17³Ô¹Ï

Criminal Background Check

Candidates for teacher preparation undergo a criminal background check prior to clinical teaching.

According to TEA, Educator preparation programs shall inform all applicants that: 

1. pursuant to the Texas Education Code, §22.083, you must undergo a criminal history background check prior to employment as an educator; and 
2. pursuant to the TEC, §22.0835, you must undergo a criminal history background check prior to clinical teaching

If convicted of an offense, you will receive an email of the potential ineligibility. You have the right to request a criminal history evaluation letter. The criminal background check is conducted at the time of admissions and prior to clinical teaching. Learn more information about the .

All individuals who apply for admission to the 17³Ô¹Ï Educator Preparation Program (EPP) in the College of Education & Human Development must be able to demonstrate essential abilities and dispositions. In addition to these essential abilities and dispositions, all candidates for recommendation to the State of Texas for certification are expected to demonstrate that they are prepared to work with children and youth. This preparation results from the successful completion of university coursework and demonstrating professionalism, ethical behavior and other characteristics and behaviors adopted as standards for these professions.

The rules in 19 TAC Chapter 228, Requirements for Educator Preparation Programs, establish the requirements for educator preparation programs in the preparation of candidates for Texas educator certification. The state of Texas requires all educator preparation programs to have an exit policy for the dismissal of candidates that is published, reviewed, and signed by candidates when they are admitted to the program. See 19 TAC §228.31(b)(approved February 16, 2024, to be effective September 1, 2024).

 An educator candidate may be dismissed from the EPP in the event they demonstrate behavior not consistent with the professional and ethical expectations of an educator in Texas. A candidate’s dismissal from the EPP may be based on various grounds including but not limited to:

1. Failure to meet coursework requirements and/or program milestones.
2. Failure to demonstrate appropriate, consistent matriculation.
3. Failure to demonstrate adequate level of professional or personal competency after an attempt at remediation.
4. Failure to abide by requirements established by 17³Ô¹Ï and/or the program requirements established by EEP or by the State Board for Educator Certification as published in the Texas Administrative Code.
5. Failure to communicate effectively with university faculty, field supervisor or mentor teacher to fulfill requirements related to field experiences, clinical teaching, practicum and internships (i.e. contacting field supervisor for scheduling formal observations) after an attempt at remediation.
6. Any action deemed a violation of the Code of Ethics and Standard Practices for Texas Educators. after an attempt at remediation
7. Any action deemed a violation of the 17³Ô¹Ï Student Code of Conduct.
8. Having been charged or convicted of a criminal offense.
9. Any action deemed a violation of school district and/or campus policy during the field-based experiences, clinical teaching, residency, practicum or internship. 1
10. Suspension or expulsion from 17³Ô¹Ï or dismissal from the EPP.

The foregoing is not an exhaustive list of reasons upon which a dismissal decision may be based. In addition, candidates must adhere to the following criteria or will be placed on academic probation, suspension, dismissal, or termination from the program:

• Maintain Required GPA of 2.75 for undergraduate and 3.0 graduate programs
• Earn a grade of C or better in all coursework
• Pass criminal history check at application and prior to clinical teaching, residency, or internship (Initial Certification only)
• Adhere to the Texas Educator Code of Ethics
• Not have more than one Professional Concerns referral
• Have a record of successful dispositions assessment results
• Successfully meet all benchmarks for progression through the program
• Successfully meet all published certification testing requirements
• Successfully meet all residency/clinical teaching/practicum requirements
• Continuous enrollment in the program is required. If a candidate does not enroll in coursework for longer than one academic year, they will need to reapply to the university and the EPP

If a candidate chooses to voluntarily leave the program, that candidate will be asked to sign a program withdrawal form that rescinds the candidate’s application to the EPP.

Inactive Candidates Exit Policy

An inactive candidate is one who is no longer completing coursework, training, and testing requirements with an EPP and is not a completer of the EPP.

 After one academic year (two long regular semester terms) of inactivity, candidates enrolled in the EPP will be notified that they will be dismissed from the EPP and must follow university policy for readmission and then apply for readmission to the EPP. Dismissed candidates will be removed from the “other enrolled” list.

All individuals who apply for admission to 17³Ô¹Ï Educator Preparation Program (EPP) must be able to demonstrate essential abilities and dispositions. In addition to these essential abilities and dispositions, all candidates for a recommendation to the State of Texas for teaching certification are expected to demonstrate that they are prepared to teach children and youth. This preparation results from the successful completion of university coursework and demonstrating professionalism, ethical behavior, and other characteristics and behaviors adopted as standards for this profession.

Essential Abilities

The ability to perform the following functions, with or without reasonable accommodations, is required:

• Observation. teacher candidates must be able to accurately observe demonstrations and students close at hand and a distance to learn and to gather their student’s data.
• Communication. Teacher candidates must be able to communicate in English orally and in writing. They also must be able to read and comprehend written material. An individual with a disability who requests accommodations must initiate a request by contacting the 17³Ô¹Ï Accessibility Resource Center. Accommodations will be provided following University policy.
• Psychomotor Skills. Teacher candidates must exhibit motor and sensory abilities to attend and participate in class, field-based and clinical placements (e.g., clinical teaching, residency, internship, etc.).
• Intellectual and Cognitive Abilities. Teacher candidates must be able to measure, calculate, reason, analyze, synthesize, integrate, and apply information.
• Behavioral and Social Attributes. Teacher candidates must possess the emotional health required to fully use their intellectual abilities, such as exercising sound judgment, and developing mature, sensitive, and effective relationships with others such as their students, parents, and colleagues. Educator candidates must possess the ability to function effectively under stress, adapt to changing environments, and display flexibility.
• Application of Ethical Standards. Teacher candidates must demonstrate professional demeanor and behavior and must perform ethically in dealings with others.

Fitness to Teach Criteria

Each student is responsible for knowing and complying with the requirements and standards of the University and any particular to their program. This includes 17³Ô¹Ï policies, 17³Ô¹Ï Student Code of Conduct Handbook, 17³Ô¹Ï EPP Handbook, and other program policies, procedures and criteria, including those addressed in this document which incorporates the 17³Ô¹Ï Professional Dispositions Inventory (PDI) and the Code of Ethics and Standard Practices for Texas Educators, Title 19, Texas Administrative Code, Rule 247.2.

At admission to the Education Preparation Program (EPP), all teacher candidates will receive a copy of this document and other related forms which may also be obtained in the Office of Educator Preparation Program, or online. The information will be explained during pre-admission coursework and presented during the admission process to the program. These criteria apply to all teacher candidates pursuing elementary, secondary, and all-level teacher certification programs.

Communication Skills. The teacher candidate demonstrates written and oral skills expected of an education professional that show the ability to comprehend information and communicate ideas and feelings.

• Written. Writes clearly, uses correct grammar and spelling. Demonstrates professional-level skills in written English to understand the content presented in the program and to adequately complete all written assignments, as specified by faculty.
• Oral. Communicates effectively with other students, faculty, staff, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates professional level skills in spoken English to understand the content presented in the program, to adequately complete all oral assignments, and to meet the objectives of field placement experiences, as specified by faculty.
• Electronic communication. Refrains from inappropriate communication with a student including electronic communications by cell phone, text messaging, email, instant messaging, blogging, tweeting, and other social network communications.

Personal and Professional Requirements

• A teacher candidate does not reveal confidential information concerning students unless disclosure serves professional purposes or is required by law.
• Teacher candidates demonstrate interpersonal skills that are required for successful professional teaching. These skills include:
  • an openness to accepting and testing the results of unfamiliar ways of teaching
  • the ability to accept and act upon reasonable criticism
  • the ability to understand others' perspectives about teaching
  • the ability to separate personal and professional issues when in the classroom or completing coursework
  • the ability to work collegially with parents, teachers, staff, and administrators in school settings and elsewhere
  • the disposition to act always for the benefit of all students.
• Teacher candidates do not harass others; make verbal or physical make verbal or physical threats; become involved in inappropriate relationships with their students, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways.
• Teacher candidates demonstrate positive personal hygiene habits.
• Teacher candidates dress appropriately for their professional contexts.
• Teacher candidates adhere to the Code of Ethics and Standard Practices for Texas Educators.
• Teacher candidates demonstrate professional behavior both in and out of the classroom or school setting.

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

Professional Dispositions Assessment

Initial Teacher Candidates are expected to adhere to all the Teaching and Learning Professional Attributes. A key benchmark of the Teaching and Learning program is the ongoing tracking of your Professional Attributes. The professional attributes list describes affective characteristics and behaviors expected of a professional educator. You will be assessed on the Professional Attributes throughout the Teaching and Learning program. The expectation is that all candidates will exhibit these Professional Attributes in all courses, field experiences, and residency, clinical teaching or internship throughout the program.

Professional Demeanor and Ethics

• Appearance and Dress
• Cooperation, Flexibility, Patience, and Tactfulness
• Initiative, Risk-Taking, Motivation, Demeanor, & Enthusiasm
• Attendance, Punctuation, & Preparation
• Adherence to Legal and Ethical Policies
• Participation
• Rapport with Others & Awareness of Individual Differences
• Organization and Responsibility
• Oral and Written Communication
• Awareness & Reflectivity

Assessment of Professional Dispositions and Dispositional Review Procedures

Assessment of professional dispositions will be conducted and collected at various transition points through the teacher preparation program. Periodic monitoring of dispositions will allow the College of Education and Human Development EPP to identify teacher candidates who may have some difficulties that raise concerns about the candidate’s chances of successfully finishing the program. Through this process, it is critical to note that should dispositional issues or concerns arise in any course or field settings not identified in specifically designated courses, full-time and part-time faculty and staff members should follow the same process as identified in the following sections.

Accreditation & State Standards

College Assessment

Initial Certification Handbook