MED Educational Administration Principal Certification Handbook

Mission, Vision, and Goals

Department of Educational Leadership Master's in Educational Administration

Mission Statement

To inspire and develop educators who lead innovation in schools and communities utilizing intentional, evidence-based, and inclusive processes.

Vision Statement

The Department of Educational Leadership at East Texas A&M University will educate scholar practitioners to transform and shape the future for global impact.

Program Goals

Foster the development of scholar practitioners who will:

Construct and apply knowledge guided by national and state educational leadership standards to mitigate barriers to educational access and opportunity.
Establish authentic partnerships with stakeholders to address local problems of practice rooted in equity, ethics, and social justice.
Engage in systemic and systematic inquiry with community partners to identify problems of practice.
Collaborate with diverse communities to gather, organize, and critically analyze data to yield meaningful solutions.
Provide evidence-based justification for change and improvement.
Understand and incorporate multiple perspectives in leading transformational improvement.
Understand and navigate the multiple political contexts impacting education for successful policy implementation.

Department of Educational Leadership

Master’s Degree and Principal Certification Program Faculty

The faculty of the Educational Administration Master’s Degree and Principal Certification Program are professional educators who bring their Texas public school leadership experiences to the program. Our faculty has served as Assistant Principals, Principals, Coordinators, Assistant Superintendents, and Superintendents in various school districts. These field-based understandings coupled with active research agendas make for the best possible learning experiences as students seek to become educational leaders who will make a difference in schools, school districts, and local communities.

The Educational Administration Master’s Degree and Principal Certification Programs at East Texas A&M University has a rich history, and the university is dedicated to the creation of educational leaders.

Though the name of our university has changed along the way, its role in creating educators of excellence has not changed. Professor Mayo’s founding creed of “ceaseless industry, fearless investigation, unfettered thought, and unselfish service to others” continues to this day.

Since 1996, the university has been a part of the Texas A&M University System. East Texas A&M University, with its unique online delivery of instruction, continues to grow throughout Texas and strives to provide students with a quality education that serves as a springboard to careers and lives that make a difference through public and private education systems.

The Educational Administration Master’s Degree and Principal Certification programs are fully online programs with our offices located in the Department of Educational Leadership in the College of Education and Human Services at East Texas A&M University.

The Department of Educational Leadership is located on the Commerce campus in the Frank Young Education North Building, Room 203. The mailing address and other contact information are listed below:

Department of Educational Leadership East Texas A&M University P.O. Box 3011 Commerce, Texas 75429 MAIN: (903) 886-5520 FAX: (903) 886-5507

East Texas A&M University – Key Contacts

College of Education and Human Services

Raymond Green, Ph.D., Dean: [email protected]
DeMarquis Hayes, Ph.D., Associate Dean: [email protected]
Kathryn Dixon, Ph.D., Assistant Dean: [email protected]

Department of Educational Leadership

Melissa Arrambide, Ed.D., Department Head, Professor, Master’s Program Coordinator: [email protected]
Elsa Villarreal, Ph.D., Assistant Professor, Principal Certification Coordinator: [email protected]
Teresa J. Farler, Ed.D., Assistant Professor: [email protected]
Sharonda Pruitt, Ed.D., Assistant Professor: [email protected]
Mack Hines, Ed.D., Associate Professor: [email protected]
Sharon Ross, Ed.D., Assistant Professor: [email protected]
Peter Williams, Ph.D., Associate Professor: [email protected]
Danna Beaty, Ed.D., Associate Professor: [email protected]
Jose Parra, Ed.D., Assistant Professor: [email protected]
Nate Templeton, Ed.D., Professor: [email protected]

Office of Certification and Academic Services

Sherri Harwell, Director: [email protected]
Leesa Cannon, Professional Certification Coordinator: [email protected]
Alleigh Phillips, Exam Administration Coordinator: [email protected]

East Texas A&M University Office of Educator Certification and Academic Services Reference Link: Office of Educator Certification and Academic Services (Click Here)

Overview

Thank you for joining our online Educational Administration Principal Certification Program. Whether you are pursuing the 30-hour Master's Degree in Educational Administration with Principal Certification or the 21-hour Principal Certification Only track, we strive to provide you with the necessary skills that will prepare you to become an effective school administrator within today's educational climate. Our 8-week sub-terms emphasize quality interaction between the instructor and student and are tailored to the demands of today's busy professional educator and graduate student.

This handbook includes the following information:

Admission procedures and requirements
Degree plans and course listings
Student orientation and advising
Principal Certification internship requirements
Principal Certification Examination process
Principal Readiness to test requirements.

Should you have programmatic or course related questions regarding the Master's Degree, please contact Dr. Melissa Arrambide at [email protected]. For questions related to the principal certification program, contact Dr. Elsa Villarreal at [email protected].

Once again, we appreciate your interest in the Educational Administration Master's Degree and Principal Certification programs at East Texas A&M University.

Purpose of Handbook

The purpose of this handbook is to provide a comprehensive reference guide to students seeking Texas Principal Certification. The handbook outlines policies, procedures, and guidelines used by the Graduate School in the Department of Educational Leadership and Administration at East Texas A&M University. It answers most of the questions asked by students regarding course requirements, program admission, field experiences, certification testing, and principal certification.

Six-Year Timeline for Master's Degree Course Completion

The Graduate Catalog states: All work for the Master's/specialist degree must be completed during the six years immediately preceding the date on which the degree is to be awarded. Credit earned over six years prior to graduation requires specific written departmental justification and approval by the Dean of Graduate Studies to be counted toward a Master's/specialist degree. The discipline in which the course(s) was taken shall be involved in the validation of an old course.

Five-Year Timeline for Principal Certification Course Completion

A student has five years to complete all Principal Certification coursework. Students who do not complete the program within this time period will not be eligible to take the Principal Certification exam and may be required to complete additional coursework or satisfy other requirements to receive such approval. Completers' coursework never expires; however, the EPP may require course intervention.

Admissions Requirements

The Principal Certification Program provides candidates with an avenue to obtain an executive-level certification. Students who are seeking this certification must meet the following requirements to be considered for the program:

Undergraduate degree from a regionally accredited institution (Master’s degree from a regionally accredited institution is required for the Certification Only Program).
Proof of a current valid teacher certification.
Teaching Service Record with a minimum of one (1) year of teaching experience.
Successfully complete the application submission process.

Applying

Apply to the Graduate School for Principal Certification:

Submit application to the Graduate School through ApplyTexas.
- Pay the $50 application fee.
- Submit:
  - Official Bachelor's transcript.
  - Official Master's transcript (only required for Certification Only Program).
  - Proof of current valid Teacher Certification.
  - Service record with a minimum of one (1) year of teaching experience.
  - Resume or CV.
- Minimum overall Grade Point Average (GPA) of 2.50, OR 3.00 overall on the last 60 hours of the undergraduate degree, OR an overall 3.00 on a completed Master's degree from a regionally accredited institution.
  - In some instances where GPA is not achieved, a GRE test may be used in its place. Please contact the department for further information for use of GRE.

Apply to the Certification Office

PRIOR to being fully admitted to the Principal Certification portion of the program, you will need to complete the following requirements:

NOTE: This is an ADDITIONAL APPLICATION and FEE and is not combined with the Graduate School application and fee.

Please have the items listed below on hand prior to starting the admission application process in TK20. You will upload these items in the TK20 admission application:
- Texas Educator Certificate
- Service Record
- Receipt for the TEA Assessment Fee – $35 (paid in Marketplace)
- Receipt for the Educator Professional Fee – $50 (paid in Marketplace)
Complete the TK20 Application. Please copy and paste this link to apply to the School Principal certification program: https://www.etamu.edu/programs/principal-certification/
Follow the instructions on each drop-down menu.

When all materials have been received, processed, and admission criteria are met, you will receive an email from the Department of Educational Leadership. In the email, you will receive a letter of acceptance from the Educational Administration office. This letter of acceptance is a Laserfiche form that must be completed. Once this Laserfiche form (acceptance to the program) is completed, you will receive a second email with instructions for enrolling in Master's or Principal Certification courses.

Note: This program does not offer provisional admission. You must be fully admitted to begin coursework.

Scholarships

Quick Start

The Quick Start program provides $250 per semester per student who is enrolled in 3 hours of course work toward the MED or Principal Certification or $500 per semester for students who enroll in 6 hours of course work toward the MED or Principal Certification.

Other scholarships are available via East Texas A&M University. Generally, scholarships are posted in early fall, and applications must be received by November 30. These scholarships are then awarded during the next calendar year. Please check the Educational Leadership website for specific information and timelines.

Retention and Dismissal

Students are expected to maintain high academic standards on all courses. Students must maintain an overall grade point average of 3.00 or better on all graduate work taken toward the graduate degree program. If a course is retaken, the last grade will be counted in the computation.

of the overall GPA. A course in which an “F” is received is considered a course completed. Only grades earned at East Texas A&M University are calculated into the student's GPA. No grade of “D” or below will count toward a Master's or specialist degree. No more than three grades of “C” will be used toward a Master's or specialist degree. All coursework must be completed and certification obtained in five years per the requirements of the Graduate School.

Admission: After admission, courses taken more than five years prior to the semester of degree completion cannot be used to meet principal certification requirements but may be used to meet graduate degree requirements.

In accordance with the ETAMU Graduate School policy (13.99.99.R0.39 Graduate Academic Probation, Retention and Suspension, “Students with full admission status who fail to achieve and maintain an overall graduate GPA of 3.00 after the completion of twelve semester hours of graduate enrollment will be placed on academic probation. A student who fails to achieve a 3.00 overall graduate GPA by the end of the next semester of enrollment will be placed on academic suspension for a period of two semesters (two summer terms count as one semester). After the academic suspension is served, the student may be allowed to re-enroll only upon the recommendation of the major Department Head and with the approval of the Dean of the Graduate School. Failure to achieve an overall 3.00 graduate GPA during any subsequent semester of enrollment will result in suspension, and the student will not be allowed to pursue further graduate study in a degree program for three years.”

Five-Year Timeline for Completion of Certification Courses. A student has five years to complete all course work that leads to Principal Certification and receive approval to take the Principal Certification exams: TExES 268 & PASL (368). Students who do not complete the program within this time period will not be approved to take the Principal Certification exam and may be required to complete additional coursework or satisfy other requirements to receive such approval.

The Graduate Catalog states: All work for the Master's/specialist degree must be completed during the six years immediately preceding the date on which the degree is to be awarded. Credit earned over six years prior to graduation requires specific written departmental justification and approval by the Dean of Graduate Studies to be counted toward a Master's/specialist degree. The discipline in which the course(s) was taken shall be involved in the validation of an old course.

Valid Teacher Certificate: Students must maintain a valid teaching certification throughout program enrollment.

Student Code of Conduct: Students must be in good standing with the university in accordance with the guidelines delineated in the Student Code of Conduct.

In accordance with the Graduate School Policy: 1.6. The candidate who fails the comprehensive examination(s) may retake the exam when the Department Head or equivalent deems appropriate. Should the candidate fail the examination upon the second attempt, a third and final attempt may be taken only with the recommendation of the Department Head or equivalent and approval of the Dean of the Graduate School in accordance with University Procedure 11.99.99.R0.13 Examinations for Graduate Degrees.

In accordance with the Graduate School Policy: 1.7. Individual departments may reserve the right to suspend from their programs students who, in their judgment, would not meet the professional expectations of the field for which they are training.

In accordance with East Texas A&M University Procedure 13.99.99.R0.10 (Academic Dishonesty): A student may be suspended or expelled for academic dishonesty, including, but not limited to, cheating, falsifying assignments, and plagiarism. If the student disagrees with the charge or level of penalty related to academic dishonesty, University procedure 13.99.99.R0.10 provides the appeals process. University Procedure 13.99.99.R0.39 (Graduate Academic Probation, Retention and Suspension) states “individual departments may reserve the right to suspend from their programs students who, in their judgment, would not meet the professional expectations of the field for which they are training” (Revised May 2022). Therefore, a student who fails to demonstrate appropriate communication, interpersonal, or professional skills as identified by a faculty member may be required by the department to seek remediation including, but not limited to, repeating a clinical skills course and/or receiving counseling. In addition, a student who demonstrates personal limitations that impede professional performance, who is harmful to clients, or who violates ethical standards, may be removed from the program.

Readmission: Dismissed students may initiate a readmission application into the Educational Leadership degree and/or certification program through reapplying to the Graduate School. The Educational Leadership Curriculum Committee will be presented with the reapplication file/request and determine acceptance or denial of readmission.

Appeal

A student may appeal their removal from the Master's/Principal Certification Program to the Head of the Educational Leadership Department as follows:

The student must present their complaint in writing to the Head of the Educational Leadership Department within 10 business days of receiving the written notification of dismissal from the program.
An Appeals Review Committee, as appointed by the Head of the Educational Leadership Department, will review the appeal within 10 business days of receiving the appeal and respond with a decision in writing.
The Appeals Review Committee members will be appointed by the Head for Educational Leadership Department. The Appeals Review Committee must include at least two faculty members who teach in the Master's/Principal Certification program.

The Appeals Review Committee's role is as follows:

Review the complaint presented by the student.
Vote whether to approve or deny the appeal.
Notify the student in writing by the Head of the Educational Leadership Department.

The decision of the Appeals Review Committee is final.

Program Information

Course Requirements

Whether a student pursues the 30-hour online Master's Degree in Educational Administration with Principal Certification or the 21-hour online Principal Certification Only Program, EDAD 515 must be taken during the first semester of coursework.

Master of Educational Administration: Coaching and Leadership Emphasis

This Master's Degree program will focus on cutting edge leadership instruction. East Texas A&M University endeavors to better prepare our future educational leaders to support, direct and manage the diverse needs of the Texas student population. The recommended sequence of courses is:

EDAD 515 – Leading Effective Schools (first course to enroll within program)
EDAD 595 – Using Research for Best Practices
EDAD 526 – Using the Law in Educational Practice
EDAD 556 – Building Capacity for Powerful Learning
EDAD 519 – Designing Curriculum for Effective Instruction
EDAD 561 – Effective Campus Leadership
EDAD 507 – Using Evaluation and Data to Improve Learning
EDAD 569 – Instructional Leadership
EDAD 554 – Leading the Learning Community**
EDAD 510 – Leading the Learning Community Practicum**

Principal Certification Only Courses(MUST ALREADY HAVE MASTER'S DEGREE)

EDAD 515 – Leading Effective Schools (first course to enroll within program)
EDAD 519 – Designing Curriculum for Effective Instruction
EDAD 526 – Using the Law in Educational Practice
EDAD 507 – Using Evaluation and Data to Improve Learning
EDAD 569 – Instructional Leadership
EDAD 554 – Leading the Learning Community**
EDAD 510 – Leading the Learning Community Practicum**

The Principal Certification Only plan is for students who have already earned a Master's Degree from an accredited institution or are currently completing another Master's program at East Texas A&M University and have an approved degree plan on file. The Master's Degree does not have to be in Educational Administration. Students may also consider earning a second Master's Degree along with their principal certification. If so, please review the requirements for Master's Degrees and certification within the previous section.

Master of Educational Administration: Language Acquisition Leadership Emphasis

The Master's Degree program will include a focus on the second language acquisition process. As reported by Texas Education Agency (TEA 2024), the students enrolled in Texas public schools speak more than 120 different languages. With the increased number of students needing assistance with English language acquisition, East Texas A&M University endeavors to better prepare future educational leaders to support, direct and manage this growing need. The recommended sequence of courses for this program is:

EDAD 515 – Leading Effective Schools (first course to enroll within program)
EDAD 595 – Using Research for Best Practices
 EDAD 526 – Using the Law in Educational Practice
 BLED 501 – Theoretical Foundations of Bilingual/ESL Education
 EDAD 519 – Designing Curriculum for Effective Instruction
 EDAD 507 – Using Evaluation and Data to Improve Learning
 EDAD 569 – Instructional Leadership
 EDLU 502 – Biliteracy Development, Instruction & Assessment
 EDAD 554 – Leading the Learning Community**
 EDAD 510 – Leading the Learning Community Practicum**

Course Information

EDAD 515 – Leading Effective Schools

3 Semester Hours

This introductory course provides an overview of school administration in Texas, which includes roles, functions, and duties of those who are charged with supervising schools in Texas. Critical review and analysis of principles of effective school leadership and organizational theories aligned to SBEC Principal Standards are examined and applied to the current challenges of leading 21st century schools in Texas. This course is the first course in the Master's of Educational Administration Program and is the prerequisite course for all other courses in the program.

EDAD 595 – Using Research for Best Practice

3 Semester Hours

This course provides an overview of quantitative and qualitative research designs used in the field of education in order to implement instructional best practices. Emphasis is placed on the process and consumption of research. The student is required to demonstrate competence in developing and refining research techniques for best practices through the creation of a research proposal.

Prerequisites: (or co-requisite) EDAD 515.

EDAD 526 – Using Law in Educational Practice

3 Semester Hours

The scope of this course is designed to equip highly effective school leaders through an in-depth and comprehensive analysis of state and federal laws. The novice principal will learn to assess and apply legal issues and rulings that advance the operation of public schools, while gaining an understanding of the legal impact on education.

Prerequisites: EDAD 515 and EDAD 595.

EDAD 556 – Building Capacity for Powerful Learning

3 Semester Hours

This school leadership course is designed to develop the candidate’s knowledge and skills of human resources, the budgetary process, and the financial accounting system. The human resources section will focus on personnel management and instructional supervision skills needed to create an effective learning environment for all students. The budgeting and finance sections will focus on performance-based projects related to budget planning and development, resource acquisition and allocation, the accounting code system, and the school finance system.

Prerequisites: EDAD 515 and EDAD 595.

EDAD 519 – Designing Curriculum

3 Semester Hours This course focuses on the development of and designing of curriculum for facilitating continuous improvement in the instructional program. Sound research-based practices related to planning, supervision, curriculum development and delivery, program evaluation, and change management for diverse learners in multicultural settings are incorporated.

Prerequisites: EDAD 515, EDAD 595, EDAD 526, and EDAD 556.

EDAD 561 – Effective Campus Leadership

3 Semester Hours

The purpose of this course is to examine social variables impacting learning in PK-12 education systems at the state, national and international levels. Emphasis is placed on developing campus leaders who provide ethical leadership through advocacy for children; ensure student access to effective educators, programs, and services; and create a positive and collaborative educational environment among all campus and community stakeholders.

Prerequisites: EDAD 515, EDAD 595, EDAD 526, and EDAD 556.

EDAD 569 – Instructional Leadership

3 Semester Hours

The scope of this course is designed to equip highly effective school leaders through a comprehensive analysis of improving teaching and learning through the intentional focus on instructional supervision and evaluation. Conceptual frameworks align with research-driven practices that prepare the novice principal to assess, plan, supervise and evaluate high leverage instructional practices that advance student learning and build educator capacity.

Prerequisites: EDAD 515, EDAD 595, EDAD 526, EDAD 556, EDAD 519, and EDAD 561.

EDAD 507 – Using Evaluation and Data to Improve Learning

3 Semester Hours

This course provides school leaders with the skills and knowledge necessary to analyze state, district, and local data for use in planning systemic improvement of instructional delivery, program effectiveness, and administrative processes. Acquisition, analysis, and interpretation of data are applied in educational settings to facilitate research-based decisions in planning for instructional and organizational improvement.

Prerequisites: EDAD 515, EDAD 595, EDAD 526, EDAD 556, EDAD 519, and EDAD 561.

EDAD 554 – GLB/Leading the Learning Community**

3 Semester Hours

This capstone course is designed to provide a comprehensive overview of program objectives. The student will review Principal Standards in preparation for the Master's Comprehensive Examination.

Enrollment: Concurrent enrollment in EDAD 510.
Prerequisites: EDAD 515, EDAD 595, EDAD 526, EDAD 556, EDAD 519, EDAD 561, EDAD 569, and EDAD 507.
Corequisites: EDAD 510.

EDAD 510 – Leading Learning Communities Reflective Practicum**

3 Semester Hours

One of two culminating courses that develops candidates for school leadership by providing opportunities to synthesize, practice, and apply knowledge from principal preparation coursework in a campus-based setting. Students will complete specific activities to meet TEA certification guidelines.

Prerequisites: EDAD 515, EDAD 595, EDAD 526, EDAD 556, EDAD 519, EDAD 561, EDAD 569, and EDAD 507.
Corequisites: EDAD 554.

BLED 501 – Theoretical Foundations of Bilingual/ESL Education

3 Semester Hours

This course offers a critical analysis of the rationale for bilingual, multicultural education focusing on history, philosophy, and theory. The study and analysis of educational programs designed for English Language Learners including the native language and the ESL (English as a Second Language) components as well as a critical review of research on the effective implementation of bilingual/ESL programs.

BLED 502 – Biliteracy Development, Instruction, and Assessment

3 Semester Hours

This course focuses on analysis and application of research-based approaches to the development of oral and written language in English Language Learners that result in biliteracy and high academic achievement. Preparation and adaptation of holistic, thematically-based materials and activities, and critical evaluation of existing materials in Spanish.

Comprehensive Exam Requirements (Master's Degree Only)

By University policy, all Master’s Degree candidates must complete a comprehensive examination. Using EDAD 500 in MyLeo, the Master's Comprehensive Exam will be administered between sub sessions during the student's final semester of enrollment (Fall or Spring). Be advised that the exam will not be rescheduled nor will alternate testing dates or formats be honored. Students will be timely notified of the exam format prior to the opening of the exam window. Typically, students should allow approximately six hours to complete the exam. Once accessed, the exam must be completed in the same setting and within the allotted time. Please ensure adequate internet connectivity, as the exam will not be reset for technical issues.

The exam may consist of M/C, T/F, Essay, or any combination thereof. Departmental faculty will determine the most appropriate exam format that aligns with institutional and accountability expectations for measuring student learning outcomes (SLOs). Exam performance must demonstrate that students have a mastery of all work covered in the program including the Texas Principal Standards. In an effort to prepare students for the comprehensive exam, each course will require completion of a Pillar Assignment. In order to prepare for this high-stakes exam, students are encouraged to save all instructional materials, including books, PowerPoints, and supplemental materials.

Students who are enrolled in the 21-hour Certification Only program are not required to take the Master's Comprehensive Exam.

Please note the following statements of “FINAL EXAMINATION FOR THE MASTER’S/SPECIALIST DEGREE” as stated in the 2024 Graduate Catalog: Graduate School Catalog – Final Comprehensive Examination:

The candidate must pass a comprehensive examination administered by the advisory committee or major department and cover all the work within the Master's or specialist degree program, including an acceptable defense of the thesis, if applicable. The student must be fully admitted to a Master's or specialist degree program and be in good academic standing with the Graduate School to be eligible to take the comprehensive examination. The Final Comprehensive Examination Report form must be submitted to the Graduate School at least three weeks prior to graduation.

A candidate who fails the comprehensive examination may be required by the advisory committee or the major department to complete further courses or additional study to correct the weaknesses or deficiencies revealed by the examination. The candidate who fails the comprehensive

examination on the first attempt may retake the comprehensive examination when the department head or equivalent deems it appropriate. Should the candidate fail the comprehensive examination upon the second attempt, a third and final attempt may be taken only with the recommendation of the major department head or equivalent and approval of the Dean of the Graduate School in accordance with University Procedure 11.99.99.R0.13 Examinations for Graduate Degrees. Successful completion of the Comprehensive Exam is required of all students to receive a master’s or specialist degree. A student who attempts the comprehensive examination for a third and final time and is unsuccessful is not eligible to receive his/her Master’s or specialist degree.

Educational Administration Crosswalk of Standards and Courses

Course	Texas Educator Code Chapter 241	Commissioner's Rules, Chapter 149	TExES 268 Domains and Competencies
EDAD 507	241.15 (f)	Standard 5-Strategic Operations	Domain II- Leading Learning Comp. 004 Domain V- Strategic Operations Comp. 009
EDAD 515	241.15 (b)	Standard 4- School Culture	Domain I – School Culture Comp. 001 Comp. 002 Domain IV- Executive Leadership Comp. 007
EDAD 519	241.15 (c)	Standard 1-Instructional Leadership	Domain II- Leading Learning Comp. 003
EDAD 526	241.15 (d), (g)	Standard 2- Human Capital	Supports many pillars and domains
EDAD 556	241.15 (d) (f)	Standard 1- Instructional Leadership	Domain III- Human Capital Comp. 006 Domain IV- Executive Leadership Comp. 008 Domain V- Strategic Operations Comp. 010
EDAD 561	241.15 (g)		Domain VI- Ethics, Equity, and Diversity Comp. 011 Domain I- School Culture Comp. 002
EDAD 569	241.15 (c)	Standard 2- Human Capital	Domain II- Leading Learning Comp. 004 Domain III- Human Capital Comp. 005 Comp. 006
EDAD 595	241.15 (c)	Standard 1- Instructional Leadership	Domain II- Leading Learning Comp. 003 Comp. 004
EDAD 510	241.15 (e)	Standard 3- Executive Leadership
EDAD 554	241.15 (e)	Standard 3- Executive Leadership	Will remain the capstone course and will include test taking strategies specific to the PASL 268.

Calendar of Program

Departmental Calendar

Term	Duration
Fall Sub term 1	First 8 weeks of Semester
Fall Sub term 2	Last 8 weeks of semester
Spring Sub term 1	First 8 weeks of Semester
Spring Sub term 2	Last 8 weeks of semester
Summer 1 term	Regular University schedule-5 weeks
Summer 2 term	Regular University schedule-5 weeks

Principal Practicum

Information

(Please reference the separate Principal Practicum Handbook for full details regarding the practicum)

The Principal Practicum, required by state law, is an integral part of the educational experience of the Principal Preparation Program. Students must complete at least one full 16-week semester enrolled in EDAD 510 incurring a minimum of 160 clock hours of practicum experiences. The practicum is designed to bridge the gap between theory and practice by building on the student's academic foundation with in-school experiential learning. The practicum is aligned with the state standards, domains, and competencies.

Students planning to take the practicum should complete an application found in the Principal Practicum Handbook (please refer to Principal Practicum Handbook for application deadlines). Application packets should be completed in TK20 by the due date for the semester in which the student intends to begin the practicum.

The practicum experiences are designed to be accrued during the semester of the practicum. The Principal or Site Supervisor will be directing the campus activities and interacting meaningfully with the student concerning these field experiences. Students cannot accrue practicum hours prior to the start of the course.

Preparing for the Practicum

To be eligible for the principal practicum, students will have demonstrated good standing with the department and graduate school and successfully completed the required coursework.

Upon successful completion of the coursework, students will complete the following steps to secure placement in the principal practicum.

Choose your campus site supervisor (principal mentor) for the principal practicum. Your campus site supervisor (principal mentor) must meet the following criteria:
- Hold a current Texas Principal Certificate (certified by SBEC).
- Completed a minimum of three years of experience as an assistant principal OR campus head principal OR a combination of both. (Example: two years as an assistant principal and one year as head principal).
- Throughout the practicum, the site supervisor (principal mentor) will be responsible for the following duties:
  - Supervise and guide the student through practicum experiences.
  - Verify and sign student's practicum clock hours to confirm that the student meets the TEA 160-hour requirement. Note: Practicum hours start on the first day of university classes (summer hours are not accepted).
  - Provide a summative evaluation of student's principal practicum work and recommend the student for principal certification. Failure to provide a recommendation for the student will result in the student failing the practicum course.
Apply for the practicum in the ETAMU TK20 Portal. In the university admissions process, students created a TK20 account. This account is no longer available for the principal practicum. Students must purchase a TK 20 account for $139.00. Within this portal, students will upload information such as:
- principal practicum campus site information
- verification of credentials of the site supervisor (principal mentor)

TEA ID numbers are required for both the student and campus site supervisor (principal mentor). Please see the Practicum Handbook for instructions on how to apply for the practicum in the ETAMU TK20 Portal.

Upon approval of the TK20 principal practicum application, the student will receive an email from the department containing principal practicum application status and clearance codes to register for the principal practicum course.

Roles

Role of the Practicum Student

Arranges for the practicum placement with a qualified school administrator.
Registers during the fall or spring semester for the practicum course EDAD 510.
Maintains a harmonious, cooperative attitude with the mentor/site supervisor, university field supervisor, and other school personnel.
Adheres to the policies and traditions of selected school.
Shadows school administrators to learn organizational procedures and strategies.
Assumes increasing responsibility for administrative tasks as confidence grows.
Submits periodic online assignments related to leadership, organization, and community documenting proficiency in the Texas Standards and Competencies.
Completes a minimum of 160 clock hours of administrative focus and assignments to document proficiency in the Texas Standards and Competencies.
Submits principal certification documentation on the TK20 portal.

Role of the Site Supervisor

Provides an orientation to the faculty and staff of the school concerning the practicum student’s role.
Plans a work schedule for the practicum student that enhances learning experiences.
Integrates experiences that parallel the TExES Standards and Domains/Competencies and allows opportunities for the practicum student to demonstrate proficiency in the Texas Standards and Competencies.
Provides a statement or letter (TK20) to the university supervisor verifying an agreement to mentor the student.
Confers with the university supervisor concerning the practicum student's progress, growth and proficiency in the Texas Standards and Competencies.
Schedules periodic conferences with the practicum student to explain and clarify administrative strategies and procedures.
Submits final assessment forms (TK 20) and recommends the practicum student for principal certification.

Role of the University Field Supervisor

Monitors placement of the practicum student in a productive, nurturing administrative environment.
Verifies the letter of acceptance by the administrator.
Promotes friendly and healthy relations between the practicum student and school and between the school and university.
Observes and evaluates administrative leadership activities with the practicum student as the student demonstrates proficiency in Texas Standards and Competencies.
Maintains lines of communication with the practicum student through emails, telephone, or virtual (Zoom) conferences.
Assists in storing practicum records from semester to semester (TK20).
Submits a final grade for the practicum.

The Principal Practicum Experience

Required Hours and Typical Assignments

Collaboration and communication with university field supervisor and campus site supervisor (principal mentor) throughout the practicum course.
160 practicum clock hours – The principal practicum course is a minimum of 16 weeks in duration. Within this 16-week course, the student will complete a minimum of 160 clock hours of leadership activities that demonstrate proficiency in the Texas Principal Standards. These clock hours will be documented in both the course and the student's TK20 portal.
Three virtual observations (videos) – The student will provide three observation videos demonstrating themselves in a leadership capacity in alignment with the Texas Principal Standards. The length of these videos will be a minimum of 45 minutes, and the content of these videos are agreed upon by the university field supervisor and campus site supervisor(principal mentor) prior to execution of the observation. No face-to-face observations will take place.
Three informal observations (virtual).
Job shadowing assignments (on campus and off campus).
Reflection activities.
Any other items assigned by university field supervisor (professor).

Obtaining the Principal Certification

State Board for Educator Certification | Texas Education Agency

Please refer to the State Board for Educator Certification webpage to access general information regarding certification.

The TExES-268 manual and PASL handbook should be downloaded and studied. Both documents can be accessed using the following links:

Preparation Manual – Principal as Instructional Leader (268)
PASL Handbook

After successfully completing the TExES 268 and PASL (368) principal certification exams, students should contact [email protected] or [email protected] to initiate the principal certification application process.

Note: Individuals who have been convicted of an offense may be potentially ineligible for the issuance of a certificate upon program completion. You have the right to request a criminal history evaluation letter from TEA if you would like to. Go to this webpage from TEA for more information on this topic and the form to request a preliminary criminal history evaluation: https://tea.texas.gov/texaseducators/investigations/preliminary-criminal-history-evaluation-faqs

Domains and Competencies

TExES 268

DOMAIN I — SCHOOL CULTURE (School and Community Leadership)

Competency 001: The entry-level principal knows how to establish and implement a shared vision and culture of high expectations for all stakeholders (students, staff, parents, and community).

Creates a positive, collaborative, and collegial campus culture that sets high expectations and facilitates the implementation and achievement of campus initiatives and goals.
Uses emerging issues, recent research, knowledge of systems (e.g., school improvement process, strategic planning, etc.), and various types of data (e.g., demographic, perceptive, student learning, and processes) to collaboratively develop a shared campus vision and a plan for implementing the vision.
Facilitates the collaborative development of a plan that clearly articulates objectives and strategies for implementing a campus vision.
Aligns financial, human, and material resources to support implementation of a campus vision and mission.
Establishes procedures to assess and modify implementation plans to promote achievement of the campus vision.
Models and promotes the continuous and appropriate development of all stakeholders in the school community to shape the campus culture.
Establishes and communicates consistent expectations for all stakeholders, providing supportive feedback to promote a positive campus environment.
Implements effective strategies to systematically gather input from all campus stakeholders, supporting innovative thinking and an inclusive culture.
Creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students.
Facilitates the implementation of research-based theories and techniques to promote a campus environment and culture that is conducive to effective teaching and learning and supports organizational health and morale.

Suggested Activities:

Create a cultural analysis of the campus.
Review tardy and absentee policies.
Develop a positive reward program for improving tardy and absentee rates.
Participate in student conduct interventions and hearings.

Competency 002: The entry-level principal knows how to work with stakeholders as key partners to support student learning.

Acknowledges, recognizes, and celebrates the contributions of all stakeholders toward the realization of the campus vision.
Implements strategies to ensure the development of collegial relationships and effective collaboration.
Uses consensus-building, conflict-management, communication, and information-gathering strategies to involve various stakeholders in planning processes that enable the collaborative development of a shared campus vision and mission focused on teaching and learning.
Ensures that parents and other members of the community are an integral part of the campus culture.

Suggested Activities:

Assume a leadership role in principals' meetings with parents and staff.
Assume a leadership role with school-community programs and projects.
Assume a leadership role in PTA and booster meetings where appropriate.
Assume a leadership role in conducting a needs assessment.
Plan activities to increase parent involvement.
Prepare a monthly newsletter to staff and parents.
Prepare news releases or articles for various media.
Prepare written communication for faculty, students, parents, and community.
Prepare a plan to market your campus to the community.
Meet with community agencies concerning available services and funds.

DOMAIN II — LEADING LEARNING (Instructional Leadership/Teaching and Learning)

Competency 003: The entry-level principal knows how to collaboratively develop and implement high-quality instruction.

Prioritizes instruction and student achievement by understanding, sharing, and promoting a clear definition of high-quality instruction based on best practices from recent research.
Facilitates the use of sound, research-based practice in the development, implementation, coordination, and evaluation of campus curricular, co-curricular, and extracurricular programs to fulfill academic, development, social, and cultural needs.
Facilitates campus participation in collaborative district planning, implementation, monitoring, and revision of the curriculum to ensure appropriate scope, sequence, content, and alignment.
Implements a rigorous curriculum that is aligned with state standards, including college and career-readiness standards.
Facilitates the use and integration of technology, telecommunications, and information systems to enhance learning.

Suggested Activities:

Facilitate a PD session centered on benchmark data to needed intervention.
Assume a leadership role in administration of standardized tests.
Assume a leadership role in long range planning with your campus/district leaders.
Assume a leadership role in co-curricular and extra-curricular programs.
Participate in the development of action research.
Assume a leadership role with your curriculum committee.
Assume a leadership role in implementation of a curricular change.
Assume a leadership role in discussion of curriculum development with administrators.
Conduct teacher appraisal or walk-through visits.
Present staff development sessions.
Develop a conference or staff development program.

Competency 004: The entry-level principal knows how to monitor and assess classroom instruction to promote teacher effectiveness and student achievement.

Monitors instruction routinely by visiting classrooms, observing instruction, and attending grade-level, department, or team meetings to provide evidence-based feedback to improve instruction.
Analyzes the curriculum collaboratively to guide teachers in aligning content across grades and ensures that curricular scopes and sequences meet the particular needs of their diverse student populations (considering sociological, linguistic, cultural, and other factors).
Monitors and ensures staff use of multiple forms of student data to inform instruction and intervention decisions that maximize instructional effectiveness and student achievement.
Promotes instruction that supports the growth of individual students and student groups, supports equity, and works to reduce the achievement gap.
Supports staff in developing the capacity and time to collaboratively and individually use classroom formative and summative assessment data to inform effective instructional practices and interventions.

Suggested Activities:

Conduct teacher appraisal or walk-through visits (with evidence of Pre-Conferencing and Post-Conferencing).
Present staff development sessions based on data analysis of need.
Develop a conference or staff development program.
Perform analysis/revision of non-certified staff job descriptions.

DOMAIN III — HUMAN CAPITAL (Human Resource Management)

Competency 005: The entry-level principal knows how to provide feedback, coaching, and professional development to staff through evaluation and supervision, knows how to reflect on his/her own practice, and strives to grow professionally.

Communicates expectations to staff and uses multiple data points (e.g., regular observations, walk-throughs, teacher and student data, and other sources) to complete evidence-based evaluations of all staff.
Coaches and develops teachers by facilitating teacher self-assessment and goal setting, conducting conferences, giving individualized feedback, and supporting individualized professional growth opportunities.
Collaborates to develop, implement, and revise a comprehensive and ongoing plan for the professional development of campus staff that addresses staff needs based on staff appraisal trends, goals, and student information/data.
Facilitates a continuum of effective professional development activities that include appropriate content, process, context, allocation of time, funding, and other needed resources.
Engages in ongoing and meaningful professional growth activities, reflects on his or her practice, seeks and acts on feedback, and strives to continually improve, learn, and grow.
Seeks assistance (e.g., mentor, central office) to ensure effective and reflective decision-making and works collaboratively with campus and district leadership.

Suggested Activities:

Conduct teacher appraisal or walk-through visits (with evidence of Pre-Conferencing and Post-Conferencing).
Present staff development sessions.
Develop a conference or staff development program.
Perform analysis/revision of non-certified staff job descriptions.
Assist in preparing a master schedule.
Facilitate a training session for implementation of a new curriculum.

Competency 006: The entry-level principal knows how to promote high-quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth.

Invests and manages time to prioritize the development, support, and supervision of the staff to maximize student outcomes.
Facilitates collaborative structures that support professional learning communities in reviewing data, processes, and policies in order to improve teaching and learning in the school.
Creates leadership opportunities, defines roles, and delegates responsibilities to effective staff and administrators to support campus goal attainment.
Implements effective, appropriate, and legal strategies for the recruitment, screening, hiring, assignment, induction, development, evaluation, promotion, retention, discipline, and dismissal of campus staff.

Suggested Activities:

Conduct interviews with prospective faculty and staff.
Review resumes to select interview candidates.
Conduct a study of personnel turnover for the past five years.
Perform analysis/revision of non-certified staff job descriptions.
Development and revision of rules, requirements, and policies.

DOMAIN IV — EXECUTIVE LEADERSHIP (Communication and Organizational Management)

Competency 007: The entry-level principal knows how to develop relationships with internal and external stakeholders, including selecting appropriate communication strategies for particular audiences.

Understands how to effectively communicate a message in different ways to meet the needs of various audiences.
Develops and implements strategies for systematically communicating internally and externally.
Develops and implements a comprehensive program of community relations that uses strategies that effectively involve and inform multiple constituencies.
Establishes partnerships with parents, businesses, and other groups in the community to strengthen programs and support campus goals.

Suggested Activities:

Assume a leadership role in principals’ meetings with parents and staff.
Assume a leadership role with school-community programs and projects.
Assume a leadership role in PTA and booster meetings where appropriate.
Assume a leadership role in conducting a needs assessment.
Plan activities to increase parent involvement.
Prepare a monthly newsletter to staff and parents.
Prepare news releases or articles for various media.
Prepare written communication for faculty, students, parents, and community.
Prepare a plan to market your campus to the community.
Meet with community agencies concerning available services and funds.
Development and revision of rules, requirements, and policies.

Competency 008: The entry-level principal knows how to focus on improving student outcomes through organizational collaboration, resiliency, and change management.

Demonstrates awareness of social and economic issues that exist within the school and community that affect campus operations and student learning.
Gathers and organizes information from a variety of sources to facilitate creative thinking, critical thinking, and problem solving to guide effective campus decision-making.
Frames, analyzes, and creatively resolves campus problems using effective problem-solving techniques to make timely, high-quality decisions.
Develops, implements, and evaluates systems and processes for organizational effectiveness to keep staff inspired and focused on the campus vision.
Uses effective planning, time management, and organization of work to support attainment of school district and campus goals.

Suggested Activities:

Serve as mediator for teacher-parent disputes.
Assume a leadership role in site-based decision-making committee meeting.
Suggest strategies to assist teachers with a problem area.
Assist in budget preparation.
Analyze and prepare/revise student or faculty handbook.
Review/revise/train on school/district management information systems.

DOMAIN V — STRATEGIC OPERATIONS (Alignment and Resource Allocation)

Competency 009: The entry-level principal knows how to collaboratively determine goals and implement strategies aligned with the school vision that support teacher effectiveness and positive student outcomes.

Assesses the current needs of the campus, analyzing a wide set of evidence to determine campus objectives, and sets measurable school goals, targets, and strategies that form the school's strategic plans.
Establishes structures that outline and track the progress using multiple data points and makes adjustments as needed to improve teacher effectiveness and student outcomes.
Allocates resources effectively (e.g., staff time, master schedule, dollars, and tools), aligning them with school objectives and goals, and works to access additional resources as needed to support learning.
Implements appropriate management techniques and group processes to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment.

Suggested Activities:

Assume a leadership role and participate in the development of a campus vision.
Assume a leadership role in the selection and survey of a campus culture.
Create a process for recognizing faculty and students.
Provide and present a written 5-year vision.
Assume a leadership role in the development/revision of the campus improvement plan.

Competency 010: The entry-level principal knows how to provide administrative leadership through resource management, policy implementation, and coordination of school operations and programs to ensure a safe learning environment.

Implements strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment.
Applies strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns, including developing and implementing a crisis plan.
Applies local, state, and federal laws and policies to support sound decisions while considering implications related to all school operations and programs (e.g., student services, food services, health services, and transportation).
Collaboratively plans and effectively manages the campus budget within state law and district policies to promote sound financial management in relation to accounts, bidding, purchasing, and grants.
Uses technology to enhance school management (e.g., attendance systems, teacher grade books, shared drives, and messaging systems).
Facilitates the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other school district programs to fulfill the academic, developmental, social, and cultural needs of students.
Collaborates with district staff to ensure the understanding and implementation of district policies and advocates for the needs of students and staff.
Implements strategies for student discipline and attendance in a manner that ensures student safety, consistency, and equity and that legal requirements are met (e.g., due process, SPED requirements).

Suggested Activities:

Complete a thorough overview of the campus facilities and prepare a written report of needs.
Assume a leadership role in the organization and supervision of a school event.
Assume a leadership role in the development and review of safety/health procedures and reports disaster plans.
Assist in budget preparation as directly relates to school facility.

DOMAIN VI — ETHICS, EQUITY, AND DIVERSITY

Competency 011: The entry-level principal knows how to provide ethical leadership by advocating for children and ensuring student access to effective educators, programs, and services.

Implements policies and procedures that require all campus personnel to comply with the Educators' Code of Ethics (TAC Chapter 247).
Models and promotes the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
Advocates for all children by promoting the continuous and appropriate development of all learners in the campus community.
Implements strategies to ensure that all students have access to effective educators and continuous opportunities to learn.
Promotes awareness and appreciation of diversity throughout the campus community (e.g., learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation).
Facilitates and supports special campus programs that provide all students with quality, flexible instructional programs and services (e.g., health, guidance, and counseling programs) to meet individual student needs.
Applies legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, and discrimination) to protect the rights of students and staff and to improve learning opportunities.
Articulates the importance of education in a free, democratic society.

Suggested Activities:

Review and analyze the district/campus policy pertaining to ethics and present to staff.
Review district and school's policies and procedures.
Assume a leadership role in conducting review and submission of all necessary reports of accidents.
Review and present on school's legal responsibilities regarding implementation of federal programs.

Texas Educator Codes

Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §§21.003(a); 21.040(2); 21.041(b)(1)-(4); 21.046(b)-(d); and 21.054(a) and (e).

Chapter 241 — Certification as Principal

§241.1. General Provisions.

The principal as Instructional Leader certificate may be issued no earlier than December 1, 2018, and Principal as Instructional Leader Endorsement may be issued no earlier than September 1, 2019.
The holder of the principal as Instructional Leader certificate issued under the provisions of this chapter may serve as a principal or assistant principal in a Texas public school.

Source: The provisions of this §241.1 adopted to be effective December 23, 2018, 43 TexReg 8114; amended to be effective December 29, 2022, 47 TexReg 8666.

§241.5. Minimum Requirements for Admission to a Principal Preparation Program.

Prior to admission to an educator preparation program (EPP) leading to the principal as Instructional Leader certificate, an individual must hold a baccalaureate degree from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board.
An EPP may adopt requirements for admission in addition to those required in subsection (a) of this section.
The EPP shall implement procedures that include screening activities to determine the candidate’s appropriateness for the principal as Instructional Leader certificate as identified in Chapter 227 of this title (relating to Provisions for Educator Preparation Candidates).

Source: The provisions of this §241.5 adopted to be effective December 23, 2018; 43 TexReg 8114; amended to be effective December 29, 2022, 47 TexReg 8666.

241.10. Preparation Program Requirements for Principal as Instructional Leader Certificate.

The standards identified in §241.15 of this title (relating to Standards Required for the Principal as Instructional Leader Certificate) and Chapter 228 of this title (relating to Requirements for Educator Preparation Programs) shall be the curricular basis for an educator preparation program (EPP) preparing candidates to be principals. The EPP shall establish benchmarks and structured assessments of the candidate’s progress and needed growth throughout the EPP based on the standards identified in §241.15 of this title.
The principal preparation program shall include a field-based practicum whereby a candidate must demonstrate proficiency in each of the standards identified in §241.15 of this title.
An EPP may develop and implement specific criteria and procedures that allow a candidate to substitute related experience and/or professional training directly related to the standards identified in §241.15 of this title for part of the preparation requirements.
The calculation determining an EPP's accountability rating in accordance with Chapter 229 of this title shall not include a candidate's performance on the principal as Instructional Leader pilot examination.

Source: The provisions of this §241.10 adopted to be effective December 23, 2018, 43 TexReg 8114.

§241.15. Standards Required for the Principal as Instructional Leader Certificate.

(a) Principal as Instructional Leader Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program (EPP) in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Principal as Instructional Leader certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by §241.30 of this title (relating to Requirements to Renew the Standard Principal as Instructional Leader Certificate).

(b) School Culture. The principal:

ensures that a positive, collaborative, and collegial school culture facilitates and enhances the implementation of campus initiatives and the achievement of campus goals;
uses emerging issues, recent research, demographic data, knowledge of systems, campus climate inventories, student learning data, and other information to collaboratively develop a shared campus vision;
facilitates the collaborative development of a plan in which objectives and strategies to implement the campus vision are clearly articulated;
supports the implementation of the campus vision by aligning financial, human, and material resources;
establishes processes to assess and modify the plan of implementation to ensure achievement of the campus vision;
acknowledges, recognizes, and celebrates the contributions of students, staff, parents, and community members toward the realization of the campus vision;
models and promotes the continuous and appropriate development of all learners, including faculty and staff, in the campus community;
uses strategies to ensure the development of collegial relationships and effective collaboration of campus staff;
develops and uses effective conflict-management and consensus-building skills;
establishes and communicates consistent expectations for staff and students, providing supportive feedback to ensure a positive campus environment;
implements effective strategies to systematically gather input from all campus stakeholders, supporting innovative thinking and an inclusive culture;
creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students and creates an inclusive school environment; and
ensures that parents and other members of the community are an integral part of the campus culture and fosters parent involvement.

creates a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff;
prioritizes instruction and student achievement by understanding, sharing, and promoting a clear definition of high-quality instruction based on best practices from recent research;
routinely monitors and improves instruction by visiting classrooms, engaging in formative, evidence-based appraisal processes and conferences with teachers, and attending grade or team meetings;
facilitates the use of sound research-based practice in the development and implementation of campus curricular, co-curricular, and extracurricular programs to fulfill academic, developmental, social, and cultural needs, including the needs of students with disabilities;
facilitates campus participation in collaborative school district planning, implementation, monitoring, and curriculum revision to ensure appropriate scope, sequence, content, and alignment;
implements a rigorous curriculum aligned with state standards, including college and career readiness standards;
analyzes the curriculum to ensure that teachers align content across grades and that curricular scopes and sequences meet the particular needs of their diverse student populations;
monitors and ensures staff uses multiple forms of student data to inform instruction and intervention decisions to maximize instructional effectiveness and student achievement;
ensures that effective instruction maximizes growth of individual students and student groups, supports equity, and eliminates the achievement gap;
ensures staff have the capacity and time to collaboratively and individually use classroom formative and summative assessment data to inform effective instructional practices and interventions; and
facilitates the use and integration of technology, telecommunications, and information systems that enhance learning.

(d) Human Capital. The principal:

invests and manages time to prioritize the development, support, and supervision of the staff to enhance student outcomes;
ensures all staff have clear expectations that guide them and by which they are assessed, including the use of and familiarity with evidence-based appraisal rubrics, where applicable;
uses data from multiple points of the year to complete accurate appraisals of all staff, using evidence from regular observations, student data, and other sources to evaluate the effectiveness of teachers and staff;
coaches and develops educators by conducting conferences, giving individualized feedback, and supporting individualized professional growth opportunities;
facilitates the campus’s professional learning community to review data, processes, and policies in order to improve teaching and learning in the school;
creates opportunities for effective staff to take on a variety of leadership roles and appropriately delegates responsibilities to staff and administrators on the leadership team;
collaboratively develops, implements, and revises a comprehensive and on-going plan for professional development of campus staff that addresses staff needs based on staff appraisal trends, goals, and student information;
ensures the effective implementation of a continuum of professional development by the appropriate allocation of time, funding, and other needed resources;
implements effective, legal, and appropriate strategies for the recruitment, selection, assignment, and induction of campus staff; and
plans for and adopts early hiring practices.

(e) Executive Leadership. The principal:

reflects on his or her practice, seeks and acts on feedback, and strives to continually improve, learn, and grow;
engages in ongoing and meaningful professional growth activities to further develop knowledge and skills and to model lifelong learning;
uses strong communication skills, understands how to communicate a message in different ways to meet the needs of various audiences, and develops and implements strategies for effective internal and external communications;develops and implements a comprehensive program of community relations, which uses strategies that will effectively involve and inform multiple constituencies;
establishes partnerships with parents, businesses, and other groups in the community to strengthen programs and support campus goals;
demonstrates awareness of social and economic issues that exist within the school and community that could impact campus operations and student learning;
gathers and organizes information from a variety of sources for use in creative and effective campus decision making;
frames, analyzes, and creatively resolves campus problems using effective problem-solving techniques to make timely, high-quality decisions;
develops, implements, and evaluates change processes for organizational effectiveness;
uses effective planning, time management, and organization of work to maximize attainment of school district and campus goals; and
keeps staff inspired and focused on the campus vision while supporting effective change management.

(f) Strategic Operations. The principal:

assesses current campus needs, reviewing a wide set of evidence to determine the campus’s priorities, and sets ambitious and measurable school goals, targets, and strategies that form the campus’s strategic plan;
outlines and tracks meaningful goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes;
allocates resources effectively (e.g., staff time, dollars, and tools), aligning them to the school priorities and goals, and works to access additional resources as needed to support learning;
establishes structures to regularly monitor multiple data points with leadership teams to evaluate progress toward goals, adjusting strategies to improve effectiveness;
implements appropriate management techniques and group processes to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment;
implements strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment;
applies local, state, and federal laws and policies to support sound decisions while considering implications related to all school operations and programs;
collaboratively plans and effectively manages the campus budget;
uses technology to enhance school management;
facilitates the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to each other and other school district programs; and
collaborates with district staff to implement district policies and advocates for the needs of district students and staff.

(g) Ethics, Equity, and Diversity. The principal:

implements policies and procedures that encourage all campus personnel to comply with Chapter 247 of this title (relating to Educators’ Code of Ethics);
models and promotes the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors;
ensures that reports of educator misconduct, including inappropriate relationships between educators and students, are properly reported so appropriate investigations can be conducted;
models and promotes the continuous and appropriate development of all learners in the campus community;
ensures all students have access to effective educators and continuous learning opportunities;
promotes awareness and appreciation of diversity throughout the campus community;
implements special campus programs to ensure that all students are provided quality, flexible instructional programs, and services to meet individual student needs, including instructional and curricular supports for students with disabilities;
articulates the importance of education in creating engaged citizens in a free democratic society;
communicates productively with all audiences through strong communication skills and understands how to communicate a message in different ways to meet the needs of various audiences; and
treats all members of the community with respect and develops strong, positive relationships with them to create an inclusive school environment.

Source: The provisions of this §241.15 adopted to be effective December 23, 2018, 43 TexReg 8114; amended to be effective December 29, 2022, 47 TexReg 8666.

§241.20. Requirements for the Issuance of the Standard Principal as Instructional Leader Certificate.

To be eligible to receive the standard Principal as Instructional Leader certificate, a candidate must:

successfully complete the appropriate examinations required under Chapter 230, Subchapter C, of this title (relating to Assessment of Educators);
hold, at a minimum, a master’s degree from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board;
hold a valid classroom teaching certificate;
have two creditable years of teaching experience as a classroom teacher, as defined in Chapter 153, Subchapter CC, of Part 2 of this title (relating to Commissioner’s Rules on Creditable Years of Service) and the Texas Education Code, §5.001(2); and
successfully complete a principal preparation program that meets the requirements of §241.10 of this title (relating to Preparation Program Requirements for Principal as Instructional Leader Certificate), §241.15 of this title (relating to Standards Required for the Principal as Instructional Leader Certificate), Chapter 227 of this title (relating to Provisions for Educator Preparation Candidates), and Chapter 228 of this title (relating to Requirements for Educator Preparation Programs).

Source: The provisions of this §241.20 adopted to be effective December 23, 2018, 43 TexReg 8114; amended to be effective December 29, 2022, 47 TexReg 8666.

§241.25. Requirements for the First-Time Principal in Texas.

Source: The provisions of this §241.25 adopted to be effective December 23, 2018, 43 TexReg 8114.

A principal or assistant principal employed for the first time as a campus administrator (including the first time in the state) shall participate in an induction period of at least one year.
The induction period should be a structured, systemic process for assisting the new principal or assistant principal in further developing skills in guiding the everyday operation of a school, adjusting to the particular culture of a school district, and developing a personal awareness of self in the campus administrator role. Mentoring support must be an integral component of the induction period.

§241.30. Requirements to Renew the Standard Principal as Instructional Leader Certificate and Principal Certificate.

An individual who holds a standard Principal as Instructional Leader certificate and Principal certificate is subject to Chapter 232, Subchapter A, of this title (relating to Certificate Renewal and Continuing Professional Education Requirements).
To satisfy the requirements of this section, an individual must complete 200 clock-hours of continuing professional education every five years directly related to the standards in §241.15 of this title (relating to Standards Required for the Principal as Instructional Leader Certificate).
An individual who holds a valid Texas professional administrator certificate issued prior to September 1, 1999, may voluntarily comply with the requirements for continuing professional education in this section.

Source: The provisions of this §241.30 adopted to be effective December 23, 2018, 43 TexReg 8114; amended to be effective December 29, 2022, 47 TexReg 8666.

§241.35. Requirements for the Issuance of the Principal as Instructional Leader Endorsement.

To be eligible to receive the principal as Instructional Leader Endorsement, a candidate must:

hold a valid certificate to serve in the role of principal; and
successfully complete the appropriate examinations required under Chapter 230, Subchapter C, of this title (relating to Assessment of Educators).

Source: The provisions of this §241.35 adopted to be effective December 23, 2018, 43 TexReg 8114; amended to be effective December 29, 2022, 47 TexReg 8666.

Principal Standards

Chapter 149. Commissioner’s Rules concerning Educator Standards

Subchapter BB. Administrator Standards

§149.2001. Principal Standards.

(a) Purpose. The standards, indicators, knowledge, and skills identified in this section shall be used to align with the training, appraisal, and professional development of principals.

(b) Standards.

§149.2001. Principal Standards.

a. Purpose. The standards, indicators, knowledge, and skills identified in this section shall be used to align with the training, appraisal, and professional development of principals.
b. Standards.
- Standard 1 – Instructional Leadership. The principal is responsible for ensuring every student receives high-quality instruction.
  - Knowledge and skills
    - Effective instructional leaders:
      - prioritize instruction and student achievement by developing and sharing a clear definition of high-quality instruction based on best practices from research;
      - implement a rigorous curriculum aligned with state standards;
      - analyze the curriculum to ensure that teachers align content across grades and that curricular scopes and sequences meet the particular needs of their diverse student populations;
      - model instructional strategies and set expectations for the content, rigor, and structure of lessons and unit plans; and
      - routinely monitor and improve instruction by visiting classrooms, giving formative feedback to teachers, and attending grade or team meetings.
    - In schools led by effective instructional leaders, data is used to determine instructional decisions and monitor progress. Principals implement common interim assessment cycles to track classroom trends and determine appropriate interventions. Staff have the capacity to use data to drive effective instructional practices and interventions. The principal’s focus on instruction results in a school filled with effective teachers who can describe, plan, and implement strong instruction and classrooms filled with students actively engaged in cognitively challenging and differentiated activities.
  - Indicators
    - Rigorous and aligned curriculum and assessment. The principal implements rigorous curricula and assessments aligned with state standards, including college and career readiness standards.
    - Effective instructional practices. The principal develops high-quality instructional practices among teachers that improve student learning.
    - Data-driven instruction and interventions. The principal monitors multiple forms of student data to inform instructional and intervention decisions and to close the achievement gap.
- Standard 2 – Human Capital. The principal is responsible for ensuring there are high-quality teachers and staff in every classroom and throughout the school.
  - Knowledge and skills
    - Effective leaders of human capital:
      - treat faculty/staff members as their most valuable resource and invest in the development, support, and supervision of the staff;
      - ensure all staff have clear goals and expectations that guide them and by which they are assessed;
      - are strategic in selecting and hiring candidates whose vision aligns with the school’s vision and whose skills match the school’s needs;
      - ensure that, once hired, teachers develop and grow by building layered supports that include regular observations, actionable feedback, and coaching and school-wide support so that teachers know how they are performing;
      - facilitate professional learning communities to review data and support development;
      - create opportunities for effective teachers and staff to take on a variety of leadership roles and delegate responsibilities to staff and administrators on the leadership team; and
      - use data from multiple points of the year to complete accurate evaluations of all staff, using evidence from regular observations, student data, and other sources to evaluate the effectiveness of teachers and staff.
    - In schools with effective leaders of human capital, staff understand how they are being evaluated and what the expectations are for their performance. Staff can identify areas of strength and have opportunities to practice and receive feedback on growth areas from the leadership team and peers. Staff evaluation data show variation based on effectiveness but also show improvement across years as development and retention efforts take effect. Across the school, staff support each other’s development through regular opportunities for collaboration, and effective staff have access to a variety of leadership roles in the school.
  - Indicators
    - Targeted selection, placement, and retention. The principal selects, places, and retains effective teachers and staff.
    - Tailored development, feedback, and coaching. The principal coaches and develops teachers by giving individualized feedback and aligned professional development opportunities.
    - Staff collaboration and leadership. The principal implements collaborative structures and provides leadership opportunities for effective teachers and staff.
    - Systematic evaluation and supervision. The principal conducts rigorous evaluations of all staff using multiple data sources.
- Standard 3 – Executive Leadership. The principal is responsible for modeling a consistent focus on and commitment to improving student learning.
  - Knowledge and skills
    - Effective executive leaders:
      - are committed to ensuring the success of the school;
      - motivate the school community by modeling a relentless pursuit of excellence;
      - are reflective in their practice and strive to continually improve, learn, and grow;
      - view unsuccessful experiences as learning opportunities, remaining focused on solutions, and are not stymied by challenges or setbacks. When a strategy fails, these principals analyze data, assess implementation, and talk with stakeholders to understand what went wrong and how to adapt strategies moving forward;
      - keep staff inspired and focused on the end goal even as they support effective change management;
      - have strong communication skills and understand how to communicate a message in different ways to meet the needs of various audiences;
      - are willing to listen to others and create opportunities for staff and stakeholders to provide feedback; and
      - treat all members of the community with respect and develop strong, positive relationships with them.
    - In schools with effective executive leaders, teachers and staff are motivated and committed to excellence. They are vested in the school’s improvement and participate in candid discussions of progress and challenges. They are comfortable providing feedback to the principal and other school leaders in pursuit of ongoing improvement, and they welcome feedback from students’ families in support of improved student outcomes.
  - Indicators
    - Resiliency and change management. The principal remains solutions-oriented, treats challenges as opportunities, and supports staff through changes.
    - Commitment to ongoing learning. The principal proactively seeks and acts on feedback, reflects on personal growth areas, and seeks development opportunities, and accepts responsibility for mistakes.
    - Communication and interpersonal skills. The principal tailors communication strategies to the audience and develops meaningful and positive relationships.
    - Ethical behavior. The principal adheres to the educators’ code of ethics in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at his or her respective district.
- Standard 4 – School Culture. The principal is responsible for establishing and implementing a shared vision and culture of high expectations for all staff and students.
  - Knowledge and skills
    - Effective culture leaders:
      - leverage school culture to drive improved outcomes and create high expectations;
      - establish and implement a shared vision of high achievement for all students and use that vision as the foundation for key decisions and priorities for the school;
      - establish and communicate consistent expectations for staff and students, providing supportive feedback to ensure a positive campus environment;
      - focus on students’ social and emotional development and help students develop resiliency and self-advocacy skills; and
      - treat families as key partners to support student learning, creating structures for two-way communication and regular updates on student progress. Regular opportunities exist for both families and the community to engage with the school and participate in school functions.
    - In schools with effective culture leaders, staff believe in and are inspired by the school vision and have high expectations for all students. Staff take responsibility for communicating the vision in their classrooms and for implementing behavioral expectations throughout the building, not only in their own classrooms. Teachers regularly communicate with the families of their students to provide updates on progress and actively work with families to support learning at home. Members of the broader community regularly engage with the school community.
  - Indicators
    - Shared vision of high achievement. The principal develops and implements a shared vision of high expectations for students and staff.
    - Culture of high expectations. The principal establishes and monitors clear expectations for adult and student conduct and implements social and emotional supports for students.
    - Intentional family and community engagement. The principal engages families and community members in student learning.
    - Safe school environment. The principal creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students.
    - Discipline. The principal oversees an orderly environment, maintaining expectations for student behavior while implementing a variety of student discipline techniques to meet the needs of individual students.
- Standard 5 – Strategic Operations. The principal is responsible for implementing systems that align with the school’s vision and improve the quality of instruction.
  - Knowledge and skills
    - Effective leaders of strategic operations:
      - assess the current needs of their schools, reviewing a wide set of evidence to determine the schools’ priorities and set ambitious and measurable school goals, targets, and strategies that form the schools’ strategic plans;
      - with their leadership teams, regularly monitor multiple data points to evaluate progress toward goals, adjusting strategies that are proving ineffective;
      - develop a year-long calendar and a daily schedule that strategically use time to both maximize instructional time and to create regular time for teacher collaboration and data review;
      - are deliberate in the allocation of resources (e.g., staff time, dollars, and tools), aligning them to the school priorities and goals, and work to access additional resources as needed to support learning; and
      - treat central office staff as partners in achieving goals and collaborate with staff throughout the district to adapt policies as needed to meet the needs of students and staff.
    - In schools with effective leaders of strategic operations, staff have access to resources needed to meet the needs of all students. Staff understand the goals and expectations for students, have clear strategies for meeting those goals, and have the capacity to track progress. Members of the staff collaborate with the principal to develop the school calendar. Teacher teams and administrator teams meet regularly to review and improve instructional strategies and analyze student data. Throughout the year, all staff participate in formal development opportunities that build the capacity to identify and implement strategies aligned to the school’s improvement goals.
  - Indicators
    - Strategic planning. The principal outlines and tracks clear goals, targets, and strategies aligned to a school vision that improves teacher effectiveness and student outcomes.
    - Maximized learning time. The principal implements daily schedules and a year-long calendar that plans for regular data-driven instruction cycles, gives students access to diverse and rigorous course offerings, and builds in time for staff professional development.
    - Tactical resource management. The principal aligns resources with the needs of the school and effectively monitors the impact on school goals.
    - Policy implementation and advocacy. The principal collaborates with district staff to implement and advocate for district policies that meet the needs of students and staff.