Appendices

Appendix A: Block B Time Record

Appendix B: Block B Reflection

Appendix B

Assignment: BLOCK B Reflection

A defining condition of being human is that we have to understand the meaning of our experience.

—Jack Mezirow

Purpose of the Assignment

The above quote expresses the essence of what differentiates humans from all other animals. We are “meaning-seekers”; we are actually genetically wired to resolve confusion. Simply stated, we need to know the “why” of things.

But, in today’s demanding and information-flooded world, we are also busy. Busy “doing” and responding to all manner of things. And teachers are some of the busiest “doers” there are. Teachers spend an average of 2 hours a day doing tasks like taking roll, distributing materials, collecting assignments, doing hall duty, making copies, calling parents…things that are important to, but not actually, teaching. Even during actual teaching, teachers must think on their feet and make hundreds of decisions. Did you know that teachers ask an average of about 300–400 questions per day and as many as 120 questions per hour! All this doing leaves little opportunity to think clearly about what you, the teacher, are learning from the experience. To continuously improve our practice, we must make time to reflect.

What is reflection and why should a Teacher do it?

Reflection involves linking a current experience to previous learnings and understandings. Reflection is very different than simply describing what happened. “Critical” reflection occurs when we analyze and challenge our assumptions and evaluate the appropriateness of our knowledge, understanding and beliefs. If we do it well, reflection can help a teacher:

gain new perspectives and understandings;
clarify our assumptions and beliefs, and develop a clear rationale for how and why we teach the way we do
promote a positive sense of self-awareness and self-confidence
take informed action about our practice; and,
develop the habits of mind that lead to continuous growth and improvement

How do I Reflect?

To truly reflect, we must slow our thinking down, act upon and process information, synthesize, and evaluate the “data” gathered during the experience. Reflecting also means applying what we've learned to our future instruction. One of the most straight-forward frameworks for reflection is called “What? So What? Now What?”

What? So What? Now What? Framework

Completing The Assignment

Step 1. Identify four (4) experiences during your BLOCK B semester; one relevant to each of the following critical areas that impact teaching, learning, and professional practice. The experience can be something you observed, or something you were involved in. It should be something that you really noted for some reason; an event that was important to you. The experience may have been positive, negative, or somewhere in the middle of those extremes.

Area 1: KNOWLEDGE OF EC-12 LEARNERS (InTASC Standards 1, 2, and 3)

For example:

-Creating learning opportunities that attend to the developmental characteristics of children;

-Engaging students who differ in their development and approaches to learning;

-Engaging students who are diverse through inclusion, accommodation, and differentiation;

-Understanding children within the context of their families, peer groups, communities, and society; and

-Establishing equitable, caring, and productive learning environments.

Area 2: TEACHER CONTENT KNOWLEDGE (InTASC Standards 4 and 5)

For example:

-Integrating major concepts from core academic subjects to help students learn and apply content;

-Planning that encourages higher order thinking, inquiry, exploration, and problem solving;

-Engaging in activities designed to extend your own knowledge in one or more core academic subject/s.

Area 3: PEDAGOGICAL (Teaching) KNOWLEDGE (InTASC Standards 6, 7, & 8)

For example:

-Using a variety of teaching and assessment strategies that are effective

-Using a variety of teaching/learning strategies and resources that motivate students;

-Integrating state-of-the- art technology and interdisciplinary skills into the teaching fields;

-Using strategies that promote active inquiry, collaboration, and attention to real issues in the classroom.

Area 4: PROFESSIONAL LEARNING AND COMMUNICATION (InTASC Standards 9 &10)

For example:

-Communicating effectively with families in light of varied life contexts, cultures, experiences, and socioeconomic challenges;

-Understanding relationships among, and resources available to support students in the school and the community;

-Engaging in professional development, ongoing-learning and reflection for improved practice;

-Advocating, modeling and teaching safe, legal and ethical attitudes and behaviors for children.

Step 2. For each experience, write a separate reflection using the questions in the “What? So what? Now what?” Framework to guide your thinking. Describe the experience (What?), Explain why it mattered to you as a teacher (So what?), and describe how the experience will affect what you will do in your future classroom (Now what?). Your final product should include four reflections. To really do the work well, your final product should have the following:

Each answer is a minimum half page single-spaced or one page double-spaced (250 words for each area).
A minimum of 1000 words total.

Criteria for Success: This assignment is Pass/No Pass

You selected 4 significant experiences; one in each of the 4 areas.
For each experience, you address each step of the “What? So What? And Now what?” Framework in a substantive paragraph.
The quality of your written work reflects the standard expected of a future teacher.

This assignment complies with the requirements of 19 TAC §228.35(b)(1) Revised: August 26, 2019

Assignment: BLOCK B Reflection Rubric

Area 1: KNOWLEDGE OF EC-12 LEARNERS (InTASC Standards 1,2, and 3)			Relevance to Standards		Reflection Cycle (What? So what? Now what?)		Quality of Written Expression
*For example:* -Creating learning opportunities that attend to the developmental characteristics of children; -Engaging students who differ in their development and approaches to learning; -Engaging students who are diverse through inclusion, accommodation, and differentiation; -Understanding children within the context of their families, peer groups, communities, and society; and -Establishing equitable, caring, and productive learning environments.			Experience is not related to target standard/substandard Experience is indirectly related to target standard/substandard Experience is directly related to target standard/substandard		Reflection does not address all three questions in the reflection cycle Reflection addresses all three questions in a primarily descriptive manner. Reflection addresses all three questions; and includes interpretation of the experience. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching		Quality of written expression does not reflect the standard expected of a future teacher Quality of written expression reflects the standard expected of a future teacher
Area 2: TEACHER CONTENT KNOWLEDGE (InTASC Standards 4 and 5) *For example:* -Integrating major concepts from core academic subjects to help students learn and apply content; -Planning that encourages higher order thinking, inquiry, exploration, and problem solving; -Engaging in activities designed to extend your own knowledge in one or more core academic subject/s.			Experience is not related to target standard/substandard Experience is indirectly related to target standard/substandard Experience is directly related to target standard/substandard		Reflection does not address all three questions in the reflection cycle Reflection addresses all three questions in a primarily descriptive manner. Reflection addresses all three questions; and includes interpretation of the experience. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching		Quality of written expression does not reflect the standard expected of a future teacher Quality of written expression reflects the standard expected of a future teacher
	Area 3: PEDAGOGICAL (Teaching) KNOWLEDGE (InTASC Standards 6,7, & 8) *For example:* -Using a variety of teaching and assessment strategies that are effective -Using a variety of teaching/learning strategies and resources that motivate students; -Integrating state-of-the- art technology and interdisciplinary skills into the teaching fields; -Using strategies that promote active inquiry, collaboration, and attention to real issues in the classroom.	Experience is not related to target standard/substandard Experience is indirectly related to target standard/substandard Experience is directly related to target standard/substandard		Reflection does not address all three questions in the reflection cycle Reflection addresses all three questions in a primarily descriptive manner. Reflection addresses all three questions; and includes interpretation of the experience. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching		Quality of written expression does not reflect the standard expected of a future teacher Quality of written expression reflects the standard expected of a future teacher
	Area 4: PROFESSIONAL LEARNING AND COMMUNICATION (InTASC Standards 9 &10) *For example:* -Communicating effectively with families in light of varied life contexts, cultures, experiences, and socioeconomic challenges; -Understanding relationships among, and resources available to support students in the school and the community; -Engaging in professional development, ongoing- learning and reflection for improved practice; -Advocating, modeling and teaching safe, legal and ethical attitudes and behaviors for children.	Experience is not related to target standard/substandard Experience is indirectly related to target standard/substandard Experience is directly related to target standard/substandard		Reflection does not address all three questions in the reflection cycle Reflection addresses all three questions in a primarily descriptive manner. Reflection addresses all three questions; and includes interpretation of the experience. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching		Quality of written expression does not reflect the standard expected of a future teacher Quality of written expression reflects the standard expected of a future teacher

POINTS

0-1 Not Passing

2-3 Passing; Developing

4-5 Passing; Proficient

6 Passing; Accomplished

Appendix C: UNT EPP Stages of Intervention

Appendix D:

UNT EPP Stages of Intervention

The teacher candidate, cooperating teacher, cadre coordinator should work collaboratively and be involved in the stages of intervention. Part of learning is being given an opportunity to work out the solution to correct one’s own mistakes without overreacting. However, concerns and problems begin to persist or form a pattern, respond sooner rather than later. Documentation, even before determining the most appropriate response, is important. Record specific observed behaviors that indicate a cause for concern, especially about a candidate’s potential for program completion and/or success as a teacher. It may be difficult to recall the specifics later. Infractions of school, district, university, or Texas Education Agency policies/guidelines or applicable laws may warrant the skipping of certain Stages of Intervention.

Stage One Intervention: Informal

The first step should be to meet privately with the teacher candidate to address the issue honestly.
Be specific about naming the observed behavior/s and explaining your concerns about how the behavior may/does impact the clinical teacher’s potential to be successful.
Listen to understand the teacher candidate’s perspective.
Suggest solutions and specific steps, strategies, behaviors he/she/they can take to improve.
Follow up to discuss progress.
Document the concerns, suggestions made, and observed progress.

Stage Two Intervention: Growth Plan

If problems persist, a written Growth Plan should be completed. If a Growth Plan is warranted, contact the UNT Director of Clinical Practice to initiate and implement the Growth Plan.
Prior to the Growth Plan being initiated, the cooperating teacher and cadre coordinator should have completed and submitted at least one DIFT-C.
Once the Growth Plan is complete, the Director of Clinical Practice will schedule a meeting with the teacher candidate to review the Growth Plan and obtain necessary signatures.
Copies should be provided for the teacher candidate, the cooperating teacher, and the cadre coordinator.
Meet again on the designated dates to review progress.

Stage Three Intervention: Probation Contract

In situations where no resolution to issues is reached, and/or the teacher candidate fails to respond to the Growth Plan, a Probation Contract may be required.
A Probation Contract cannot be initiated or implemented without the involvement of the Director of Clinical Practice.
Contact the Director of Clinical Practice and provide all written documentation. The Director of Clinical Practice will then initiate the Probation Contract process.

Stage Four Intervention: Suspension of or Termination from Clinical Practice

CAUSES FOR SUSPENSION FROM AND/OR TERMINATION OF CLINICAL EXPERIENCE PLACEMENT

If a student is removed for reasons other than self-initiated termination of participation in clinical practice, he/she/they may (depending on the circumstances leading to dismissal from Block B) be required to repeat some or all of the Block B courses and/or field experience. A candidate may or may not be permitted to repeat the Block B semester.

In addition to all UNT policies and codes governing students, UNT teacher candidates are held to all policies and rules in the Clinical Teaching Handbook and to the Code of Ethics and Standard Practices for Texas Educators as printed in the Texas Administrative Code.
Clinical Teachers/Teacher Candidates shall also comply with state regulations, written local school board policies, and other applicable state and federal laws. The College of Education will remove students from their field placement assignments if the university determines that the student has violated such policies and procedures.
A teacher candidate may also be removed at the request of the school district. A School District representative will notify UNT of any teacher candidate conduct that violates the policies of the School District or the Code of Ethics and Standard Practices for Texas Educators. In the event a teacher candidate is to be suspended or dismissed from any placement, the School District will follow the Procedures for Suspension and termination in this Handbook and consult with UNT before finalizing such action, unless immediate removal is required by law.
The candidate may also request termination of the Clinical Practice experience for medical or personal reasons. In these instances, the Change in Status Agreement Form is not considered a disciplinary measure.
Other than the teacher candidate, only the Director of Clinical Practice or the Associate Dean for Educator Preparation can initiate a Suspension or Change in Status Agreement.

PROCEDURES FOR SUSPENSION OF or TERMINATION FROM CLINICAL PRACTICE

Clinical Practice is based on a cooperative relationship between the University of North Texas, cooperating school districts, cooperating teachers, and the teacher candidate. The expected outcome of clinical experience is that the teacher candidate demonstrates the expected knowledge, skills, and dispositions required to be recommended for certification. Occasionally, there are circumstances that warrant the termination of the clinical experience.

Termination may be initiated by the teacher candidate, the school district, or the University of North Texas. When such action is deemed necessary, reasons may include, but are not limited to any of the following:

REASONS FOR TERMINATION

Mutual consent and agreement for termination by the teacher candidate, cooperating teacher, and/or cadre coordinator for reasons of illness, injury, or other unforeseen factors.
Failure by the teacher candidate to demonstrate/provide required evidence of potential for success as a teacher.
Failure by the teacher candidate to abide by the policies of: The Code of Ethics and Standard Practices for Texas Educators, the Texas Education Agency, the State Board for Educator Certification, the University of North Texas, the cooperating school, and/or the cooperating school district, rules governing educator preparation, UNT, policies the cooperating school, or cooperating school district.
Unprofessional conduct towards the host school faculty/administration and/or students/parents.

PROCEDURES FOR TERMINATION (for Reasons 2–4 above)

The following procedures are required for termination of the clinical teaching assignment:

The teacher candidate shall be timely informed by the cooperating teacher and/or university supervisor/cadre coordinator of any unsatisfactory performance. (See Stage One Intervention.) This shall be done through a written evaluation from the university supervisor/cadre coordinator, a joint conference between all three, and/or written documentation of any infractions of performance, school policy or professionalism. Verbal suggestions should be documented in writing.
When it is evident that a teacher candidate does not follow through with prescribed verbal and written suggestions for improvement, a formal Growth Plan shall be initiated by the Director of Clinical Practice in coordination with the university supervisor/cadre coordinator and/or cooperating teacher and discussed in a conference with the candidate. The Growth Plan must be signed by the candidate, the university supervisor/cadre coordinator and/or the Director of Clinical Practice or the Associate Dean for Educator preparation.
Within one-week following the Growth Plan conference, the teacher candidate, cooperating teacher, university supervisor/cadre coordinator, and/or Director of Clinical Practice will confer regarding candidate progress. Scheduled follow-up meetings with the candidate will be conducted.
If expected progress has not been demonstrated, a formal Probation Contract may then be executed, with a clear time limit for compliance. A copy will be submitted to the candidate, the school principal, and to the Admission, Review, and Retention (ARR) Committee by the Director of Clinical Practice.
The university supervisor/cadre coordinator, ARR Chair, or teacher candidate may request that the Director of Clinical Practice conduct an observation and evaluation. A conference of all parties will follow.
When the teacher candidate is placed on a probation contract and re-evaluation indicates unfavorable progress, the teacher candidate will meet with the Director of Clinical Practice and/or the ARR Chair and/or the Associate Dean for Educator Preparation to discuss possible options. Options are considered on a case-by-case basis. Some options that may be considered include the following:
- Withdrawal from Block B, with the option to reapply for Block B.
- Withdrawal from the UNT Educator Preparation Program, with the decision to transfer to another college within the University to pursue a different degree. (Withdrawal will be allowed only if it is prior to the end of the drop date for the semester.)
- Termination of Block B. The final termination decision is made by the appropriate ARR Committee following official ARR procedures/policies.
If the teacher candidate is to be terminated from the Educator Preparation Program or Block B, he/she/they will be given a letter stating the decision, the reasons for the termination, and whether an opportunity to reapply will be permitted. This letter is generated by the Director of Clinical Practice and approved by the Associate Dean for Educator Preparation before dissemination.
The final decision to terminate a teacher candidate is the responsibility of the ARR Committee and/or Associate Dean for Educator Preparation. This decision will be based upon documentation from the school principal, cooperating teacher, university supervisor/cadre coordinator, and/or the teacher candidate.

APPEAL PROCEDURE

If a candidate wishes to contest the decision to terminate his/her/their participation in the placement and/or the UNT Educator Preparation Program, the following procedures are required:

The teacher candidate must submit a written appeal to the College of Education Admission, Review, and Retention (ARR) committee.
The ARR chairperson will convene the committee to process the appeal.
The committee will review the case consisting of written evaluations, growth and probation contracts, written documentation of clinical teacher infractions, the procedures followed by the university supervisor/cadre coordinator and cooperating teacher, and the appeal letter from the clinical teacher.
The committee will vote to accept or reject the appeal. The Director of Clinical Practice will meet with the teacher candidate to inform him/her of the decision and recommendation of the committee. A written copy of the decision will be given to the teacher candidate and the Associate Dean for Educator Preparation.
The decision may be appealed to the Associate Dean for Educator Preparation.

Appendix E: Code of Ethics and Standard Practices for Texas Educators

CODE OF ETHICS AND STANDARD PRACTICES FOR TEXAS EDUCATORS

All educators and those who interact with public schools and school-aged children in them must agree to abide by and are subject to disciplinary responses as delineated in this code of ethics.

TEXAS ADMINISTRATIVE CODE- TITLE 19 EDUCATION PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION

CHAPTER 247 EDUCATORS' CODE OF ETHICS: RULE§247.2 Code of Ethics and Standard Practices for Texas Educators

Purpose and Scope

(a) In compliance with the Texas Education Code, §21.041(b)(8), the State Board for Educator Certification (SBEC) adopts an Educators' Code of Ethics as set forth in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators). The SBEC may amend the ethics code in the same manner as any other formal rule.

(b) The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. This chapter shall apply to educators and candidates for certification.

(c) The SBEC is solely responsible for enforcing the Educators' Code of Ethics for purposes related to certification disciplinary proceedings. The Educators' Code of Ethics is enforced through the disciplinary procedure set forth in Chapter 249 of this title (relating to Disciplinary Proceedings, Sanctions, and Contested Cases) pursuant to the purposes stated therein.

(d) As provided in §249.5 of this title (relating to Purpose; Policy Governing Disciplinary Proceedings), the primary goals the SBEC seeks to achieve in educator disciplinary matters are:

(1) to protect the safety and welfare of Texas schoolchildren and school personnel;

(2) to ensure educators and applicants are morally fit and worthy to instruct or to supervise the youth of the state; and

(3) to fairly and efficiently resolve educator disciplinary proceedings at the least expense possible to the parties and the state.

(e) The following words, terms, and phrases, when used in this chapter, shall have the following meanings, unless the context clearly indicates otherwise.

(1) Abuse--Includes the following acts or omissions:

(A) mental or emotional injury to a student or minor that results in an observable and material impairment in the student's or minor's development, learning, or psychological functioning;

(B) causing or permitting a student or minor to be in a situation in which the student or minor sustains a mental or emotional injury that results in an observable and material impairment in the student's or minor's development, learning, or psychological functioning;

(C) physical injury that results in substantial harm to a student or minor, or the genuine threat of substantial harm from physical injury to the student or minor, including an injury that is at variance with the history or explanation given and excluding an accident or reasonable discipline; or

(D) sexual conduct harmful to a student's or minor's mental, emotional, or physical welfare.

(2) Applicant--A party seeking issuance, renewal, or reinstatement of a certificate from the Texas Education Agency staff or the State Board for Educator Certification.

(3) Code of Ethics--The Educators' Code of Ethics codified in this chapter.

(4) Complaint--A written statement submitted to the Texas Education Agency staff that contains essential facts alleging improper conduct by an educator, applicant, or examinee, the complainant's verifiable contact information, including full name, complete address, and phone number, which provides grounds for sanctions.

(5) Contested case--A proceeding under this chapter in which the legal rights, duties, and privileges related to a party's educator certificate are to be determined by the State Board for Educator Certification and/or the State Office of Administrative Hearings commencing when a petition is properly served under this chapter.

(6) Disciplinary proceedings--Any matter arising under this chapter or Chapter 249 of this title (relating to Disciplinary Proceedings, Sanctions, and Contested Cases) that results in a final order or finding issued by the Texas Education Agency staff, the State Office of Administrative Hearings, or the State Board for Educator Certification relating to the legal rights, duties, privileges, and status of a party's educator certificate.

(7) Educator--A person who is required to hold a certificate issued under the Texas Education Code, Chapter 21, Subchapter B.

(8) Endanger--Exposure of a student or minor to unjustified risk of injury or to injury that jeopardizes the physical health or safety of the student or minor without regard to whether there has been an actual injury to the student or minor.

(9) Good moral character--The virtues of a person as evidenced by patterns of personal, academic, and occupational behaviors that, in the judgment of the State Board for Educator Certification, indicate honesty, accountability, trustworthiness, reliability, and integrity. Lack of good moral character may be evidenced by the commission of crimes relating directly to the duties and responsibilities of the education profession as described in §249.16(b) of this title (relating to Eligibility of Persons with Criminal History for a Certificate under Texas Occupations Code, Chapter 53, and Texas Education Code, Chapter 21), or by the commission of acts involving moral turpitude, but conduct that evidences a lack of good moral character is not necessarily limited to such crimes or acts.

(10) Intentionally--An educator acts intentionally, or with intent, with respect to the nature of his or her conduct or to a result of his or her conduct when it is his or her conscious objective or desire to engage in the conduct or cause the result.

(11) Knowingly--An educator acts knowingly, or with knowledge, with respect to the nature of his or her conduct or to circumstances surrounding his or her conduct when he or she is aware of the nature of the conduct or that the circumstances exist. A person acts knowingly, or with knowledge, with respect to a result of his or her conduct when he or she is aware that the conduct is reasonably certain to cause the result.

(12) Minor--A person under 18 years of age.

(13) Moral turpitude--Improper conduct, including, but not limited to, the following: dishonesty; fraud; deceit; theft; misrepresentation; deliberate violence; base, vile, or depraved acts that are intended to arouse or to gratify the sexual desire of the actor; drug or alcohol related offenses as described in §249.16(b) of this title (relating to Eligibility of Persons with Criminal History for a Certificate under Texas Occupations Code, Chapter 53, and Texas Education Code, Chapter 21); or acts constituting abuse or neglect under the Texas Family Code, §261.001.

(14) Neglect--The placing or leaving of a student or minor in a situation where the student or minor would be exposed to a substantial risk of physical or mental harm.

(15) Recklessly--An educator acts recklessly, or is reckless, with respect to circumstances surrounding his or her conduct or the results of his or her conduct when he or she is aware of but consciously disregards a substantial and unjustifiable risk that the circumstances exist or that the result will occur.

(16) Sanction--A disciplinary action by the State Board for Educator Certification, including a restriction, reprimand, suspension, revocation of a certificate, or a surrender in lieu of disciplinary action.

(17) Sexual harassment--Unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature.

(18) State Board for Educator Certification--The State Board for Educator Certification acting through its voting members in a decision-making capacity.

(19) State Board for Educator Certification member(s)--One or more of the members of the State Board for Educator Certification, appointed and qualified under the Texas Education Code, §21.033.

(20) Student--A person enrolled in a primary or secondary school, whether public, private, or charter, regardless of the person's age, or a person 18 years of age or younger who is eligible to be enrolled in a primary or secondary school, whether public, private, or charter.

(21) Texas Education Agency staff--Staff of the Texas Education Agency assigned by the commissioner of education to perform the State Board for Educator Certification's administrative functions and services.

(22) Under the influence of alcohol--A blood alcohol content of .04% or greater and/or lacking the normal use of mental or physical faculties by reason of the introduction of alcohol.

(23) Worthy to instruct or to supervise the youth of this state--Presence of those moral, mental, and psychological qualities that are required to enable an educator to render the service essential to the accomplishment of the goals and mission of the State Board for Educator Certification policy and this chapter.

Enforceable Standards.

(1) Professional Ethical Conduct, Practices and Performance.

(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.

(B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

(D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.

(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.

(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.

(G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws.

(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.

(I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students.

(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state.

(K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.

(L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants.

(M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present.

(2) Ethical Conduct Toward Professional Colleagues.

(A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.

(B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system.

(C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.

(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.

(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.

(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.

(H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment.

(3) Ethical Conduct Toward Students.

(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.

(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.

(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.

(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor.

(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor.

(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator.

(H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard.

(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to:

(i) the nature, purpose, timing, and amount of the communication;

(ii) the subject matter of the communication;

(iii) whether the communication was made openly, or the educator attempted to conceal the communication;

(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;

(v) whether the communication was sexually explicit; and

(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242; amended to be effective December 27, 2016, 41 TexReg 10329; amended to be effective October 21, 2018, 43 TexReg 6839