Texas House Bill HB135

Texas 2011 - 82nd Regular

• Out of House Committee: 3/21/11
• Introduced: 11/8/10
• Refer: 2/11/11
• Report Pass: 3/15/11

Caption

Relating to field experience requirements for educator certification.

Impact

The bill's provisions are intended to enhance the quality of teacher preparation programs by ensuring that incoming teachers have practical experience in the classroom prior to certification. Supporters of the bill argue that these requirements will lead to better-prepared educators, which could, in turn, improve student achievement and overall educational outcomes in Texas. Additionally, the proposed changes are expected to align with standards set by the State Board for Educator Certification, promoting a uniform approach to teacher training across public and private institutions.

Summary

House Bill 135 aims to amend the field experience requirements necessary for educator certification in Texas. Specifically, it mandates that prospective educators complete a minimum of 15 hours of field experience in a classroom environment before they can be employed as a 'teacher of record' in a school district. This experience allows candidates to actively engage in lesson planning and instruction under the supervision of a qualified teacher, thereby providing them with practical, hands-on training that is critical for their development as educators.

Conclusion

Overall, HB 135 represents a significant step toward enhancing educator preparation in Texas, with the potential to improve the quality of teaching in schools. However, stakeholders will need to consider the implications of these changes on teacher recruitment and retention, ensuring that the policies implemented foster an inclusive and supportive pathways for new educators.

Contention

While the bill appears to have the support of various educational stakeholders, there may be concerns regarding the feasibility of enforcing these requirements. Some argue that the additional requirements could create barriers for aspiring teachers, particularly those from underrepresented backgrounds or those who may not have access to adequate internship opportunities. Moreover, there may be discussions around the balance between robust preparation and ensuring that schools can meet hiring needs, especially in high-need subject areas.