Educator Program Policies related to Teacher Certification.

Licensure and Testing

Students seeking teacher certification in Texas are required to successfully complete several licensure examinations. Your specific exam requirements will vary based on your designated degree or certification plan.

Licensure Examinations

) tests measure the content knowledge and pedagogical knowledge required of an entry-level educator in a particular field in Texas public schools.

Practice Tests

Effective study includes taking practice tests to measure readiness for examination. Our program uses as an online practice test portal. Contact the program director for directions on how to receive a discounted subscription.

Technology standards

Pursuant to Texas Education Code 21.0452(b)(5), all students who are enrolled in the educator preparation program at ϲʿ’s University must demonstrate the ability to use technology. The Department of Teaching, Learning and Culture have incorporated both the (1)for All Teachers and (2) theinto the curriculum.

While elements of technology are present in all educator preparation courses taught at ϲʿ’s University and which students must take in order to be eligible to teach in Texas, the program also requires that all students complete the course EDUC 2332 Integrating Education Technology as part of their curriculum. This course, as a second-year course, allows students to receive intensive, hands-on instruction in the various uses of technology in the classroom so that they may hone these skills as they continue through the education curriculum. Below are the Course Description, the Course Topics, the Student Learning Objectives, and the Essential Assignments used to demonstrate mastery of the course.

Course Description

This course is designed to introduce students to the educational uses of a wide range of digital technologies. The two-fold purpose is to help students develop a critical understanding of the ways in which students in K-12 settings can engage with digital technologies to enrich their learning experience, as well as support preservice teachers in developing their own fluency with digital technologies in ways that support their work as teachers. The course will focus both on theoretical understandings of digital technologies and practical uses of specific technologies within classrooms. This will be a project driven course. Finally, students will be creating a digital portfolio that they will use throughout their time in the Teacher Education Program at ϲʿ’s University.

In-class time will be workshop oriented with some time spent summarizing and updating online or out of class conversations, leaving a substantial amount of time for hands-on work in a supportive environment to experiment with and try out digital tools, platforms, and spaces for collaboration, composition and participation

Course Topics

This course examines computing technology, components and applications and the impact of computing in the classroom. Laboratory experiences consist of application software, which may include word processing, spreadsheets, databases, desktop publishing, telecommunications including Internet usage, videotaping and editing, web page design, Web Quest creation, and e-portfolio creation. This course satisfies the university’s Computational Skills requirement; therefore, students must earn a grade of C or higher.

Student Learning Outcomes

Students will be able to:

  • Define (educational) technology
  • Critically analyze the dimensions of a multimodal digital product (i.e. one that includes audio, text and video components)
  • Make and share a multimodal product
  • Reflect on their own relationships to technology and identify areas for growth and development
  • Construct a professional website
  • Engage in a personal inquiry that connects discipline specific content, educational technology, and classroom practice.

Essential Assignments(Note: These are only a sample; individual faculty have latitude to alter as needs of the specific classes and students dictate.)

  • Defining Educational Technology and Digital Literacy
  • Creating Webtext
  • Analyzing Web Pages
  • Creating a Website
  • Crafting a Blog
  • Identifying Resources Online
  • Presenting a Multimodal Video Project
  • Incorporating Technology into Instruction
  • Being a Digitally Responsible Citizen
  • Establishing a Professional Identity Online

Background Check Requirement / Preliminary Criminal History Evaluation

Pursuant to 19 TAC §227.1(b)(1) , candidates must undergo a criminal history background check prior to employment as an educator. If you were convicted of an offense that is not considered appropriate for an educator, you could be ineligible to earn certification in Texas (19 TAC §227.1(d)(1)).

Pursuant to 19 TAC §227.1(b)(2) , candidates must undergo a criminal history background check prior to clinical teaching. If you were convicted of an offense that is not considered appropriate for an educator, you could be ineligible to earn certification in Texas.

The Texas Education Agency provides candidates with an opportunity to conduct a preliminary Criminal History Evaluation. This evaluation is a non-mandatory, non-binding evaluation of an individual’s self-reported criminal history. In addition, the agency obtains your name-based Texas criminal history information. The service is provided to the requestor for a non-refundable fee. The requestor will receive an evaluation letter by email from agency staff advising of potential ineligibility for educator certification. Learn more about the. (19 TAC§227.1(d)(3)).

Credit for Military Experience

In accordance with 19 TAC §228.35(a)(5)(A), military service members or military veterans may be given credit for certain verified military service, training, or education toward the training, education, work experience or related requirements (other than certification examinations) for educator certification requirements, provided that the military service, train, or education is directly related to the certificate being sought.

Veterans Affairs at ϲʿ's University

(fromthe 2021-2022undergraduate bulletin (p.20-21))

We honor ϲʿ’s University’s military history and its essential relationship with the United States Armed Forces by committing to serve and advocate for the needs of our diverse military population on the hilltop. The Office of Veterans Affairs serves as the liaison between military-connected students, schools, departments of the university, agencies of the State, U.S. government, and private organizations. The Student Financial Services Office, Main Building, Room 204, incorporates the Office of Veterans Affairs. For resources to help support the transition from service to student, contact the Office of Veterans Affairs military and veterans affairs coordinator at 512-492-3193 or visit the Student Financial Services Office in Main Building, Room 204. Additional information is available at

GI BillVeterans Education Benefit Administration

The ϲʿ’s University Office of Veterans Affairs submits and manages benefit certifications to the Department of Veterans Affairs on behalf of the ϲʿ’s GI Billbeneficiary student. ϲʿ’s University is approved by the Texas Veterans Commission to provide educational benefits to eligible veterans and their family members under applicable public laws relating to veterans’ training, Chapters 30, 31, 33 (Post 9/11 GI Bill®), 35, and 1606. Eligible veterans, spouses, or dependent children are advised to contact the Office of Veterans Affairs for information and assistance in completing required forms for submission to the Veterans Administration. Veterans and family members enrolled under the current public law provisions are subject to the same conditions concerning Satisfactory Academic Progress (see “Requirements for Satisfactory Academic Standing” on page 35) as those applicable to all other students.

Each semester ϲʿ’s University is required to report to the Department of Veterans Affairs regional office students who fail to meet Satisfactory Academic Progress.In accordance with Title 38 section 3679(e); any GI Bill covered individual, that is any student using Ch. 31 or Ch. 33 benefits, once providing ϲʿ’s University a VA issued certificate of eligibility for entitlement to educational assistance under Ch. 31 or 33, and once the ϲʿ’s University Office of Veterans Affairs submits the semester specific GI Bill certification, will be afforded a 90 day grace period from any penalty; including late fees, registration holds, or denial of access to facilities while we wait for the semester’s funding to be delivered from the VA .

This protected period ends when:

1. The date on which the semester’s full VA tuition payment expected is made to ϲʿ’s University.

2. 90 days after the date ϲʿ’s University certified tuition and fees following the receipt of the student’s certificate of eligibility

Complaints Process

In accordance with9 TAC §228.70(b)(2),COMPLAINTS REGARDING EDUCATOR PREPARATION PROGRAMS. (a) The board shall propose rules necessary to establish a process for a candidate for teacher certification to direct a complaint against an educator preparation program to the agency.

Our academic community strives for excellence by encouraging an atmosphere of collaboration, collegiality, and integrity. ϲʿ's University is committed to treating all members of the campus community fairly and respectfully in an environment that encourages resolution of most concerns through discussion that leads to mutual understanding. When this approach does not solve the problem or issue, the student may lodge a more formal complaint. The steps to complete and the entire student complaint policy for the University is posted here.

Complaints against the educator program to the Texas Education Agency can be initiated through the process All complaints filed with the TEA must be in writing. The general complaint form may be and then either emailed, mailed or faxed to the address below.

Complaints Management
1701 N. Congress Ave.
Austin, TX 78701-1494
Tel (512) 463-3544
Fax (512) 475-3665

Supply and Demand of Texas Teachers

Per 19 TAC §227.1(c)(2),the Texas Education Agency requires Educator Preparation Programs to notify their candidates that teaching positions are more difficult to secure in districts along the I-35 corridor in Texas due to the number of teacher preparation programs providing candidates within those educational markets. SEU lies within the I-35 corridor but has experienced a consistently high rate of employment for certified candidates. More information about the supply, demand and career trends for Secondary teachers can be found at the T.

Teacher Reciprocity

Our teacher preparation program is approved by the Texas Educational Agency as an "EPP" orEducator Preparation Provider. Teachers who intend to teach in standard EC-12 settingsand who complete all requirements forgraduation, pass appropriate TExES exams and other requirements for official teacher certification, and apply and are granted State of Texas Teaching Certification, may beeligible to teach in other states across the US. Please followto learn more about States that have an agreement of reciprocity with Texas teachers.

EPP Performance and Program Accountability

Per 19 TAC §227.1(c)(3)(B),The ϲʿ's University Educator Preparation Program is designed to foster the intellectual and professional development of future teachers. Through the guided application of content knowledge, effective pedagogical models, varied field experiences, hands on learning opportunities, and reflective practice, pre-service teacher candidates develop their instructional expertise and acquire professional skills.

The pass rates as reported in the ASEP Report for the last five academic years:

PPR Certification Exam Pass Rate for SEU candidates

  • 2015-2016 - 98%
  • 2016-2017 - 100%
  • 2017-2018 - 100%
  • 2018-2019 - 100%
  • 2019-2020 - 100%

More information about the ϲʿ's University Educator Preparation Program may be found on the TEA