The Premier Path to Teacher Certification
Teaching Everyone Through Universal Design for Learning
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:
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.
The Texas Institute for Teacher Education admits highly qualified teacher candidates committed to the success of EC-12 students. Admission is available for college and university graduates, college seniors completing last-semester coursework, newly-hired teachers, and international applicants. We actively seek individuals who demonstrate exemplary leadership, critical thinking, and interpersonal skills. Since schools desperately need classroom educators trained to link educational neuroscience to professional practice, our graduates are in high demand throughout the nation. Teacher candidates may enroll in the self-paced, online seminars at any time. All teacher candidates complete an online Orientation Session prior to beginning the formal seminars.
Applicants who select this route complete the graduate seminars while enrolled in the Professional Practicum (employed as a "Teacher of Record" for one academic year) or Clinical Teacher Practicum (student teacher for 14 weeks). Teacher candidates admitted to these programs may earn concurrent certification in general, bilingual/ESL, and special education areas, if desired.
The Secondary Teacher Certification Programs require the applicant to have a minimum of 15 credit hours within the desired field. Applicants who select this route complete the graduate seminars while enrolled in the Professional Practicum (employed as a "Teacher of Record" for one academic year) or Clinical Teacher Practicum (student teacher for 14 weeks). Teacher candidates admitted to these programs earn certification in the area of their TExES examination as well as Special Education and English as a Second Language.
To be considered for unconditional admission, domestic applicants must submit the following items:
Prospective teacher candidates who submit all items are officially invited to interview with the Admissions Committee. The Admissions Committee either denies or grants admission to the applicant. Applicants denied admission are encouraged to reapply once any deficiencies are removed. Prior to issuing standard teaching certificates, the Texas State Board for Educator Certification conducts a state and national criminal history check on all applicants.
Prospective program candidates may be accepted by The Texas Institute for Teacher Education on a contingency basis pending receipt of an official transcript showing degree conferred provided that:
The candidate is currently enrolled in and expects to complete the courses and other requirements for obtaining a baccalaureate degree at the end of the semester in which admission to the program is sought.
All program admission requirements have been met.
A candidate admitted on a contingency basis may begin program training, but shall not be approved to take a certification examination nor shall not be recommended for a probationary certificate until the candidate has been awarded a baccalaureate degree.
The contingency admission will be valid for only the semester for which the contingency admission was granted and may not be extended for another semester. The end of each semester shall be consistent with the common calendar established by the Texas Higher Education Coordinating Board.
Under Texas Education Agency rules related to educator certification, any applicant for a Texas educator certificate must "be able to communicate, listen, read, write, and comprehend the English language sufficiently to use it easily and readily in daily communication and teaching." Applicants may demonstrate English proficiency in one of two ways as specified below:
Graduates from foreign universities/colleges must submit an original Foreign Credential Review from one of the following TEA Approved Foreign Credential Evaluation Services.
A late hire for a teaching position shall complete 30 clock-hours of field-based experience as well as 80 clock-hours of initial training within 90 school days of assignment. Under this stipulation, late hires must successfully complete ME 531 and ME 532 within 90 days of the hire date.
Pursuant to the Texas Education Code (TEC), §22.083, candidates must undergo a criminal history background check prior to employment as an educator.
Pursuant to the TEC, §22.0835, candidates must undergo a criminal history background check prior to clinical teaching.
An individual who has been convicted of an offense may be ineligible for issuance of a certificate on completion of the EPP. The applicant has the right to request a criminal history evaluation letter as provided in Chapter 227, Subchapter B, of the Texas Education Code.
The current State Board for Educator Certification (SBEC) rules are prescribed in §249.16 of this title (relating to Eligibility of Persons with Criminal History for a Certificate under Texas Occupations Code, Chapter 53, and Texas Education Code, Chapter 21).
The applicant has the right to request a criminal history evaluation letter as provided in Chapter 227, Subchapter B, of the Texas Education Code.
Historically, Texas has always had a strong need for classroom educators since the teacher workforce is plagued by high teacher turnover. Research shows that 50% percent of new teachers produced by university-based teacher educator programs do not even enter the teaching profession. Of those who do, another 50% is lost due to teacher attrition within five years of beginning their careers. Since 1990, the Texas Education Agency (TEA) has reported a statewide shortage of certified teachers (Teacher Shortage Areas Nationwide Listing 1990-1991 through 2017-2018. U.S. Department of Education Office of Postsecondary Education. 2017). This trend will continue since the number of new teacher hires in public schools was 36 percent higher in 2010 than in 1999 (301,000 versus 222,000) and is projected to increase 28 percent between 2010 and 2021, to 384,000 (Projections of Education Statistics to 2021. National Center for Education Statistics. 2014). In Texas, more than 10 percent of classroom teachers leave the profession every year (Sullivan, K., Barkowski, E., Lindsay, J., Lazarev, V., Nguyen, T., Newman, D., & Lin, L. 2017. Trends in teacher mobility in Texas and associations with teacher, student, and school characteristics (REL 2018–283). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs). Although teacher mobility costs the state of Texas up to $235 million annually, not including monies to support state-funded certification programs, the greatest impact is on student achievement, especially within schools predominately enrolling minority and economically-disadvantaged students. The impact is greatest on students with disabilities since special education teachers leave Texas public schools at more than twice the rate of general education teachers.
Since 2009, The Texas Institute for Teacher Education has achieved an accreditation status of Accredited through the Texas State Board for Educator Certification, a division of the Texas Education Agency.