Syllabus

Fall 2022
EDUC 4321.060
Integrating Technology in the Classroom

Instructor: Suzy Jungmann, [Link]. – Adjunct Professor

Information: School of Education, University of Texas at Tyler
Office: Online
Office Hours: Virtual/By Appointment
Phone: 936.414.2808
Email: sjungmann@[Link] (Canvas Inbox preferable)

Communication Policy: Students may email any time when a question arises. Please
note for email messages, I typically respond within 24 hrs. If you do not receive a direct
response, rest assured I am aware of your email, but may not respond until having your
issued resolved. If you do not receive an email within a week, please email again. ☺

Expectations and Roles: Course participants (instructor and students) are expected to
uphold a commitment of excellence in all work and communication. This commitment of
excellence demonstrates a commitment to 1) the teaching profession and 2) an exercise
of leadership for the advancement of the profession of public education.

Course Description: In this course you will examine ways in which newer technologies
can be integrated effectively in educational settings for the enhancement of teaching
and learning.

Course Goal: As a result of this course, you should understand the history of
educational technology. Furthermore, you should acquire skills to help integrate
technology effectivity and efficiently in your educational setting. Your skills of integrating
technology will be enhanced with your new awareness of instructional tools and a new
learning community.

Student Learning Outcomes: The course will provide you with the knowledge,
skills, and attitudes necessary for using technology to enhance your teaching and your
students’ learning. More specifically, and in keeping with 2016 U.S. National
Education Technology Standards and the 2008 National Educational Technology
Standards (NETS) recommended by the International Society for Technology in
Education (ISTE), by the end of the course you will better be able to:
 LO1: Use technology to facilitate and inspire student learning and creativity
(INTASC Principles: 2, 4, 6)

LO2: Design and develop digital-age learning experiences and assessments

(INTASC Principles: 1,3, 6, 7, 8)

LO3: Model digital-age work and learning (INTASC Principles: 1, 6, 10)

LO4: Promote and model digital citizenship and responsibility (INTASC

Principles: 6, 9, 10)

LO5: Recognize the importance of continued professional growth and leadership

in achieving and maintaining expertise in the use of educational technology
(INTASC Principles: 6, 9)

Course Outcomes / Outline (Including Assessment and Standards Matrix):

Date Learning Activity / Assessment Standards

Outcomes / Topic

8.22.22 History of • Course Introduction TES [Link],[Link]

Week 1 Educational • Read Chapter 1 ISTE 5
Technology and • Course Introductions TEKS 126.6(B)(4)(B)
Standards • Join Ed. Tech. Community Pre-Kinder
INTASC Principles: 2, 4,
LO1, LO5 6, 9

8.29.22 Theory and • Read Chapter 2 TES [Link],[Link],[Link],

Week 2 Practice: • Chapter Review Notes [Link]
Foundations for • Project #1: Word ISTE 2,3
Effective Processing Software TEKS 126.6 B(2)(B)(C)
Technology Project + ISTE Standards 126.7 B(2)
Integration • Application Activity 126.14 C(2)(6)
126.15 C(2)(6)
LO1, LO2, LO3 126.16 C(2)(6)
126.32 C(1)(2)
ELPS 74.4 C(1)(B)
Pre-Kinder X.A.3, X.A.5
CCRS (cross-
disciplinary standards)
F.1 C.6 E.2
INTASC Principles: 1, 2,
3, 4, 6, 8, 10
9.5.22 Turn-around • Read Chapter 5 TES, [Link],[Link]
Week 3 Technology • Chapter Review ISTE 1,2,3
Integration • Project #2: Word Cloud TEKS 126.6 (B)(1)(2)
Pedagogy and Generator Project 126.7(B)(1)(2)
Planning (TTIPP) 126.14(C)(1)(2)
• Project #3: Kahoot
Model; 126.15(C)(1)(2)
Gaming
Instructional 126.16(C)(1)(2)
• Application Activity 126.31(C)(1)
Software for
Student Learning Pre-Kinder X.A.3
CCRS (cross-
disciplinary standards)
LO1, LO2, LO3
E3
INTASC Principles: 1, 2,
3, 4, 6, 8, 10
9.12.22 Technology Device • Read Chapter 4 TES 1.A.i, B.i,iii, [Link]
9.19.22 and Software • Chapter Review ISTE 1,2,3
Weeks Resources for • Project #4: TEKS 126.6 (B)(1)(2)
4&5 Classroom PowerPoint/Sway 126.7(B)(1)(2)
Productivity • Project #5: Prezi 126.14(C)(1)(2)
126.15(C)(1)(2)
• Application Activity
LO1, LO2, LO3 126.16(C)(1)(2)
Pre-Kinder X.A.3
CCRS (cross-
disciplinary standards)
E3
INTASC Principles: 1, 2,
3, 4, 6, 8, 10
9.26.22 Technology Tools • Review Chapters 4 & 5 TES [Link]
Week 6 for 21st Century • Chapter Review ISTE1,2
• Project #6: Graphic TEKS 126.6 (B)(1)(2)
LO1, LO2, LO3 Organizers 126.7(B)(1)(2)
• Application Activity 126.14(C)(1)(2)
126.15(C)(1)(2)
126.16(C)(1)(2)
126.31(C)(2)(C)
74.4 (c)(1)(C)
Pre-Kinder X.A.3
CCRS (cross-
disciplinary standards)
E3
INTASC Principles: 1, 2,
3, 4, 6, 8, 10
10.3.22 Ethics, Copyright • Read Chapter 6 TES [Link]
Week 7 and Professional • Chapter Review ISTE 1,2
Responsibilities • Project #7: iPiccy TEKS 126.6 (B)(5)(B)
126.6 (B)(1)(2)
LO1, LO4 126.7(B)(1)(2)
126.14(C)(1)(2)
126.15(C)(1)(2)
126.16(C)(1)(2)
126.7 (B)(5)(C) 126.14
(C)(5)(A) 126.15
(C)(5)(A) 126.16
(C)(5)(A)
126.6 (B)(1)(2)
Pre-Kinder X.A.4
CCRS (cross-
disciplinary standards)
E3
INTASC Principles: 2, 4,
6, 9, 10
10.10.22 • Review Chapter 6 TES [Link] [Link], [Link]
Week 8 Digital Citizenship • Chapter Review ISTE 4
• Project #8: Using Comics TEKS 126.6 (B)(5) 126.6
LO1, LO4 • Application Activity (B)(1)(2) 126.7(B)(1)(2)
126.14(C)(1)(2)
126.15(C)(1)(2)
126.16(C)(1)(2)
126.7 (B)(5) 126.14
(C)(5) 126.15 (C)(5)
126.16 (C)(5) 126.6
(B)(1)(2)
ISTE
ELPS 74.4 C(1)(B)
Pre-Kinder X.A.3, 4, 5
CRS (cross-disciplinary
standards) E3, E4
INTASC Principles: 2, 4,
6, 9, 10
10.17.22 • Read Chapters 7 & 8 TES [Link], [Link],
Week 9 Distance Learning • Chapter Review ISTE 2,3
• Project #9: Podcasting TEKS 126.6 (B)(1)(2)
LO1, LO2, LO3 • Application Activity 126.7(B)(1)(2)
126.14(C)(1)(2)
126.15(C)(1)(2)
126.16(C)(1)(2)
 Pre-Kinder X.A.5
CCRS (cross-disciplinary
standards) E3
INTASC Principles: 1, 2,
3, 4, 6, 8, 10
10.24.22 Virtual Reality • Review Chapter 6 TES [Link], [Link],
Week 10 • Chapter Assignment ISTE 1
LO1, LO2, LO3 • Project #10: QR Code TEKS 126.6 (B)(1)(2)
• Application Activity 126.7(B)(1)(2)
126.14(C)(1)(2)
126.15(C)(1)(2)
126.16(C)(1)(2)
126.31(C)(2)(C)
Pre-Kinder X.A.2
CCRS (cross-disciplinary
standards) E3
INTASC Principles: 1, 2,
3, 4, 6, 8, 10
10.31.22 • Read Chapter 9 TES [Link] 1.C.i, [Link]
Week 11 Differentiation • Chapter Review ISTE 1,2,3
• Project #11: Storytelling TEKS 126.6 (B)(1)(2)
LO1, LO2 • Application Activity 126.7(B)(1)(2)
126.14(C)(1)(2)
126.15(C)(1)(2)
126.16(C)(1)(2)
ELPS 74.4 (c)(3)(J)
Pre-Kinder X.A.1
CCRS (cross-disciplinary
standards) E3
INTASC Principles: 1, 2,
3, 4, 6, 7, 8
11.7.22 • Refer to TES [Link], [Link]
Week 12 Virtual Field Trips Chapters 6, 7, ISTE 1
11 & 14 TEKS 126.6(B)(4)(B)
LO4 • Chapter 126.31(C)(2)(C)
Review Pre-Kinder X.A.1
• Technology Integration CCRS (cross-disciplinary
Workshop Introduction standards) E3
INTASC Principles: 6, 9,
10,
11.14.22 Technology • Technology Integration Workshop activity to
Week 13 Integration Workshop demonstrate
Workshop everything learned
 LO3, LO5 about incorporating
and planning for
technology use.
11.28.22 Review • Review for
Week 14 Final Exam
• Technology
Integration
Workshop Due
12.5.22 Final Exam Week • Final Exam
Week 15

Important Dates:
• August 22, 2022: First Day of Class
• September 2, 2022: Census Date
• November 4, 2022: Last Day to Withdraw from Course
• November 21-26, 2022: Thanksgiving Holidays
• December 5, 2022: Study Day
• December 6-10, 2022: Final Exam

Evaluation and Grading:

• Projects 50%
• Chapter Applications 15% GRADE WEIGHT
• Technology Integration Workshop 25% Projects Participation Workshop Final
• Final Exam 10%
10

25 50

15

Course Teaching Strategies

The course if fully online. Students will learn by engaging with:
• Lectures, model lessons, project-based learning, writing-based assignments,
collaboration, reflection, technology portfolio, discussions, textbook readings, and social
media applications.
Required Text
Integrating Educational Technology into Teaching
M. D. Roblyer & J. E. Hughes. 8th Edition. Pearson (2019). 554 pp.
ISBN-10: 0-13-474641-4
ISBN-13: 978-0-13-474641-8

Note: A student from this institution is not under any obligation to purchase or rent a
textbook from a university-affiliated bookstore.

Bibliography

Bonk, C., & Khoo, E. (2014). Adding some tec-variety. Bloomington, ID: Open World
Books.
Soloman, G., & Schrum, L. (2010). Web 2.0. How-to for educators. International society
for technology in education.

Stem Education – Inspiring books for girls

Educational Technology for Inspiring Leaders

Required Technology
Hardware:
• Desktop or Laptop computer with Internet access.
Note: If your Internet connection is down, it is your responsibility to seek access at a
venue such as in the UTT computer lab (located in BEP 249 or HPR 134), a public
library to complete and submit your work on time.
• A camera, microphone, and sound.

Software:
• A current operating system (Microsoft or Apple)
• A web browser (e.g., Chrome, Safari, Firefox, etc.).
• Access to Canvas and Patriot Mail
• Microsoft Office (Available at no charge to students at
[Link]

Also, standard plug-ins such as:

• Java
• Flash
• QuickTime
• Adobe Reader or another PDF reader such as Preview on the Mac
• Other software as noted in each module
Recommended Software:
• EPortfolio
Technical Support

• UT Tyler Information Technology Hotline 903.565.5555 x2 or

itsupport@[Link]
• 24/7 Support inside Canvas >>> Canvas Help

Course Policies
• Class participation: This course is designed as an online course and you are required
to participate! You will have online modules which include chapter readings,
participation activities, and technology projects. Each module will be available weekly.
However, you should expect to spend a minimum of six hours per module. As an online
student, log in multiple times a week to participate in the course.

• Grading Policy: All assignments are to be submitted on or prior to the due date. Late
work is not accepted without prior permission from the instructor. Be aware that
technical difficulties or lack of Internet access or access to required technologies and
software are not accepted as excuses for late work or incomplete work. Thunderstorms
are not an excuse for late work. Please proofread assignments carefully so no spelling,
grammatical, and/or punctuation errors exist. Points for spelling, grammatical, and/or
punctuation are included in the grading scheme for each assignment.

• Grades of “I” will only be given when there is a compelling reason (e.g., serious
illness). If you have questions or need help, email me at hcollier@[Link].

• Descriptions of all projects and assignments will be posted on Canvas. Criteria

mentioned in these descriptions must be followed in order to receive full credit for your
work. All assignments will be turned in through Canvas. Projects are highly encouraged
to also be uploaded to your online electronic portfolio.

• Disposition: All students in the UT Tyler Teacher Preparation Program must adhere to
the professional behaviors outlined in the UT Tyler School of Education Dispositions.
o These dispositions are listed at the following website:
[Link]

UNIVERSITY POLICIES
UT Tyler Honor Code
Every member of the UT Tyler community joins together to embrace: Honor and integrity that will not allow me to
lie, cheat, or steal, nor to accept the actions of those who do.

Students Rights and Responsibilities

To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please
follow this link: [Link]

Campus Carry
We respect the right and privacy of students 21 and over who are duly licensed to carry concealed weapons in this
class. License holders are expected to behave responsibly and keep a handgun secure and concealed. More
information is available at [Link]

Tobacco-Free University
All forms of tobacco will not be permitted on the UT Tyler main campus, branch campuses, and any property
owned by UT Tyler. This applies to all members of the University community, including students, faculty, staff,
University affiliates, contractors, and visitors. Forms of tobacco not permitted include cigarettes, cigars, pipes,
water pipes (hookah), bidis, kreteks, electronic cigarettes, smokeless tobacco, snuff, chewing tobacco, and all
other tobacco products. There are several cessation programs available to students looking to quit smoking,
including counseling, quitlines, and group support. For more information on cessation programs please visit
[Link]

Grade Replacement/Forgiveness and Census Date Policies

Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract
with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course
will be repeated. (For Fall, the Census Date is September 11.) Grade Replacement Contracts are available in the
Enrollment Services Center or at [Link] Each semester’s Census Date can be found on
the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the
Office of the Registrar.

Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to
calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only
three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy
details are printed on each Grade Replacement Contract.

The Census Date (September 11) is the deadline for many forms and enrollment actions of which students need to
be aware. These include:
Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information,
approvals for taking courses as Audit, Pass/Fail or Credit/No Credit.
Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date)
Schedule adjustments (section changes, adding a new class, dropping without a “W” grade)
Being reinstated or re-enrolled in classes after being dropped for non-payment
Completing the process for tuition exemptions or waivers through Financial Aid

State-Mandated Course Drop Policy

Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more
than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-
year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped
after the census date (See Academic Calendar for the specific date).
Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the
Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please
contact the Enrollment Services Center if you have any questions.

Disability Services
In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA
Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or
psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning
disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous
educational environment you are encouraged to contact the Student Accessibility and Resources office and
schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are
unsure if the above criteria applies to you, but have questions or concerns please contact the SAR office. For more
information or to set up an appointment please visit the SAR office located in the University Center, Room 3150 or
call 903.566.7079. You may also send an email to cstaples@[Link]

Student Absence due to Religious Observance

Students who anticipate being absent from class due to a religious observance are requested to inform the
instructor of such absences by the second class meeting of the semester.

Student Absence for University-Sponsored Events and Activities

If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the
instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date
and time when make-up assignments will be completed.

Social Security and FERPA Statement:

It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The
University has changed its computer programming so that all students have an identification number. The
electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act;
grades will not be transmitted electronically.

Emergency Exits and Evacuation:

Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions
regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the
first week of class. Do not re-enter the building unless given permission by University Police, Fire
department, or Fire Prevention Services.
Student Standards of Academic Conduct: Disciplinary proceedings may be initiated against any student
who engages in scholastic dishonesty, including, but not limited to, cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another person,
taking an examination for another person, any act designed to give unfair advantage to a student or the
attempt to commit such acts.
(i) “Cheating” includes, but is not limited to:
• copying from another student’s test paper;
• using, during a test, materials not authorized by the person giving the test;
• failure to comply with instructions given by the person administering the test;
• possession during a test of materials which are not authorized by the person giving the test, such as class
notes or specifically designed “crib notes”. The presence of textbooks constitutes a violation if they have
been specifically prohibited by the person administering the test;
• using, buying, stealing, transporting, or soliciting in whole or part the contents of an unadministered test,
test key, homework solution, or computer program;
• collaborating with or seeking aid from another student during a test or other assignment without authority;
• discussing the contents of an examination with another student who will take the examination;
• divulging the contents of an examination, for the purpose of preserving questions for use by another, when
the instructors has designated that the examination is not to be removed from the examination room or not
to be returned or to be kept by the student;
• substituting for another person, or permitting another person to substitute for oneself to take a course, a test,
or any course-related assignment;
• paying or offering money or other valuable thing to, or coercing another person to obtain an unadministered
test, test key, homework solution, or computer program or information about an unadministered test, test
key, home solution or computer program;
• falsifying research data, laboratory reports, and/or other academic work offered for credit;
• taking, keeping, misplacing, or damaging the property of The University of Texas at Tyler, or of another, if
the student knows or reasonably should know that an unfair academic advantage would be gained by such
conduct; and
• misrepresenting facts, including providing false grades or resumes, for the purpose of obtaining an
academic or financial benefit or injuring another student academically or financially.
(ii) “Plagiarism” includes, but is not limited to, the appropriation, buying, receiving as a gift, or obtaining by
any means another’s work and the submission of it as one’s own academic work offered for credit.
(iii) “Collusion” includes, but is not limited to, the unauthorized collaboration with another person in
preparing academic assignments offered for credit or collaboration with another person to commit a
violation of any section of the rules on scholastic dishonesty.
(iv) All written work that is submitted will be subject to review by SafeAssign TM, available on Blackboard.
UT Tyler Resources for Students:
• UT Tyler Writing Center (903.565.5995), writingcenter@[Link], [Link]
• UT Tyler Tutoring Center (903.565.5964), tutoring@[Link], [Link]
• The Mathematics Learning Center, RBN 4021, This is the open access computer lab for math students, with
tutors on duty to assist students who are enrolled in early-career courses.
• UT Tyler Counseling Center (903.566.7254) [Link]

COLLEGE OF EDUCATION AND PSYCHOLOGY (CEP) VISION AND MISSION

Vision: The College of Education and Psychology is nationally recognized and respected for its academic
programs and opportunities. It is a center of academic excellence, scholarly inquiry, and public service.
The College prepares leaders to meet the critical challenges of the 21 st Century through productive
contributions to local and global communities and toward individual and cultural equity.
Mission: The mission of the College of Education and Psychology is to provide a positive environment that
fosters the acquisition of knowledge and skills. The mission is individually and collectively realized
through a community of scholars that contributes to knowledge through scholarly inquiry; organizes
knowledge for application, understanding and communication; and provides leadership and service. We
affirm and promote global perspectives that value individual and cultural diversity to enhance learning,
service, and scholarship.
UT TYLER’S SCHOOL OF EDUCATION STANDARDS FOR EDUCATOR PREPARATION
PROGRAMS
Texas Education Standards: The School of Education are committed to teaching and implementing the
Texas Educator Standards at the highest level. The School of Education faculty use the Texas Education
Standards, along with the Interstate New Teacher Assessment and Support Consortium (InTASC) standards
used by educator preparation programs throughout the United States.
Texas Educator Standards
Title 19: Chapter 149, Subchapter AA
Rule: 149.1001
(a) Purpose. The standards identified in this section are performance standards to be used to inform the
training, appraisal, and professional development of teachers.
(b) Standards.
(1) Standard 1: Instructional Planning and Delivery. Teachers demonstrate their understanding of
instructional planning and delivery by providing standards-based, data-driven, differentiated
instruction that engages students, makes appropriate use of technology, and makes learning relevant
for today's learners.
(A) Teachers design clear, well organized, sequential lessons that build on students' prior knowledge.
(i) Teachers develop lessons that build coherently toward objectives based on course content, curriculum
scope and sequence, and expected student outcomes.
(ii) Teachers effectively communicate goals, expectations, and objectives to help all students reach high
levels of achievement.
 (iii) Teachers connect students' prior understanding and real-world experiences to new content and
contexts, maximizing learning opportunities.
(B) Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best
practices.
(i) Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates
students to learn.
(ii) Teachers use a range of instructional strategies, appropriate to the content area, to make subject
matter accessible to all students.
(iii) Teachers use and adapt resources, technologies, and standards-aligned instructional materials to
promote student success in meeting learning goals.
(C) Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate.
(i) Teachers differentiate instruction, aligning methods and techniques to diverse student needs,
including acceleration, remediation, and implementation of individual education plans.
(ii) Teachers plan student groupings, including pairings and individualized and small-group instruction,
to facilitate student learning.
(iii) Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key
concepts.
(D) Teachers communicate clearly and accurately and engage students in a manner that encourages
students' persistence and best efforts.
(i) Teachers ensure that the learning environment features a high degree of student engagement by
facilitating discussion and student-centered activities as well as leading direct instruction.
(ii) Teachers validate each student's comments and questions, utilizing them to advance learning for all
students.
(iii) Teachers encourage all students to overcome obstacles and remain persistent in the face of
challenges, providing them with support in achieving their goals.
(E) Teachers promote complex, higher-order thinking, leading class discussions and activities that provide
opportunities for deeper learning.
(i) Teachers set high expectations and create challenging learning experiences for students, encouraging
them to apply disciplinary and cross-disciplinary knowledge to real-world problems.
(ii) Teachers provide opportunities for students to engage in individual and collaborative critical thinking
and problem solving.
(iii) Teachers incorporate technology that allows students to interact with the curriculum in more
significant and effective ways, helping them reach mastery.
(F) Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments
as necessary.
(i) Teachers monitor and assess student progress to ensure that their lessons meet students' needs.
(ii) Teachers provide immediate feedback to students in order to reinforce their learning and ensure that
they understand key concepts.
(iii) Teachers adjust content delivery in response to student progress through the use of developmentally
appropriate strategies that maximize student engagement.
(2) Standard 2: Knowledge of Students and Student Learning. Teachers work to ensure high levels of
learning, social-emotional development, and achievement outcomes for all students, taking into
consideration each student's educational and developmental backgrounds and focusing on each
student's needs.
(A) Teachers demonstrate the belief that all students have the potential to achieve at high levels and support
all students in their pursuit of social-emotional learning and academic success.
(i) Teachers purposefully utilize learners' individual strengths as a basis for academic and social-
emotional growth.
(ii) Teachers create a community of learners in an inclusive environment that views differences in
learning and background as educational assets.
(iii) Teachers accept responsibility for the growth of all of their students, persisting in their efforts to
ensure high levels of growth on the part of each learner.
 (B) Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic,
and developmental characteristics) to engage students in learning.
(i) Teachers connect learning, content, and expectations to students' prior knowledge, life experiences,
and interests in meaningful contexts.
(ii) Teachers understand the unique qualities of students with exceptional needs, including disabilities
and giftedness, and know how to effectively address these needs through instructional strategies and
resources.
(iii) Teachers understand the role of language and culture in learning and know how to modify their
practices to support language acquisition so that language is comprehensible and instruction is fully
accessible.
(C) Teachers facilitate each student's learning by employing evidence-based practices and concepts related
to learning and social-emotional development.
(i) Teachers understand how learning occurs and how learners develop, construct meaning, and acquire
knowledge and skills.
(ii) Teachers identify readiness for learning and understand how development in one area may affect
students' performance in other areas.
(iii) Teachers apply evidence-based strategies to address individual student learning needs and
differences, adjust their instruction, and support the learning needs of each student.
(3) Standard 3--Content Knowledge and Expertise. Teachers exhibit a comprehensive understanding
of their content, discipline, and related pedagogy as demonstrated through the quality of the design
and execution of lessons and their ability to match objectives and activities to relevant state standards.
(A) Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of
inquiry, structure, and real-world applications of their grade-level and subject-area content.
(i) Teachers have expertise in how their content vertically and horizontally aligns with the grade-
level/subject-area continuum, leading to an integrated curriculum across grade levels and content areas.
(ii) Teachers identify gaps in students' knowledge of subject matter and communicate with their leaders
and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas.
(iii) Teachers keep current with developments, new content, new approaches, and changing methods of
instructional delivery within their discipline.
(B) Teachers design and execute quality lessons that are consistent with the concepts of their specific
discipline, are aligned to state standards, and demonstrate their content expertise.
(i) Teachers organize curriculum to facilitate student understanding of the subject matter.
(ii) Teachers understand, actively anticipate, and adapt instruction to address common
misunderstandings and preconceptions.
(iii) Teachers promote literacy and the academic language within the discipline and make discipline-
specific language accessible to all learners.
(C) Teachers demonstrate content-specific pedagogy that meets the needs of diverse learners, utilizing
engaging instructional materials to connect prior content knowledge to new learning.
(i) Teachers teach both the key content knowledge and the key skills of the discipline.
(ii) Teachers make appropriate and authentic connections across disciplines, subjects, and students' real-
world experiences.
(4) Standard 4--Learning Environment. Teachers interact with students in respectful ways at all
times, maintaining a physically and emotionally safe, supportive learning environment that is
characterized by efficient and effective routines, clear expectations for student behavior, and
organization that maximizes student learning.
(A) Teachers create a mutually respectful, collaborative, and safe community of learners by using
knowledge of students' development and backgrounds.
(i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment.
(ii) Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and
among students.
(iii) Teachers establish and sustain learning environments that are developmentally appropriate and
respond to students' needs, strengths, and personal experiences.
(B) Teachers organize their classrooms in a safe and accessible manner that maximizes learning.
 (i) Teachers arrange the physical environment to maximize student learning and to ensure that all
students have access to resources.
(ii) Teachers create a physical classroom set-up that is flexible and accommodates the different learning
needs of students.
(C) Teachers establish, implement, and communicate consistent routines for effective classroom
management, including clear expectations for student behavior.
(i) Teachers implement behavior management systems to maintain an environment where all students
can learn effectively.
(ii) Teachers maintain a strong culture of individual and group accountability for class expectations.
(iii) Teachers cultivate student ownership in developing classroom culture and norms.
(D) Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by
their level of motivation and on-task behavior.
(i) Teachers maintain a culture that is based on high expectations for student performance and
encourages students to be self-motivated, taking responsibility for their own learning.
(ii) Teachers maximize instructional time, including managing transitions.
(iii) Teachers manage and facilitate groupings in order to maximize student collaboration, participation,
and achievement.
(iv) Teachers communicate regularly, clearly, and appropriately with parents and families about student
progress, providing detailed and constructive feedback and partnering with families in furthering their
students' achievement goals.
(5) Standard 5--Data-Driven Practice. Teachers use formal and informal methods to assess student
growth aligned to instructional goals and course objectives and regularly review and analyze multiple
sources of data to measure student progress and adjust instructional strategies and content delivery as
needed.
(A) Teachers implement both formal and informal methods of measuring student progress.
(i) Teachers gauge student progress and ensure student mastery of content knowledge and skills by
providing assessments aligned to instructional objectives and outcomes that are accurate measures of student
learning.
(ii) Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic
differences, and/or varying levels of background knowledge.
(B) Teachers set individual and group learning goals for students by using preliminary data and
communicate these goals with students and families to ensure mutual understanding of expectations.
(i) Teachers develop learning plans and set academic as well as social-emotional learning goals for each
student in response to previous outcomes from formal and informal assessments.
(ii) Teachers involve all students in self-assessment, goal setting, and monitoring progress.
(iii) Teachers communicate with students and families regularly about the importance of collecting data
and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they
understand students' goals and progress.
(C) Teachers regularly collect, review, and analyze data to monitor student progress.
(i) Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both
individually and with colleagues, to monitor student learning.
(ii) Teachers combine results from different measures to develop a holistic picture of students' strengths
and learning needs.
(D) Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust
short- and long-term plans accordingly.
(i) Teachers design instruction, change strategies, and differentiate their teaching practices to improve
student learning based on assessment outcomes.
(ii) Teachers regularly compare their curriculum scope and sequence with student data to ensure they are
on track and make adjustments as needed.
(6) Standard 6--Professional Practices and Responsibilities. Teachers consistently hold themselves to a
high standard for individual development, pursue leadership opportunities, collaborate with other
educational professionals, communicate regularly with stakeholders, maintain professional
relationships, comply with all campus and school district policies, and conduct themselves ethically
and with integrity.
(A) Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in
continuous professional learning to gain knowledge and skills and refine professional judgment.
(i) Teachers reflect on their own strengths and professional learning needs, using this information to
develop action plans for improvement.
(ii) Teachers establish and strive to achieve professional goals to strengthen their instructional
effectiveness and better meet students' needs.
(iii) Teachers engage in relevant, targeted professional learning opportunities that align with their
professional growth goals and their students' academic and social-emotional needs.
(B) Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are
open to constructive feedback from peers and administrators.
(i) Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities
for job-embedded professional development.
(ii) Teachers actively participate in professional learning communities organized to improve instructional
practices and student learning.
(C) Teachers seek out opportunities to lead students, other educators, and community members within and
beyond their classrooms.
(i) Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues,
parents and families, and other community members.
(ii) Teachers seek to lead other adults on campus through professional learning communities, grade- or
subject-level team leadership, committee membership, or other opportunities.
(D) Teachers model ethical and respectful behavior and demonstrate integrity in all situations.
(i) Teachers adhere to the educators' code of ethics in §247.2 of this title (relating to Code of Ethics and
Standard Practices for Texas Educators), including following policies and procedures at their specific school
placement(s).
(ii) Teachers communicate consistently, clearly, and respectfully with all members of the campus
community, including students, parents and families, colleagues, administrators, and staff.
(iii) Teachers serve as advocates for their students, focusing attention on students' needs and concerns
and maintaining thorough and accurate student records.
SCHOOL OF EDUCATION PROGRAM STANDARDS
The School of Education has adopted program standards that guide the development of teacher candidates in
their understanding of the complexity of teaching. These standards are based on those developed by the
Interstate New Teacher Assessment and Support Consortium (InTASC) and shared by other accredited
universities in Texas and across the United States. The Standards are broad understandings and practices
gained throughout the program using a constructivist model in which new learnings are assimilated and
attached to prior understandings, thus, over time, building a mental structure (schema) of educational
concepts.
Standard #1: Learner Development (students in general)
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.
Texas Teacher Practice Standards: 1.2, 2.1, 2.2, 2.3, 4.1
Standard #2: Learning Differences (individual students)
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Texas Teacher Practice Standards: 1.3, 2.1, 2.2, 2.3, 4.1
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and
that encourage positive social interaction, active engagement in learning, and self motivation.
Texas Teacher Practice Standards: 1.3, 1.4, 1.6, 2.3, 4.1, 4.2, 4.3, 4.4
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
 teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful
for learners to assure mastery of the content.
Texas Teacher Practice Standards: 1.2, 1.5, 1.6, 3.1, 3.2, 3.3, 5.2
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Texas Teacher Practice Standards: 1.5, 3.2, 3.3
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learner’s decision making.
Texas Teacher Practice Standards: 1.6, 5.1, 5.2, 5.3, 5.4, 6.2
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.
Texas Teacher Practice Standards: 1.1, 1.2, 1.3, 5.1, 5.3, 5.4
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful
ways.
Texas Teacher Practice Standards: 1.4, 1.5, 1.6, 5.4
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Texas Teacher Practice Standards: 3.2, 3.3, 6.1, 6.2, 6.4
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning,
to collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession.
Texas Teacher Practice Standards: 6.3, 6.4
Standard #11:Technology
The teacher is able to create, implement, and evaluate technology to enhance teaching, student learning, and
other obligations (e.g. reports, grades, tests, etc.) required of teachers.
Texas Teacher Practice Standards: 1.5
Teacher Ethics: The School of Education is committed to producing highly ethical educators for the K-12
students of Texas. Our program interweaves the Code of Ethics and Standard Practices for Texas Educators
throughout our program.
Code of Ethics and Standard Practices for Texas Educators
Texas Administrative Code
TITLE 19 EDUCATION
PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION
CHAPTER 247 EDUCATORS' CODE OF ETHICS
RULE §247.2 Purpose and Scope; Definitions
(b) 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 knowingly misappropriate, divert, or use monies, personnel,
property, or equipment committed to his or her charge for personal gain or advantage.
(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or
pay.
 (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 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 or knowingly misrepresent his or her
employment history, criminal history, and/or disciplinary record when applying for subsequent
employment.
(L) Standard [Link] educator shall refrain from the illegal use or distribution of controlled
substances and/or abuse of prescription drugs and toxic inhalants.
(M) Standard 1.13. The educator shall not 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.
(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.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts
regarding a student.
(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