Texas Register, Volume 38, Number 47, Pages 8313-8478, November 22, 2013 Page: 8,350
8313-8478 p. ; 28 cm.View a full description of this periodical.
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Ms. Moore has determined that for each year of the first five
years the new section is in effect the public benefit anticipated as
a result of enforcing the new section would be standards defin-
ing the roles of principals as strong leaders who hire, develop,
support, and retain good teachers in order to help their schools
meet high student expectations. There is no anticipated eco-
nomic cost to persons who are required to comply with the pro-
posed new section.
There is no direct adverse economic impact for small businesses
and microbusinesses; therefore, no regulatory flexibility anal-
ysis, specified in Texas Government Code, 2006.002, is re-
quired.
The public comment period on the proposal begins November
22, 2013, and ends December 23, 2013. Comments on the
proposal may be submitted to Cristina De La Fuente-Valadez,
Rulemaking, Texas Education Agency, 1701 North Congress Av-
enue, Austin, Texas 78701, (512) 475-1497. Comments may
also be submitted electronically to rules@tea.state. tx. us or faxed
to (512) 463-5337. A request for a public hearing on the pro-
posal submitted under the Administrative Procedure Act must
be received by the commissioner of education not more than 14
calendar days after notice of the proposal has been published in
the Texas Register on November 22, 2013.
The new section is proposed under the Texas Education Code
(TEC), 21.3541, which authorizes the commissioner by rule to
establish and administer a comprehensive appraisal and profes-
sional development system for principals, including school lead-
ership standards and a set of indicators of successful school
leadership to align with the training, appraisal, and professional
development of principals.
The new section implements the TEC, 21.3541.
,1749.2001. Principal Standards.
(a) Purpose. The standards, indicators, knowledge, and skills
identified in this section shall be used to align with the training, ap-
praisal, and professional development of principals.
(b) Standards.
(1) Standard 1--Instructional Leadership. The principal is
responsible for ensuring every student receives high-quality instruc-
tion.
(A) Knowledge and skills.
(i) Effective instructional leaders:
(I) prioritize instruction and student achievement
by developing and sharing a clear definition of high-quality instruction
based on best practices from research;
(II) implement a rigorous curriculum aligned
with state standards;
(III) analyze the curriculum to ensure that teach-
ers align content across grades and that curricular scopes and sequences
meet the particular needs of their diverse student populations;
(IV) model instructional strategies and set expec-
tations for the content, rigor, and structure of lessons and unit plans; and
(V) dedicate a part of each day to monitoring and
improving instruction by visiting classrooms, giving formative feed-
back to teachers, and attending grade or team meetings.
(ii) In schools led by effective instructional leaders,
data are used to determine instructional decisions and monitor progress.
Principals implement common interim assessment cycles to track class-room trends and determine appropriate interventions. Staff have the
capacity to use data to drive effective instructional practices and inter-
ventions. 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 cog-
nitively challenging and differentiated activities.
(B) Indicators.
(i) Rigorous and aligned curriculum and assessment.
The principal implements rigorous curricula and assessments aligned
with state standards, including college and career readiness standards.
(ii) Effective instructional practices. The principal
develops high-quality instructional practices among teachers that im-
prove student performance.
(iii) Data-driven instruction and interventions. The
principal monitors multiple forms of student data to inform instruc-
tional and intervention decisions and to close the achievement gap.
(2) Standard 2--Human Capital. The principal is responsi-
ble for ensuring there are high-quality teachers and staff in every class-
room and throughout the school.
(A) Knowledge and skills.
(i) Effective leaders of human capital:
(I) treat faculty/staff members as their most valu-
able resource and invest in the development, support, and supervision
of the staff;
(II) ensure all staff have clear goals and expecta-
tions that guide them and by which they are assessed;
(III) are strategic in selecting and hiring candi-
dates whose vision aligns with the school's vision and whose skills
match the school's needs;
(IV) ensure that, once hired, teachers develop
and grow by building layered supports that include regular observa-
tions, actionable feedback, and coaching and school-wide supports so
that teachers know how they are performing;
(V) facilitate professional learning communities
to review data and support development;
(VI) create opportunities for effective teachers
and staff to take on a variety of leadership roles and delegate respon-
sibilities to staff and administrators on the leadership team; and
(VII) 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 effective-
ness of teachers and staff.
(ii) In schools with effective leaders of human capi-
tal, staff understand how they are being evaluated and what the expecta-
tions 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 vari-
ation 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 leader-
ship roles in the school.
(B) Indicators.
(i) Targeted selection, placement, and retention.
The principal selects, places, and retains effective teachers and staff.38 TexReg 8350 November 22, 2013 Texas Register
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Texas. Secretary of State. Texas Register, Volume 38, Number 47, Pages 8313-8478, November 22, 2013, periodical, November 22, 2013; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth379965/m1/38/: accessed July 17, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting UNT Libraries Government Documents Department.