• By Lizdelia Piñón, Ed.D. • IDRA Newsletter • June-July 2024 •
In Texas, the education landscape is quickly evolving, particularly for students who are dually identified as emergent bilingual with special needs. These students often face unique challenges that require specialized instruction and support. Though Texas has tens of thousands of emergent bilingual students with disabilities, the state has not had a teacher certification program that equips professionals to serve them.
Recognizing this need, Texas took significant steps toward creating a Bilingual Special Education Teacher Certificate through House Bill 2256 in 2021. The measure was born from the Texas Early Childhood English Learner Initiative, with IDRA serving as a steering committee co-leader with Texans Care for Children, Philanthropy Advocates, Dr. Dina Castro, UNT Denton, and the Texas Association for the Education of Young Children (TxAEYC).
The next step was for the State Board for Educator Certification (SBEC) to develop the rules and standards for the educator certification and exam to be adopted by the Texas State Board of Education (SBOE). Unfortunately, neither body has completed these tasks. An updated version of the proposed rules and standards will be presented again to SBEC in September 2024, and the tentative date of exam launch is September 2028 (see graphic).
Certification Standards Outlined by Statewide Advisory Committee
After HB 2256 passed, the Texas Education Agency (TEA) formed the Bilingual Special Education Educator Standards Advisory Committee, comprised of 10 appointed experienced scholars, educators, administrators, advocates, and bilingual and special education experts, including myself.
We embarked on a rigorous process to develop the standards and domains for the new certification. This involved numerous meetings with TEA, where members worked in large groups and smaller sub-groups to draft and refine the standards. Diligent cross-checking, extensive discussions, and a collaborative spirit marked the committee’s work.
IDRA convened bilingual special education professionals for roundtable discussions about recommendations to ensure the standards adequately prepare educators to support the diverse needs of dually identified students.
In 2023, I co-presented the advisory committee’s findings and recommendations to SBEC, underscoring the importance of this work. I emphasized that the new certification should equip educators with skills to integrate bilingual and special education pedagogies, recognize and leverage students’ backgrounds as assets, and the need for appropriate instructional and behavioral methodologies.
Key Components of the Certification Standards
The standards developed by the advisory committee for the teacher certification encompass a comprehensive set of skills and knowledge areas, including the following.
- Integration of Pedagogies: Educators must be able to effectively combine bilingual education and special education techniques to support student learning.
- Evidence-Based Practices: Teachers need to be proficient in using evidence-based practices from both fields to create effective learning environments.
- Asset-Based Approach: Educators must recognize students’ linguistic and cultural backgrounds as assets – not challenges – and communicate this perspective to all stakeholders.
- Collaborative Decision-Making: Educators must ensure informed, collaborative decisions are made throughout the referral, identification and placement processes for students.
- Advocacy and Capacity Building: Teachers must advocate the needs of dually identified students and receive targeted training to build capacity within the school community.
Next Steps for Adoption
From May through July 2024, the advisory committee refined the proposed certificate standards, ensuring they are comprehensive and effectively address the needs both of students and educators. The upcoming SBEC meeting in September is crucial, as the board will review the revised standards and determine whether to adopt them formally.
A formal adoption of robust standards will be a significant milestone for Texas education, demonstrating a commitment to providing high-quality, inclusive education for all students, particularly those who have been historically underserved. The new certification will ensure that educators are prepared to support dually-identified students, fostering an environment where these students can thrive academically and socially.
Moving forward after adoption, the focus will be on implementing the certification effectively. This includes ensuring that teacher preparation programs incorporate the new standards, providing ongoing professional development for current educators, and continuously evaluating the impact of the certification on student outcomes. This certification should lead to more effective teaching practices, better student support, and, ultimately, improved educational outcomes for all students.
Resources
Craven, M., & Piñón, L. (April 2024). Navigating Policy Landscapes for Linguistic and Cultural Equity. IDRA Newsletter.
ECEL Initiative. (January 2021). Texas Early Childhood English Learner Initiative Policy Roadmap. Texas Early Childhood English Learner Initiative.
García, A. (June-July 2021). Exciting Advances for Emergent Bilingual Students in Texas. IDRA Newsletter.
García, A. (April 6, 2021). HB 2256 Creates More Ways for Teachers to Serve Bilingual and Special Education Students – IDRA Testimony for House Bill 2256 to the House Public Education Committee.
Piñón, L. (February 10, 2023). Texas’ Forthcoming Bilingual Special Education Certificate Should Require Specific Skills for Teachers of Dually Identified Students, IDRA Testimony for the proposed Bilingual Special Education Educator Standards to the Texas State Board for Educator Certification. IDRA.
Lizdelia Piñón, Ed.D., is an IDRA education associate. Comments and questions may be directed to her at lizdelia.pinon@idra.org.
[© 2024, IDRA. This article originally appeared in the May edition of the IDRA Newsletter. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]
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