These first-of-their-kind bachelor's programs aim to help school employees become certified teachers.

As Texas school districts grapple with teacher shortages and new certification requirements, some of the state's most promising future teachers may already be working in their classrooms.

Paraprofessionals, educational aides and substitute teachers work with students every day and often have deep ties to the schools and communities they serve. But many do not have bachelor's degrees, and leaving their jobs to attend a traditional teacher preparation program isn't financially or practically possible.

East Texas A&M University is launching two new competency-based bachelor's degree programs that allow students to earn a degree while completing teacher certification requirements in a single program. The B.S. in Early Childhood Education and B.S. in Elementary Education are the first undergraduate teacher preparation programs in Texas offered through a competency-based education model, according to university officials.

Enrollment in the inaugural programs, which began August 31, has exceeded university expectations despite limited recruitment and marketing. Much of the early interest has come through existing school district partnerships.

“School districts are looking at the people who are already in their schools and saying, ‘This person would be a phenomenal teacher,'” said Kathy Dixon, acting dean of Dallas and Extended Sites at East Texas A&M University. “These are people who are already dedicated to their communities and their schools. The challenge is creating a pathway that allows them to earn their degree and certification while continuing to work.”

The programs launch as Texas moves toward stricter teacher certification requirements, beginning with an emphasis on K–5 reading and math teachers and moving toward broader certification requirements by 2030.

Growing Teachers From Within

The approach may be particularly important in rural communities, where districts can struggle to recruit teachers from outside the area. Paraprofessionals and aides already working in local schools offer another potential source of teachers. They know the students and their schools, have ties to their communities, and may be more likely to remain in the districts where they already work. By providing a pathway to earn a degree and pursue teacher certification while continuing to work, the new programs give districts another way to develop and invest in their own employees.

The programs are fully online and asynchronous, allowing students to complete coursework around work and family responsibilities. East Texas A&M's competency-based model operates in seven-week terms throughout the year. Students with previous college experience may apply eligible credits toward their degrees and progress through coursework by demonstrating mastery of the material.

“Many of these individuals have families and other responsibilities, and they can't simply stop working to go to college,” Dixon said. “In some rural areas, there may not even be a teacher preparation program geographically accessible to them. With a fully online competency-based program, geography is no longer the barrier it once was.”

Affordability is another consideration for paraprofessionals and educational aides, many of whom earn modest salaries. Dixon said the CBE tuition structure may also make it feasible for school districts to provide financial support to employees pursuing their degrees.

A Degree and Pathway to Certification

The new programs incorporate teacher preparation requirements into the bachelor's degree itself, rather than requiring students to earn a bachelor's degree before pursuing teacher certification. Students who complete the degree and pass required state exams are then eligible for teacher certification.

The Early Childhood Education program prepares educators for prekindergarten through third grade, while the Elementary Education program prepares educators for prekindergarten through sixth grade.

East Texas A&M developed the programs with input from university faculty and school district professionals and incorporated state teacher preparation and certification requirements into the curriculum.

“Our goal isn't simply to prepare more teachers quickly,” Dixon said. “It's to prepare them well, in a way that is flexible enough to work with their lives. We want graduates to enter the classroom with the knowledge and skills they need to succeed and to stay.”

For Texas school districts looking to strengthen their teacher pipeline, that may mean starting with the people who are already there.

Media Contact:
Rebecca Levy
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