June 2026 Committee on School Initiatives Item 7

Review of Adoption of Proposed Revisions to 19 TAC Chapter 228, Requirements for Educator Preparation Programs, Subchapter A, General Guidance, Subchapter B, Approval of Educator Preparation Programs, Subchapter C, Administration and Governance of Educator Preparation Programs, Subchapter D, Required Educator Coursework and Training, Subchapter E, Educator Candidate Clinical Experiences, and Subchapter F, Support for Candidates During Required Clinical Experiences

June 26, 2026

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 228, Requirements for Educator Preparation Programs, Subchapter A, General Guidance, Subchapter B, Approval of Educator Preparation Programs, Subchapter C, Administration and Governance of Educator Preparation Programs, Subchapter D, Required Educator Coursework and Training, Subchapter E, Educator Candidate Clinical Experiences, and Subchapter F, Support for Candidates During Required Clinical Experiences. The rules provide requirements and definitions as applicable to support educator preparation programs (EPPs) and candidates in the successful implementation of these rules. The proposed revisions would implement House Bill (HB) 2, 89th Texas Legislature, Regular Session, 2025.

STATUTORY AUTHORITY: The statutory authority for the SBOE to review rules that the SBEC proposes to adopt is Texas Education Code (TEC), §21.042. The statutory authority for 19 TAC Chapter 228 is TEC, §§21.003(a), 21.031; 21.041(b)(1)-(4) and (e); 21.0412, as added by HB 2, 89th Texas Legislature, Regular Session, 2025; 21.044; 21.044(i) and (j), as added by HB 2, 89th Texas Legislature, Regular Session, 2025; 21.0441; 21.0442(c); 21.04421, 21.04422, and 21.04423, as added by HB 2, 89th Texas Legislature, Regular Session, 2025; 21.0443, as amended by HB 2, 89th Texas Legislature, Regular Session, 2025; 21.045(a); 21.0452, 21.0453; 21.0454; 21.0455; 21.046(b) and (c); 21.048(a); 21.0485; 21.0487(c); 21.0489(c); 21.04891; 21.049(a); 21.0491; 21.050(a)-(c); 21.051; 21.067, as added by HB 2, 89th Texas Legislature, Regular Session, 2025; and 21.901-21.905, as added by HB 2, 89th Texas Legislature, Regular Session, 2025; and the Texas Occupations Code (TOC), §55.007. 

TEC, §21.042, requires the SBEC to submit a written copy of each rule it proposes to adopt to the SBOE for review. The SBOE may reject a 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 proposed by the SBEC.

TEC, §21.003(a), states that a person may not be employed as a teacher, teacher intern or teacher trainee, librarian, educational aide, administrator, educational diagnostician, or school counselor by a school district unless the person holds an appropriate certificate or permit issued as provided by the TEC, Chapter 21, Subchapter B. 

TEC, §21.031, authorizes the SBEC to regulate and oversee all aspects of the certification, continuing education, and standards of conduct of public school educators. 

TEC, §21.041(b)(1), requires the SBEC to propose rules that provide for the regulation of educators and the general administration of the TEC, Chapter 21, Subchapter B, in a manner consistent with the TEC, Chapter 21, Subchapter B. 

TEC, §21.041(b)(2)-(4), requires the SBEC to propose rules that specify the classes of educator certificates to be issued, including emergency certificates; the period for which each class of educator certificate is valid; and the requirements for the issuance and renewal of an educator certificate. 

TEC, §21.041(e), states a rule proposed by the board under this section relating to educator preparation is not subject to Texas Government Code (TGC), §2001.0045.

TEC, §21.0412, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, defines the types and validity period of teaching certificates: standard, enhanced standard, intern with preservice, intern.

TEC, §21.044, authorizes the SBEC to propose rules specifying what each educator is expected to know and be able to do, particularly with regard to students with disabilities, establishing the training requirements a person must accomplish to obtain a certificate, or enter an internship, and specifying the minimum academic qualifications required for a certificate. It also sets requirements for training, coursework, and qualifications that the SBEC is required to include. 

TEC, §21.044(i) and (j), as added by HB 2, 89th Texas Legislature, Regular Session, 2025, identify instructional materials and training requirements that must be included in training provided by EPPs participating in a Preparing and Retaining Educators Through Partnership Preservice Program (PREP).

TEC, §21.0441, requires the SBEC to set admission requirements for candidates entering EPPs and specifies certain requirements that must be included in the rules. 

TEC, §21.0442(c), requires the SBEC to create an abbreviated EPP for a person seeking certification in trade and industrial workforce training with a minimum of 80 hours of classroom instruction in certain specified topics. 

TEC, §§21.04421, 21.04422, and 21.04423, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, establish three teacher preparation routes: traditional, residency, alternative, and foundational requirements for each.

TEC, §21.0443, as amended by HB 2, 89th Texas Legislature, Regular Session, 2025, requires the SBEC to set standards for approval and renewal of approval for EPPs, sets certain requirements for approval and renewal, including expanded authority to review for quality, and requires that the SBEC review each program at least every five years. 

TEC, §21.045(a), requires the SBEC to create an accountability system for EPPs based on the results of certification examinations, teacher appraisals, student achievement, compliance with the requirements for candidate support, and the results of a teacher satisfaction survey. 

TEC, §21.0452, requires the SBEC to make information about EPPs available to the public through its internet website and gives the SBEC authority to require any person to give information to the SBEC for this purpose. 

TEC, §21.0453, sets requirements for information that EPPs must provide candidates and gives the SBEC rulemaking authority to implement the provision and ensure that EPPs give candidates accurate information. 

TEC, §21.0454, gives the SBEC rulemaking authority to set risk factors to determine the board’s priorities in conducting monitoring, inspections, and compliance audits and sets out certain factors that must be included among the factors. 

TEC, §21.0455, gives the SBEC rulemaking authority to establish a process for a candidate for teacher certification to direct a complaint against an EPP to the agency, requires that EPPs notify candidates of the complaints process, states that the SBEC must post the complaint process on its website, and states that the SBEC has no authority to resolve disputes over contractual or commercial issues between programs and candidates. 

TEC, §21.046(b), requires the SBEC to allow outstanding teachers to substitute approved experience and professional training for part of the educational requirements in lieu of classroom hours. 

TEC, §21.046(c), requires the SBEC to ensure that principal candidates are of the highest caliber and that there is a multi-level screening process, along with assessment programs, and flexible internships to determine whether a candidate has the necessary skills for success. 

TEC, §21.048(a), requires the SBEC to prescribe comprehensive certification examinations for each class of certificate issued by the SBEC. 

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 EPP or alternative EPP, perform satisfactorily on required certification exams, and satisfy other requirements established by the SBEC. 

TEC, §21.0487(c), requires the SBEC to propose rules related to approval of EPPs to offer the Junior Reserve Officer Training Corps (JROTC) teacher certification and to recognize applicable military training and experience and prior employment by a school district as a JROTC instructor to support completion of certification requirements. 

TEC, §21.0489(c), sets out the requirements for Early Childhood certification. 

TEC, §21.04891, sets out the requirements for the Bilingual Special Education certification. 

TEC, §21.049(a), requires the SBEC to propose rules providing for EPPs as an alternative for traditional preparation programs. 

TEC, §21.0491, requires the SBEC to create a probationary and standard trade and industrial workforce training certificate. 

TEC, §21.050(a), requires an applicant for teacher certification to have a bachelor’s degree in a relevant field. 

TEC, §21.050(b), requires the SBEC to include hours of field-based experience in the hours of coursework required for certification and allows the SBEC to require additional credit hours for certification in bilingual education, English as a second language, early childhood education, or special education. 

TEC, §21.050(c), exempts people who receive a bachelor’s degree while receiving an exemption from tuition and fees under TEC, §54.363, from having to participate in field-based experiences or internships as a requirement for educator certification. 

TEC, §21.051, requires that candidates complete at least 15 hours of field-based experiences in which the candidate is actively engaged in instructional or educational activities under supervision involving a diverse student population at a public-school campus or an approved private school, allows 15 hours of experience as a long-term substitute to count as field-based experience, and gives the SBEC rulemaking authority related to field-based experiences. 

TEC, §21.067, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, gives the commissioner of education authority to develop and make available training materials for use in EPPs.

TEC, §§21.901-21.905, as added by HB 2, 89th Texas Legislature, Regular Session, 2025, establish requirements for PREP programs and require the commissioner of education and the SBEC to establish rules to implement the requirements.

TOC, §55.007, requires all state agencies that issue licenses or certifications to credit military experience toward the requirements for the license or certification. 

The full text of statutory citations can be found in the links above.

BACKGROUND INFORMATION AND JUSTIFICATION: The SBEC rules in 19 TAC Chapter 228 establish the requirements for EPPs. HB 2, 89th Texas Legislature, Regular Session, 2025, introduced significant educator preparation reforms, including the Preparing and Retaining Educators Through Partnership (PREP) Allotment. PREP strengthens teacher recruitment, preparation, and mentorship, requiring SBEC to define new preparation routes, training standards, and quality review processes for EPPs.

At the September and December 2025 meetings, the SBEC had preliminary discussions on potential revisions to Chapter 228 to implement HB 2. The recommendations discussed were informed by legislative changes and stakeholder feedback. The following proposed revisions to 19 TAC Chapter 228, Subchapters A-F, incorporate both SBEC and stakeholder input. Technical edits such as updating cross references are also proposed to conform to Texas Register style requirements.

Subchapter A, General Guidance

§228.2. Definitions.

The proposed revisions to §228.2 would include updates to the definitions for alternative certification route, classroom teacher, cooperating teacher, formal admission, late hire, and post-baccalaureate program and would clarify existing definitions or align the definitions with new route requirements in HB 2. The late hire definition was further updated to add the phrase “...and requires additional time to complete the pre-internship requirements” to clearly distinguish between a candidate who was hired late and did not complete pre-service requirements from a candidate who may have been hired late but who finished pre-service requirements prior to internship.

Proposed new §228.2(40) and (46)-(50) would add definitions for Partnership Preservice Program, Preparing and Retaining Educators Through Partnership (PREP), PREP Alternative Preservice Program, PREP Grow Your Own Program, PREP Residency Preservice Program, and PREP Traditional Preservice Program to define new PREP routes that will impact EPPs' and their candidates' participation in PREP allotments identified in HB 2. 

Proposed new §228.2(64) would add a definition for traditional route and clarify that an EPP may have two traditional routes, the PREP traditional route in proposed new §228.2(50), which qualifies for the PREP allotment, and the traditional route in proposed new §228.2(64), which does not. 

Proposed new §228.2(6) and (60) would add definitions for asynchronous coursework and synchronous coursework, respectively, to provide guidance to EPPs to meet requirements in HB 2 that PREP programs and traditional programs must deliver coursework synchronously or be approved to offer coursework asynchronously.

The proposed amendments to §228.2(16), related to clock hours, and §228.2(19), related to cooperating teacher, would add the new pre-internship clinical teaching requirement as part of the new preservice alternative certification route identified in HB 2.

The proposal would strike §228.2(10), related to candidate coach, and paragraph (33), related to intensive preservice, due to the proposed repeal of §228.39, Intensive Preservice, to provide for the new preservice alternative certification route identified in HB 2.

Proposed new §228.2(34) would define intern mentor teacher to distinguish a mentor that is supporting candidates in EPPs who are completing internships. This proposed new definition would accommodate PREP Mentorship Program and rule updates in 19 TAC Chapter 153, School District Personnel.

The proposed revision to §228.2(39) would strike the definition for mentor and replace it with a definition of mentoring educators to provide for a collective term for the variety of roles of campus support personnel, including cooperating teachers, host teachers, mentor teachers, and intern mentor teachers. This proposed revision would accommodate PREP Mentorship Program and rule updates in Chapter 153.

§228.6. Implementation Date.

The proposed updates to the implementation of requirements in this chapter include adding pre-internship clinical teaching to the list of assignments requiring formal observations that are required to be completed and reported by the EPP. The references to the formal observation requirements in §228.6(1)(A) are adjusted as a result of proposed revisions to those sections but the implementation requirements for formal observations are maintained. While the rule text maintains the transition runway for phasing out training under Legacy Chapter 228 with a deadline of August 31, 2026, an effective date was added for currently proposed rules that identifies the candidate must meet the requirements in this chapter that were in effect at the time the candidate was admitted into the EPP.

Subchapter B, Approval of Educator Preparation Programs

§228.15. Additional Approval.

The proposed amendment to §228.15(b) would require the EPP seeking approval to implement an SBEC-approved residency program must include evidence of compliance with Chapter 227, Provisions for Educator Preparation Candidates, and address the addition of a statutory requirement for admission of candidates to the residency route. 

The proposed revisions to §228.15(b)(1) provide the application process and requirements for previously approved residency programs to meet SBEC approval for the residency route in 2027-2028. Proposed new Figure: 19 TAC §228.15(b)(1) would provide evidence needed by the EPP in the application process in 2027-2028.

The proposed revisions to §228.15(b)(2) and (3) would incorporate the application process for the addition of new residency requirements related to HB 2 beginning 2028-2029 and application process and requirements for new residency program applicants. Revisions also reinforce that an EPP cannot be approved to offer a residency route if the EPP’s accreditation status is Accredited Probation. Proposed new Figure: 19 TAC §228.15(b)(2) would provide evidence needed by the EPP in the application process beginning 2028-2029.

The proposed amendment to §228.15(b)(4) and proposed new §228.15(b)(5) would provide detail on how EPPs are held accountable for meeting ongoing requirements of an approved residency route. 

Proposed new §228.15(c)(1)-(5) would provide application requirements for SBEC approval of a preservice alternative certification route to mirror the application process and EPP accountability identified in §228.15(b) for an SBEC-approved residency. Proposed new Figure: 19 TAC §228.15(c)(1) would provide evidence needed by the EPP in the application process for 2027-2028 approval. Proposed new Figure: 19 TAC §228.15(c)(2) would provide evidence needed by the EPP in the application process for 2028-2029 SBEC approval. 

Proposed new §228.15(d)(1)-(5) would add application requirements for SBEC approval of a PREP traditional route to mirror the application process and EPP accountability identified in §228.15(b) for an SBEC-approved residency and in proposed new §228.15(c)(1)-(5) for an SBEC approved preservice alternative certification route. Proposed new Figure: 19 TAC §228.15(d)(1) would provide evidence needed by the EPP in the application process for 2027-2028 SBEC approval. Proposed new Figure: 19 TAC §228.15(d)(2) would provide evidence needed by the EPP in the application process for 2028-2029 SBEC approval. 

Proposed new §228.15(g) would provide guidance for EPPs to apply for TEA approval to offer asynchronous coursework for routes that require coursework to be delivered synchronously, as established by HB 2.

Subchapter C, Administration and Governance of Educator Preparation Programs

§228.25. Governance of Educator Preparation Programs.

Proposed new §228.25(e) would provide guidance to EPPs approved to offer PREP traditional and preservice alternative certification routes related to the duration and quality of collaboration with partner local education agencies (LEA).

Subchapter D, Required Educator Coursework and Training

§228.31. Minimum Educator Preparation Program Obligations to All Candidates.

Proposed new §228.31(d) would provide clarification to EPPs that the EPP must maintain qualified instructors to deliver instruction to candidates and that EPP staff providing instruction in required content must apply for, attain, and maintain certification to provide that instruction, as required by HB 2.

Proposed new §228.31(e) would implement the statutory requirement that the EPP must comply with the prohibitions and requirements under TEC, §28.0022(a)(1)-(4), related to instructional personnel and coursework.

§228.33. Preparation Program Coursework and/or Training for All Certification Classes.

Proposed new §228.33(d) would implement the statutory requirement in HB 2 that the EPP must be approved to offer coursework asynchronously for traditional and PREP traditional, residency, and preservice alternative certification routes.

§228.35. Substitution of Applicable Experience and Training.

Proposed new §228.35(b) would allow an uncertified teacher that has enrolled in the EPP to secure certification to substitute experience as a teacher of record for the required 50 hours of field-based experience in §228.43.

§228.39. Intensive Pre-Service.

The proposed repeal of §228.35 would be necessary to implement the preservice alternative certification route statutorily required by HB 2.

§228.41. Preservice Coursework and Training for Classroom Teacher Candidates.

The proposed amendment to §228.41(a)(2) would update the list of pedagogical skills in which candidates must be allowed to pursue proficiency during coursework and training that occurs before the required clinical experience. The proposed revisions would align with recently adopted pedagogy standards in Chapter 235, Classroom Teacher Certification Standards.

Proposed new §228.41(b) would reinforce that late hire candidates must complete the pre-service coursework and training but would provide new flexibility that the requirements must be completed within the first half of the internship instead of the first 90 days. 

Proposed new §228.41(c) would implement the statutory requirement that candidates in the preservice alternative certification route must complete a portion of the required content from the Texas Reading Academies and Mathematics Achievement Academies to meet the preservice coursework and training requirement prior to beginning the required clinical experience.

§228.43. Preservice Field-Based Experiences for Classroom Teacher Candidates.

Proposed new §228.43(a) would reinforce the allowance in proposed new §228.35(b) that an uncertified teacher that has enrolled in the EPP to secure certification may substitute experience as a teacher of record for the required 50 hours of field-based experience detailed in this section. Proposed new §228.43(a) would reinforce the allowance in proposed new §228.68(h) that a candidate completing the pre-internship clinical practice within the preservice alternative certification route is exempt from the required 50 hours of field-based experience.

§228.45. Coursework and Training Requirements for Early Childhood: Prekindergarten-Grade 3 Certification.

The proposed amendment to §228.45(c) would update the term “mentor” to “intern mentor teacher” to align with the new definition of the mentoring educator assigned to support a candidate completing an internship.

§228.55. Late Hire Candidates.

The proposed amendment to the requirements in §228.55 would reinforce that the late hire candidate may begin the internship under an intern certificate prior to completing the preservice coursework and training required in §228.41 and §228.43. The proposed amendment would add flexibility by allowing the late hire candidate to complete the required coursework and training within the first half of the internship and reinforce the existing requirement that the intern certificate must be deactivated if the candidate does not complete the preservice coursework and training as required.

§228.57. Educator Preparation Curriculum.

Proposed new §228.57(f) would add the curriculum requirements identified in HB 2 and establish timelines for training content implementation specific to the preservice alternative certification route, the PREP traditional route, and the residency route. It additionally outlines the process for SBEC approval of training content. 

Subchapter E, Educator Candidate Clinical Experiences

§228.61. Required Clinical Experiences.

Proposed new §228.61(b) would integrate the preservice alternative certification route required in HB 2 into the requirements for clinical experiences by adding that a candidate completing requirements in this route must also complete pre-internship clinical teaching, which is further detailed in proposed new §228.68. 

§228.63. Locations for Required Clinical Experiences.

The proposed amendment to §228.63 would update the list of locations of clinical experiences to integrate the new pre-internship clinical teaching requirement for the preservice alternative certification route and replace references to the term “mentor” with “intern mentor teacher”. The proposed amendment would align with the requirements identified in HB 2 and related updates in Chapter 153. The proposal would also update the rule for candidates who seek to complete the required clinical experience outside of Texas by removing residency from the options. The residency route requires the EPP and LEA to partner, which is not feasible with school systems outside of Texas.

§228.65. Residency.

The proposed amendment to §228.65(a)(3) would provide flexibility to residency candidates who are pursuing a disciplinary degree in an educational setting outside of education (such as Biology or Mathematics) concurrent with certification by allowing a reduction of up to 50 clock hours of the residency assignment as needed by the candidate to complete degree requirements. This proposed amendment would address stakeholder feedback regarding flexibilities needed for candidates earning a disciplinary degree with additional coursework to successfully complete the residency route certification requirements.

The proposed amendment to §228.65(g) would clarify language related to the types of certificates for which a successful residency candidate could qualify.

§228.67. Clinical Teaching.

The proposed amendment to §228.67(b)(1) would incorporate the new definition of intern mentor teacher.

Proposed new §228.67(b)(4) would clarify that a candidate may not change districts during the clinical teaching experience if the candidate is completing clinical teaching through a PREP traditional program. This revision honors the partnership between the district and the EPP.

The proposed amendment to §228.67(d) would clarify that increased instructional responsibility in clinical teaching includes opportunities for the candidate to lead classroom instruction.

§228.68. Pre-internship Clinical Teaching.

Proposed new §228.68 would incorporate the structure of the new preservice alternative certification route established by HB 2. The proposal would outline parameters for the “preservice” portion of the route requirement, which is a version of clinical teaching that candidates in this route will complete prior to beginning the internship portion of their training. The proposed requirements would include the number of hours of preservice clinical teaching and the activities in which the candidate will engage and the support the candidate will receive during the experience. 

Proposed new §228.68(g) would carve out that a candidate who has completed a PREP Grow Your Own Program will be exempt from this pre-internship clinical teaching portion of the preservice alternative certification requirements. Proposed new §228.68(h) would exempt candidates who complete the pre-internship clinical teaching portion of the preservice alternative certification requirements from the required 50 hours of field-based experiences in §228.41(a)(1).

§228.71. Exceptions to Clinical Teaching Requirement.

The proposed repeal of §228.71 would align with the routes and requirements established by HB 2.

§228.73. Internship.

Proposed new §228.73(a) and (b) would align the internship as the clinical experience type for candidates pursuing certification through the alternative certification routes and clarify the candidate must hold a conferred bachelor’s degree to participate in an internship. The proposal would add a carve out for candidates in an alternative certification route who no longer qualify to complete an internship and thus must complete clinical teaching to finish requirements.

Proposed §228.73(c) and (d) would identify the two alternative certification routes required by HB 2 and update language to reflect the type of intern certificate available to each route, including the intern certificate and the new intern with preservice certificate. The proposed amendment would also update the duration and assignment information to clarify that a one-year internship is required for either route and, additionally, establish that the candidate in the preservice alternative certification route must complete the internship in one district, which honors the partnership for the purpose of qualifying for the PREP allotment.

The internship extension requirements in proposed §228.73(h) would be maintained with added clarification that the intern must not have exhausted the three years of eligibility to extend an internship or complete an additional internship. The clarification further bifurcates the options of extending the internship into a second year if the candidate has additional coursework or other requirements to complete vs. completing an additional internship, which would be required if the candidate’s first internship was not successful. This is further detailed in proposed updates to the observation requirements in §228.109(b), which would require formal field supervision for a second internship if the first was unsuccessful but would not require formal supervision if the first internship was successful and the internship is extended to allow the candidate to finish other requirements. The proposal would benefit the EPP due to the reduced cost of field supervision and benefit the candidate and district by allowing the candidate to hold an SBEC credential and maintain employment after the successful internship year is complete.

The proposal would also update the term “mentor” to “intern mentor teacher” to align with the change in definition of the mentoring educator supporting candidates in internships.

Proposed §228.73(i) adjusts the certificate deactivation requirements to add the flexibility for late hire candidates to complete pre-service requirements within the first half of the internship instead of the first 90 days of the internship.

Proposed §228.73(j) would update the certificate deactivation rules to align with the updated preservice coursework requirement for late hire candidates proposed in §228.41(b) and §228.55(c) by extending the time frame for completing preservice requirements from the first 90 days to the first half of the internship. The proposed changes to the certificate deactivation requirements in §228.73(j) would also add flexibility to the timeline for EPPs to notify the TEA to deactivate a certificate and address stakeholder feedback that the current timelines are difficult to meet.

§228.79. Exemptions from Required Clinical Experiences for Classroom Teacher Candidates.

The proposed amendment to §228.79(b) would update language related to a candidate pursuing certification as a Junior Reserve Officer Training Corps instructor.

§228.81. Clinical Experience for Certification Other Than Classroom Teacher.

The proposed amendment to §228.81(c) would clarify the two types of certificates available to candidates pursuing certification in a class other than teacher who meet the requirements for the certificate. The proposed amendment would be applicable to candidates who seek to complete a practicum while employed in a role that requires an SBEC credential.

Subchapter F, Support for Candidates During Required Clinical Experiences

§228.91. Intern Mentor Teachers, Cooperating Teachers, Host Teachers, and Site Supervisors.

The proposed amendment to §228.91 would update language throughout this section to change the term “mentor” to “intern mentor teacher” to align with the new definition in §228.2 and apply the term “mentoring educators” when collectively referring to requirements for the campus personnel supporting teacher candidates in clinical experiences. The proposed updates would also reflect new requirements established by HB 2, including the addition of the pre-internship clinical experience as a clinical experience that requires a cooperating teacher, and add clarification that a mentoring educator must agree to be assigned to support the candidate during the clinical experience.

The proposed amendment to §228.91(e) and proposed new subsection (f) would clarify training requirements for mentoring educators and site supervisors to add the requirement for PREP routes that mentoring educators must be trained through Texas Mentorship Training and provides a timeline for phasing in the Texas Mentorship Training.

§228.93. Cooperating Teacher Qualifications and Responsibilities.

The proposed amendment to §228.93 would add co-teaching to increase clarity around the duties of a cooperating teacher, update the term “mentor” to “intern mentor teacher” to align with changes in terminology, and add pre-internship clinical teaching as required by the preservice alternative certification route established by HB 2. The proposal would also require that cooperating teachers supporting candidates in PREP programs complete Texas Mentorship Training. 

§228.95. Host Teacher Qualifications and Responsibilities.

The proposed amendment to §228.95(a)(3) would detail the Texas Mentorship Training requirements for host teachers supporting candidates in residency assignments, including an implementation runway for completing the first training, as required by HB 2.

§228.97. Intern Mentor Teacher Qualifications and Responsibilities.

The proposed amendment to §228.97 would include updating the term “mentor” to “intern mentor teacher” to align with changes to that terminology and revising qualification requirements to align with requirements in Chapter 153. 

The changes to proposed §228.97(a)(3) and (b)(2) and (3) would add requirements established by HB 2 for intern mentor teachers supporting candidates in the preservice alternative certification route, including a training requirement that intern mentor teachers must complete Texas Mentorship Training and the addition of duties of an intern mentor teacher to align with requirements in TEC, §21.458(f). 

§228.101. Field Supervisor Qualifications and Responsibilities.

The proposed amendment to §228.101 would clarify qualifications for field supervisors of candidates in PREP routes and update the term “mentor” to “intern mentor teacher” to align with new terminology in §228.2. 

The proposed amendment to §228.101(b)(1) extends the timeline for field supervisors to renew the TEA-approved training to the next year. Additional proposed updates provide options for field supervisors to credit training in areas such as T-TESS certification and other approved agency training to count as a portion of the TEA-approved field supervisor training. 

The proposed revisions to §228.101(b)(4) and (5) add pre-internship clinical teaching and the preservice alternative certification route to the requirements for formal and informal observations conducted by the field supervisor. Proposed revisions to §228.101(b)(5) would add flexibility for candidates in the alternative certification route completing internships by reducing the number of informal observations from three per semester of the internship to two per semester. Updates to §228.101(b)(6) align formatting with other similar rules but retains the informal observation requirement for candidates who are late hires to maintain the added support needed for late hire candidates as they enter the classroom with minimal formal training.

Proposed new subsection (b)(8) would establish that candidates in the pre-internship clinical teaching assignment are required to have informal observations conducted by field supervisors, including feedback on candidate progress toward mastering the competencies identified in §228.41 required for all preservice candidates. 

Proposed §228.101(b)(9), (11), and (12) would update guidance related to collaboration between field supervisors and mentoring educators and feedback provided to mentoring educators and other campus or district staff related to candidate performance to ensure that field supervisors and mentoring educators collaborate and communicate regularly in support of the candidate. Proposed subsection (b)(12) would define requirements for field supervisors of candidates in PREP routes and require the field supervisor to have collaborative meetings with campus supervisors at least three times per semester and with the mentoring educator at least two times monthly.

§228.105. Formal Observations for All Candidates for Initial Classroom Teacher Certification.

The proposed amendment to §228.105 would integrate the pre-internship clinical teaching experience requirement for the preservice alternative certification route established by HB 2 into the field supervisors’ requirement for formal observations in §228.105(a) and clarify that the field supervisor must provide a copy of the written feedback resulting from a formal observation to the mentoring educator supporting the candidate in any type of clinical experience.

§228.107. Formal Observations for Candidates in Clinical Teaching and Pre-internship Clinical Teaching Assignments.

The proposed amendment to §228.107 would integrate the pre-internship clinical teaching experience requirement for the preservice alternative certification route into the formal observation schedule for clinical teaching and require one formal observation during the pre-internship clinical teaching assignment.

§228.109. Formal Observations for Candidates in Internship Assignments.

The proposed amendment to §228.109(b) would reduce the number of formal observations required for candidates holding a two-year intern certificate who are not late hires from five observations to four for both the initial internship and an additional internship that is required when the first internship was not successful. The proposed amendment would add flexibility and reduce cost for EPPs. 

Proposed new §228.109(c) would maintain observation requirements for late hire candidates. The proposal would require the field supervisor to conduct five total observations during the internship as is currently required. The number of formal observations for late hire candidates would not be reduced to maintain a higher level of support for the candidates who may lack formal training prior to beginning the internship.

The proposed amendment to §228.109(d) would extend the modified observation schedule to candidates completing an internship in more than one subject area that cannot be observed by the field supervisor concurrent with the first subject area and require one additional observation per semester for the second subject area.

Proposed new §228.109(e) and (f) would implement the formal observation requirements for the internship for candidates holding an intern with preservice certificate while pursuing certification through the preservice alternative certification route. In addition to the one formal observation proposed during the pre-internship clinical teaching portion of the training detailed in §228.107(e), the proposed observation schedule for the internship would require four formal observations during the full school year internship, with two in the first half of the internship and two in the last half. Proposed new subsection (f) would extend the observation schedule to candidates completing an internship in more than one subject area that cannot be observed by the field supervisor concurrent with the first subject area and require one additional observation per semester for the second subject area.

Proposed new §228.109(g) and (h) would establish requirements for formal observations of candidates completing an internship under a probationary certificate. The proposal would reorganize current subsection (e) to proposed new subsection (g) to improve overall readability; however, the observation requirement of five total observations, three in the first half of the internship and two in the last half of the internship has not changed. Proposed new subsection (h) would identify requirements for candidates completing an internship in more than one subject area that cannot be observed by the field supervisor concurrent with the first subject area, requiring one additional observation per semester for the second subject area. The proposal would also align language across subsections (d), (f), and (h).

FISCAL IMPACT: No changes have been made to this section since published as proposed. Jessica McLoughlin, associate commissioner for educator preparation, certification, and enforcement, has determined that for the first five years enforcing or administering the rules may impose a cost on other state agencies (institutions of higher education) and on small businesses and micro-businesses (EPPs). An initial implementation cost may be incurred by EPPs that choose to offer any or all of the PREP preparation routes. 

HB 2 requires EPPs to make updates to coursework and candidate training if they seek to offer the PREP routes specified in the TEC. EPPs are not, however, required to offer these routes. 

The proposed PREP routes require EPPs to apply, at no cost, for pathway approval. While there may be additional costs for an EPP associated with developing a high-quality program, the preparation pathways are optional for EPPs and, therefore, not a required cost. The costs to EPPs would be widely variable; for example, EPPs may already have an established residency preparation pathway that meets the proposed requirements while other EPPs would need to invest time and resources into the development of the residency preparation pathway. Additionally, while the preservice alternative certification route is new for all prospective programs, and will require time, effort and resources, it will be varied depending on the type of model designed, the quality of current partnerships, etc. It is difficult to estimate this cost. 

As described, one key cost to the implementation of the PREP routes is the initial cost to EPPs to ensure training and certification of staff to redeliver the content. There may be initial costs to EPPs in Fiscal Year (FY) 2027 regarding time and effort to train faculty and ensure the training content is integrated into the program. TEA estimates that each program will train on average 10 faculty to engage in training for 40 hours to seek certification to redeliver content. This training may also be counted for continuing education for those faculty members. TEA estimates an additional 10 hours to integrate the training content into existing courses. It is estimated that the average course release stipend for faculty is $3,500 for 144 hours of faculty time. This means that for faculty to engage in 50 additional hours, TEA staff would estimate the cost to be about $1,300 for each faculty, meaning an average of $13,000 for faculty to complete the training in FY 2027. TEA staff would estimate a 30% attrition rate and retraining of faculty in subsequent years, in addition to new content training in FY 2028. When TEA staff combines attrition costs with new training content, TEA staff estimates it will cost the program $16,900 to implement in FY 2028. It should, however, be additionally noted that programs will begin to generate $10,000-$11,500 per candidate completer by FY 2029. This cost savings to EPPs is difficult to predict, given that programs range in annual production.

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 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.

COST INCREASE TO REGULATED PERSONS: No changes have been made to this section since published as proposed. This proposal is exempt from the requirements of TGC, §2001.0045, per TEC, §21.041(e), as added by HB 2, 89th Texas Legislature, Regular Session, 2025.

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. TEA staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, 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 or decrease in fees paid to the agency; would not limit 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. 

The proposed rulemaking in Chapter 228 would create a new regulation for EPPs that seek to offer the optional Prep Residency, PREP Traditional, or PREP Preservice Alternative Certification routes. The proposed rulemaking would also update requirements for Alternative Certification Route requirements and establish regulation pertaining to PREP route review and approval and new regulation for the SBEC’s review of coursework for certain routes. Additionally, the proposed rulemaking would set the requirement that the EPP must comply with the prohibitions and requirements under TEC, §28.0022(a)(1)-(4), regarding instructional personnel and coursework, as required in TEC, §21.0442(b)(3). All new regulations are necessary to implement statutory requirements of HB 2. Additionally, the proposal would repeal existing 19 TAC §228.39, Intensive Preservice Requirements, to address statutory requirements as well as §228.71, Exceptions to Clinical Teaching Requirement. 

PUBLIC BENEFIT AND COST TO PERSONS: No changes have been made to this section since published as proposed. Jessica McLoughlin, associate commissioner for educator preparation, certification, and enforcement, has determined that for the first five years the proposal is in effect, the public benefit anticipated would be aligning the rules with statute and reflecting current procedures. There is no anticipated economic cost to persons who are required to comply with the proposal.

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.

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.

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.

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: That the State Board of Education: 

Take no action on the proposed revisions to 19 TAC Chapter 228, Requirements for Educator Preparation Programs, Subchapter A, General Guidance, Subchapter B, Approval of Educator Preparation Programs, Subchapter C, Administration and Governance of Educator Preparation Programs, Subchapter D, Required Educator Coursework and Training, Subchapter E, Educator Candidate Clinical Experiences, and Subchapter F, Support for Candidates During Required Clinical Experiences.

Staff Members Responsible:
Melissa Yoder, Director of Quality Preparation 
Lorrie Ayers, Director of EPP Management 

Attachment I:
Text of Proposed Revisions to 19 TAC Chapter 228, Requirements for Educator Preparation Programs, Subchapter A, General Guidance, Subchapter B, Approval of Educator Preparation Programs, Subchapter C, Administration and Governance of Educator Preparation Programs, Subchapter D, Required Educator Coursework and Training, Subchapter E, Educator Candidate Clinical Experiences, and Subchapter F, Support for Candidates During Required Clinical Experiences

Attachment II:
Proposed New Figure: 19 TAC §228.15(b)(1)

Attachment III:
Proposed Repeal of Figure: 19 TAC §228.15(b)(1)

Attachment IV:
Proposed New Figure: 19 TAC §228.15(b)(2)

Attachment V:
Proposed New Figure: 19 TAC §228.15(c)(1)

Attachment VI:
Proposed New Figure: 19 TAC §228.15(c)(2)

Attachment VII:
Proposed New Figure: 19 TAC §228.15(d)(1)

Attachment VIII:
Proposed New Figure: 19 TAC §228.15(d)(2)