Fitness to Teach Policy

Successful teaching requires a combination of academic and interpersonal skills. Although interpersonal skills do not ensure a teacher’s success, the lack of them will ensure failure, regardless of how academically capable the teacher is.
The Texas Educator Agency (TEA) specifies that institutions preparing educators have the responsibility to certify the knowledge and skills of their teacher candidates. To that end, a committee composed of representatives from departments across the College of Education and Human Development developed the Fitness to Teach Policy.

Fitness to Teach Policy (FTT)

In addition to curriculum and testing requirements addressed in the Educator Preparation Handbook, all Alternative Certification teacher candidates will be screened throughout their program according to the criteria addressed in this policy, including dispositions for teaching. Dispositions for teaching are defined as those professional attitudes, values, and beliefs expected of a professional educator. As a professional program, the Alternative Certification Program reserves the right to recommend or not recommend teacher candidates for certification. If all criteria are not met satisfactorily, teacher candidates may be denied full acceptance into the Teacher Certification Program and/or denied the opportunity to student teach. Without full acceptance into the Alternative Certification Program and successful completion of all coursework, field work, and student teaching or internship, the university will not recommend teacher candidates for Texas Teacher Certification. All teacher candidates referred for review are expected to participate in the process. Refusal to participate will not terminate or invalidate the process. Fitness to Teach reviews are internal institutional reviews and are not open to the public, including family members, friends, and other professionals, unless specifically requested by the Assistant Dean for Teacher Education.

1. Completed Criminal History Review

In accordance with Texas Education Code 22.083, an examination of each teacher candidate's criminal history will be conducted by the independent school district (ISD) prior to participation in any on-campus activities, including observations or student teaching. Criminal history record information, including conviction and arrest records, is obtained. An ISD or other school entity may deny placement of students with a criminal background. The student's clearance for fieldwork is the prerogative of the ISD or participating entity and not East Texas A&M University. If a student cannot complete the course-required field work because of their criminal history, they will be required to withdraw from the course. The student may retake the course if and when the criminal history changes, allowing them to be cleared by the school district. If the offense will preclude any further field work, the student will be dismissed from the Alternative Certification program.

2. Academic Requirements

• a. Teacher candidates attend all classes as required. Preparedness for class and punctuality are expected at all times.
• b. Teacher candidates complete course assignments in a professional manner according to the timelines designated by the course instructor.
• c. Teacher candidates complete all field experiences in a professional and timely manner as required.
• d. The teacher candidate demonstrates honesty and integrity by being truthful about background, experiences, and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials.

3. Communication Skills

The teacher candidate demonstrates written and oral skills expected of an education professional, which shows the ability to comprehend information and communicate ideas and feelings.

• (1) Written: Writes clearly, using correct grammar and spelling. Demonstrates professional-level skills in written English to understand content presented in the program and to complete all written assignments, as specified by faculty, adequately.
• (2) Oral: Communicates effectively with other students, faculty, staff and professionals. Expresses ideas and feelings clearly and demonstrates the ability and willingness to listen to others. Demonstrates professional-level skills in spoken English to understand content presented in the program, to complete all oral assignments adequately, and to meet the objectives of field placement experiences.
• (3) Electronic Communication: The teacher candidate refrains from inappropriate electronic communication with a student, including cell phone, text message, email, instant message, blogs, Facebook, Twitter, SnapChat, and any other social network communication.

4. Personal and Professional Requirements

• a. A teacher candidate does not reveal confidential information concerning students unless disclosure serves professional purposes or is required by law.
• b. Teacher candidates demonstrate interpersonal skills that are required for successful professional teaching. These skills include:
  • (1) An openness to accept and test the results of unfamiliar ways of teaching
  • (2) The ability to accept and act upon reasonable criticism
  • (3) The ability to understand others’ perspectives about teaching
  • (4) The ability to separate personal and professional issues when in the classroom or completing course work
  • (5) The ability to work cooperatively with parents, teachers, staff, and administrators in school settings and elsewhere
  • (6) The ability to work productively with classmates in course-assigned group projects
  • (7) The disposition to act always for the benefit of all students
• c. The teacher candidate does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with their students, supervisors, or faculty; or abuse others in physical, emotional, verbal or sexual ways.
• d. Teacher candidates demonstrate positive personal hygiene habits.
• e. Teacher candidates dress appropriately for their professional contexts.
• f. Teacher candidates adhere to the Code of Ethics and Standard Practices for Texas Educators.
• g. Teacher candidates demonstrate professional behavior in and out of the classroom or school setting.
• h. The candidate shall be of good moral character and demonstrate that he or she is worthy to instruct or supervise the youth of this state.

5. Cultural and Social Attitudes and Behavior

• a. Teacher candidates exhibit respect for superiors, peers, and children and youth in all settings.
• b. Teacher candidates understand and appreciate the value of differences and look beyond self in interactions with others; respect differences of race, ethnicity, religion, and social class, national allegiance and cultural heritage. Teacher candidates do not impose personal, religious, sexual and/or cultural values on others.
• c. Teacher candidates exhibit acceptance of and provide accommodations for exceptional learners.
• d. Teacher candidates can work productively with their peers.
• e. Teacher candidates can speak in a manner appropriate to the classroom context.
• f. Teacher candidates must display positive attitudes toward faculty, colleagues, and students.
• g. Teacher candidates demonstrate positive social skills in professional and social interactions with faculty, colleagues, parents and students.

6. Physical Skills

The teacher candidate exhibits motor and sensory abilities to attend and participate in class and practicum placements, with or without accommodations, as recommended by Student Disability Services.

Note: No otherwise qualified teacher candidate shall, based on disability, be subjected to discrimination or excluded from participation in the Alternative Certification Program. A teacher candidate with a disability may be protected by Section 504 of the Vocational Rehabilitation Act and the Americans with Disabilities Act and be eligible for a reasonable accommodation that will provide an equal opportunity to meet the academic criteria related to professional behavior and scholastic performance. Any otherwise qualified teacher candidate with a qualified disability who requests a reasonable accommodation must notify Student Disability Services and provide documentation as needed. Student Disability Services makes recommendations for accommodations.

7. Emotional Dispositions

• a. Stress Management
  • The teacher candidate demonstrates the ability to deal with current life stressors through the use of appropriate coping mechanisms. He or she handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others.
• b. Emotional and Mental Capabilities
  • The teacher candidate uses sound judgment and demonstrates the emotional and mental health required to function effectively as a teacher.
• c. Cognitive Dispositions
  • (1) Teacher candidates think analytically about educational issues.
  • (2) Teacher candidates are thoughtfully reflective about their practices.
  • (3) Teacher candidates are flexible, open to new ideas, and willing and able to modify their beliefs and practices.
  • (4) Teacher candidates question and test their assumptions about teaching and schooling.

Conditions for Completion of Clinical/Student Teaching or Internship

Successful completion of clinical/student teaching or internship is a condition for meeting teacher certification requirements. If a student fails to receive a recommendation, they may appeal to the Alternative Certification Advisory Board. After the appeal, if the student fails to complete the assigned requirements, they will be dismissed from the Alternative Certification Program without the opportunity for a second appeal.

Review of Teacher Candidates

All teacher candidates referred for review are expected to participate in the process. Refusal to participate will not terminate the process. The level of review will depend on factors such as the nature, severity and frequency of the incident or concern. For example, repeated violations may result in immediate Formal Level 2 review. Violations of the East Texas A&M or host school district's student code of conduct will result in immediate Level 2 Formal Review.

1. Informal Review

An informal review summary involves a faculty member and a teacher candidate. When a faculty member has concerns about a teacher candidate meeting any of the fitness to teach criteria, the faculty member will:

• A. Discuss the concerns directly with the teacher candidate and seek to work with the candidate to resolve the difficulties
• B. Inform the appropriate department head and the dean or their designee of the concern(s) in order to identify potential patterns and issues related to the teacher candidate
• C. Document dates and content of meetings with teacher candidates

If a problem arises in the field, the mentor teacher of the host school district may discuss concerns directly with the East Texas A&M University Field Supervisor or Alternative Certification Coordinator. The teacher candidate may also be included in this meeting.

2. Formal Review: Level 1

Formal Review Form

Remediation Plan Document

When a faculty member or university field supervisor is sufficiently concerned about a teacher candidate’s fitness to teach, he or she will fill out the Fitness to Teach Formal Review Level 1 form. These forms are to be turned in to the Director of Teacher Certification or their designee.

A three-way conference will then be scheduled with the instructor or university field supervisor, the teacher candidate, and the Director or their designee. During this conference, a remediation plan will be developed. The nature and content of the plan will depend on the specific situation. However, all remediation plans will be stated in measurable, objective terms, include a reasonable timeline, and be signed by all parties involved. If the candidate fails the remediation plan(s) he/she will be placed on Level 2 Formal Review. If the candidate completes the remediation plan, probationary status will be removed. The remediation plan may continue for more than one semester, depending on the individual circumstances.

3. Formal Review: Level 2

Formal Review Level 2 Summary

If a second incident or concern is reported on the same teacher candidate, the candidate has failed a remediation plan during the Level 1 Review, or the seriousness of the incident or concern warrants it, the Advisory Board will meet to:

• A. Review the paperwork
• B. Interview the faculty members or the university field supervisor who have instructed the teacher candidate
• C. Review the teacher candidate's documentation
• D. Makes a determination regarding the teacher candidate’s suitability to continue in the program

The teacher candidate is afforded due process throughout these proceedings. Following a Level 2 review, a letter of appeal may be submitted to the Director of Teacher Certification for consideration.

The Advisory Board's decision is final.