Teaching Everyone Through Universal Design for Learning

Accepting Admission Applications january 1, 2019

Our Mission


The Texas Institute for Teacher Education exists to prepare competent and compassionate professional educators dedicated to serving the diverse cultural, linguistic, and exceptional learning needs of all students. Accordingly, the Institute is committed to the following tenets:

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Core Tenets


The preparation of professional educators equipped to meet the diverse educational needs of all children, particularly those with unique cultural, linguistic, and exceptional learning needs.


The preparation of professional educators who recognize that collaboration and dialogue, the supreme hallmarks of the learning community, accentuate the design, delivery, and evaluation of effective classroom instruction.

The preparation of professional educators who recognize that culturally and linguistically responsive professional practice reflects a keen understanding of how human diversity issues impact the individualized learning process, including the acquisition of critical thinking, problem-solving, and performance skills.

The preparation of professional educators who employ differentiated, UDL-compliant instructional practices to create positive learning environments that value diversity, academic excellence, and the meaningful participation of all stakeholders.


Conceptual Framework


Rationale: The Higher Education Opportunity Act (HEOA, 2008) describes UDL as a scientifically valid framework for guiding educational practices that: (a) provides flexibility in the ways information is presented, in the ways learners respond or demonstrate knowledge and skills, and in the ways learners are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports and challenges, and maintains high achievement expectations for all learners including students with disabilities and students who are limited English proficient. (20 U.S.C. § 1022d). We use the Innovation Configuration (IC) matrix created by the University of Florida Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center to guide the design and delivery of our Educator Preparation Program.


National Standards: The Texas Institute for Teacher Education adheres to the national standards adopted by the Council for the Accreditation of Educator Preparation (CAEP). The standards are:


  • Standard 1. Content and Pedagogical Knowledge: The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards.
  • Standard 2. Clinical Partnerships and Practice: The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students' learning and development.
  • Standard 3. Candidate Quality, Recruitment, and Selectivity: The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program's meeting of Standard 4.
  • Standard 4. Program Impact: The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.
  • Standard 5. Provider Quality Assurance and Continuous Improvement: The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completers' positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.

Conceptual Framework