TCTA works to secure flexibility for special education teachers to demonstrate content competency

TCTA testified before the State Board for Educator Certification on July 19 regarding a proposal that would change the way in which special education teachers are allowed to demonstrate content competency. 

Under current rules, special education teachers can meet criteria on the High Objective Uniform State Standard of Evaluation (HOUSSE) worksheet to meet federal requirements, but TEA is revamping that process. The agency’s first proposal would have allowed high school teachers to use a similar framework to the HOUSSE worksheet but would have required elementary and middle school teachers to acquire additional certification to demonstrate content competency.

TCTA expressed appreciation for changes made in the most recent proposal that reflected TCTA’s recommendations, including extending flexibility for demonstrating content competency to middle school teachers in addition to high school teachers, and grandfathering current elementary school teachers.

Unforeseen consequences

TCTA testified during the SBEC’s February meeting about possible unforeseen consequences if the original proposal that only provided flexibility to high school special education teachers went forward. At TCTA’s recommendation, the proposal presented to SBEC at its July meeting allows middle school teachers to use the new framework and grandfathers current elementary special education teachers out of the requirement to obtain additional certification.

In testimony at SBEC’s July meeting, TCTA pointed out that the same flexibility provided to high school and middle school special education teachers should be provided to elementary teachers going forward, highlighting recent data released by TEA showing that 38.5% of EC-5 special education teachers lack both special education and content certification and would thus be required to obtain additional certification. Even with current elementary special education teachers grandfathered into the proposed framework, any teachers placed into elementary special education assignments after Sept. 1, 2027, would be required to obtain additional certification to remain in their positions. 

Educator preparation programs generally do not prepare their candidates for both special education and content certification, so their curriculum for elementary special education teachers would need to undergo significant changes as well. 

Additionally, the new proposal would require all special education teachers, even those serving in a supporting role, to demonstrate content competency. The wide range of possible special education assignments comes with an equally wide range of responsibility, so TCTA recommended that the proposal be limited only to teachers of record to clearly differentiate between those who do and do not have to demonstrate content competency.

Board members responded positively to TCTA’s suggestion to include elementary teachers among those who will have ongoing flexibility in demonstrating content competency, and Chair Jean Streepey (a TCTA member) directed TEA staff to include them in the next proposal. 

TCTA will continue to monitor the proposal and provide feedback on how to make the forthcoming framework as flexible as possible for all teachers.