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Education Policy

A modern world class education system is critical to supporting high quality personal, professional, and business life in Texas. Due to changing demographics, a globally competitive economy, and an increasing shortage in critical teaching areas, there are major concerns regarding the current system’s ability to ensure a high quality education workforce.

Therefore, comprehensive and significant efforts in state policy and funding must be directed toward this specialized workforce for Texas in the 21st century.
TBEC recognizes compensation is a key factor in attracting, serving, and maintaining a quality education workforce.

TBEC recommends state policies supporting:

• A compensation system, including improved salary, health, and retirement benefits, that makes a career in education more attractive.
• A compensation system that is competitive in Texas with other career opportunities,
• A compensation system that is competitive nationally, including an average annual salary which equals or exceeds the national average, and
• A compensation system that provides extended employment year opportunities for teachers.

TBEC recognizes that educator preparation and certification are key factors related to providing a quality education workforce. TBEC recommends policies supporting:

• Financial incentives, such as loan repayment programs, to attract people to teach in “designated subject shortage areas,”
• Financial incentives to encourage current teachers to become certified in designated subject shortage areas or take additional inservice in these areas,
• Recruiting people to the education profession that reflect the diverse population in Texas.
• The State Board for Educator Certification’s efforts to increase opportunities for field experiences and non-traditional certification,
• Mechanisms which make it easier to transition from other professions to education, emphasizing quality selection criteria as opposed to limiting eligibility requirements,
• Programs to improve teachers’ knowledge and skill of subject matter, teaching pedagogy, and student learning,
• Continued efforts to encourage programs allowing support staff to become certified teachers, and
• A comprehensive, interim legislative study of university funding of teacher preparation programs, including review of funding allocations, reward systems, accountability, and geographic limitations, including recommended mechanisms to provide equivalent state funding in support of non-traditional educator preparation programs that are not based on credit hours.