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Spring ISD to pilot TEA mentorship certification, expand alternative‑certification partnerships to grow teacher pipeline
Summary
The board heard HR proposals to partner with Eastern New Mexico University for clinical placements, to pilot the Region 4 TEA mentorship certification (40 mentor teachers in year one, $3,000 cohort budget), and to enter an MOU with Educate Hearts Teaching Corps to accelerate local alternative certification pathways. Administration said about 300 candidates have applied to related local recruitment efforts.
Spring ISD’s human resources leadership outlined a multi‑pronged approach to grow, certify and retain teachers.
Chief of Human Resource Services Dr. Terrell P. described three key actions: (1) a clinical affiliation agreement with Eastern New Mexico University to host graduate speech‑language pathology practicum students in district campuses (no direct fiscal impact); (2) participation in the TEA Region 4 mentorship training (TMT) to certify mentor teachers—administration said the first year allotment covers 40 mentor candidates and totals roughly $3,000 per cohort (of which $500 is the Region 4 training fee); and (3) a memorandum of understanding with Educate Hearts Teaching Corps, a TEA‑approved hybrid alternative certification program designed to accelerate hands‑on learning for paraprofessionals, substitutes and other candidates (program cost to candidates noted in materials at approximately $6,500, with possible TEA allotment offsets in future cycles).
Director Natasha Tilman described program mechanics for TMT and the district’s mentoring pipeline: the pilot cohort of 40 will receive intensive in‑day training, substitutes for mentors during release time, and principal recommendations will guide mentor selection. Administration reported robust interest in mentorship and certification opportunities, saying roughly 300 staff members had applied to related recruitment pools as of the meeting.
Trustees emphasized quality control and feedback loops. Administration described entrance forms, principal recommendations and pulse checks (monthly surveys and monitoring) to ensure mentor‑mentee fit and to permit reassignment when a pairing is ineffective. District leaders framed the effort as a retention lever: better onboarding and in‑day mentor support should reduce early career turnover.
What’s next: The board was asked to approve the affiliation agreements and mentorship participation; administration will report additional details on rollout schedules, selected mentor cohorts, and metrics for retention and program effectiveness.
