Credit for Military Experience
In accordance with 19 TAC 228.35 (a)(5), HCDE ECA division evaluates, and may accept, military service, training, or education toward fulfillment of program requirements. Military service, training, or education must be directly related to the certificate being sought and may not take the place of certification examinations. To be eligible, individuals must meet one or both of the following requirements:
- Honorably discharged from the U.S. military, or
- Completed a minimum of two years of service in the U.S. military and have been discharged as a result of a service-related disability
Applicants should include a Joint Services Transcripts or other verifiable documentation of military service, training, or education with their application. Credit towards courses will be granted based on an evaluation that follows the guidelines established by the American Council on Education (ACE) Guide to the Evaluation of Education Experiences in the Armed Services. No credit will be given toward field experience, internship, or practicum requirements. To request a transcript evaluation for course credit, please contact the director.
Credit for Prior or Ongoing Service, Training, or Education
In accordance with 19 TAC 228.35 (a)(5), HCDE ECA division established a process that allows candidates who are not military service members or military veterans to substitute prior or ongoing service, training, or education, provided that the experience, education, or training is not also counted as a part of the internship, clinical teaching, or practicum requirements, was provided by an approved EPP or an accredited institution of higher education within the past five years, and is directly related to the certificate being sought. Specific details may be found in a Candidate Handbook.
HCDE educator preparation program utilizes the following standards, guidelines, and instruments in preparing teachers to:
- integrate technology effectively into curricula and instruction, including activities consistent with the principles of universal design for learning; and
- use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of increasing student academic achievement
Technology Integration Standards, Guidelines, and Assessment Instruments
- International Society for Technology in Education (ISTE) Standards for Educators
- Quality Matters Continuing and Professional Education Standards Rubric
- Pre-Assessment Tool: The Technology Integration Matrix (TIM) and TIM Table of Teacher Descriptors
- TIM Digital Literacy Curriculum Framework with Prescribed Learnings based on Personal Pre-Assessment Results - select "more.." on the matrix for customized learning pathways
- Assessment Tool: ISTE Standards and T-TESS Performance Level Matrix
Supply and Demand Forces on the Educator Workforce
During 2018-2019 school year, over 5.4 million students were enrolled in Texas schools. Student enrollment growth is projected to continue over the next decade at the same time as an aging teacher workforce becomes eligible for retirement. The demand for new teachers, especially minority teachers who reflect the changing student population demographics, will continue to hold.
According to the latest data from the Texas Education Agency, the approved state-level teacher shortage areas for the 2020-2021 school year are:
• Bilingual/English as a Second Language – Elementary and Secondary Levels
• Special Education – Elementary and Secondary Levels
• Career and Technical Education – Secondary Levels
• Technology Applications and Computer Science – Elementary and Secondary Levels
• Mathematics – Secondary Levels
According to the National Association for Secondary School Principals' Policy and Advocacy Center, the demand for employment of elementary, middle, and high school principals will grow 6 percent nationwide by the year 2022 due to population increases. This surge in demand will increase the financial burden on districts since the cost to recruit, hire, prepare, mentor, and continue training principals can cost school districts between $36,850 and $303,000, with typical urban school districts spending $75,000 per principal. Additional info on principal shortages may be found here.
Criminal Background Check & Preliminary Criminal History Evaluation
Pursuant to the Texas Education Code (TEC), §22.083, candidates must undergo a criminal history background check prior to employment as an educator.
Applicants have the right to request a Preliminary Criminal History Evaluation. The service is provided to the requestor for a non-refundable $50 fee by the Texas Education Agency. The requestor will receive an evaluation letter by email from Texas Education Agency staff advising of potential ineligibility for educator certification. To learn more, please see TEA FAQs and Steps to Request a Preliminary Criminal History Evaluation.
Program Performance Over Time
2016-2017 Accreditation Rating 2016-2017 ASEP Annual Report
2015-2016 Accreditation Rating 2015-2016 ASEP Annual Report
2014-2015 Accreditation Rating
2013-2014 Accreditation Rating