic qualifications required for certification. It also specifies certain required training and minimum academic qualifications for certification.

TEC, §21.048, states the SBEC shall propose rules prescribing comprehensive examinations for each class of certificate issued by the board that includes not requiring more than 45 days elapsing between examination retakes and that starting January 1, 2021, all candidates teaching prekindergarten through grade six must demonstrate proficiency in the science of teaching reading on a certification examination.

TEC, §21.0485, states that to be eligible for certification to teach students with visual impairments, a person must complete all coursework required for that certification in an approved educator preparation program (EPP) or alternative EPP, perform satisfactorily on required certification exams, and satisfy other requirements established by the SBEC.

TEC, §21.050(a), states a person who applies for a teaching certificate must possess a bachelor's degree.

TEC, §21.050(b), states the SBEC shall provide for a minimum number of semester credit hours of field-based experience or internship.

TEC, §21.050(c), states a person who receives a bachelor's degree required for a teaching certificate on the basis of higher education coursework completed while receiving an exemption from tuition and fees under TEC, §54.363, may not be required to participate in any field experience or internship consisting of student teaching to receive a teaching certificate.

TEC, §22.082, requires SBEC to subscribe to the criminal history clearinghouse as provided by Texas Government Code, §411.0845, and may obtain any law enforcement or criminal history records that relate to a specific applicant for or holder of a certificate issued under Chapter 21, Subchapter B.

TOC, §54.003, states a licensing authority shall provide accommodations and eligibility criteria for examinees diagnosed as having dyslexia.

The full text of statutory citations can be found in the statutory authority section of this agenda.

PREVIOUS BOARD ACTION: None.

BACKGROUND INFORMATION AND JUSTIFICATION: The SBEC rules in 19 TAC Chapter 230, Subchapter A, General Provisions , specify the general guidelines regarding professional educator preparation and certification. The SBEC rules in 19 TAC Chapter 230, Subchapter C, Assessment of Educators , specify the testing requirements for initial certification and for additional certificates based on examination. The SBEC rules in 19 TAC Chapter 230, Subchapter D, Types and Classes of Certificates Issued , define the types, classes, and issuance requirements for certificates. The SBEC rules in 19 TAC Chapter 230, Subchapter G, Certificate Issuance Procedures , specify appropriate procedures for the issuance of educator certificates. These requirements ensure educators are qualified and professionally prepared to instruct the schoolchildren of Texas.

The following is a description of the proposed revisions to 19 TAC Chapter 230, Subchapters A, C, D, and G, that are reflected in Attachments I and II. The proposed revisions:

are reflective of the broader certification redesign efforts the SBEC has led since 2017 to develop rigorous and relevant certification exams in alignment with their statutory charge in TEC, §21.031, Purpose , to “ensure that all candidates for certification or renewal of certification demonstrate the knowledge and skills necessary to improve the performance of the diverse student population of this state,”

are responsive to associated rulemaking in the proposed repeal of and new 19 TAC Chapter 228, Requirements for Educator Preparation Programs , to implement a teacher residency preparation route and associated certificate, and

implement House Bill (HB) 2256, 87th Texas Legislature, Regular Session, 2021.

Subchapter A. General Provisions

Proposed Amendment to 19 TAC §230.1

The proposed amendment would add §230.1(13) to define enhanced standard certificate to implement the certificate for the residency preparation route included in the 19 TAC Chapter 228 proposal. The proposed amendment to §230.1(18) would amend the definition for pilot exam . This proposed amendment would allow the SBEC to annually review, pilot, and collect data for certification exams to examine the impact of the exam’s implementation on Texas candidates. The proposed amendment to §230.1(12) would align the definition for educator preparation program with 19 TAC Chapter 228 and Chapter 229, Accountability System for Educator Preparation Programs . Additional technical edits would renumber the definitions to accommodate the addition of §230.1(13) and apply style requirements to cross references to statute, where applicable.

Subchapter C. Assessment of Educators

Proposed Amendment to 19 TAC §230.21(a)(3)(A)

The proposed amendment to §230.21(a)(3)(A) would provide technical edits to align with the titles of §232.17 and §232.19.

Proposed Amendment to 19 TAC §230.21(a)(5)(D)

The proposed amendment to 19 TAC §230.21(a)(5)(D)(i) would decrease the number of days a candidate can request a waiver after their fourth retake from 45 to 30 calendar days. The proposed amendment would strike 19 TAC §230.21(a)(5)(D)(ii) to remove the required delay before a candidate can reapply for a test limit waiver if the candidate’s initial application was denied. This change would allow candidates to become certified sooner if they are able to pass the examination on their next attempt.

Proposed Amendment to 19 TAC §230.21(e)

The proposed amendment to §230.21(e) would update the testing requirements for educator certification indicated in Figure: 19 TAC §230.21(e). The proposed changes are shown in Attachment II.

The proposed amendment to §230.21(e) would specify that for issuance of a probationary or standard certificate in more than one certification category, a candidate must pass the appropriate pedagogy examination under Figure: 19 TAC §230.21(e) for any one of the certificates sought. This change would allow for educators to be issued probationary or standard certificates in more than one certification category by passing only one pedagogy certification exam. The current rule requires that for issuance of each individual certificate, educators must take and pass the aligned pedagogy exam, which means that educators pursuing certification in two certification categories through completion of the edTPA are required to take two edTPA certification exams. This proposed change would align with feedback from EPPs participating in the edTPA pilot that expressed concern about the expense and duplicative effort caused by the current rule.

Update to Figure Titles and Content Pedagogy Exam Requirements

The proposed amendment to Figure: 19 TAC §230.21(e) would update the column title from "Pedagogical Requirement(s)" to "Required Pedagogy Test(s)" to align the language of the title to the other test column in the figure, "Required Content Pedagogy Test(s)."

In a separate item in this agenda, proposed amendments to 19 TAC Chapter 233, Categories of Classroom Teaching Certificates , would create six new classroom teacher certificate categories:

Core/Special Education with the Science of Teaching Reading/Special Education: Early Childhood-Grade 6;

Core/Fine Arts/Physical Education/Health with the Science of Teaching Reading: Early Childhood-Grade 6;

Core/Bilingual Education Spanish with the Science of Teaching Reading: Early Childhood-Grade 6;

Core/English as a Second Language with the Science of Teaching Reading: Early Childhood-Grade 6;

Core with the Science of Teaching Reading: Early Childhood-Grade 6; and

Bilingual Special Education Supplemental: Early Childhood-Grade 12.

The proposed amendment to Figure: 19 TAC §230.21(e) would add certification exams, which are in development for the proposed certification fields. The proposed amendment would create examinations for the Core with the Science of Teaching Reading: Early Childhood-Grade 6; Core/Fine Arts/Physical Education/Health with the Science of Teaching Reading: Early Childhood-Grade 6; and Core/Special Education with the Science of Teaching Reading: Early Childhood-Grade 6 certificates and set out a timeline for test development that would match the timeline for certificate issuance in the proposed amendments to 19 TAC Chapter 233 to begin no earlier than September 1, 2027.

The proposed amendment would create examinations for the Core/Bilingual Education Spanish with the Science of Teaching Reading: Early Childhood-Grade 6 and the Core/English as a Second Language with the Science of Teaching Reading: Early Childhood-Grade 6 certificates and set out a timeline for test development that would match the timeline for the certificate issuance in the proposed amendments to 19 TAC Chapter 233 to begin no earlier than September 1, 2028.

The proposed set of Core: Early Childhood-Grade 6 certification exams aim to streamline exam content in the elementary grade band, removing the Fine Arts/Health/Physical Education subtest from the base Core Subjects assessment and proposing a set of redesigned assessments that integrate additional content areas, including English as a second language (ESL), special education, and bilingual education, with the goal of reducing the overall number of exams educators are required to take for certification. These redesigned exams are also informed by the redesign of 19 TAC Chapter 235, Classroom Teacher Certification Standards , pedagogy and English language arts and reading (ELAR) and math content pedagogy standards currently under development at the direction of the SBEC.

Finally, the proposed amendment would establish the required examinations for the Bilingual Special Education Supplemental: Spanish certificate, as required in HB 2256, 87th Texas Legislature, Regular Session, 2021. Based on stakeholder input, the proposed certificate would focus specifically on Spanish language bilingual education and would require candidates to demonstrate proficiency in the proposed 187 Bilingual Special Education Texas Examinations of Educator Standards (TExES), which will be operational beginning September 2027, and the proposed 165 Bilingual Educator Spanish Supplemental TExES, which will be operational beginning September 2026.

Similarly, the proposed amendment to the figure would specify the exam requirements for the certificates recently adopted by the SBEC, including the Special Education Specialist: Early Childhood-Grade 12 and Deafblind: Early Childhood-Grade 12 exams, which will be operational for candidates on September 1, 2025, to align with the initial issuance dates for the new certificates. When operational, the tests and certificates will replace the Special Education: Early Childhood-Grade 12 and Special Education Supplemental certificates. Therefore, the proposed amendment would set August 31, 2025, as the last operational date for the Special Education: Early Childhood-Grade 12 exam.

The SBEC adopted updates to 19 TAC Chapter 233, Categories of Classroom Teaching Certificates , to include the creation of a certification category, Tamil: Early Childhood-Grade 12, and the proposed amendment to Figure: 19 TAC §230.21(e) would add a certification exam for Tamil: Early Childhood-Grade 12. The exam will become operational for candidates on September 1, 2025, to align with the date for issuance of the certificate in 19 TAC Chapter 233.

The proposed amendment to Figure: 19 TAC §230.21(e) would also add the last operational date of August 31, 2024, for the following exams: English Language Arts and Reading 7-12 and Physical Education EC-12. These examinations are being replaced with updated exams, and the proposed amendment would add a first operational date of September 1, 2024, for English Language Arts and Reading 7-12 and Physical Education EC-12. 

The proposed amendment to Figure: 19 TAC §230.21(e) would add an implementation timeline of no earlier than September 1, 2027, for the following exams: Reading Specialist EC-12 and School Librarian EC-12. These exams are necessary due to proposed updates to the educator standards for the certificates in 19 TAC Chapter 239, Student Services Certificates, which are presented in a separate item in this agenda. The proposed timeline would align with the test development timeline.

The proposed amendment to Figure: 19 TAC §230.21(e) would also transition to a new content pedagogy exam for Health: Early Childhood–Grade 12 on September 1, 2024. This amendment would update the exam based on current Texas Essential Knowledge and Skills and add the last operational date of August 31, 2024, for the current Health: Early Childhood–Grade 12 exam.

Updates to Pedagogy Exam Requirements

The proposed amendment to Figure: 19 TAC §230.21(e) would strike "pilot exam" for all edTPA exams to indicate that the exams would no longer be considered pilot exams under proposed §230.1(18) and would be fully operational. The proposed changes maintain the current flexibility that provides a choice of either the Pedagogy and Professional Responsibilities (PPR) TEXES or the edTPA as a required pedagogy exam while ensuring that EPPs are held accountable for candidate performance on both exam options via the Accountability System for Educator Preparation (ASEP) by removing the “pilot” label from the edTPA.

EPP and Candidate Choice in edTPA Exams

The proposed amendment to Figure: 19 TAC §230.21(e) would add the 2151 edTPA: Career and Technical Education exam as a pedagogy exam option for the following certificates beginning on September 1, 2024: Technology Education: Grades 6–12; Family and Consumer Sciences, Composite: Grades 6–12; Human Development and Family Studies: Grades 8–12; Hospitality, Nutrition, and Food Sciences: Grades 8–12; Agriculture, Food, and Natural Resources: Grades 6–12; Business and Finance: Grades 6–12; and Marketing: Grades 6–12. This proposed amendment would provide flexibility for EPPs and candidates to select the edTPA exam that best aligns with their given instructional context if the EPP chose to require candidates to take the edTPA rather than the PPR for Trade and Industrial Education exam.

For the Core Subjects with the Science of Teaching Reading (STR): Early Childhood–Grade 6 certificate, the proposed amendment to Figure: 19 TAC §230.21(e) would add the following eight edTPA exams as pedagogy exam options in addition to the existing 2110 edTPA: Elementary Education: Literacy with Mathematics Task 4 exam, beginning on September 1, 2024: 2001 edTPA: Elementary Literacy; 2002 edTPA: Elementary Mathematics; 2149 edTPA Elementary Education: Mathematics with Literacy Task 4; 2014 edTPA: Early Childhood Education; 2016 edTPA: Middle Childhood Mathematics; 2017 edTPA: Middle Childhood Science; 2018 edTPA: Middle Childhood English Language Arts; and 2019 edTPA: Middle Childhood History/Social Studies. The addition to the edTPA exams for certification in Core Subjects with STR: Early Childhood–Grade 6 would provide flexibility for EPPs and candidates to select the edTPA exam that best aligns with their given instructional context from the permitted exams. For example, a candidate teaching in a fourth-grade science classroom would have the option to take the edTPA: Middle Childhood Science exam. This change is informed by feedback from EPPs participating in the edTPA pilot, that the requirements of the edTPA Elementary Education: Literacy with Mathematics Task 4 were difficult to meet given the candidate's classroom setting. This change would allow flexible options for strong alignment between the classroom setting and edTPA exam for certification. Additionally, the proposed edTPA exam options would allow candidates to choose a 15-rubric exam, such as for edTPA Elementary Literacy, which is less than the 18-rubric edTPA Elementary Education: Literacy with Mathematics Task 4 exam. This proposed change would reduce the overall number of tasks that elementary candidates would be required to complete in the submission of their edTPA portfolio.

Alternatives to edTPA for CTE and Junior Reserve Officers' Training Corps (JROTC) Candidates

The proposed amendment to Figure: 19 TAC §230.21(e) would add the option for candidates seeking CTE certificates to take the 370 Pedagogy and Professional Responsibilities for Trade and Industrial Education 6–12 TExES exam.  The proposed implementation date would be September 1, 2024.

The proposed amendment to Figure: 19 TAC §230.21(e) would update the content pedagogy exam requirement for the Junior Reserve Officer Training Corps (JROTC): Grades 6–12 certificate to be the 370 Pedagogy and Professional Responsibilities (PPR) for Trade and Industrial Education 6–12 TExES exam.  There is no specific edTPA exam for JROTC certification, but the requirements for the certification field align with the requirements for trade and industrial education fields as these candidates can attain certification based on a certificate issued by one of the military branches. The 370 PPR for Trade and Industrial Education 6–12 exam is the most appropriately aligned pedagogy exam for JROTC.

Remove Retired Exams and Certificates

The proposed amendment to Figure: 19 TAC §230.21(e) would also remove the following retired certificates and their associated exam requirements: Core Subjects: Early Childhood–Grade 6; Core Subjects: Grades 4–8; English Language Arts and Reading: Grades 4–8; and English Language Arts and Reading/Social Studies: Grades 4–8. Each of the certificates was discontinued and replaced by the new certificate name including "with the Science of Teaching Reading" and the required examinations in October 2020.

The proposed amendment to Figure: 19 TAC §230.21(e) would strike the following retired certification exams: 270 Pedagogy and Professional Responsibilities for Trade and Industrial 6-12; 153 Educational Diagnostician EC-12; 152 School Counselor EC-12; 117 English Language Arts and Reading: Grades 4-8; and 291 Core Subjects: EC-6.

Technical Edits

The proposed amendment to Figure: 19 TAC §230.21(e) would remove the section headers labeled “Certification Type (continued)” to support streamlining and readability of the figure.

Proposed Amendment to 19 TAC §230.21(f)

The proposed amendment to §230.21(f) would clarify a passing score on a certification exam can be used for certification for up to one year after the last operational date of the exam. This amendment would provide clarity to the field on the last date that an educator may be recommended for certification with a passing score on an exam that is no longer operational.

Subchapter D. Types and Classes of Certificates Issued

Proposed Amendment to 19 TAC §230.31

The proposed amendment to §230.31 would add §230.31(a)(9), which includes the proposed enhanced standard certificate to the types of certificates issued by the SBEC. Additionally, proposed new §230.31(e) would create an implementation date of September 1, 2024, for the issuance of the proposed enhanced standard certificate; would establish that the certificate type is only issued for the teacher class of certificates, is valid for five years, and is subject to renewal; and would require individuals to meet requirements as specified in proposed new §230.39, Enhanced Standard Certificates .

Proposed New 19 TAC §230.39

Proposed new §230.39 would describe the requirements for issuance of an enhanced standard certificate upon successful completion of a teacher residency, as prescribed in the 19 TAC Chapter 228 proposal and would include the requirements for renewal of the certificate.

Subchapter G. Certificate Issuance Procedures

Proposed Amendment to 19 TAC §230.101(a)

The proposed amendment to §230.101(a) would add the fee for the enhanced standard certificate in §230.101(a)(3) and the fee for on-time renewal in renumbered §230.101(a)(16).

Technical edits would also be made in cross references to statute, where applicable, to implement style requirements.

Proposed Amendment to 19 TAC §230.105

The proposed amendment to §230.105 would add the Deafblind Supplemental: Early Childhood-Grade 12 certificate to the list of certificates that are not eligible for certification by examination in §230.105(4) and would renumber subsequent provisions to §230.105(5) and (6). This amendment would emphasize the specialized skills, knowledge, and training required to receive the Deafblind Supplemental: Early Childhood-Grade 12 certificate and align with statutory requirements in TEC, §21.0485. The proposed amendment to §230.105 would add the enhanced standard certificate to the types of certificates a teacher may hold to be eligible to add an additional certificate via the certification by examination route.

SBOE Review of Proposed SBEC Rules

Under TEC, §21.042, the SBEC must submit a written copy of each rule it proposes to adopt to the SBOE for review. The SBOE may reject the proposed rule by a vote of at least two-thirds of the members of the SBOE present and voting but may not modify a rule.

FISCAL IMPACT: No changes have been made to this section since published as proposed. The Texas Education Agency (TEA) staff has determined that there is additional fiscal impact on state government and entities required to comply with the proposal. There is no additional fiscal impact on local government required to comply with the proposal.

The proposal would require a decrease in fees paid to TEA, as the proposal would consolidate multiple current certification exams into one exam. The SBEC collects $11 per exam administered. With the proposed exam consolidation for the Bilingual Spanish exams, there would be fewer exams administered and, therefore, fewer fees paid to the agency. Given current administration numbers for the two exams required for Bilingual Spanish certification, TEA staff would estimate a revenue decrease of $16,500 per Fiscal Year (FY) beginning in FY 2027 per year. The proposal could also lead to a decrease in fees paid to the agency with the proposed redesign of the Core Subjects: EC-6 exams to incorporate special education, bilingual Spanish, and English as a second language, which would require one exam rather than two for certification in those areas. TEA staff is unable to calculate the loss in fees though, as these new offerings would be optional alongside the stand-alone versions of the exams and, therefore, cannot predict the number that would be administered annually.

EPPs, including institutions of higher education, may incur costs implementing the proposed exam requirements, though those costs are locally determined, as there are no required costs associated with EPP implementation of the exam requirements.

There are no additional costs or savings to entities and state government required to comply with the proposal.

LOCAL EMPLOYMENT IMPACT: No changes have been made to this section since published as proposed. The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code (TGC), §2001.022.

SMALL BUSINESS, MICROBUSINESS, AND RURAL COMMUNITY IMPACT: No changes have been made to this section since published as proposed. The proposal has no direct adverse economic impact for small businesses, microbusinesses, or rural communities; therefore, no regulatory flexibility analysis, specified in TGC, §2006.002, is required. TEA staff has determined that there are no required costs associated with EPP implementation of the exam requirements.

COST INCREASE TO REGULATED PERSONS: No changes have been made to this section since published as proposed. The proposal does impose a cost on regulated persons and is subject to TGC, §2001.0045. However, the proposal is exempt from TGC, §2001.0045, as provided under that statute, because the proposal is necessary to protect the safety and welfare of the residents of this state. In addition, the proposal is necessary to ensure that certified Texas educators are competent to educate students.

TAKINGS IMPACT ASSESSMENT: No changes have been made to this section since published as proposed. The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under TGC, §2007.043.

GOVERNMENT GROWTH IMPACT: No changes have been made to this section since published as proposed. The TEA prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would require a decrease in fees paid to the agency, as the proposed rules would consolidate multiple current certification exams into one exam. The SBEC collects $11 per exam administered. With the proposed exam consolidation, overall, there would be fewer exams administered and, therefore, fewer fees paid to the agency. The proposed rule would create a new regulation with the proposal of a new enhanced standard certification.

The proposed rulemaking would not create or eliminate a government program; would not require the creation of new employee positions or elimination of existing employee positions; would not require an increase or decrease in future legislative appropriations to the agency; would not require an increase in fees paid to the agency; would not expand, limit, or repeal an existing regulation; would not increase or decrease the number of individuals subject to its applicability; and would not positively or adversely affect the state's economy.

PUBLIC BENEFIT AND COST TO PERSONS: Changes have been made to this section since published as proposed. The public benefit anticipated as a result of the proposal would be the increased teacher knowledge and skill in critical pedagogical and content pedagogical competencies, leading to the anticipated growth in teacher readiness to meet the needs of Texas's diverse student population.

The proposal would require the implementation of new certification exams at increased cost per exam due to the design of the exam, increasing the cost from $116 to $136 per exam. Based on first-time taker administration numbers, TEA staff estimate an overall increase in costs to candidates aligned with the required implementation year of the exam.

Given administration volume for English Language Arts and Reading 7-12, Health EC-12, and Physical Education: EC-12 exams, TEA staff estimates a cost increase of $91,120 per FY beginning in FY 2025.

Given administration volume for Special Education exams, TEA staff estimates a cost increase of $126,440 per FY beginning in FY 2026.

Given administration volume for Core Subjects EC-6, Reading Specialist, and School Librarian exams, TEA staff estimates a cost increase of $252,180 per FY beginning in FY 2028.

The Bilingual Spanish certification exams would be consolidated from two exams at $116 to one exam at $136. This represents a cost savings of $96 per exam. Given administration volume for Bilingual Spanish certification exams, TEA staff estimates a cost savings of $144,096 per FY beginning in FY 2027.

The proposed redesign of the Core Subjects: EC-6 exams to incorporate special education, bilingual Spanish, and English as a second language would be a cost savings to individuals, as it requires them to take one exam rather than two for certification in those areas. TEA staff is unable to calculate the cost savings, as these new offerings would be optional alongside the stand-alone versions of the exams and cannot predict the number that would be administered annually.

DATA AND REPORTING IMPACT: No changes have been made to this section since published as proposed. The proposal would have no new data and reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: No changes have been made to this section since published as proposed. The TEA staff has determined the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

ENVIRONMENTAL IMPACT: No changes have been made to this section since published as proposed. The proposal does not require an environmental impact analysis because the proposal does not include major environmental rules under TGC, §2001.0225.

PUBLIC COMMENTS: In accordance with the SBEC rulemaking process, a summary of comments received by the SBEC on its proposed rules is shared with the SBOE under separate cover prior to this SBOE meeting.

MOTION TO BE CONSIDERED: The State Board of Education:

Take no action on the proposed revisions to 19 TAC Chapter 230, Professional Educator Preparation and Certification , Subchapter A, General Provisions , Subchapter C, Assessment of Educators , Subchapter D, Types and Classes of Certificates Issued , and Subchapter G, Certificate Issuance Procedures .

Staff Members Responsible: Emily Garcia, Associate Commissioner, Educator Preparation, Certification, and Enforcement Jessica McLoughlin, Senior Director, Educator Quality

Attachment I: Text of Proposed Revisions to 19 TAC Chapter 230, Professional Educator Preparation and Certification , Subchapter A, General Provisions , Subchapter C, Assessment of Educators , Subchapter D, Types and Classes of Certificates Issued , and Subchapter G, Certificate Issuance Procedures

Attachment II: Text of Proposed Figure: 19 TAC §230.21(e)