SBEC outlines HB2-driven overhaul of educator preparation: new "prep" routes, asynchronous limits and a proposed preservice internship

The State Board for Educator Certification spent a substantial portion of its meeting discussing proposed rule changes to implement House Bill 2funded "prep" pathways and new requirements for educator-preparation programs.

Key proposals and discussion points

- Prep-funded routes: Staff described three funded routes that will be prioritized for HB2 allotment: prep residency, prep traditional (a revised traditional pathway), and a newly required preservice alternative-certification route that culminates in an intern certificate and an internship. Programs that choose not to meet the prep-funded model may remain on existing routes but would not receive prep allotment funding. (Overview at SEG 2310SEG 2376.)

- Asynchronous coursework: Statute requires that training for certain funded routes be delivered synchronously, but allows board approval for asynchronous components. Staff proposed an application/approval process for asynchronous coursework, suggested limiting the share of asynchronous content (for quality control), and recommended using Quality Matters reviews as a quality assurance option. Board members stressed flexibility for rural candidates and noted mixed evidence on outcomes for some online programs. (Discussion at SEG 2668SEG 2712.)

- Priority training content: Staff previewed four content buckets that will be required or prioritized for prep-funded programs: Reading academies (science of reading content), Math academies, training to implement high-quality instructional materials (HQIM) and related practices (unit internalization, analysis of student work), and classroom/behavior management skills. Modules and associated performance tasks are in development; TEA is piloting versions of the reading academies with some EPPs. (Overview at SEG 5950SEG 6074.)

- Preservice alternative-certification route and preservice clinical practice: Staff proposed a new preservice alt-cert route that requires substantial preservice clinical practice prior to an internship on an intern certificate. The working recommendation is 140 preservice clinical hours (co-teaching, tutoring, lesson rehearsal, small-group interventions), roughly equivalent to ~20 full seven-hour days; staff emphasized stakeholder input and flexible delivery models (summer cohorts, intensive blocks, long-term substitute experience that counts toward hours). Programs retain existing requirements (300 hours of coursework overall, reading/math academy completion for EC3/EC6 where required). (Proposal and discussion at SEG 3460SEG 3699.)

- Supervision and evaluation: Staff suggested redistributing field-supervision observations so that at least one formal observation occurs during preservice practice and the rest during the internship, with a mix of formal and informal observations for coaching; virtual observation options and partnerships between EPP and LEA were highlighted as options to manage logistics. Members discussed use of district rubrics (T-TESS) vs. a uniform evaluation instrument, and recommended governance meetings between EPP and LEA at least twice annually (residency partnerships already require four). (See SEG 4196SEG 4600.)

- Two-year intern certificate and late hires: The legislature defined the intern certificate as expiring two years after issuance instead of one; staff recommended distributing required supervision across the two-year window and permitting expedited completion if a candidate finishes earlier. For late hires (candidates hired within a narrow pre-start or post-start window), staff proposed maintaining early supervision and special timelines for completing coursework; board members asked for safeguards to ensure candidates make adequate content progress before being left unsupervised. (Discussion at SEG 4900SEG 5390.)

Board direction and next steps

Board members emphasized balancing minimum-quality expectations with flexible delivery models to expand pathways (especially for career changers and rural candidates). Staff will continue stakeholder engagement and return more detailed draft rule text (including hours, competencies and proposed approval processes) in December. (See SEG 4070SEG 4080 and SEG 6078SEG 6088.)

Representative quotes

- "We assigned a recommended hour value to that of a hundred and 40 hours of preservice practice, which is for a 7 hour day the equivalent of 20 days," a staff presenter said while describing the preservice clinical practice recommendation.

- "We recommend an approval process where EPPs could apply to offer asynchronous coursework," staff said, noting required synchronous delivery for core prep content unless approved otherwise.

What comes next

Staff plans additional stakeholder engagement and will bring back draft rule language and implementation details in December. Board members asked staff to map timelines for exam attempts and program accountability so that candidates and districts understand milestones (for example, attempts or benchmark timing for content/pedagogy exams).