EDCI5329Section060CoachingPracticumFall2020

INSTRUCTOR: OFFICE:PHONE:EMAIL: OFFICEHOURS:

CLASSMEETINGS:LASTDAYTOWITHDRAW:

DeadlinetoapplyforGraduation:

Dr.JameyJohnsonOff Campus 254.715.6538jameyrjohnson@gmail.com,preferredmethodofcontactVirtuallyonTuesdayandWednesdaynight,5:00–7:00p.m.andbyappointment. Text me if urgent.OnlineCheck with registrar

Check with registrar

CatalogDescription:Thiscourseallowsstudentstoputintopracticetheirunderstandingofteacherlearning,professionaldevelopment,andacademiccoachingthroughacoachingpracticum.

StudentLearningObjectives:

Inthiscourse,studentswillimplementanddocumenttheirunderstandingofteacherlearning,professionalgrowth,andacademiccoachingasevidencedbyacompletecoachingcycle.

ThiscourseaddressesthefollowingTexasEducatorStandards:Standard6:ProfessionalPracticesandResponsibilitiesa) Teachersreflectontheirteachingpracticetoimprovetheirinstructionaleffectivenessandengageincontinuousprofessionallearningtogainknowledgeandskillsandrefineprofessionaljudgement.b) Teacherscollaboratewiththeircolleagues,areself-awareintheirinterpersonalinteractions,andareopentoconstructivefeedbackfrompeersandadministrators.c) Teachersseekoutopportunitiestoleadstudents,othereducators,andcommunitymemberswithinandbeyondtheirclassrooms.d) Teachersmodelethicalandrespectivebehavioranddemonstrateintegrityinallsituations.

CourseTopicsOverview• Reviewofcriticalcomponentsofthecoachingcycle• DevelopingCoachingCycleSchedulefortheSemesterwithyourCoachee

CourseRequirements• ConversationwithJohnsonaboutTeacher(phoneorZoomSession)(5%)• Stage1:IdentifyStageEvidence(20%)• Stage2:LearnStageEvidence(20%)• Stage3:ImproveStageEvidence(20%)• CumulativeReflectionoverCoachingCycle(20%)• Quizzes and Readings (15%)

Specificinformationabouteachassignmentwillbepresentedwithinourcourse.

GradingScale

A=90–100B=80–89.9C=70–79.9D=60–69.9F–below59.9

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COURSEPOLICIES:

Itismydesirethateachofyouprofitsfromthiscourse.Ibelieveinopencommunicationsowecanalllearnfromeachother.Pleaseactivelyparticipateinourcourseactivitiessowemaypracticeopendialogue.Ialsowelcomeyoutovisitwithmeinemail,phone,orwecanscheduleaZoomsession.Wecandiscusstheconceptbeingdiscussed,yourcourseperformance,oranythingelseyouwouldlike.

Participation–Asthisisapracticum,youareexpectedtobehighlyengagedinthiscourseandtoworkdirectlywithmeasyouparticipateinafullcoachingcyclewithapracticingeducator.KnowthatIamheretoassistyouduringthepracticum.

CodeofConduct–Iexpectstudentsinthiscoursetoconductthemselvesasuniversitystudentsofgraduatestanding.Iexpectstudentstoparticipateinclassactivities.Iexpectstudentstomeetassigneddeadlines.Iexpectstudentstobehaveinanacademicallyhonestmanner.Ireservetherighttopenalizestudentswhoviolateclasspolicies.

Email:InCanvas,ifyou'lllookattheiconmenubarthatborderstheleftsideofyourscreen,youwillseeanInbox.SelectourCoursewhereitlistsyourcoursesinCanvas.WhenyougetintoEDCI5329,clickontheicontocompose/writeanemail.Therewillbealistwhereyoucanselectall,students,orinstructors.Selectthepersonyouwanttoemailandyou'rereadytowriteyourmessagetothem.

Myemailaddressisjameyrjohnson@gmail.com.PleasenotethatthisisnotaPatriotsemailaddress.

Iwillmakeeveryefforttorespondquicklytoyouremails.CommunicatingwithyouisaprioritybutIalsowantyoutohaverealisticexpectationsintermsofatimelyresponse.Ifitisaweekdayandyouhaven’theardfrommewithin48hours,Ididnotgetyouremailandpleasesenditagain.Ifitisaweekend,pleasegiveme48hourstorespond.Everyonedeservestohavealittledowntimeontheweekend.Knowthatwhenyouhavetasksdue,Iwillbecheckingemailfrequentlythough.If your issue is urgent, call or text me anytime. JAlso,mypriorityiscommunicatingwithyou,soifthereareproblems,letmeknowandwewillworktosolvethemtogether.

PeopleFirstLanguage/ClassEtiquette:Ourlanguagereflectsourattitudesandbeliefs.Alwaysrefertopersons,includingpeoplewithdisabilities,withrespect.Degradingterminologywillnotbetolerated.Inthisclass,wewillstrivetouse“peoplefirst”language.“PeopleFirst”languagealwaysreferstothepersonfirstandnotasalabeloracategory.Forexample,referto“astudentwithautism”not“anautisticchild.”

SafeZone:IconsiderouronlineCanvascourseshelltobeaplacewhereyouwillbetreatedwithrespectasahumanbeing-regardlessofgender,race,ethnicity,nationalorigin,religiousaffiliation,sexualorientation,politicalbeliefs,age,orability.Additionally,diversityofthoughtisappreciatedandencouraged,providedyoucanagreetodisagree.ItismyexpectationthatALLstudentsconsiderouronlineCanvascourseshellasafeenvironment.

PARTICIPATIONEXPECTATIONS:

Youwilldocumentyourparticipationinvariouswaysinthiscourse.1. Youmustparticipateinaphone call or Zoomsessionwithmeatthebeginningofthesemester.This

allowsusto makeaconnection,discussourexpectationsforthecourse,andmakesureyouhaveagoodplanto recruityourcoacheeforthecoachingcycle.Ilookforwardtoourdiscussions.

2. CarefullyfollowallstepsnotedinCanvasalongwiththeCoachingPracticumExpectationsdocument.3. Youwillneedtoconsistentlyinteractwithyourcoacheethroughoutthesemester.

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WRITTENASSIGNMENTS:

• AllwrittenassignmentsaretobecompletedinMicrosoftWordandsubmittedinatimelymanner.DeadlinesareprovidedinCanvas.

• PleasenotethatallwrittenassignmentsmustbesubmittedbymidnightCentralStandardTimeontheduedate.

• PrepareyourassignmentusingMicrosoftWord.NameyourassignmentwithYOURNAMEandtheassignment(i.e.SwainC_My_Professional_Learning.docx)

• AllwrittenassignmentsshouldbesubmittedthroughtheassignmentlinkavailableinCanvas.Ifyourwebconnectionisdownforsomereason,pleasecontactmebyphonetomakearrangementstogettheassignmentsubmittedwithinthepostedtimeconstraints

• Plagiarismisaseriousacademicoffense.Pleaseavoidtheconsequencesofacademicdishonestybycitingallsourcesthatyouuseinyourwork.Academiccollusionisalsounacceptable.

Whenwrittenassignmentsarereceived,IwillopentheminCanvasandprovidecommentswithCanvas.IfthereisanissuewithCanvas,IwillopenyourdocumentinMicrosoftWordandusetheTrackChangesandCommentsfeaturesandtheneitheruploadthedocumentintoCanvasoremailittoyouasanattachment.

DigitalLibraryResources:StudentsenrolledinthiscoursehaveonlineaccesstotheUTTylerRobertR.MuntzLibrary(http://library.uttyler.edu).FollowthelinktotheLibrary,andthencompletetheinstructionsatthosesitesforaccessinginformationfromadistantsite.Manyofthedatabasesubscriptionsfundedbystudentfeesgiveyouaccesstofulltextjournalsthatyouwillneedforyourreviewoftheliteratureineachcourse.Ifaspecificjournalisnotavailable,thelibrarystaffwillprocurethearticleforyouusingtheIliadfeature.Pleasetakethetimetoupdateyouraccountandgetfamiliarwiththeresourcesavailable.Ourlibrariansareawesomeandtheywillassistyou.

TECHNICALINFORMATION:

TechnicalSupportIfyouexperiencetechnicalproblemsorhaveatechnicalquestionaboutthiscourse,youcanobtainassistancebyclickingontheHelptabwithinCanvas.UTTylerhaspaidfor24/7supportforyou.TherearealsoStudentGuidesthatprovideyouwithveryhelpfulinformation.

Plug-insandHelperApplications

UTTyleronlinecoursesuseJava,JavaScript,browserplug-ins,helperapplicationandcookies.Itisessentialthatyouhavetheseelementsinstalledandenabledinyourwebbrowserforoptimalviewingofthecontentandfunctionsofyouronlinecourse.

• AdobeReaderallowsyoutoview,save,andprintPortableDocumentFormat(PDF)files.• JavaRuntimeEnvironment(JRE)allowsyoutouseinteractivetoolsontheweb.• AdobeFlashPlayerallowsyoutoviewcontentcreatedwithFlashsuchasinteractiveweb

applicationsandanimations.• QuickTimeallowsuserstoplaybackaudioandvideofiles.• WindowsMediaPlayerallowsyoutoview,listenanddownloadstreamingvideoandaudio.• RealPlayerallowsyoutoviewandlistentostreamingvideoandaudio.

NETIQUETTEGUIDE:"Netiquette"isnetworketiquette,thedo'sanddon'tsofonlinecommunication.Netiquettecoversbothcommoncourtesyonlineandinformal"rulesoftheroad"ofcyberspace.Reviewandfamiliarizeyourselfwiththeguidelinesprovided.URL:http://www.learnthenet.com/learn-about/netiquette/index.php

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BIBLIOGRAPHY

Killion,J.(2015).Thefeedbackprocess:Transformingfeedbackforprofessionallearning.Oxford,OH:LearningForward.

Killion,J.,Harrison,C.,Bryan,C.,&Clifton,H.(2012).Coachingmatters.Oxford,OH:LearningForward.

Knight,J.(Ed.).(2009).Coaching:Approaches&perspectives.ThousandOaks,CA:Corwin.

Knight,J.(2018).Theimpactcycle:Whatinstructionalcoachesshoulddotofosterpowerfulimprovementsinteaching.ThousandOaks,CA:Corwin.

Lindsey,D.,Martinez,R.,&Lindsey,R.(2007).Culturallyproficientcoaching:Supportingeducatorstocreateequitableschools.ThousandOaks,CA:Corwin.

UNIVERSITYPOLICIES

UTTylerHonorCodeEverymemberoftheUTTylercommunityjoinstogethertoembrace:Honorandintegritythatwillnotallowmetolie,cheat,orsteal,nortoaccepttheactionsofthosewhodo.

StudentsRightsandResponsibilitiesToknowandunderstandthepoliciesthataffectyourrightsandresponsibilitiesasastudentatUTTyler,pleasefollowthislink:http://www.uttyler.edu/wellness/rightsresponsibilities.php

CampusCarryWerespecttherightandprivacyofstudents21andoverwhoaredulylicensedtocarryconcealedweaponsinthisclass.Licenseholdersareexpectedtobehaveresponsiblyandkeepahandgunsecureandconcealed.Moreinformationisavailableathttp://www.uttyler.edu/about/campus-carry/index.php

Tobacco-FreeUniversityAllformsoftobaccowillnotbepermittedontheUTTylermaincampus,branchcampuses,andanypropertyownedbyUTTyler.ThisappliestoallmembersoftheUniversitycommunity,includingstudents,faculty,staff,Universityaffiliates,contractors,andvisitors.Formsoftobacconotpermittedincludecigarettes,cigars,pipes,waterpipes(hookah),bidis,kreteks,electroniccigarettes,smokelesstobacco,snuff,chewingtobacco,andallothertobaccoproducts.Thereareseveralcessationprogramsavailabletostudentslookingtoquitsmoking,includingcounseling,quitlines,andgroupsupport.Formoreinformationoncessationprogramspleasevisithttp://www.uttyler.edu/tobacco-free

GradeReplacement/ForgivenessandCensusDatePoliciesStudentsrepeatingacourseforgradeforgiveness(gradereplacement)mustfileaGradeReplacementContractwiththeEnrollmentServicesCenter(ADM230)onorbeforetheCensusDateofthesemesterinwhichthecoursewillberepeated.(ForSpring,theCensusDateisJanuary28.)GradeReplacementContractsareavailableintheEnrollmentServicesCenterorathttp://www.uttyler.edu/registrar.Eachsemester’sCensusDatecanbefoundontheContractitself,ontheAcademicCalendar,orintheinformationpamphletspublishedeachsemesterbytheOfficeoftheRegistrar.

FailuretofileaGradeReplacementContractwillresultinboththeoriginalandrepeatedgradebeingusedtocalculateyouroverallgradepointaverage.UndergraduatesareeligibletoexercisegradereplacementforonlythreecourserepeatsduringtheircareeratUTTyler;graduatesareeligiblefortwogradereplacements.FullpolicydetailsareprintedoneachGradeReplacementContract.

TheCensusDate(January28,2019)isthedeadlineformanyformsandenrollmentactionsofwhichstudentsneedtobeaware.Theseinclude:

• SubmittingGradeReplacementContracts,TransientForms,requeststowithholddirectoryinformation,approvalsfortakingcoursesasAudit,Pass/FailorCredit/NoCredit.

• Receiving100%refundsforpartialwithdrawals.(ThereisnorefundfortheseaftertheCensusDate)4

• Scheduleadjustments(sectionchanges,addinganewclass,droppingwithouta“W”grade)• Beingreinstatedorre-enrolledinclassesafterbeingdroppedfornon-payment• CompletingtheprocessfortuitionexemptionsorwaiversthroughFinancialAid

State-MandatedCourseDropPolicyTexaslawprohibitsastudentwhobegancollegeforthefirsttimeinFall2007orthereafterfromdroppingmorethansixcoursesduringtheirentireundergraduatecareer.Thisincludescoursesdroppedatanother2-yearor4-yearTexaspubliccollegeoruniversity.Forpurposesofthisrule,adroppedcourseisanycoursethatisdroppedafterthecensusdate(SeeAcademicCalendarforthespecificdate).Exceptionstothe6-droprulemaybefoundinthecatalog.PetitionsforexemptionsmustbesubmittedtotheEnrollmentServicesCenterandmustbeaccompaniedbydocumentationoftheextenuatingcircumstance.PleasecontacttheEnrollmentServicesCenterifyouhaveanyquestions.

DisabilityServicesInaccordancewithSection504oftheRehabilitationAct,AmericanswithDisabilitiesAct(ADA)andtheADAAmendmentsAct(ADAAA)theUniversityoffersaccommodationstostudentswithlearning,physicaland/orpsychiatricdisabilities.Ifyouhaveadisability,includingnon-visibledisabilitiessuchaschronicdiseases,learningdisabilities,headinjury,PTSDorADHD,oryouhaveahistoryofmodificationsoraccommodationsinapreviouseducationalenvironmentyouareencouragedtovisithttps://hood.accessiblelearning.com/UTTylerandfillouttheNewStudentApplication.TheStudentAccessibilityandResource(SAR)officewillcontactyouwhenyourapplicationhasbeensubmittedandanappointmentwithCynthiaLowery,AssistantDirectorofStudentServices/ADACoordinator.Formoreinformation,includingfillingoutanapplicationforservices,pleasevisttheSARwebpageathttp://www.uttyler.edu/disabilityservices,theSARofficelocatedintheUniversityCenter,Room3150orcall903.566.7079.

StudentAbsenceduetoReligiousObservanceStudentswhoanticipatebeingabsentfromclassduetoareligiousobservancearerequestedtoinformtheinstructorofsuchabsencesbythesecondclassmeetingofthesemester.

StudentAbsenceforUniversity-SponsoredEventsandActivitiesIfyouintendtobeabsentforauniversity-sponsoredeventoractivity,you(ortheeventsponsor)mustnotifytheinstructoratleasttwoweekspriortothedateoftheplannedabsence.Atthattimetheinstructorwillsetadateandtimewhenmake-upassignmentswillbecompleted.

SocialSecurityandFERPAStatement:ItisthepolicyofTheUniversityofTexasatTylertoprotecttheconfidentialnatureofsocialsecuritynumbers.TheUniversityhaschangeditscomputerprogrammingsothatallstudentshaveanidentificationnumber.Theelectronictransmissionofgrades(e.g.,viae-mail)risksviolationoftheFamilyEducationalRightsandPrivacyAct;gradeswillnotbetransmittedelectronically.

EmergencyExitsandEvacuation:Everyoneisrequiredtoexitthebuildingwhenafirealarmgoesoff.Followyourinstructor’sdirectionsregardingtheappropriateexit.Ifyourequireassistanceduringanevacuation,informyourinstructorinthefirstweekofclass.Donotre-enterthebuildingunlessgivenpermissionbyUniversityPolice,Firedepartment,orFirePreventionServices.

StudentStandardsofAcademicConduct:Disciplinaryproceedingsmaybeinitiatedagainstanystudentwhoengagesinscholasticdishonesty,including,butnotlimitedto,cheating,plagiarism,collusion,thesubmissionforcreditofanyworkormaterialsthatareattributableinwholeorinparttoanotherperson,takinganexaminationforanotherperson,anyactdesignedtogiveunfairadvantagetoastudentortheattempttocommitsuchacts.(i) “Cheating”includes,butisnotlimitedto:

• copyingfromanotherstudent’stestpaper;• using,duringatest,materialsnotauthorizedbythepersongivingthetest;• failuretocomplywithinstructionsgivenbythepersonadministeringthetest;

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• possessionduringatestofmaterialswhicharenotauthorizedbythepersongivingthetest,suchasclassnotesorspecificallydesigned“cribnotes”.Thepresenceoftextbooksconstitutesaviolationiftheyhavebeenspecificallyprohibitedbythepersonadministeringthetest;

• using,buying,stealing,transporting,orsolicitinginwholeorpartthecontentsofanunadministeredtest,testkey,homeworksolution,orcomputerprogram;

• collaboratingwithorseekingaidfromanotherstudentduringatestorotherassignmentwithoutauthority;

• discussingthecontentsofanexaminationwithanotherstudentwhowilltaketheexamination;• divulgingthecontentsofanexamination,forthepurposeofpreservingquestionsforusebyanother,

whentheinstructorshasdesignatedthattheexaminationisnottoberemovedfromtheexaminationroomornottobereturnedortobekeptbythestudent;

• substitutingforanotherperson,orpermittinganotherpersontosubstituteforoneselftotakeacourse,atest,oranycourse-relatedassignment;

• payingorofferingmoneyorothervaluablethingto,orcoercinganotherpersontoobtainanunadministeredtest,testkey,homeworksolution,orcomputerprogramorinformationaboutanunadministeredtest,testkey,homesolutionorcomputerprogram;

• falsifyingresearchdata,laboratoryreports,and/orotheracademicworkofferedforcredit;• taking,keeping,misplacing,ordamagingthepropertyofTheUniversityofTexasatTyler,orof

another,ifthestudentknowsorreasonablyshouldknowthatanunfairacademicadvantagewouldbegainedbysuchconduct;and

• misrepresentingfacts,includingprovidingfalsegradesorresumes,forthepurposeofobtaininganacademicorfinancialbenefitorinjuringanotherstudentacademicallyorfinancially.

(ii) “Plagiarism”includes,butisnotlimitedto,theappropriation,buying,receivingasagift,orobtainingbyanymeansanother’sworkandthesubmissionofitasone’sownacademicworkofferedforcredit.(iii) “Collusion”includes,butisnotlimitedto,theunauthorizedcollaborationwithanotherpersoninpreparingacademicassignmentsofferedforcreditorcollaborationwithanotherpersontocommitaviolationofanysectionoftherulesonscholasticdishonesty.(iv) Allwrittenworkthatissubmittedwillbesubjecttoreviewbyplagiarismsoftware.

UTTylerResourcesforStudents:• UTTylerWritingCenter(903.565.5995),http://www.uttyler.edu/writingcenter/• UTTylerTutoringCenter(903.565.5964),tutoring@uttyler.edu,https://www.uttyler.edu/tutoring/• TheMathematicsLearningCenter,RBN4021,Thisistheopenaccesscomputerlabformath

students,withtutorsondutytoassiststudentswhoareenrolledinearly-careercourses.

UTTylerCounselingCenter(903.566.7254)https://www.uttyler.edu/counseling/

COLLEGEOFEDUCATIONANDPSYCHOLOGY(CEP)VISIONANDMISSION

Vision:TheCollegeofEducationandPsychologyisnationallyrecognizedandrespectedforitsacademicprogramsandopportunities.Itisacenterofacademicexcellence,scholarlyinquiry,andpublicservice.TheCollegepreparesleaderstomeetthecriticalchallengesofthe21stCenturythroughproductivecontributionstolocalandglobalcommunitiesandtowardindividualandculturalequity.

Mission:ThemissionoftheCollegeofEducationandPsychologyistoprovideapositiveenvironmentthatfosterstheacquisitionofknowledgeandskills.Themissionisindividuallyandcollectivelyrealizedthroughacommunityofscholarsthatcontributestoknowledgethroughscholarlyinquiry;organizesknowledgeforapplication,understandingandcommunication;andprovidesleadershipandservice.Weaffirmandpromoteglobalperspectivesthatvalueindividualandculturaldiversitytoenhancelearning,service,andscholarship.

UTTYLER’SSCHOOLOFEDUCATIONSTANDARDSFOREDUCATORPREPARATIONPROGRAMS

TexasEducationStandards:TheSchoolofEducationarecommittedtoteachingandimplementingtheTexasEducatorStandardsatthehighestlevel.TheSchoolofEducationfacultyusetheTexasEducationStandards,alongwiththeInterstateNewTeacherAssessmentandSupportConsortium(InTASC)standardsusedbyeducatorpreparationprogramsthroughouttheUnitedStates.

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TexasEducatorStandardsTitle19:Chapter149,SubchapterAARule:149.1001

(a) Purpose.Thestandardsidentifiedinthissectionareperformancestandardstobeusedtoinformthetraining,appraisal,andprofessionaldevelopmentofteachers.(b) Standards.

(1) Standard1:InstructionalPlanningandDelivery.Teachersdemonstratetheirunderstandingofinstructionalplanninganddeliverybyprovidingstandards-based,data-driven,differentiatedinstructionthatengagesstudents,makesappropriateuseoftechnology,andmakeslearningrelevantfortoday'slearners.(A) Teachersdesignclear,wellorganized,sequentiallessonsthatbuildonstudents'priorknowledge.(i) Teachersdeveloplessonsthatbuildcoherentlytowardobjectivesbasedoncoursecontent,curriculum

scopeandsequence,andexpectedstudentoutcomes.(ii) Teacherseffectivelycommunicategoals,expectations,andobjectivestohelpallstudentsreachhigh

levelsofachievement.(iii) Teachersconnectstudents'priorunderstandingandreal-worldexperiencestonewcontentand

contexts,maximizinglearningopportunities.(B) Teachersdesigndevelopmentallyappropriate,standards-drivenlessonsthatreflectevidence-basedbestpractices.(i) Teachersplaninstructionthatisdevelopmentallyappropriate,isstandardsdriven,andmotivates

studentstolearn.(ii) Teachersusearangeofinstructionalstrategies,appropriatetothecontentarea,tomakesubject

matteraccessibletoallstudents.(iii) Teachersuseandadaptresources,technologies,andstandards-alignedinstructionalmaterialsto

promotestudentsuccessinmeetinglearninggoals.(C) Teachersdesignlessonstomeettheneedsofdiverselearners,adaptingmethodswhenappropriate.(i) Teachersdifferentiateinstruction,aligningmethodsandtechniquestodiversestudentneeds,including

acceleration,remediation,andimplementationofindividualeducationplans.(ii) Teachersplanstudentgroupings,includingpairingsandindividualizedandsmall-groupinstruction,to

facilitatestudentlearning.(iii) Teachersintegratetheuseoforal,written,graphic,kinesthetic,and/ortactilemethodstoteachkey

concepts.(D) Teacherscommunicateclearlyandaccuratelyandengagestudentsinamannerthatencouragesstudents'persistenceandbestefforts.(i) Teachersensurethatthelearningenvironmentfeaturesahighdegreeofstudentengagementby

facilitatingdiscussionandstudent-centeredactivitiesaswellasleadingdirectinstruction.(ii) Teachersvalidateeachstudent'scommentsandquestions,utilizingthemtoadvancelearningforall

students.(iii) Teachersencourageallstudentstoovercomeobstaclesandremainpersistentinthefaceofchallenges,

providingthemwithsupportinachievingtheirgoals.(E) Teacherspromotecomplex,higher-orderthinking,leadingclassdiscussionsandactivitiesthatprovideopportunitiesfordeeperlearning.(i) Teacherssethighexpectationsandcreatechallenginglearningexperiencesforstudents,encouraging

themtoapplydisciplinaryandcross-disciplinaryknowledgetoreal-worldproblems.(ii) Teachersprovideopportunitiesforstudentstoengageinindividualandcollaborativecriticalthinking

andproblemsolving.(iii) Teachersincorporatetechnologythatallowsstudentstointeractwiththecurriculuminmore

significantandeffectiveways,helpingthemreachmastery.(F) Teachersconsistentlycheckforunderstanding,giveimmediatefeedback,andmakelessonadjustmentsasnecessary.(i) Teachersmonitorandassessstudentprogresstoensurethattheirlessonsmeetstudents'needs.(ii) Teachersprovideimmediatefeedbacktostudentsinordertoreinforcetheirlearningandensurethat

theyunderstandkeyconcepts.(iii) Teachersadjustcontentdeliveryinresponsetostudentprogressthroughtheuseofdevelopmentally

appropriatestrategiesthatmaximizestudentengagement.

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(2) Standard2:KnowledgeofStudentsandStudentLearning.Teachersworktoensurehighlevelsoflearning,social-emotionaldevelopment,andachievementoutcomesforallstudents,takingintoconsiderationeachstudent'seducationalanddevelopmentalbackgroundsandfocusingoneachstudent'sneeds.(A) Teachersdemonstratethebeliefthatallstudentshavethepotentialtoachieveathighlevelsandsupportallstudentsintheirpursuitofsocial-emotionallearningandacademicsuccess.(i) Teacherspurposefullyutilizelearners'individualstrengthsasabasisforacademicandsocial-

emotionalgrowth.(ii) Teacherscreateacommunityoflearnersinaninclusiveenvironmentthatviewsdifferencesinlearning

andbackgroundaseducationalassets.(iii) Teachersacceptresponsibilityforthegrowthofalloftheirstudents,persistingintheireffortsto

ensurehighlevelsofgrowthonthepartofeachlearner.(B) Teachersacquire,analyze,andusebackgroundinformation(familial,cultural,educational,linguistic,anddevelopmentalcharacteristics)toengagestudentsinlearning.(i) Teachersconnectlearning,content,andexpectationstostudents'priorknowledge,lifeexperiences,

andinterestsinmeaningfulcontexts.(ii) Teachersunderstandtheuniquequalitiesofstudentswithexceptionalneeds,includingdisabilitiesand

giftedness,andknowhowtoeffectivelyaddresstheseneedsthroughinstructionalstrategiesandresources.(iii) Teachersunderstandtheroleoflanguageandcultureinlearningandknowhowtomodifytheir

practicestosupportlanguageacquisitionsothatlanguageiscomprehensibleandinstructionisfullyaccessible.(C) Teachersfacilitateeachstudent'slearningbyemployingevidence-basedpracticesandconceptsrelatedtolearningandsocial-emotionaldevelopment.(i) Teachersunderstandhowlearningoccursandhowlearnersdevelop,constructmeaning,andacquire

knowledgeandskills.(ii) Teachersidentifyreadinessforlearningandunderstandhowdevelopmentinoneareamayaffect

students'performanceinotherareas.(iii) Teachersapplyevidence-basedstrategiestoaddressindividualstudentlearningneedsand

differences,adjusttheirinstruction,andsupportthelearningneedsofeachstudent.

(3) Standard3--ContentKnowledgeandExpertise.Teachersexhibitacomprehensiveunderstandingoftheircontent,discipline,andrelatedpedagogyasdemonstratedthroughthequalityofthedesignandexecutionoflessonsandtheirabilitytomatchobjectivesandactivitiestorelevantstatestandards.(A) Teachersunderstandthemajorconcepts,keythemes,multipleperspectives,assumptions,processesofinquiry,structure,andreal-worldapplicationsoftheirgrade-levelandsubject-areacontent.(i) Teachershaveexpertiseinhowtheircontentverticallyandhorizontallyalignswiththegrade-

level/subject-areacontinuum,leadingtoanintegratedcurriculumacrossgradelevelsandcontentareas.(ii) Teachersidentifygapsinstudents'knowledgeofsubjectmatterandcommunicatewiththeirleaders

andcolleaguestoensurethatthesegapsareadequatelyaddressedacrossgradelevelsandsubjectareas.(iii) Teacherskeepcurrentwithdevelopments,newcontent,newapproaches,andchangingmethodsof

instructionaldeliverywithintheirdiscipline.(B) Teachersdesignandexecutequalitylessonsthatareconsistentwiththeconceptsoftheirspecificdiscipline,arealignedtostatestandards,anddemonstratetheircontentexpertise.(i) Teachersorganizecurriculumtofacilitatestudentunderstandingofthesubjectmatter.(ii) Teachersunderstand,activelyanticipate,andadaptinstructiontoaddresscommonmisunderstandings

andpreconceptions.(iii) Teacherspromoteliteracyandtheacademiclanguagewithinthedisciplineandmakediscipline-

specificlanguageaccessibletoalllearners.(C) Teachersdemonstratecontent-specificpedagogythatmeetstheneedsofdiverselearners,utilizingengaginginstructionalmaterialstoconnectpriorcontentknowledgetonewlearning.(i) Teachersteachboththekeycontentknowledgeandthekeyskillsofthediscipline.(ii) Teachersmakeappropriateandauthenticconnectionsacrossdisciplines,subjects,andstudents'real-

worldexperiences.

(4) Standard4--LearningEnvironment.Teachersinteractwithstudentsinrespectfulwaysatalltimes,maintainingaphysicallyandemotionallysafe,supportivelearningenvironmentthatischaracterized

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byefficientandeffectiveroutines,clearexpectationsforstudentbehavior,andorganizationthatmaximizesstudentlearning.(A) Teacherscreateamutuallyrespectful,collaborative,andsafecommunityoflearnersbyusingknowledgeofstudents'developmentandbackgrounds.(i) Teachersembracestudents'backgroundsandexperiencesasanassetintheirlearningenvironment.(ii) Teachersmaintainandfacilitaterespectful,supportive,positive,andproductiveinteractionswithand

amongstudents.(iii) Teachersestablishandsustainlearningenvironmentsthataredevelopmentallyappropriateand

respondtostudents'needs,strengths,andpersonalexperiences.(B) Teachersorganizetheirclassroomsinasafeandaccessiblemannerthatmaximizeslearning.(i) Teachersarrangethephysicalenvironmenttomaximizestudentlearningandtoensurethatall

studentshaveaccesstoresources.(ii) Teacherscreateaphysicalclassroomset-upthatisflexibleandaccommodatesthedifferentlearning

needsofstudents.(C) Teachersestablish,implement,andcommunicateconsistentroutinesforeffectiveclassroommanagement,includingclearexpectationsforstudentbehavior.(i) Teachersimplementbehaviormanagementsystemstomaintainanenvironmentwhereallstudentscan

learneffectively.(ii) Teachersmaintainastrongcultureofindividualandgroupaccountabilityforclassexpectations.(iii) Teacherscultivatestudentownershipindevelopingclassroomcultureandnorms.

(D) Teachersleadandmaintainclassroomswherestudentsareactivelyengagedinlearningasindicatedbytheirlevelofmotivationandon-taskbehavior.(i) Teachersmaintainaculturethatisbasedonhighexpectationsforstudentperformanceandencourages

studentstobeself-motivated,takingresponsibilityfortheirownlearning.(ii) Teachersmaximizeinstructionaltime,includingmanagingtransitions.(iii) Teachersmanageandfacilitategroupingsinordertomaximizestudentcollaboration,participation,

andachievement.(iv) Teacherscommunicateregularly,clearly,andappropriatelywithparentsandfamiliesaboutstudent

progress,providingdetailedandconstructivefeedbackandpartneringwithfamiliesinfurtheringtheirstudents'achievementgoals.

(5) Standard5--Data-DrivenPractice.Teachersuseformalandinformalmethodstoassessstudentgrowthalignedtoinstructionalgoalsandcourseobjectivesandregularlyreviewandanalyzemultiplesourcesofdatatomeasurestudentprogressandadjustinstructionalstrategiesandcontentdeliveryasneeded.(A) Teachersimplementbothformalandinformalmethodsofmeasuringstudentprogress.(i) Teachersgaugestudentprogressandensurestudentmasteryofcontentknowledgeandskillsby

providingassessmentsalignedtoinstructionalobjectivesandoutcomesthatareaccuratemeasuresofstudentlearning.(ii) Teachersvarymethodsofassessinglearningtoaccommodatestudents'learningneeds,linguistic

differences,and/orvaryinglevelsofbackgroundknowledge.(B) Teacherssetindividualandgrouplearninggoalsforstudentsbyusingpreliminarydataandcommunicatethesegoalswithstudentsandfamiliestoensuremutualunderstandingofexpectations.(i) Teachersdeveloplearningplansandsetacademicaswellassocial-emotionallearninggoalsforeach

studentinresponsetopreviousoutcomesfromformalandinformalassessments.(ii) Teachersinvolveallstudentsinself-assessment,goalsetting,andmonitoringprogress.(iii) Teacherscommunicatewithstudentsandfamiliesregularlyabouttheimportanceofcollectingdata

andmonitoringprogressofstudentoutcomes,sharingtimelyandcomprehensiblefeedbacksotheyunderstandstudents'goalsandprogress.(C) Teachersregularlycollect,review,andanalyzedatatomonitorstudentprogress.(i) Teachersanalyzeandreviewdatainatimely,thorough,accurate,andappropriatemanner,both

individuallyandwithcolleagues,tomonitorstudentlearning.(ii) Teacherscombineresultsfromdifferentmeasurestodevelopaholisticpictureofstudents'strengths

andlearningneeds.(D) Teachersutilizethedatatheycollectandanalyzetoinformtheirinstructionalstrategiesandadjustshort-andlong-termplansaccordingly.

(i) Teachersdesigninstruction,changestrategies,anddifferentiatetheirteachingpracticestoimprovestudentlearningbasedonassessmentoutcomes.

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(ii) Teachersregularlycomparetheircurriculumscopeandsequencewithstudentdatatoensuretheyareontrackandmakeadjustmentsasneeded.

(6) Standard6--ProfessionalPracticesandResponsibilities.Teachersconsistentlyholdthemselvestoahighstandardforindividualdevelopment,pursueleadershipopportunities,collaboratewithothereducationalprofessionals,communicateregularlywithstakeholders,maintainprofessionalrelationships,complywithallcampusandschooldistrictpolicies,andconductthemselvesethicallyandwithintegrity.(A) Teachersreflectontheirteachingpracticetoimprovetheirinstructionaleffectivenessandengageincontinuousprofessionallearningtogainknowledgeandskillsandrefineprofessionaljudgment.(i) Teachersreflectontheirownstrengthsandprofessionallearningneeds,usingthisinformationto

developactionplansforimprovement.(ii) Teachersestablishandstrivetoachieveprofessionalgoalstostrengthentheirinstructional

effectivenessandbettermeetstudents'needs.(iii) Teachersengageinrelevant,targetedprofessionallearningopportunitiesthatalignwiththeir

professionalgrowthgoalsandtheirstudents'academicandsocial-emotionalneeds.(B) Teacherscollaboratewiththeircolleagues,areself-awareintheirinterpersonalinteractions,andareopentoconstructivefeedbackfrompeersandadministrators.(i) Teachersseekoutfeedbackfromsupervisors,coaches,andpeersandtakeadvantageofopportunities

forjob-embeddedprofessionaldevelopment.(ii) Teachersactivelyparticipateinprofessionallearningcommunitiesorganizedtoimproveinstructional

practicesandstudentlearning.(C) Teachersseekoutopportunitiestoleadstudents,othereducators,andcommunitymemberswithinandbeyondtheirclassrooms.(i) Teachersclearlycommunicatethemission,vision,andgoalsoftheschooltostudents,colleagues,

parentsandfamilies,andothercommunitymembers.(ii) Teachersseektoleadotheradultsoncampusthroughprofessionallearningcommunities,grade-or

subject-levelteamleadership,committeemembership,orotheropportunities.(D) Teachersmodelethicalandrespectfulbehavioranddemonstrateintegrityinallsituations.(i) Teachersadheretotheeducators'codeofethicsin§247.2ofthistitle(relatingtoCodeofEthicsand

StandardPracticesforTexasEducators),includingfollowingpoliciesandproceduresattheirspecificschoolplacement(s).(ii) Teacherscommunicateconsistently,clearly,andrespectfullywithallmembersofthecampus

community,includingstudents,parentsandfamilies,colleagues,administrators,andstaff.(iii) Teachersserveasadvocatesfortheirstudents,focusingattentiononstudents'needsandconcerns

andmaintainingthoroughandaccuratestudentrecords.

SCHOOLOFEDUCATIONPROGRAMSTANDARDS

TheSchoolofEducationhasadoptedprogramstandardsthatguidethedevelopmentofteachercandidatesintheirunderstandingofthecomplexityofteaching.ThesestandardsarebasedonthosedevelopedbytheInterstateNewTeacherAssessmentandSupportConsortium(InTASC)andsharedbyotheraccrediteduniversitiesinTexasandacrosstheUnitedStates.TheStandardsarebroadunderstandingsandpracticesgainedthroughouttheprogramusingaconstructivistmodelinwhichnewlearningsareassimilatedandattachedtopriorunderstandings,thus,overtime,buildingamentalstructure(schema)ofeducationalconcepts.

Standard#1:LearnerDevelopment(studentsingeneral)Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.TexasTeacherPracticeStandards:1.2,2.1,2.2,2.3,4.1

Standard#2:LearningDifferences(individualstudents)Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.TexasTeacherPracticeStandards:1.3,2.1,2.2,2.3,4.1

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Standard#3:LearningEnvironmentsTheteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.TexasTeacherPracticeStandards:1.3,1.4,1.6,2.3,4.1,4.2,4.3,4.4

Standard#4:ContentKnowledgeTheteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.TexasTeacherPracticeStandards:1.2,1.5,1.6,3.1,3.2,3.3,5.2

Standard#5:ApplicationofContentTheteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.TexasTeacherPracticeStandards:1.5,3.2,3.3

Standard#6:AssessmentTheteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.TexasTeacherPracticeStandards:1.6,5.1,5.2,5.3,5.4,6.2

Standard#7:PlanningforInstructionTheteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.TexasTeacherPracticeStandards:1.1,1.2,1.3,5.1,5.3,5.4

Standard#8:InstructionalStrategiesTheteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.TexasTeacherPracticeStandards:1.4,1.5,1.6,5.4

Standard#9:ProfessionalLearningandEthicalPracticeTheteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.TexasTeacherPracticeStandards:3.2,3.3,6.1,6.2,6.4

Standard#10:LeadershipandCollaborationTheteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.TexasTeacherPracticeStandards:6.3,6.4

Standard#11:TechnologyTheteacherisabletocreate,implement,andevaluatetechnologytoenhanceteaching,studentlearning,andotherobligations(e.g.reports,grades,tests,etc.)requiredofteachers.TexasTeacherPracticeStandards:1.5

TeacherEthics:TheSchoolofEducationiscommittedtoproducinghighlyethicaleducatorsfortheK-12studentsofTexas.OurprograminterweavestheCodeofEthicsandStandardPracticesforTexasEducatorsthroughoutourprogram.

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CodeofEthicsandStandardPracticesforTexasEducators

TexasAdministrativeCodeTITLE19 EDUCATIONPART7 STATEBOARDFOREDUCATORCERTIFICATIONCHAPTER247 EDUCATORS'CODEOFETHICSRULE§247.2 PurposeandScope;Definitions(b) EnforceableStandards.

(1) ProfessionalEthicalConduct,PracticesandPerformance.(A) Standard1.1.Theeducatorshallnotintentionally,knowingly,orrecklesslyengageindeceptivepracticesregardingofficialpoliciesoftheschooldistrict,educationalinstitution,educatorpreparationprogram,theTexasEducationAgency,ortheStateBoardforEducatorCertification(SBEC)anditscertificationprocess.(B) Standard1.2.Theeducatorshallnotknowinglymisappropriate,divert,orusemonies,personnel,property,orequipmentcommittedtohisorherchargeforpersonalgainoradvantage.(C) Standard1.3.Theeducatorshallnotsubmitfraudulentrequestsforreimbursement,expenses,orpay.(D) Standard1.4.Theeducatorshallnotuseinstitutionalorprofessionalprivilegesforpersonalorpartisanadvantage.(E) Standard1.5.Theeducatorshallneitheracceptnoroffergratuities,gifts,orfavorsthatimpairprofessionaljudgmentortoobtainspecialadvantage.Thisstandardshallnotrestricttheacceptanceofgiftsortokensofferedandacceptedopenlyfromstudents,parentsofstudents,orotherpersonsororganizationsinrecognitionorappreciationofservice.(F) Standard1.6.Theeducatorshallnotfalsifyrecords,ordirectorcoerceotherstodoso.(G) Standard1.7.Theeducatorshallcomplywithstateregulations,writtenlocalschoolboardpolicies,andotherstateandfederallaws.(H) Standard1.8.Theeducatorshallapplyfor,accept,offer,orassignapositionoraresponsibilityonthebasisofprofessionalqualifications.(I) Standard1.9.Theeducatorshallnotmakethreatsofviolenceagainstschooldistrictemployees,schoolboardmembers,students,orparentsofstudents.(J) Standard1.10 Theeducatorshallbeofgoodmoralcharacterandbeworthytoinstructorsupervisetheyouthofthisstate.(K) Standard1.11.Theeducatorshallnotintentionallyorknowinglymisrepresenthisorheremploymenthistory,criminalhistory,and/ordisciplinaryrecordwhenapplyingforsubsequentemployment.(L) Standard1.12.Theeducatorshallrefrainfromtheillegaluseordistributionofcontrolledsubstancesand/orabuseofprescriptiondrugsandtoxicinhalants.(M) Standard1.13.Theeducatorshallnotconsumealcoholicbeveragesonschoolpropertyorduringschoolactivitieswhenstudentsarepresent.

(2) EthicalConductTowardProfessionalColleagues.(A) Standard2.1.Theeducatorshallnotrevealconfidentialhealthorpersonnelinformationconcerningcolleaguesunlessdisclosureserveslawfulprofessionalpurposesorisrequiredbylaw.(B) Standard2.2.Theeducatorshallnotharmothersbyknowinglymakingfalsestatementsaboutacolleagueortheschoolsystem.(C) Standard2.3.Theeducatorshalladheretowrittenlocalschoolboardpoliciesandstateandfederallawsregardingthehiring,evaluation,anddismissalofpersonnel.(D) Standard2.4.Theeducatorshallnotinterferewithacolleague'sexerciseofpolitical,professional,orcitizenshiprightsandresponsibilities.(E) Standard2.5.Theeducatorshallnotdiscriminateagainstorcoerceacolleagueonthebasisofrace,color,religion,nationalorigin,age,gender,disability,familystatus,orsexualorientation.(F) Standard2.6.Theeducatorshallnotusecoercivemeansorpromiseofspecialtreatmentinordertoinfluenceprofessionaldecisionsorcolleagues.(G) Standard2.7.TheeducatorshallnotretaliateagainstanyindividualwhohasfiledacomplaintwiththeSBECorwhoprovidesinformationforadisciplinaryinvestigationorproceedingunderthischapter.

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(3) EthicalConductTowardStudents.(A) Standard3.1.Theeducatorshallnotrevealconfidentialinformationconcerningstudentsunlessdisclosureserveslawfulprofessionalpurposesorisrequiredbylaw.(B) Standard3.2.Theeducatorshallnotintentionally,knowingly,orrecklesslytreatastudentorminorinamannerthatadverselyaffectsorendangersthelearning,physicalhealth,mentalhealth,orsafetyofthestudentorminor.(C) Standard3.3.Theeducatorshallnotintentionally,knowingly,orrecklesslymisrepresentfactsregardingastudent.(D) Standard3.4.Theeducatorshallnotexcludeastudentfromparticipationinaprogram,denybenefitstoastudent,orgrantanadvantagetoastudentonthebasisofrace,color,gender,disability,nationalorigin,religion,familystatus,orsexualorientation.(E) Standard3.5.Theeducatorshallnotintentionally,knowingly,orrecklesslyengageinphysicalmistreatment,neglect,orabuseofastudentorminor.(F) Standard3.6.Theeducatorshallnotsolicitorengageinsexualconductoraromanticrelationshipwithastudentorminor.(G) Standard3.7.Theeducatorshallnotfurnishalcoholorillegal/unauthorizeddrugstoanypersonunder21yearsofageunlesstheeducatorisaparentorguardianofthatchildorknowinglyallowanypersonunder21yearsofageunlesstheeducatorisaparentorguardianofthatchildtoconsumealcoholorillegal/unauthorizeddrugsinthepresenceoftheeducator.(H) Standard3.8.Theeducatorshallmaintainappropriateprofessionaleducator-studentrelationshipsandboundariesbasedonareasonablyprudenteducatorstandard.(I) Standard3.9.Theeducatorshallrefrainfrominappropriatecommunicationwithastudentorminor,including,butnotlimitedto,electroniccommunicationsuchascellphone,textmessaging,email,instantmessaging,blogging,orothersocialnetworkcommunication.Factorsthatmaybeconsideredinassessingwhetherthecommunicationisinappropriateinclude,butarenotlimitedto:

(i) thenature,purpose,timing,andamountofthecommunication;(ii) thesubjectmatterofthecommunication;(iii) whetherthecommunicationwasmadeopenlyortheeducatorattemptedtoconceal

thecommunication;(iv) whetherthecommunicationcouldbereasonablyinterpretedassolicitingsexual

contactoraromanticrelationship;(v) whetherthecommunicationwassexuallyexplicit;and(vi) whetherthecommunicationinvolveddiscussion(s)ofthephysicalorsexual

attractivenessorthesexualhistory,activities,preferences,orfantasiesofeithertheeducatororthestudent

SourceNote:Theprovisionsofthis§247.2adoptedtobeeffectiveMarch1,1998,23TexReg1022;amendedtobeeffectiveAugust22,2002,27TexReg7530;amendedtobeeffectiveDecember26,2010,35TexReg11242

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