001want to welcome everyone to the prep residency webinar. Um today we'll be discussing the prep residency pre-ervice program um as a component of the prep aotment. Before I get started today, my name is Melissa Yoder. I am the division director of educator um of quality preparation and Dr. Cherylyn Moody is our director of apprenticeship. Um, tea teacher residency atte.t texas.gov is our standing email address if should you have additional questions um during uh during the application period etc. Um regarding the residency program allowment um for the sake of today um we will be monitoring the chat for questions um and providing support there. Please submit um any questions to the FAQ and or the excuse me the Q&A icon on the chat uh features and we'll be uh gathering those responses and providing um a
002formal response at a near-term date. Um today's agenda is as follows. We're going to begin with an overview of the lassel cycle 4 application process and timeline and then we're going to spend the majority of the time talking about the prep residency pre-ervice program and then we'll wrap with a few next steps um for for you today. Um again submit those questions during the webinar using the the Zoom Q&A feature. Um, and then as a note, the webinar slides and recordings will be posted on the lasso for cycle website after all webinars are completed, and you may email lasso@ tea.ex.gov with any follow-up questions. All right, so I'll begin with a brief overview of Lasso cycle 4. Um just as a quick overview here um the learning acceleration support opportunities lasso um is a single
003consolidated application that combines grants and now a lotments um and in kind supports centered around key strategies that accelerate um academic learning gains. Um, lasso cycle 4, as you can see here, will offer 15 opportunities focused on curriculum and instruction, educator training and more, and innovative school models. Um, it's it funds an estimated $500 million in services and supports. Um, all in one application to access that funding. So, we are very excited to include this prep aotment application within the context of lasso. um hopefully supporting and facilitating ease of use for for our districts. Um lasso cycle 4 is anchored in four learning acceleration strategies that you can see here. Um we're also focused on the talent pipeline and how how to support our teachers. Just wanted to step back for a second here. If
004you attended our prep overview session for the entire aotment, I know my colleague Allison Freedellander spoke to the fact that today's presentation is pertaining to the lasso prep a lasso prep program aotment component to the residency program and all school systems are selected for funding that meet eligibility criteria and commit to the statutoily based requirements that we'll review today. This is not a grant. Grants are select school systems are selected for grants for funding based on a set of priority points. This is an entitlement. If the school system meets eligibility requirements and commits to those statutoily based requirements, um they will be approved and selected for this aotment. Um it's very small print here, but um this is just an overview snapshot of the lasso4 portfolio. You can see here underneath the education and training
005component um we have the prep program aotment listed and it is an annual aotment. Um and then we also have the Texas strategic staffing for residencies grant which we'll speak to a little bit today which is a supporting grant um that supports um that will that may support um aotment applicants. Again, all eligible districts may receive the aotment um if when they apply. Great. And with that overview, we are going to step into the prep residency pre-ervice deep dive. The first piece here, um, I'm going to just provide a very very brief background about, um, some data and and some rationale for the prep residency pre-ervice program. Um, so as you know, different preparation routes lead to different outcomes for teachers and students. This data here shows and demonstrates that higher quality preparation routes improve
006teacher retention rates over time. Um so you can see here that candidates prepared in a traditional undergraduate route have a higher likelihood of still being in the Texas workforce um five years out versus other routes. You see here we also know that quality the quality and also pertaining to the qual the importance in the quality of preparation and that the route of preparation does matter. Um when it comes to residencies in particular a recent study of paid teacher residencies in Texas shows that teacher residencies have had a positive impact on both student achievement and teacher retention. Um so you can see here that first year teachers who were paid um who were paid as residents during their clinical experience were as effective in their first year as fifth grade as a fifth year I would
007say fifth grade as a fifth year teacher in reading. Um and then we also saw similar um strong outcomes when it came to retention of firstear teachers who served in those uh p paid clinical residencies. Um and if outcomes were to continue in that fashion, there would be approximately 3,600 fewer first first year teachers leaving the profession um between 2223 and 23 24. Um and then you can see in this um bar chart on the left that the first year teachers who completed that paid residency um also performed comparatively to other first year teachers in math but were much more effective in reading per that first note. Um so residencies are already showing um though newer in our state um that progress and that traction towards student outcomes and retention. So with that, we know
008that higher quality path pathways matter and and it matters for student outcomes and retention. But the current state indicates that most teacher candidates entering the classroom as new teachers who are new to teaching um are entering without any significant training before they begin teaching. Last year our percent of new teachers hired who were new to teaching was um indicated that 55% were uncertified meaning the majority of te of new teacher hires were uncertified and again these are teachers who are new to the teaching profession. Um during this time period we also learned that student achievement results statewide had stagnated despite other significant positive reforms and interventions and supports. So again it reinforced the importance of quality preparation. Um, if you joined us for our prep overview webinar, I know my colleague Allison Freelander spoke to
009the work of our teacher vac the government governor's established teacher vacancy task force um that um was put together in 2022 um and led by one of our colleagues, Kyla Hario. Um and in that um in that teacher vacancy task force um the task force recommended three core areas um with sets of strategies and that included a specific focus on improving the pipeline and pres-ervice preparation to address our current teacher retention challenges. Um so you can see here highlighted on the screen this fourth indicator around improving the pipeline and pre-ervice preparation for teachers being one of those core supports. Um so as a result HB2 establishes not only the prep aotment with this pres-ervice residency program but it formally codifies a teacher residency route and currently our state board for educator certification has a teacher
010residency route um but now it is statutoily um established. So that is a huge huge deal. Um and this and this legislation also provides funding to sustain and scale those teacher um those teacher residencies. So huge celebration here. So you can see here um this um letter B that highlights the establishment and the funding of a teacher residency pathway and the expansion of educator preparation program capacity to produce teacher residents through technical assistance was one of those recommendations. So um we're pleased to announce that through the work of the ESP previously and through this stat this um new statute um this this objective is well underway. And with that I'm going to take us into the prep residency pre-ervice program. Um just for background context here, we know the prep program aotment includes five programs
011aimed to strengthen aimed at strengthening the teacher talent pipeline. And in doing so, the goal of this aotment is to support districts to address recruitment, preparation, and that ongoing mentorship and support of aspiring teachers, teacher candidates, and novice teachers. Um, as one big coherent strategy versus perhaps trying to address these components with limited resources as separate things. Um so today's discussion of course will center on the prep pres-ervice residency program but wanted to to reframe everything and and make it very clear that there are five programs and these programs are meant to work together. Today when we look at the prep residency program um one thing I wanted to just reestablish is the importance of quality preparation and that it is linked to those stronger outcomes for students and teachers. This is the whole goal
012of establishing these pre-ervice programs. Um, we know that teacher preparation has some key practices including classroom practice, content knowledge development in our teacher candidates and then the mentoring and coaching that occurs of course within their preparation but also one to two years out. So the prep partnership programs as a whole enable these components in in terms of the teachers preparation. Um and and moving into our discussion today, we'll be taking a look at some of those program requirements for the prep residency program that highlight these um these key factors that you see here on the screen. Before we dive into the prep residency program, I also wanted to just note briefly that in order to implement the prep aotment, the state board for educator certification will establish new route requirements for the three prepf funded
013routes that support those three prepf funded programs for residency, traditional, and the pres-ervice alternative certification. um educator preparation programs must be approved for those routes to serve as partners to districts um in those partnership programs. Other non-funded routes of course will still remain as you can see here in this visual. But again, there will be three educator preparation routes for residency, traditional um and pre-ervice alternative certification that will be funded and the ESPC will go through the process to develop those route requirements um for for the implementation of those routes and for educator preparation programs to be approval approved for that participation. Um, as noted on a previous webinar, due to rulemaking and approval timelines, the prep pre-ervice programs will phase in over two years. But, um, statutory, the good news is statutory provisions exist
014to implement the residency program in 2026 2027. So you can see here um that tech 21.904E allows for a residency partnership program to begin prior to implementation of the the additional requirements um including content training requirements which we'll take a look at in a second um which allows for that earlier launch. So really glad that that that does exist allowing us to get this off the ground um ahead of um the further rule making that must take place to establish those routes. And then you can see here that in 2728 um the other programs will launch once those rules and approvals have taken place. All righty. And with that, we're going to dive into the prep residency program partnership, which again will begin funding participating programs in 2026 2027. Um, just stepping back big picture
015first, I wanted to highlight the requirements of the program that are focused on supporting um teacher teacher candidates to receive a high quality year-long teacher residency experience. um those are are centralized in these three big buckets and then result in success-based funding. Um so for the residency pres-ervice program, the teacher resident must be prepared in a practice-based prepar in a practice-based preparation setting within a year-long residency program. We're going to click into some of those components in just a second, but high level um that resident will be supervised under an effective cooperating teacher for an entire school year um prior to becoming the teacher of record. For sake of naming conventions today, um statute names it is a cooperating teacher but um we will reference this cooperating teacher as the host teacher that is currently
016named in the residency route as um the the teacher residency route that is approved by currently approved by the ESPC. So rest assured your host teachers are still um your um the appropriate cooperating teacher for your teacher residence. Um the second component here is the requirement for candidates to be prepared through um by their educator preparation program with state developed content including the statutoily required reading and mathmies for specific certification areas um as well as other designated content um as determined by the commissioner of education. Um, we'll be providing more information about these requirements in communications to come. And remember th this is not a requirement for the 2627 school year. The only requirement there pertaining is that that the partnership um is exists between a district and an educator preparation program who has already
017been approved to offer the ESPEC teacher residency route. So we will go deeper into that as well. Um the third piece here is the requirement in within the program for the district and the educator preparation program or programs to establish a formal partnership with a written agreement. um the school system and the EP will be responsible for establishing this agreement, ensuring that they agree to all requirements of the program um and that they understand and commit to the requirements um outlined in the commissioner of education rule that will be to come. Um and truly the establishment of this um formal partnership ensures that the candidates's preparation that is taking place supports the candidate to meet the local needs of the school system um aligning to that school system's vision for instruction etc. Um and the
018final component here which we're going to talk about at length so I won't be labor at this time um is the success in need-based funding. um pertaining to the residency pre-ervice program. Um we're going to walk through um how money will flow directly to the educator preparation program and directly to the district um in just a few moments. So I will hold off on providing additional detail but um there will be funds that are um allocated at the onset of the the candidate um beginning in the program and funds that will be allocated when the candidate reaches certain milestones along um their preparation journey and employment journey. So we will dig deeply into those requirements momentarily. Um, going back up though to that first area around the practice-based preparation in a year-long residency. Few things
019that are really important. I'm going to walk through each of these. Um and these pieces for for those of you on the call today who are already implementing um your residency programs will look very very familiar as these are um coming directly from those requirements that that are currently in the SPEX residency um teacher residency route requirements. Um so the first piece here is that um the candidate must be placed in an in-person prek12 setting in a classroom under the supervision of that cooperating post teacher um who meets the qualifications described in our state board for educator certification requirements in chapter 228 um and is trained to mentor and support the resident. There are requirements already in place for training and qualifications um of the host teacher in the um in the uh ESPC approved
020route. The the next set of um pieces here pertain to the span and length of the residency preparation experience. Um the residency experience must span the full academic year and that does include the first and last instructional day. Um and it will total 750 hours when it comes to that clinical experience with a minimum of 21 hours per week which still provides for some flexibility if that candidate is supporting the district in other manner or that campus in other manners um through a strategic staffing model. So this again these requirements do not differ in any way from what is currently in the appro the ESPC approved teacher residency route. Um the resident is also required to be hired as an at will employee in the school system. So school systems will have um you know
021a lot of some latitude in you know how the pay how how those candidates are paid and struct and the pay is structured but um they should be hired as an at will employee in the school system. Um there is now a um code within our our set of ps identifiers to identify a teacher resident as well. Um residency candidates must also engage in co-eing and lead instruction for a minimum of 400 hours within that 750 hours that is totally required. Um during this time within that co-eing model um the district and the the um EP partner will make sure that that candidate has that gradual release of responsibility within the co-eing model. um scaling up their skills so that they can be positioned to engage in that lead instruction. Um and that is our
022last piece here on the slide. And the final piece I will note that is part of the evaluation of the candidates's readiness. Um the educator preparation program um that has been approved to offer the route has been approved because they have submitted evidence that the ca their candidates um engage in structured performance benchmarks um showing um that the candidate can demonstrate um efficacy towards those certain competencies along during the progression of their um their preparation. So, there's a set of performance gates the candidate must complete um as they progress through their preparation. And again, if a program has been approved, they have already submitted evidence of those structures. Um and um it's just a matter at that point of making sure that the candidate um actually attains those milestones. Um, just just as an FYI
023to folks on this call today, um, we have a we have a QR code here on the right, but this is the link to our Texas teacher residencies website, and you may grab that QR code to see the list of ESPC approved um, EPS in our state. Great. Um, I'm going to move into that like second bullet from that or the third bullet from that large ma that overarching master list of the requirements for the prep partnership program. Um, and this this is pertaining to um just the overall requirements um for engaging in the prep partnership program. So, in order to engage in the partnership program, there must be an eligible school system and an EBP with an ASPEC approved Texas teacher residency preparation route. So, those are the two big things there. Um for
024that residency pres-ervice partnership um they will have to have an established written agreement between the partners um that really clarifies individual roles um practices for shared governance where the partnership will review candidate data um and and make sure that the program meets the needs of those candidates. Um and then this leads to mutual accountability across the district and the EVP for the development of those candidates. Um again these practices should be captured in the written agreement and I will note this again in a latter section but we will be providing example written agreements as well as some templates that you may use um shortly um as you are as you are building um these formalized agreements to support your implementation of the prep uh residency pre-ervice partnership program. Um, the other piece here, uh, as
025I just kind of walked through some of those, uh, preparation, teacher preparation requirements, um, that candidates must meet all requirements already in TAC, Texas, um, administrative code, um, for teacher residency preparation for the route that currently exists. Um and they must meet all future requirements um for the prep aotment that are forthcoming through commissioner of education um rulemaking processes. Um and then we will talk about this shortly. Um but there will be a a future requirement for cooperating host teachers to complete the Texas mentorship training and I'll provide more details on that in in an upcoming sess section of this presentation. All right, now for the fun part, getting into that success and needs-based funding. So, I'm going to take take us on a journey through how the funding will flow um throughout the aotment
026and throughout the candidates's progression through key key uh milestones to attain that success and needs-based funding. All righty. And so taking a look at the funding snapshot, um if you all joined me for the prep pre uh pre-ervice um overall overview session, we had everything compressed to one slide and it was it was a lot to take in. So we're going to go a little bit slower this time and walk through all of the components. Um so here's our funding snapshot for the prep residency pres-ervice partnership. Um, ultimately candidates can generate each each resident may generate between 24,000 to $39.5,000. Um, annually a district may have up to may apply for up to 40 G residents to generate somewhere between that that set of values. And so we're going to walk through the first funding
027stream, which is the initial funding stream. And this is in the amount of $12,000. And it will flow through foundation through the through the foundational schools program directly to the school system based on annual projections. We'll be able to provide more information about how those um projections are generated um and how you're how you're going to apply for those projections shortly. Um but each candidate will generate that $12,000 um in that initial funding. And so within that set of initial funding, 10,000 of those funds are required to to be used to support the resident's minimum pay. So 10,000 will come from the aotment. The district will also be responsible for at least a $10,000 match to that that $10,000 um to achieve that $20,000 minimum um pay salary for the resident. Um the district may
028source that from local funds or in latter years once generated um from the success-based funding. The remaining $2,000 are required to be used for the the pay um the stipen for the cooperating host teacher. And so the resident enters their residency program, they complete all requirements and they achieve their enhanced standard certificate. At this point, the district would be eligible to receive for that candidate up to $16,000. Again, this funding will flow from the foundational school program fund directly to the district when they complete that residency and earn that enhanced standard certificate. This funding is discretionary and should be spent but should be spent on the program implementation. This still however provides for districts to make decisions about how do I spend these funds? I might use I might put them towards um candidate tuition
029support. I might use them to fund a staff member who is overseeing and managing my talent pipeline strategy, for example. Those are two examples of how the funds could be used. I could use those discretionary funds to support my match for candidates. Again, there's a lot of opportunity here so long as it is supporting program implementation. Um, within those funds, we're going to take a look at how those might break down. Um so within that success-based funding for those candidates that have completed those requirements um the candidate is each candidate who completes the their enha their requirement of completing the residency and attaining their enhanced standard certification will generate $2,000 minimally. Um if they generate more it will depend on a couple factors. one um if if the campus where that candidate is placed um
030has a high needs rural or rural factor, they can generate $3,000 times that factor. We'll be able to provide more information about how how those factors are how those numbers are generated and provide for districts, what those unique um high needs role factors are for each campus where the resident may be placed. But for sake of clarity here, it is um it is a value from 0 to four um by which we'll be able to multiply that $3,000 sum. And then if the candidate is also getting certified in special education or bilingual, they can acrewue an additional $2,000. So that's that is a summary of the district funding. An additional set of funding will flow through FSP to um through to the educator preparation program um with a $10,000 base. So for each candidate who
031completes their enhanced standards certificate requirements and completes their first year of teaching in a Texas school system, they will generate at least $10,000, they will flow directly to the educator preparation program. If the candidate has also been required to complete and has completed the reading and mathmies, that candidate will generate an additional $1.5,000. So up to 11.5 uh,000 um funding uh flowing to the educator preparation program again has some discretionary use but it should be used for things such as offsetting tuition fees for the candidates, certification exam fees for example, etc. and administrative costs for the program like particularly as they're considering how will I how will I um ensure that I have a high quality program I may need to scale up supports um for my candidates um as I'm as I'm developing a
032strong model that will support strong preparation um one statutory requirement I think I should call out here as well is that the IG must allocate allocate at least 85% of the funds to the to the educator preparation program. So, that's a lot of information. So, thought it would be helpful for us take a look through a couple funding examples. Um, I'm going to monitor the time here and if it's a little bit if we're running a little behind, I may speed us through the second one. But in the first example, um we have five residents who are placed at an elementary campus and one of those residents for example is prepare is preparing to become certified in um special education. Um the campus has been designated with a two for their high needs rural factor.
033Um and in this scenario, all of the residents complete the residency, they obtain their enhanced standard certificate and they complete their first year of teaching. So the successbased funding is going to flow to the district and subsequently to the EBP. Um so here you can see laid out the calculations for the initial funding, the success-based funding for the LEA and the success based funding for the EP. The initial funding is pretty simple with that sum of 12,000 per resident. Um, when we look at the successbased funding, we see that every single candidate generates that $2,000. And because they're all placed on that same campus with that factor of two for the rural high needs, they're all generating the same amount for that high needs rural factor. And then we have that one special education candidate
034um who is generating that additional $2,000 totaling $42,000 um for success based funding. Um and then finally um you can see here for the EP again each of those candidates having completed all of those milestones for success based funding generate the $10,000 base. And then um the all of those candidates also completed the reading and mathmies. So we can see here that the total is 159,500 generated by those just those five candidates. Um the funding example B is a little more complex um with only eight out of 10 residents out of the 10 total successfully completing the residency and in earning that enhanced standard certificate um and eight of those folks complete successfully completed their first year of teaching. I'll give you all a second to take a look at the math for um this
035particular example as well. taking a look at that initial funding, that success-based funding for the LEA and the success based funding for the EP and they were placed at a at a high school campus and did not generate that reading and mathmies set of funding. All righty. These examples of course will be shared in the deck um to lean back on um as you're as you're thinking and planning through the process. Um so we talked about what will be generated for the 40 um residents that each district um who is eligible for the aotment may apply to fund. Um there is a provision in statute that also enables a school system to qualify for an additional 40 residents at the traditional candidate funding level. So here you can see marked in yellow um we have
036these additional 40 candidates um per year that would be funded at the traditional level. So, if I'm a district and I want to fund 80 residents, I'll fund 40 at the previous rate we we walked through and then I will fund an additional 40. I could fund an additional 40 at a lesser rate. The thing to keep in mind here is that the initial funding would be $4,000 with $3,000 attributing to the candidate and 1,000 attributing to that cooperating teacher. However, the minimum salary requirements for those individuals would not change. So, the school system would be responsible for additional sourcing additional match funding, which again could come from a previous year's success-based funding. Um the other thing to note here as well is the success-based funding that would be generated for those residents um to
037the school system and to the EBP would be less than um the um funds generated um by the c the first 40 candidates that were being funded at the rate of the residency rate of um aotment funding generation. Um, and so here to summarize, you can see the example has 40 fully funded residents, 40 funded at the traditional rate with 80 total that could be funded. Um, one thing to note, and we'll be providing further guidance as folks are identifying candidates um in the spring for um for for funding um that the partnership would have to determine which residents would qualify for the prep traditional rate versus the um the fully funded rate. All righty. So, that is the funding snapshot. Um really important though um to take the time to walk through that. Um
038we're going to step into eligibility for the allotment. Um the prep program aotment again is a non-competitive entitlement and that means that all applicants who meet the eligibility criteria and commit to the program requirements will be funded. All who apply through the prep aotment um application process. So in the review of applications the the review team will be looking for these components meeting the eligibility requirement and committing to the requirements um that um for the program. Um when it comes to school system eligibility, um all districts and charters as defined on this slide here are eligible to apply for each of the prep programs. Again, these are some broader um um pieces of information I know we have shared in the previous um aotment overview. Um but for the purpose of this program you can
039see here that a charter school is defined as followed as follows on this slide. So for charter applicants um these are the criteria to be able to apply when it comes to Senate Bill 1882 operating partners. Um, a couple of key components I would review one more time. Um, here are as follows. When it comes to funding, um, 1882 operating partners, um, are still sub subjected to the statutoily based funding caps described in each of the prep programs guidelines. So, what we just walked through with the residency funding caps would apply to um, an 1882 operating partner. Um when it comes to applications um the operating partner will receive unique links to their application. So we have a separate system with application system link um to um and or will could request um the application
040link through the form linked in this deck. So you'll have access to this deck to make that request as well. And then when it comes to written agreements, um um since the FSP funding will flow as it is structured to the partner district, um the operating partner must have a written agreement with the partner district that they are working within um to document how the allotment funds will generate um through the partner generated through the partnership will be spent. So you'll you would need to as an operating partner need to work with the district to whom uh the funds would flow. And then the final thing I would note here for adult charter schools um adult charter schools are ineligible to participate in the prep pres-ervice residency program um and prep grow your own programs.
041So this is because um statute a statutory um requirement in tech 21.902 requires that the pre-ervice programs place teacher candidates in pre kindergarten through grade 12 classrooms. So just wanted to flag that here on this webinar that um those um charters those adult charters will not be eligible for participation. We're going to walk through now the asurances. Um so all right. So for the residency program um applicants must review relevant sections of the education code alone below aligned to their programs of interest. So, we've listed here um the key components in Texas education code which includes the definitions for prep um the overarching prep pres-ervice overview section and the prep residency program um section as well as the standards and performance goals um and then 48.157 is the description of prep program aotment funding. Um,
042as a note here, um, currently commissioner of education role is under development, um, and will be posted for public comment shortly. Um, and, um, it will be effective prior to the 2627 school year. Um we'll share more specific dates related to rulemaking in the coming months but um adherence to those um rules will be noted in partnership agreements um upon accepting um the allotment as well. Um you can see here here are another set of assurances um that all of these components are also in the program guidelines and application materials. Um but the district school system and EP representatives um must appoint a a school system and EP representative to engage in all required prep aotment and prep pre-ervice residency communications. So there has to be a point person. Um they will also ensure that
043the host teacher completes the Texas mentorship residency training as the agency adopted mentorship training. And we have a caveat here um that districts will be able to train those individuals um are encouraged they're highly encouraged to train those individuals ahead of the 2627 school year but um will be required to do so ahead of the 2728 school year. So I will talk about that in just a moment in further detail. Um, and the final piece here is having a written agreement with an educator preparation program for the prep residency pre-ervice program implementation um, by the 2627 school year. These are all pieces we'll take another look at in just a moment. Um, I'm going to run through this rather briefly to make sure that we finish on time today. um to calculate the allotment and
044monitor the prep program implementation. Um TEA is going to require that programs submit a set of of data essentially um to make sure that we can provide the appropriate funding and make sure that programs are meeting minimum requirements. Um those components are as follows. um uh part uh the district will be required to submit um identification information of prep program partnership participants. So the residents um in ECOS they'll also have to submit campus placements for those residents in ECOS. Recall back to the section around the funding um considerations um to determine those uh rural and high needs factors. we will need to know the campus placement for those individuals. Um they'll also have to report spending for the prep aotment and we'll be we'll be providing more information around spending reporting shortly. Um and then
045ensure that the program participants including those residents um complete um any annual program perception surveys administered by TEA. Again, these last two areas we'll be providing more information on as well as the process by which you will identify those participants as well as those um as well as indicating those campus um placements. Um when it comes to that written partnership agreement, I think I've talked through most of these components. Um but you um part the the district will be required to submit those agreements to the TEA um by the dates requested. So we'll be requesting those submissions in the spring. Um we'll also provide guidance and examples as I previously noted. Um but the written partnership agreement must articulate the following things. Um they must describe how the partnership will implement all requirements in statute.
046um as well as the proposed um program requirements um that will be in the forthcoming commissioner of education rules. So given the rule making timelines um we are not asking for submission of these written part partnership agreements right now and we'll be asking for those in the spring. Um and again support is well underway. Um here you can see um a set of time commitment um suggestions related to the implementation of this program. Um I think the main thing here is there must be campus supervision and administrative support um to work with the educator preparation program in those um in in those governance sessions and making sure that there um is clear assignment of those candidates um to a cooperating teacher. And then um additionally for the host teacher um there is the of course
047the responsibility of co-eing in that year-long residency experience that also includes uh feedback cycles and support for that teacher candidate. Um when it comes to the application again it is an entitlement and all applicants who meet the requirements and agree to the asurances will be funded as described in the formula funding in tech 48.157. And now I'm going to briefly take us into before we close out opportunities for related training and support. Um so you can see here there are two key trainings and supports um that that um we're going to speak to that support to implement the prep residency free service program. The first component um we're going to take a look at is the Texas strategic staffing training. Um this training um has been led by our education service centers for the past
048oh gosh four years now. Um and it has supported partnerships to design and implement a paid teacher residency program um that is able to be sustainably funded through reallocating district resources. And upon reallocation, those teacher residents take on additional instructional responsibilities while completing a teacher residency program. For example, um as a district, I may say that on one day a week, my teacher resident is going to um support as a substitute teacher. Um three days a week, they are engaging in that sheltered co-eing practice um with their mentor teacher. And when I do this, I'm able to reallocate that funding from the substitute teacher funds um to support a stipen for that teacher candidate. I'm also probably thinking about other ways to reinvest funds from other buckets of money um that that can support that
049pay as well. Um the Texas mentorship training is a high quality training that's that seeks to ensure that every beginning teacher receives the guidance and support needed to thrive, lead and increase um their overall teacher that would lead to increased teacher effectiveness, retention and impact on student success. So pairing these two supports together, support for enabling funding for those teacher residents and then support um for their providing a strong training that can be applied to the candidate to um support for that that um teacher candidates mentor um I mean sorry host teacher while they're being prepared but also to the candidate them um to the candidates's mentor in the first and second once they leave the um once they have left their program and they're beginning as a teacher is really important. One thing to
050note here, um a statutory requirement for the teacher for all teacher residents who remain in their um in their district um where they where they're prepared is that they will receive training from a mentor prepared in the Texas mentorship training um in the first and second year outside of their um once they become a teacher in a classroom. So, um these supports and systems um are here to help and support those um new teachers. We're going to take a peek briefly at the Texas Strategic Staffing Support Grant um that can support the implementation scale of the PREP residency pre-ervice uh program. So, as noted previously, our lasso uh prep program aotment is an entitlement and all eligible applicants that meet the criteria um and commit to those requirements will be funded within the lasso grants.
051We have a Texas strategic staffing grant um and we aim to um award 50 applicants to receive these supports. And the idea here is that this um strategic staffing service and I just highlighted an example of how that might look and work on a campus to support reallocation and reinvestment of funds to support that paid um that paid teacher residency stipend um can be used in a a few manners. Um one to support districts who are seeking to scale beyond um the 40 residents. So, I'm looking to scale further supports for my pool of teacher residents. How am I going to pay them? Um, and it can also just support even if I have a small number of residents I'm trying to support and um support with reallocated funds for um help me to think
052about how do I provide that match? How can I structure that match funding for my teacher candidates? So, we'll take a look at a look at a couple examples here, which I think is helpful. Um, here's a scenario where a school system hits that cap of 40 residents and they have five additional residents they want to pay um and they're going to use that uh that additional piece of statute where they um can generate funds from the um that that match the the level of the funding for the traditional candidate. So, they've got a lot of work to do to make up for some additional match funding for that $20,000 salary for the candidate. Um, so in this scenario, the strategic staffing support could help the district to think through one like what are my
053additional supports to match to create the match to fund the match for all of these candidates, but I'm really going to have to focus on um sourcing funds to for the match for those five additional candidates. Um, in our second example, um, this is an example with 14 teacher residents, and this district is simply looking to reallocate funds to meet that $20,000 threshold minimum uh, pay requirement um, for those candidates. So, um, one thing that could be considered here, um, is this different sources of funds that could be used to reallocate and reinvest, um, to support that $20,000 um, uh, yearly salary. All right, y'all. I have three minutes, so I'm going to move us along. Um the Texas mentorship training is the second support service I mentioned at the top of the training today.
054Um it as you can see here it's required for the prep pres-ervice residency and mentorship programs for the 2627 school year. It is highly encouraged to train and prepare um those host teachers through this service. And we're going to walk through like some of those how to how to register for that and um those details in a moment. Um and this and there's a few reasons for this, right? Um one, prep mentorship program mentors will be trained in this and that creates some continuity in how we are training um all those supporting individuals for our teacher candidates and novice teachers. Two, this has been a longstanding um challenge. And we've heard from the field about the bandwidth and capacity to provide training to those host teachers um across the educator preparation program and the and
055the district partner. Um and so this provides for a lowcost solution um to that long-standing challenge. Again, this training aligns to um policy requirements, but it also aligns to other district um infrastructure that a district may be engaging in um such as the LIP leadership and instructional foundations for Texas program for for strong curriculum implementation and co and coaching. Um and it is delivered by certified Texas mentorship training providers across Texas at your regional service centers. Um the training supports all mentoring educator roles including in that the cooperating and host teachers. Um so you can see here there are two pathways one for mentoring educators and one for district and campus leaders and um to support um coherence across um campus implementation. All right. Um this slide just provides um a few a brief overview
056of the topics covered in the training and this is an example of what that training looks like um over the course of the year. So you can see there's an initial training of about 12 hours centering on those key topics and then there are reinforcing trainings throughout the fall, winter and spring um to support that to support that um that co cooperating teacher andor mentor teacher. Um and then you can see the through line here that the district and campus leaders provide ongoing mentoring, coaching and support. So again, highly encourage um those um post teachers to engage in this training um for the 2627 school year, but it will be required for the 2728 school year. Here's our regional service centers. All 20 offer the service as well as several other providers and you can
057register um at the at the TMT website um and reach out to the training provider to sign up. All righty. So, to wrap things up here today, um here's our favorite slide with uh all of the opportunities for the aotment webinars that are um either recorded and posted or forthcoming. We have a second residency webinar coming up next week as well as our GIO webinars. Um and then today at 12:30, we have our Texas strategic staffing webinar that will also re be rehosted on the 23rd. Um key idea here since the program aotment is not a grant there are some differences in the steps and timelines after the application submission for awarding verifying and funding participation. Um I am just going to show you here some key dates and times related to this application process.
058So you can see we are here in the application window in October. Um and we are in one of the program webinars right now. Um office hours are pending shortly. Um coming down the line. Um prep program applications were will be reviewed December 12th through January 22nd and announcements will be should be anticipated for early February. Um there's no negotiation or noas. It's an aotment not a grant. And there's no egrants process for this aotment. Um in April and May, um we'll be conducting program verification of participation and that submission of those written agreements that I referenced earlier and we'll be providing those that information to approved um approved partnerships um once once approved in the spring. Great. And we've discussed the verification. Um, and one final reminder here. Um, ELEAS must submit the lasso
059cycle 4 applications by December 3rd at 5:00 p.m. Central time. And again, here's a few quick reminders around unique links, requests for unique links. Um the PDF of the application is also posted on the last cycle 4 website for folks who have been asking um for for how to preview that. Um and then finally remember that the application must be signed off by the superintendent or 1882 operating partner official to be accepted. And again, as a reminder, uh the to the administrator address um for the prep program aotment is currently posted to the TIAA web page. So, it just has some overarching key information around this process and links to the lasso site. All righty. So, with that, um if you have more questions, want to just talk to someone, this is a lot of
060information. On October 27th from 10:00 to 10:30, um there will be an office hours Um, and there will also be an application support office hours um on October 27th and November 3rd. Um, we'll be updating and posting those FAQs shortly. And in the meantime, any questions about the application process or technical assistance with the application, you may contact Lasso. And then for questions about the program, please contact that TA teacher residency at TEA.gov at te.ex.gov web web address. All righty. And then as a reminder, all lasso resources can be found on the lasso website. So here's just a summary of those key dates, next steps, and available lasso resources. And with that, we thank you for attending today's webinar. I will now we will now stop recording and um we will hang out for a
061couple extra minutes.