Program Information

Supply & Demand Forces

Texas has a critical need for certified public school educators, especially in rural, high-need communities like those served by Weatherford College. Our five-county service area is home to over 40 independent school districts and nearly 50,000 K–12 students, many of whom attend schools that face chronic staffing challenges. School leaders consistently report persistent vacancies in core instructional areas, which disrupt learning environments and place additional strain on existing staff. These shortages are especially acute in Early Childhood through Grade 6, Kindergarten, Special Education, Preschool, and Bilingual/English as a Second Language. These fields are vital to early learning, inclusion, and language development. Without a pipeline of well-prepared teachers, districts must often rely on emergency permits, uncertified personnel, or long-term substitutes, leaving many students without access to the high-quality instruction they deserve.

Local districts face significant recruitment and retention challenges, often relying on emergency permits, long-term substitutes, or uncertified intern teachers to fill classrooms. In some rural districts, more than 8% of classroom teachers are not fully certified, and critical teaching positions can remain vacant for months at a time. These persistent staffing gaps undermine instructional continuity, increase the burden on existing educators, and hinder campus-wide efforts to raise student achievement. The impact is particularly severe in high-need schools that serve large numbers of English learners, students with disabilities, and children from economically disadvantaged backgrounds. Without access to fully prepared, consistently assigned teachers, students are less likely to receive differentiated instruction, meet academic benchmarks, or experience a stable and supportive learning environment.

The table below presents recent projections for job growth and median salaries in key teaching fields across Texas:

 

Projected Growth and Median Salaries for High-Demand Teaching Roles in Texas, 2022-2032

*Bilingual and ESL educators are categorized under general elementary/secondary roles in employment data but are consistently designated as statewide teacher shortage areas.†Estimates are derived from reported district needs and TEA projections, as disaggregated state-level wage data for bilingual/ESL roles is not available. Note. Projected growth and wage data for general teaching roles are from the Report on Texas Growth Occupations – 2024, Texas Workforce Commission, 2024. Bilingual/ESL teacher demand is based on the Teacher Shortage Areas, 2023–2024 report by the Texas Education Agency.

 

Why It Matters

As a student in the Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching / Weatherford College Educator Preparation Program (BAAS ECET/WC EPP), you are preparing to enter a profession that urgently needs your voice, your skills, and your commitment. Whether you are currently working as a paraprofessional, making a mid-career transition, or becoming the first in your family to pursue a college degree, your decision to become a teacher is already part of the solution. This program was built specifically for our community—with lower tuition than nearby universities, flexible scheduling options for working adults, and strong partnerships with the local school districts you may one day serve. Your future classroom is not a distant vision—it is a real and immediate need, and your preparation through this program helps ensure that Texas students receive the support and instruction they deserve. By completing this program, you are not simply earning a degree; you are answering a call to serve, stepping into a vital professional role, and helping ensure that every child in Texas has access to a well-prepared, committed teacher. 

BAAS ECET/WC EPP Commitments

The mission, vision, and goals of the BAAS ECET/WC Educator Preparation Program articulate the values, priorities, and commitments that guide every aspect of program design and delivery. Rooted in Texas Administrative Code and informed by best practices in educator preparation, these guiding statements reflect the program’s belief in preparing educators who are not only academically prepared but also ethically grounded, equity-minded, and responsive to the developmental needs of young children. They emphasize the importance of inclusive practice, regional workforce alignment, and the success of diverse teacher candidates—particularly those from historically underrepresented backgrounds. Together, the mission, vision, and goals establish a coherent foundation for continuous improvement, program accountability, and the preparation of effective EC–6 educators for Texas classrooms.

Mission

The mission of the BAAS ECET/WC EPP is to prepare compassionate, knowledgeable educators who create inclusive, developmentally appropriate classrooms and lead with integrity in early childhood and elementary education. Through rigorous coursework, field experiences, and community-based practice, the program develops educators who are committed to student success and equitable outcomes for all learners.

Vision

To fulfill its mission and vision, the BAAS ECET/WC EPP has established clear program goals that align with the Texas Administrative Code and support continuous improvement in educator preparation. These goals reflect the requirements for program quality, candidate support, and workforce relevance. Together, they guide the program’s commitment to preparing highly qualified, ethically grounded teachers who are ready to serve diverse EC–6 classrooms across Texas.

Goals

To realize this vision, the BAAS ECET/WC EPP is guided by five overarching goals that align with state priorities and support long-term impact. The goals operationalize the program’s mission and vision by translating its core commitments into measurable priorities. Grounded in state expectations for educator preparation and institutional accountability, these goals reflect the program’s dedication to access, academic excellence, candidate success, and workforce impact. Each goal aligns with relevant provisions of the Texas Administrative Code and supports ongoing evaluation and improvement efforts. Together, they serve as a roadmap for sustaining a high-quality, inclusive pathway into the teaching profession that prepares candidates to meet certification requirements and thrive as effective, reflective educators in diverse EC–6 classrooms.

The following goals translate the program’s mission and vision into actionable priorities that promote access, instructional quality, and positive outcomes for all learners:

1. Expand Access. Increase enrollment of nontraditional, place-bound, and underrepresented students by offering an affordable, locally grounded pathway to teacher certification.
2. Maintain Academic Quality. Ensure all courses and field experiences meet or exceed standards set by the Texas Administrative Code, InTASC, and national accrediting bodies.
3. Support Candidate Success. Maintain high rates of course completion, certification exam passage, and on-time graduation.
4. Strengthen Workforce Impact. Partner with regional districts to place graduates in high-need EC–6 positions and improve teacher retention in local schools.
5. Lead with Excellence and Inclusive Practice. Prepare educators who use culturally responsive, developmentally appropriate, and research-informed instructional strategies to meet the needs of all learners and support strong outcomes for historically underserved student groups .

Fully Accredited Academic Program

The teacher preparation pathway at Weatherford College is structured as a seamless, stackable model that guides future educators from foundational coursework to full certification. Each level of the pathway is designed to build upon the last, ensuring that candidates gain the academic knowledge, field-based experience, and professional readiness required for early childhood through sixth grade (EC–6) teaching in Texas public schools. This multi-stage model includes the Associate of Arts in Teaching (AAT), which serves as the entry-level foundation; the Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching (BAAS ECET), which provides upper-division coursework aligned with certification standards; and the Weatherford College Educator Preparation Program (WC EPP), which delivers the formal preparation, clinical experience, and state-mandated training necessary for standard certification. Each component is approved by the appropriate accrediting and regulatory bodies, including the Texas Higher Education Coordinating Board (THECB), the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and the Texas Education Agency (TEA), and is intentionally designed to serve both traditional and nontraditional students seeking to enter the teaching profession.

Associate of Arts in Teaching, Early Childhood through Grade 6 & Special Education (AAT)

Weatherford College’s AAT EC–6 and Special Education is a state-approved transfer degree designed to serve as the lower-division foundation for future educators. The AAT is approved by the THECB and accredited by SACSCOC to award associate degrees in teacher preparation. It aligns with the statewide Field of Study Curriculum for teacher education, ensuring full transferability to Texas public universities and educator preparation programs. The AAT includes general education coursework and foundational teaching courses, such as EDUC 1301 and EDUC 2301, that introduce students to the roles and responsibilities of professional educators. Many BAAS ECET candidates complete the AAT prior to admission, particularly those pursuing EC–6 certification. The AAT plays a central role in the program’s stackable credential pathway by equipping students with early academic preparation, career exploration, and field-based experience thereby creating a seamless transition into upper-division coursework and educator preparation through the BAAS ECET and WC EPP.

Bachelor of Arts and Applied Sciences in Early Childhood Education and Teaching (BAAS ECET)

The BAAS ECET is a state-approved baccalaureate degree designed to provide the upper-division coursework required for future EC–6 educators. The BAAS ECET is approved by the THECB and accredited by the SACSCOC to award bachelor's degrees in applied fields. It was developed in response to both regional workforce demands and state priorities to increase the supply of highly qualified early childhood and elementary teachers—especially in high-need, rural, and underserved communities. The program builds on foundational coursework in general education and teaching, preparing candidates for EC–6 teacher certification through rigorous upper-division instruction, field-based experiences, and clinical teaching. The degree includes coursework in literacy, math and science methods, instructional assessment, behavior management, and inclusive teaching practices. The BAAS ECET is intentionally structured to align with Texas teacher certification requirements and serves as the academic foundation for the integrated WC EPP. Together, the degree and certification pathway form a stackable, affordable, and locally responsive model that supports nontraditional students, paraprofessionals, and first-generation college students in entering the teaching profession.

Stackable Credentials

The BAAS ECET/WC EPP is designed as a stackable degree and certification pathway grounded in Texas education policy and regional labor market needs. Weatherford College’s model builds upward from the Associate of Arts in Teaching (AAT) to the Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching (BAAS ECET), culminating in a recommendation for standard teacher certification. The WC Educator Preparation Program (EPP), embedded within the BAAS ECET, provides the formal certification pathway through structured coursework, TEA-required trainings, and supervised clinical teaching experiences. This design intentionally supports equity and access by reducing duplication of coursework and creating a seamless transition for community college graduates, paraprofessionals, and other nontraditional students. The progression ensures that students complete foundational coursework before advancing to certification-aligned training and clinical experiences.

To illustrate this pathway, think of your journey as a two-story house: the AAT provides the first floor, covering 60 hours of lower-division general education and education foundation coursework. The BAAS ECET forms the second floor, consisting of 60 upper-division credit hours intentionally aligned with EC–6 certification competencies, building on the pedagogical foundations established in the AAT. The roof is your standard teacher certification. The credential is earned upon successful completion of the BAAS ECET degree, required training hours, clinical teaching, and passing of all TExES exams. Candidates also receive targeted support for TExES preparation, including coursework aligned to test frameworks and opportunities for exam readiness benchmarking. Early field-based experiences (a minimum of 50 hours) and clinical teaching (490 hours) are completed only during the BAAS ECET phase.

Organizational Structure

The following figure shows the governance and operational structure of the Weatherford College Educator Preparation Program (WC EPP). Institutional leaders provide oversight and resources; the Program Director directs implementation; and Faculty, Field-Based Experience Coordinating Teachers, Field Supervisors, and Cooperating Teachers carry out distinct responsibilities in Candidate preparation and support. The Advisory Committee provides stakeholder input for program review and improvement.

Weatherford College Administration

WC EPP is housed within Weatherford College’s Academic Division. The President provides institutional leadership and strategic direction. The Executive Vice President of Academic and Student Services oversees academic quality and institutional support. The Dean of Academics provides administrative oversight of the BAAS in Early Childhood Education and Teaching (BAAS ECET) and WC EPP. The Education Department Chair serves as BAAS ECET Program Director, WC EPP Chief Operating Officer, and the program’s Legal Authority, with responsibility for day-to-day program implementation.

Program Director & Chief Operating Officer

The Program Director oversees WC EPP operations, including admissions, curriculum, Candidate progression, field-based experiences, clinical teaching, examination approval, certification recommendations, required records, and reporting to the Texas Education Agency. The Program Director works with Faculty to align coursework and assessments with educator standards and required preparation topics; verifies that program personnel and school-based partners fulfill their assigned responsibilities; and coordinates responses to identified Candidate needs. The Program Director also maintains district partnerships, convenes the Advisory Committee, reviews program evidence, and uses stakeholder feedback to guide improvement.

Faculty

Full-time and adjunct Faculty design and deliver BAAS ECET and WC EPP coursework aligned with the certification area and applicable educator standards. Faculty connect course content to field-based experiences through guided observations, instructional practice, assignments, and reflection. They assess Candidate performance using course rubrics, provide feedback and support, and document progress at program benchmarks. Faculty collaborate with the Program Director and school-based partners so that coursework and field activities form a coherent preparation sequence.

Field-Based Experience Coordinating Teachers

Field-Based Experience Coordinating Teachers host Candidates during the 50-hour field-based experience completed before clinical teaching. Candidates complete 25 hours in a PreK–Grade 2 setting and 25 hours in a Grades 3–6 setting. In their own classrooms, Field-Based Experience Coordinating Teachers introduce Candidates to school routines, model effective instruction, and guide supervised observation, student support, small-group instruction, and mini-lessons. Working with campus personnel and other teachers, Field-Based Experience Coordinating Teachers also help Candidates access school-based practice in authentic settings throughout the school, including classrooms taught by other teachers. These opportunities allow Candidates to observe different instructional approaches and work with diverse students beyond the Field-Based Experience Coordinating Teacher’s classroom. Field-Based Experience Coordinating Teachers provide feedback on the Candidate’s practice, verify field hours and activities, and provide feedback on professional dispositions. Faculty direct and assess the course assignments and confirm that required experiences outside the Field-Based Experience Coordinating Teacher’s classroom are documented.

Field Supervisors

WC EPP verifies each Field Supervisor’s qualifications before assignment, including three years of creditable experience in the certification class supervised, demonstrated accomplishment as an educator, and either valid certification in that class or the applicable master’s degree alternative. A Field Supervisor may not be employed by the school where the Candidate completes clinical teaching or serve as that Candidate’s Cooperating Teacher. Field Supervisors complete annual WC EPP training and maintain TEA-approved field supervisor training on the required renewal cycle; WC EPP documents completion. Training addresses the Supervision Schedule, observation procedures, T-TESS–aligned feedback, coaching, collaboration with the Cooperating Teacher, and evaluation forms. Across the clinical teaching assignment in EDEL 4311 and EDEL 4312, the Field Supervisor conducts two in-person formal observations of at least 45 minutes and three in-person informal observations of at least 15 minutes in each course. Formal observations include pre- and post-observation conferences and written feedback shared with the Candidate and Cooperating Teacher. The Field Supervisor also reviews the Cooperating Teacher’s feedback at two documented checkpoints per course. Observation records, checkpoints, verified hours, and Candidate reflections inform the Midpoint Evaluation after EDEL 4311 and the Final Evaluation after EDEL 4312. WC EPP retains the training and supervision records in the Candidate’s program file. 

Cooperating Teachers

WC EPP and its campus or district partners select and verify qualified Cooperating Teachers for clinical teaching. The Candidate remains in the same clinical teaching assignment with the same Cooperating Teacher across EDEL 4311 and EDEL 4312. The Cooperating Teacher co-teaches with the Candidate, gradually releases instructional responsibility, and provides daily guidance on lesson planning, instruction, assessment, classroom management, professional responsibilities, and district procedures. The Cooperating Teacher verifies the Candidate’s clinical teaching hours, discusses progress and concerns with the Field Supervisor, provides feedback at two documented checkpoints per course, and contributes evidence and a recommendation for the Midpoint and Final Evaluations.

Advisory Committee

The WC EPP Advisory Committee brings perspectives from school and community partners to program review and improvement. Members provide input on Candidate preparation, district needs, field experiences, partnerships, and opportunities to strengthen the program. The Program Director convenes the Committee at least annually and retains meeting agendas, attendance records, and minutes. Advisory input informs program decisions; responsibility for operating the EPP and determining individual Candidate outcomes remains with WC EPP.

Beginning Your Journey

Acceptance into Weatherford College, acceptance into the Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching (BAAS ECET), and formal admission to the Weatherford College Educator Preparation Program (WC EPP) are distinct decisions. Applicants seeking teacher certification must meet the published requirements for both the degree and the EPP. An applicant may be accepted into the BAAS ECET degree-only pathway without being admitted to the WC EPP.

Minimum Eligibility

The Program Chief Operating Officer reviews official transcripts and application materials before making an admission decision. Applicants seeking both BAAS ECET acceptance and WC EPP admission must meet the following requirements:

Academic Preparation: A cumulative GPA of at least 2.75 on a 4.0 scale; at least 51 earned semester credit hours by the start of the program, or completion of the applicable AAT pathway as described in the Information Packet; and demonstrated TSI compliance in reading, writing, and mathematics.

• Prerequisite Coursework: Completion or in-progress enrollment in BIOL 1408, GEOL 1403, EDUC 1301, EDUC 2301, MATH 1350, MATH 1351, and PHYS 1415, with remaining course-sequencing requirements documented during advising.
• Content Preparation: Before formal admission, verification on official transcripts of at least 12 semester credit hours in the subject-specific content area for the certification sought, or a passing score on an applicable content certification examination permitted by the admission rule.
• English-Language Proficiency: Satisfaction of Weatherford College’s applicable English-language proficiency requirement for this bachelor’s degree pathway or another method permitted by the admission rule. If the TOEFL-iBT route applies, the applicant must meet the qualifying High-Intermediate score in each section under the requirements applicable to the test date.
• Application & Screening: A complete application, official transcripts on file before acceptance or formal admission, required acknowledgements and references, a writing sample, and participation in the program interview. WC EPP evaluates applicant readiness using its admission-screen rubrics.

Applicants receive written notice that criminal history may affect educator certification and clinical teaching clearance. They may request a Preliminary Criminal History Evaluation from TEA. Applicants and Candidates must also satisfy applicable fingerprinting, criminal-history, and district or campus clearance requirements before participating in school-based activities or clinical teaching, as required for the activity. 

An applicant who does not seek or qualify for WC EPP admission may still be considered for the BAAS ECET degree-only pathway. Degree-only students follow an approved modified degree plan and do not participate in WC EPP field-based experiences, clinical teaching, certification test authorization, or certification recommendation.

Application & Admission Process

Admission to Weatherford College, acceptance into the BAAS ECET degree program, and formal admission to the WC EPP are distinct decisions. Applicants seeking the degree and teacher certification must complete the separate BAAS ECET/WC EPP application process. Applicants may also be considered for the BAAS ECET degree-only pathway without WC EPP admission.

Preparing the Apply

Prospective applicants should review the eligibility requirements in the Program Information Packet. These include a minimum 2.75 cumulative GPA; at least 51 earned semester credit hours by the start of the program or completion of the applicable AAT pathway; TSI compliance in reading, writing, and mathematics; and completion or in-progress enrollment in BIOL 1408, GEOL 1403, EDUC 1301, EDUC 2301, MATH 1350, MATH 1351, and PHYS 1415.

For WC EPP admission, the program also verifies the required subject-specific content coursework or an applicable passing content examination score before formal admission. Applicants must satisfy the applicable English-language proficiency requirement. Criminal history may affect educator certification, and applicants receive written notice of their right to request a Preliminary Criminal History Evaluation from TEA. School-based activities are subject to applicable fingerprinting, background-check, and district or campus clearance requirements.

Applicants who are not current Weatherford College students must first obtain active admission to the College. College admission alone does not constitute BAAS ECET acceptance or WC EPP admission. Applicants should then prepare the materials listed in the Program Information Packet: transcripts, required acknowledgements, academic and professional references, a writing sample, government-issued photo identification, and any applicable foreign credential evaluation or English-language proficiency documentation. Official transcripts from all postsecondary institutions attended must be on file with Weatherford College before BAAS ECET acceptance or WC EPP formal admission.

Step 1: Application

Complete the BAAS ECET/WC EPP application at wc.edu/edbachelors and submit all required materials through the secure program portal. The published application deadlines are March 15 for the fall cohort and October 15 for the spring cohort. Incomplete applications do not advance for review. Applications received after a deadline may be considered if the admission schedule and cohort capacity permit.

Step 2: Interview

Applications received after the priority deadline may still be considered on a case-by-case basis, but admission is not guaranteed once cohort capacity has been reached. Late applicants may experience delays in advising and registration and may be assigned to alternate field placements based on availability. Students are strongly encouraged to apply by the priority deadlines to secure their place and begin the program with full access to scheduling, advising, and financial planning support.

Step 3: Acceptance & Admission Decision

The program determines BAAS ECET degree acceptance separately from WC EPP admission. An applicant may be accepted into both, accepted into the BAAS ECET degree-only pathway without WC EPP admission, or denied acceptance for the current cycle. Applicants who satisfy all WC EPP admission requirements receive a written Formal Admission Offer Letter identifying their admission status, start term, effective date of admission, and deadline for returning the Intent to Enroll Agreement. Offers are scheduled for March 30 for the fall cohort and October 30 for the spring cohort.

Step 4: Intent to Enroll Agreement 

To accept a formal WC EPP admission offer, sign and return the Intent to Enroll Agreement by April 15 for the fall cohort or November 15 for the spring cohort. The signed agreement documents the applicant’s written acceptance of the offer and acknowledgement of program requirements.

Step 5: Formal Admission

For applicants who satisfy all admission requirements and return the signed agreement on time, formal WC EPP admission becomes effective April 16 for the fall cohort or November 16 for the spring cohort. This is the applicant’s transition to WC EPP Candidate status. WC EPP then records the admission in ECOS within the applicable reporting timeline. Advising, registration, and orientation follow formal admission; they do not postpone its effective date.

Step 6: Advising & Registration

Each admitted Candidate meets with the Program Chief Operating Officer to develop an individualized degree and certification plan covering coursework, field-based experiences, clinical teaching, examinations, and program benchmarks. Advising and registration are scheduled for April 20–24 for fall cohorts and November 20–24 for spring cohorts. Any remaining degree-plan or course-sequencing requirements are documented during advising.

Step 7. Orientation

Admitted WC EPP Candidates must participate in orientation before beginning educator-preparation coursework. Fall orientation is scheduled for August 5 and spring orientation for January 5. Orientation reviews program progression, field-based experiences, clinical teaching, certification examinations, professional expectations, complaints procedures, costs, and available support. A Candidate who cannot attend must obtain approval for an alternative arrangement under Weatherford College procedures.

Appeals & Reapplication

Applicants receive written notice of their BAAS ECET and WC EPP admission decisions. An applicant who is not admitted to the WC EPP may still be considered for the BAAS ECET degree-only pathway if eligible. An applicant who is denied acceptance for the current cycle may request a meeting with the Program Chief Operating Officer to discuss the decision, address eligibility gaps, and prepare for a future application. Appeals concerning application documentation or the admission process must be submitted in writing and are reviewed under Weatherford College policy. Reapplication does not guarantee admission.

Records Retention

Weatherford College securely maintains application materials, eligibility reviews, admission-screen results, required acknowledgements, admission decisions, and related correspondence. For admitted WC EPP Candidates, the program also maintains the signed Intent to Enroll Agreement and documentation of advising, orientation, progression, and completion in the Candidate’s program record. WC EPP retains evidence of a Candidate’s eligibility for admission and completion of program requirements for at least five years after the Candidate completes, withdraws from, or is discharged or released from the EPP. Other applicant and degree-program records are retained under applicable Weatherford College records policies. Access is limited to authorized personnel. Applicants and Candidates may request access to their records through the appropriate College process, subject to applicable privacy requirements.

Overview

The BAAS ECET is a 60-hour upper-division degree designed to stack directly onto a completed Associate of Arts in Teaching (AAT) or equivalent transfer credit. Students enter the program having already fulfilled general education and prerequisite coursework (e.g., foundational classes in child development, special populations, science, and mathematics) prior to admission. The BAAS ECET focuses exclusively on advanced content and field-based learning aligned to early childhood through sixth grade (EC–6) teaching competencies. 

Coursework in the BAAS ECET is delivered in a blocked, cohort-based format. Students complete five integrated courses per semester with the same group of peers, allowing faculty to coordinate assignments, reinforce interdisciplinary connections, and provide a more collaborative and supportive learning environment. The program leverages both 16-week and 8-week terms within each semester to stagger course pacing and manage workload intensity, enabling deeper focus on targeted competencies while maintaining full-time enrollment. This model mirrors the team-based structures common in school settings and helps students build lasting professional networks.

Course Sequence

The BAAS ECET coursework is intentionally sequenced to build students’ professional knowledge, instructional skill, and developmental understanding over time. Each block is designed to introduce and deepen core competencies across early childhood through sixth grade, beginning with foundational coursework and supervised field experiences and culminating in two semesters of clinical teaching. The structure leverages both 16-week and 8-week terms within each semester, allowing students to engage with multiple instructional formats while maintaining a steady, full-time pace. As students progress through the program, they apply what they learn in increasingly authentic settings, moving from observation and guided practice to full-day classroom leadership during student teaching.

Semester 1 - Block A (15 hours) 

 

Semester 2 - Block B (15 hours) 

 

Semester 3 - Block C (15 hours) 

 

Semester 4 - Block D (15 hours) 

 

Course Descriptions

The upper-division coursework in the BAAS ECET program is structured to meet the requirements of the Texas Higher Education Coordinating Board (THECB) for applied bachelor’s degrees in early childhood education. The 60-hour degree plan is divided into four curricular categories: Early Childhood Education, Elementary Education, Instructional Technology, and Teacher Preparation, with additional emphasis on Language and Literacy Development to support alignment with state standards and certification competencies. Each course integrates theory, applied practice, and field-based learning to prepare candidates for the multifaceted responsibilities of teaching in EC–6 classrooms. Course content addresses developmental domains, content-area pedagogy, inclusive education, and the use of technology to enhance instructional effectiveness. The following course descriptions provide an overview of the knowledge and skills preservice teachers develop as they progress through the program.

Early Childhood Education

EDEC 3301:  Supervised Experiences in Early Childhood. EDEC 3301 involves actual work experience with children in PreK-2nd grade that gives the teacher candidates an opportunity to apply knowledge of child development theory and principles of developmentally appropriate care and education.  The course emphasizes exposing candidates to the theories and research related to the development of young children in a practicum setting.  Ways of providing a safe, stimulating and nurturing environment that fosters the optimum growth and development of the individual child are also examined.

EDEC 3302:  Supervised Experiences in Upper Elementary. EDEC 3302 is a pivotal practicum course designed for teacher candidates pursuing a bachelor’s degree in education.  This course offers a hands-on, immersive experience in working with children in grades 3-6 while emphasizing the integration of child development theory, principles of developmentally appropriate education, research-based practices, and the creation of a nurturing environment for optimal learning and growth. Through observation, interaction, and reflective practice, candidates will develop the skills, attitudes, and competencies necessary to become effective early childhood educators who can create engaging and developmentally appropriate learning environments for young children.  This course is a critical step towards preparing teacher candidates for the challenges and rewards of a career in education.

EDEC 3303:  Child and Adolescent Guidance. EDEC 3303 is a comprehensive course designed to prepare teacher candidates to work with adolescents, young adults, and their families.  This course explores the intricate web of factors affecting the lives of adolescents and equips candidates with the knowledge and skills needed to provide effective guidance and support.  Drawing from systems and ecological perspectives, neuropsychology research, and the impact of state and national policies, this course delves into the complexities of adolescence and offers evidence-based practices for nurturing resilience and addressing developmental disruptions and derailments.  EDEC 3303 aims to equip teacher candidates with a deep understanding of the complexities surrounding adolescence and the tools to navigate this critical stage of development successfully.  By exploring different perspectives, research findings, and evidence-based practices, candidates will be prepared to provide meaningful guidance, support, and intervention to children and their families within educational contexts.  This course empowers future educators to make a positive impact on the lives of those they serve.

EDEC 3305:  Prenatal and Infant Development. EDEC 3305 explores ways caregivers, peers, and environments promote the psychomotor, social/emotional, cognitive, and language development of children from birth to age three.  This course introduces developmental and maturational theories and milestones that mark the development of the child from conception to early childhood.  A holistic approach integrates the biological aspects of development with social/emotional and cultural factors, learning models, as well as cognitive and personality theories.

EDEC 3307:  Child Development. EDEC 3307 is a comprehensive course designed to provide teacher candidates with a deep and holistic understanding of child development during the critical early childhood years.  This course delves into psychomotor, social-emotional, cognitive, and language development, focusing on children from preschool through 6th grade. Through a multidimensional approach, teacher candidates explore the physical, cognitive, linguistic, social, and emotional developmental stages of children, gaining valuable insights into their growth and learning.  Topics covered encompass brain development, family dynamics and parenting, developmental milestones, health and safety considerations, guidance and discipline strategies, cultural diversity, early childhood education, and working with children with special needs.  EDEC 3307 serves as a foundational course to prepare teacher candidates for careers involving the education and care of young children. EDEC 3307 equips candidates with a solid foundation in understanding the multifaceted aspects of development in childhood.  By exploring the various dimensions of growth and learning during childhood, candidates will be well-prepared to create nurturing, developmentally appropriate, and inclusive environments for children in preschool through 6th grade.  This course lays the groundwork for a career dedicated to promoting the well-being and educational success of young learners.

EDEC 3309:  Development in a Cross-Cultural Perspective. EDEC 3309 invites teacher candidates to explore the impact of diversity on teaching and learning. This course delves into the multifaceted dimensions of education within a global context, offering participants a comprehensive understanding of the complexities and nuances associated with culture, identity, and diversity in educational settings. Through engaging discussions, critical analysis, and self-reflection, teacher candidates develop an appreciation for the complexities of diversity in education and a readiness to contribute to more inclusive and culturally responsive practices.

Elementary Education

EDEL 3318:  Elementary Geometry. EDEC 3318 covers topics from plane and solid Euclidean geometry including: the properties of parallels, perpendiculars, triangles, and circles; perimeter; formulas for area of plane regions, surface area, and volume of solids.  The course provides the geometric foundation for beginning elementary school teachers incorporating the following:  spatial reasoning to investigate concepts such as directions, orientation, perspective, shape and structure; the use of mathematical reasoning to develop, generalize, justify, and prove geometric relationships; and connections among the geometric ideas and number concepts, measurement, probability and statistics, and algebra.

EDEL 4301:  Methods of Teaching Elementary Social Studies. EDEL 4301 is a comprehensive course designed to equip teacher candidates with the knowledge, skills, and strategies needed to effectively teach social studies to elementary students.  This course centers on the fundamental elements of elementary social studies programs, including the establishment of objectives, selection of materials, organization of curriculum, and exploration of content within selected courses of study.  Teacher candidates will also delve into special methods and innovative instructional strategies, with an emphasis on adapting these methods to diverse school conditions and student populations.  This course explores significant research, reports, and contemporary trends in social studies education to ensure that candidates are well-prepared to address the evolving needs of their students. EDEL 4301 recognizes the vital role of social studies in elementary education.  It prepares teacher candidates to create dynamic and engaging social studies learning environments that not only build students’ knowledge of the world but also cultivate their critical thinking, literacy, and citizenship skills.  This course equips future educators to inspire a lifelong love for learning and an active commitment to civic engagement in their students.

EDEL 4302:  Method of Teaching Elementary Science. EDEL 4302 provides a comprehensive framework for teaching science and technology to elementary students (prekindergarten through grade 6).  The course covers foundational principles, instructional methods, and essential components like curriculum development and assessment. Four science disciplines (physical science, life sciences, earth and space sciences, as well as engineering, technology, and application of science) are emphasized to enhance teaching effectiveness. Key objectives include developing teaching philosophies, appreciating the importance of science education, and understanding how students learn science. Teacher candidates engage in hands-on science activities and discussions, fostering scientific literacy and the translation of science education theories into classroom practice.

EDEL 4303:  Methods of Teaching Elementary Mathematics. EDEL 4303 serves as an introductory exploration of effective mathematics teaching methods, specifically designed to cater to the diverse needs of all students, including those from non-mainstreamed populations. The course delves into developmentally appropriate topics spanning arithmetic, geometry, algebra, probability, and statistics. The goal is to provide teacher candidates with a solid framework for comprehending the foundational principles, key concepts, and instructional methods of mathematics in prekindergarten through 6th grade.  The course emphasizes the selection and utilization of appropriate materials and instructional techniques especially geared toward elementary education, including a focus on fostering creativity in leveraging available resources and approaches.  Participants will engage in hands-on activity-based, and workshop-based experiences in which they will have the opportunity to work with various manipulatives and educational technologies.   

EDEL 4311:  Student Teaching/Clinical Apprenticeship I. EDEL 4311  immerses teacher candidates in the dynamic world of classroom instruction, providing them with the opportunity to apply their accumulated pedagogical knowledge and skills within authentic classroom settings.  Throughout this transformative experience, candidates engage in a hands-on teaching apprenticeship, working closely with experienced mentor teachers in diverse educational settings.  Candidates actively participate in the planning, delivery, and assessment of instructional content, fostering a deeper understanding of curriculum development and effective teaching practices.  They explore strategies for differentiation to meet the diverse needs of students, cultivate classroom management techniques, and refine their abilities to create inclusive and equitable learning environments.  In alignment with the established standards for teacher preparation, EDEL 4311 emphasizes reflective practice as a cornerstone of professional growth.  Teacher candidates engage in ongoing self-reflection and collaborate with mentor teachers to continually refine their instructional approaches.

EDEL 4312:  Student Teaching/Clinical Apprenticeship II. EDEL 4312 builds upon the clinical teaching experiences of the previous semester. As they continue in this critical credentialing phase, teacher candidates intensify their hands-on teaching mentorships in continued collaboration with veteran educators across varied classroom environments. Candidates take on greater responsibilities in designing, delivering, and evaluating instructional material.  They enrich their grasp on curriculum and pedagogy.  They also advance their expertise in tailoring lessons for diverse student groups, amplify their classroom management strategies, and further perfect their capacity to establish inclusive learning environments. In line with recognized standards for teacher training, EDEL 4312 underscores the importance of self-reflection for professional development. Teacher candidates consistently engage in introspective practices and work hand-in-hand with mentor teachers to refine their acumen as professional educators.

Instructional Technology

EDIT 3310:  Instructional Technology. Instructional technology is rapidly becoming a pivotal element in K-12 education. Children regularly engage with tech for assignments, assessments, and instruction. Adept implementation of technology across all subjects is crucial for 21st century educators. When applied proficiently, technology can elevate student learning, boost engagement, differentiate instruction, and enhance communication. EDIT 3310 equips teacher candidates with strategies and skills for seamless tech integration, introducing them to productivity tools, educational software, and online resources.  Participants will build a solid understanding of the theoretical frameworks behind computer-aided learning.

Language & Literacy 

EDLL 3301:  Language and Literacy Acquisition. EDLL 3301 examines language and literacy development in children from infancy through third grade, including the role of English language learners and language development for exceptional learners. Teacher candidates present developmentally appropriate activities in the areas of listening, speaking, reading, and writing. Candidates will also understand foundational concepts, principles, and best practices related to young children's development of oral language, including second-language acquisition, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level oral language skills. 

EDLL 3305:  Foundations in Literacy Instruction - The Science of Teaching Reading. EDLL 3305 is a comprehensive course designed to provide teacher candidates with a deep understanding of scientifically-based reading research and the essential components of effective reading instruction.  This course emphasizes the “Five Pillars” of reading instruction:  phonemic awareness, phonics, fluency, vocabulary, and comprehension.  Teacher candidates explore research-based teaching strategies, instructional materials, assessment-based decision-making, differentiated instruction, and techniques for addressing linguistic, cultural, and academic diversity in the classroom.  This course also covers theories and strategies for teaching reading, as well as the diagnosis of reading difficulties and intervention strategies for struggling readers. EDLL 3305 aims to equip teacher candidates with a strong foundation in the science of teaching reading.  By integrating the latest research findings with practical instructional strategies, candidates will be prepared to create engaging, effective, and inclusive environments for literacy development.  This course is essential for educators committed to helping students become proficient readers and fostering a lifelong love of reading and learning.

Teacher Preparation

EDTP 3301:  Foundations of Inclusion and Differentiation for Special Populations. EDTP 3301 explores the fundamental principles of inclusive education and differentiated instruction for special populations, focusing on strategies that enhance both academic achievement and functional performance of public school children who qualify for special education services. Teacher candidates will develop an in-depth understanding of the nature and needs of various special populations, including those with disabilities, those who are gifted and talented, and those from diverse cultural and linguistic backgrounds.  The course identifies the significant legislation, instructional strategies, and resources pertinent to inclusive education and differentiates learning experiences for these populations.  By the end of this course, candidates will be prepared to foster an inclusive and diverse learning environment that adapts to individual student needs, supports their academic and functional development, and promotes a sense of belonging for all children.

EDTP 3303:  Behavior Management in Special Populations. The primary objective of EDTP 3303 is to familiarize teacher candidates with the methods, strategies, and techniques of elementary classroom management. Candidates will learn how to create positive environments and relationships that help young children develop interpersonal skills, autonomy, and initiative to explore and learn.  Disciplinary and management models are explored in relation to the degree of teacher and student control.  The course emphasizes effective proactive, interactive, and reflective decision-making and the development of alternatives for preventing and dealing with management and discipline problems within the context of planning, implementing/managing, and evaluating cooperative learning lessons in elementary classrooms.  Teacher candidates will also be introduced to federal and state laws as they pertain to the legal procedures for working in inclusive classrooms.

EDTP 3305:  Designing Assessments for General and Special Populations. EDTP 3305 equips teacher candidates with an understanding of accountability systems, emphasizing the role of data in instructional decision-making. Educators bear the responsibility for aligning curriculum choices with current accountability structures.  As such, it is essential that teacher candidates master the principles of assessment. This course leverages the backward design process to equip participants with the capacity for data-driven decision making, assessment development and analysis, and effective curriculum design. From establishing instructional objectives to assessing students’ competencies to planning instruction, teacher candidates will become adept at various assessment techniques. They will also hone skills in generating, interpreting, and applying educational data, ensuring they can effectively utilize diverse assessment strategies to drive both individualized and group instruction.

EDTP 4310:  Content Area Literacy. EDTP 4310 equips teacher candidates with an understanding of language and literacy processes pertinent to early childhood and elementary teaching.  The course emphasizes the integration of reading and writing within content areas and offers strategies to bolster literacy development, including adaptations for diverse and exceptional learners. Participants link literacy development with theoretical research and practical classroom applications through readings, reflections, discussion, model lessons, and projects. The course explores how children evolve as readers and writers across academic disciplines, highlighting the interplay between reader, text, activity, and the sociocultural context of literacy.  Teacher candidates learn to leverage language and literacy development theories, the adoption of evidence-based practices, and various reading models to differentiate instruction for a variety of student needs.

EDTP 4315:  Advanced Methods for Teaching Special Populations. EDTP 4315 equips teacher candidates with the skills for instructional planning, management, and delivery in line with federal and state legislation regarding special populations.  Participants gain insights into addressing individual needs, integrating accommodations legally and effectively, and understanding their roles within the Least Restrictive Environment (LRE).  The course offers comprehensive knowledge on serving students with disabilities from preschool to grade 6, merging information on specific disabilities with evidence-based practices.  Topics include key legislation, professional collaboration, family partnerships, Response to Intervention (RtI), assistive technology, the Individualized Education Program (IEP) process, as well as practical modifications and accommodations in mainstream classrooms.

Attendance & Participation

While the BAAS ECET program is designed to support flexibility and adult learners, consistent attendance and participation are essential for course success, instructional continuity, and professional preparation. Students are expected to attend at least 80% of all scheduled face-to-face and synchronous class sessions in each course. Students experiencing valid emergencies, health issues, or prolonged absences must communicate directly with their instructors and notify the Program Director. In such cases, students may be required to submit documentation or complete a recovery plan in order to remain eligible for continued enrollment and to preserve their academic standing.

Maintaining Academic Status

Academic standing refers to a student’s ability to maintain satisfactory academic progress and meet program expectations related to grades, participation, and degree completion. In the BAAS ECET program, students must remain in good academic standing in order to continue progressing through the degree plan, enroll in field-based coursework, and (if applicable) participate in clinical teaching and certification activities. Academic standing is closely monitored and reviewed each semester as required to evaluate candidate performance and implement interventions as needed.

Requirements

To remain in good academic standing in the BAAS ECET program, students must meet the following minimum requirements:

• Maintain a cumulative GPA of 2.75 or higher
• Earn a grade of C or better in all upper-division courses listed on the BAAS ECET degree plan
• Attend at least 80% of all scheduled face-to-face and synchronous class sessions each semester

Semesterly Academic Review

Academic standing is formally reviewed at the end of each semester. Students who do not meet one or more of the academic requirements listed above may be placed on a growth plan or placed on academic probation, depending on the severity and recurrence of the issue. Growth plans are designed to support student success and include targeted interventions, timelines, and expectations. Students on academic probation may be restricted from enrolling in field-based coursework, clinical teaching, or other certification-aligned experiences until they return to good standing. Continued academic deficiencies may result in removal from the program.

Earning Your BAAS ECET Diploma

Graduation from the BAAS ECET program represents the successful completion of a carefully structured academic and professional pathway. Because the BAAS ECET is a completion degree, students must enter the program with a fully satisfied lower-division foundation—typically a completed Associate of Arts in Teaching (AAT) or equivalent coursework that includes all general education, prerequisite, and Texas Core Curriculum requirements. The 60-hour BAAS ECET builds upon that foundation, offering advanced, certification-aligned coursework designed to prepare candidates for teaching in EC–6 classrooms. To earn the degree, students must meet all credit, GPA, course grade, and administrative requirements outlined below. For those also seeking educator certification, additional benchmarks (e.g., clinical teaching and licensure testing) must also be completed before recommendation for certification.

To be eligible for graduation with the BAAS ECET, students must meet the following criteria:

• Complete a total of 120 semester credit hours, which includes:
• 60 hours of lower-division coursework
• 60 hours of upper-division coursework
• Earn a cumulative GPA of 2.75 or higher
• Earn a grade of C or better in all BAAS ECET upper-division courses
• Texas Core Curriculum complete (42 credit hours of state-mandated core courses)
• Fulfill all financial and administrative obligations to Weatherford College
• Submit an official graduation application through the Weatherford College website by the deadline (wc.edu/current-students/graduation/graduation-information.php)

Degree-Only Option

The BAAS in Early Childhood Education and Teaching (BAAS ECET) offers a degree-only pathway for students who do not pursue teacher certification through WC EPP. Acceptance into the degree program does not itself constitute admission to the EPP. Degree-only students follow an approved modified degree plan, including alternative coursework in place of clinical teaching, and may prepare for roles in educational services, child and family programs, or related fields. A student who has not entered WC EPP may select the degree-only pathway during admissions and advising. A Candidate who has already been admitted to WC EPP and chooses to leave the certification pathway must submit a Request to Withdraw form. After the withdrawal is processed, the Program Director works with the student to establish a modified degree plan. Degree-only students do not participate in WC EPP field-based experiences or clinical teaching and are not eligible for WC EPP examination approval or certification recommendation. Candidates who remain in the certification pathway must complete the degree, clinical teaching, applicable examinations, and all other EPP requirements before WC EPP determines whether to recommend them for certification.

Academic Records Retention

The BAAS ECET/WC EPP maintains secure academic records to document each student’s progress toward degree completion and compliance with academic standing policies. In accordance with state and institutional guidelines, these records support consistent program oversight, allow for timely interventions, and ensure that all graduation requirements have been met. All records are stored securely in FERPA-compliant systems and retained for a minimum of five (5) years from the date of graduation, withdrawal, or formal separation from the program. Access is restricted to authorized college personnel, including the Program Director, Dean of Academics, and Registrar. Students may request to review their academic records by submitting a written request to the BAAS ECET Program Director. Requests will be fulfilled within ten (10) business days, in accordance with Weatherford College FERPA policy.

The following academic records are retained as part of each student’s official BAAS ECET file:

• Degree plans and advising documentation
• Semester registration and course schedules
• Course grades and cumulative GPA
• Attendance records for synchronous sessions
• Growth plans, academic probation notices, and resolution outcomes
• Graduation applications and degree audits
• Official correspondence regarding academic standing or appeals

Becoming a Certified Teacher in Texas

The BAAS in Early Childhood Education and Teaching (BAAS ECET) and the Weatherford College Educator Preparation Program (WC EPP) provide a coordinated pathway to a bachelor’s degree and initial Texas teacher certification. Acceptance into the degree and formal admission to WC EPP are separate decisions. WC EPP Candidates complete degree coursework, educator preparation, field-based experiences, clinical teaching, and certification examinations. WC EPP tracks progress through documented benchmarks and retains evidence of completion in each Candidate’s program record.

Eligibility

Eligibility is reviewed at the stage when each requirement applies:

• Degree & EPP Status: A Candidate pursuing certification must be formally admitted to WC EPP and complete the BAAS ECET degree. A degree-only student does not receive WC EPP examination approval or a certification recommendation.
• English-Language Proficiency: Applicants and Candidates must satisfy the English-language-proficiency requirements applicable to EPP admission and Texas educator certification. WC EPP reviews the documentation required for each stage.
• TEA account: Candidates establish a TEA Login (TEAL) account and access the Educator Certification Online System (ECOS) when needed for testing and certification transactions. WC EPP uses the Candidate’s TEA identification number for required reporting and records.
• School-site Clearance: Before beginning a field-based experience or clinical teaching assignment, Candidates satisfy the applicable district or campus clearance requirements for that activity.
• Criminal-History Review: Applicants for Texas educator certification must complete the required criminal-history review and satisfy TEA’s fingerprinting requirements. TEA initiates certification fingerprinting through ECOS when it does not already have qualifying results on file.

Applicants are informed that criminal history may affect certification eligibility and may request an optional Preliminary Criminal History Evaluation from TEA. This evaluation does not replace the criminal-history review required for certification.

Preparation & Completion Requirements

• Coursework & Training: Candidates complete at least 300 clock-hours of educator preparation coursework and training aligned with the applicable educator standards. Before clinical teaching, they complete at least 150 clock-hours of preservice coursework and training and demonstrate the required pedagogical skills through performance tasks. Required curriculum topics are addressed throughout the program. 
• Field-Based Experiences: Before clinical teaching, Candidates complete at least 50 clock-hours of field-based experiences integrated into coursework and conducted in authentic school settings. State rules require at least 25 hours of active engagement in instructional or educational activities. WC EPP requires at least 80% active engagement across the 50 hours as a program standard. Candidates document their activities, hours, and reflections.
• Clinical Teaching: Candidates complete one continuous clinical teaching assignment across EDEL 4311 and EDEL 4312 under the guidance of a qualified Cooperating Teacher and Field Supervisor. WC EPP’s two-course, 28-week design requires at least 490 verified hours, unless the program approves and documents a reduction permitted by the current rule. The Candidate assumes increasing instructional responsibility and receives formal observations, informal observations, feedback, and a Midpoint and Final Evaluation. WC EPP ensures that the Candidate experiences the professional responsibilities of the first 15 instructional days of the school year through clinical teaching or, when necessary, field-based experiences.
• Program Benchmarks: Candidates complete required coursework, training, assignments, and structured assessments. WC EPP monitors progress and provides support when a benchmark is not met. Candidates must successfully complete the clinical teaching assignment and all other EPP requirements before WC EPP identifies them as program completers.
• Certification Examinations: Candidates must pass the official examinations applicable to the Core Subjects with Science of Teaching Reading: Early Childhood–Grade 6 certificate. WC EPP currently prepares Candidates for Science of Teaching Reading (293), Core Subjects EC–6 (391), and Pedagogy and Professional Responsibilities EC–12 (160). WC EPP confirms the examinations required when each Candidate becomes eligible to test, including any TEA-designated replacement examination. The program determines and documents readiness for each applicable examination before granting approval to test. 

Certification Application & Recommendation

The Candidate applies for certification and pays the applicable TEA fee through ECOS, accessed through TEAL. Examination fees are paid through the applicable test-registration process. After verifying the awarded bachelor’s degree, successful completion of WC EPP requirements, passing examination scores, and the clinical teaching results, WC EPP submits its certification recommendation. TEA determines whether to issue the standard certificate.

School-Based Practice

WC EPP prepares Candidates through two connected stages of school-based practice. Before clinical teaching, Candidates complete 50 hours of field-based experience across PreK–Grade 2 and Grades 3–6. These experiences are integrated into coursework so Candidates can observe effective teaching, practice instructional skills, receive feedback, and reflect on what they learn in authentic school settings. Candidates then complete one continuous 490-hour clinical teaching assignment across EDEL 4311 and EDEL 4312, with increasing responsibility for instruction. The sections below explain how each stage is organized, documented, and assessed.

FIeld-Based Experiences

BAAS ECET Candidates complete 50 hours of field-based experience before clinical teaching, organized in two grade-band blocks:

 

Field-Based Experiences Integration

 

 

EDEC 3301 and EDEC 3302 organize, document, and assess the placement hours. The other courses connect their assignments to what Candidates observe and practice in those classrooms. In Block A, Candidates apply child development and early literacy concepts through classroom participation, structured observation, and reflection. In Block B, they examine upper-elementary development and connect their field experiences to social studies instruction, language and literacy, and positive classroom management. EDLL 3301 draws on evidence from both grade bands so Candidates can examine how language and literacy instruction changes as children develop.

Field-based experience includes observation of effective teaching and opportunities to practice instructional skills and receive feedback. Under WC EPP’s fieldwork design, Candidates spend at least 80% of their 50 hours actively engaged in instructional or educational activities and no more than 20% in observation. Active participation may include tutoring, small-group instruction, one-on-one support, assisting with or delivering lessons, practicing classroom routines, and co-teaching under the FBE Coordinating Teacher’s direction. The current rule requires at least 25 hours of active engagement within the 50-hour experience; WC EPP’s 80% expectation is a higher program requirement rather than a state requirement.

For each block, the Candidate submits a Field-Based Experience Intent Form identifying the setting and planned schedule and maintains a timesheet verified by the FBE Coordinating Teacher. Across the field experience, Candidates complete course-directed structured observations, written reflections, a FBE Coordinating Teacher interview, and two to three supervised mini-lessons with feedback. Course assignments require Candidates to use evidence from the appropriate grade-band setting; an assignment requiring comparison across grade bands draws on both blocks. At least one required course observation takes place outside the Coordinating Teacher’s classroom to broaden the Candidate’s experience of authentic school settings.

The FBE Coordinating Teacher welcomes and guides the Candidate in the field setting, identifies appropriate opportunities to participate, provides feedback on instructional practice and professionalism, and verifies the hours completed. WC EPP reviews the intent forms, timesheets, reflections, instructional work, and Coordinating Teacher feedback to document completion of the field-based experience before the Candidate begins clinical teaching. Written reflections are completed outside the counted field hours.

Clinical Teaching

WC EPP Candidates complete one continuous clinical teaching assignment across EDEL 4311 and EDEL 4312, remaining in the same assignment with the same Cooperating Teacher. Each course includes a 14-week, half-day phase and at least 245 verified hours, for at least 490 hours across the 28-week assignment. Candidates participate for at least 20 hours per week. WC EPP ensures that each Candidate experiences the professional responsibilities associated with the start of the school year, defined as the first 15 instructional days. If the clinical teaching assignment includes that period, the Candidate participates in those responsibilities with the Cooperating Teacher. If it does not, WC EPP provides and documents the experience through field-based experiences before clinical teaching. 

Under the guidance of the Cooperating Teacher and Field Supervisor, Candidates co-plan, co-teach, deliver lessons, assess student learning, and assume increasing responsibility for leading instruction as they demonstrate proficiency. Candidates maintain one cumulative timesheet per course documenting daily activities, hours, and percentage of direct instruction. The Cooperating Teacher initials the record weekly and verifies the completed course hours. Candidates also submit weekly reflections and instructional goals.

The Field Supervisor conducts two in-person formal observations of at least 45 minutes and three in-person informal observations of at least 15 minutes in each course. Each formal observation includes a documented pre-observation conference, observation, and post-observation conference with written, T-TESS–aligned feedback. Informal observations address targeted instructional skills. The Field Supervisor shares written observation feedback with the Cooperating Teacher and requests and documents the Cooperating Teacher’s feedback at two separate checkpoints in each course.

The Field Supervisor and Cooperating Teacher use observation evidence, feedback checkpoints, Candidate reflections, and verified hours to inform the Midpoint Evaluation at the end of EDEL 4311 and the Final Evaluation at the end of EDEL 4312. To advance to EDEL 4312, the Candidate must earn at least Developing in every T-TESS domain, as required by WC EPP. At the end of the assignment, WC EPP verifies completion of the clinical teaching and other program requirements and considers the Field Supervisor’s and Cooperating Teacher’s evidence-supported recommendations when determining certification readiness.

Certification Exams

Candidates seeking initial certification through WC EPP must pass the examinations required by TEA for the Core Subjects with Science of Teaching Reading: Early Childhood–Grade 6 certificate. WC EPP integrates examination preparation into coursework, provides targeted support, and determines each Candidate’s readiness before granting approval to test. Passing a program practice assessment does not replace passing an official certification examination.

Examinations in the WC EPP pathway

• Core Subjects EC–6: The current TExES Core Subjects EC–6 (391) assesses English language arts and reading, mathematics, social studies, science, and fine arts, health, and physical education. Candidates must pass its required subject examinations. WC EPP will use a TEA-designated replacement examination when the transition applies to a Candidate.
• Science of Teaching Reading: The TExES Science of Teaching Reading (293) assesses knowledge and application of evidence-based reading instruction, including foundational skills, assessment, and instructional responses to students’ reading needs.
• Pedagogy & Professional Responsibilities: WC EPP prepares Candidates for the TExES Pedagogy and Professional Responsibilities EC–12 (160) as the program’s pedagogy examination, subject to the examination requirements applicable when the Candidate tests.
  WC EPP confirms the examinations applicable to each Candidate’s certificate and testing timeline. The Candidate must meet WC EPP’s Form A or Form B readiness benchmark for each applicable examination before receiving program approval to test. To qualify for certification, the Candidate must pass the required official examinations, complete the degree and EPP requirements, and receive WC EPP’s recommendation. TEA makes the final certification decision.

WC EPP confirms the examinations applicable to each Candidate’s certificate and testing timeline. The Candidate must meet WC EPP’s Form A or Form B readiness benchmark for each applicable examination before receiving program approval to test. To qualify for certification, the Candidate must pass the required official examinations, complete the degree and EPP requirements, and receive WC EPP’s recommendation. TEA makes the final certification decision.

Required Coursework & Training

WC EPP integrates required educator-preparation topics into BAAS ECET coursework, orientation, and program training. Candidates apply this learning through assignments, practice activities, and school-based experiences. WC EPP documents completion through applicable course assessments, training records, certificates, or other evidence in the Candidate’s program record. Candidates must complete all required coursework and training before WC EPP identifies them as program completers and recommends them for certification.

The curriculum addresses:

• The Texas Educators’ Code of Ethics, professional boundaries, and appropriate communication with students and colleagues.
• Detection and education of students with dyslexia through instruction provided by an approved provider.
• Mental health, substance abuse, and youth suicide.
• Students with disabilities, proactive planning, and evidence-based inclusive instructional practices.
• Classroom management and positive behavior supports, including WC EPP’s Texas Behavior Support Initiative (TBSI) training.
• The Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), and applicable Prekindergarten Guidelines.
• Reading instruction and content-area literacy.
• Texas teacher and principal evaluation frameworks.
• Digital literacy, digital learning, and virtual instruction.
• Use of approved open education resources instructional materials in the subjects and grade levels covered by the certification pathway.
• Laboratory and classroom safety, including safe preparation, supervision, and use of materials in elementary science activities.

WC EPP identifies when each topic is taught and what evidence demonstrates completion. Candidates must satisfy any training or clearance requirement designated for a school-based activity before beginning that activity. Missing required coursework or training may delay clinical teaching or program completion until the requirement is met.

Certification Delay or Denial

Candidates who do not meet the full set of certification requirements (e.g., completion of required trainings, passing of benchmark assessments, compliance with fingerprinting and legal eligibility, or timely submission of field documentation) will not be recommended for certification by the BAAS ECET/WC EPP. These requirements are mandated by the Texas Education Agency and reflected in both state law and program policy. In such cases, certification may be delayed, withheld, or denied entirely, depending on the nature, scope, and severity of the deficiency. The program has an obligation to ensure that all recommended candidates meet the professional, academic, and legal standards expected of Texas educators. While the BAAS ECET/WC EPP provides structured supports and proactive advising, each candidate bears individual responsibility for meeting these requirements in full and on time.

When certification requirements are not met, candidates may face a delay in test approval or clinical teaching placement, which can affect their ability to graduate on time. In some cases, candidates may be placed on a growth plan that outlines specific remediation steps, such as additional tutoring, repeated coursework, supplemental field experience, or documentation reviews. If a candidate does not successfully complete the remediation plan or continues to exhibit unmet expectations, the program may place the candidate on formal probation or remove them from the certification pathway.

It is possible for a candidate to graduate with a bachelor’s degree without being recommended for teacher certification. This may occur if the candidate has met all academic requirements for the degree but has not fulfilled the professional, legal, or clinical benchmarks required by the Texas Education Agency for certification. The BAAS ECET/WC EPP is committed to supporting candidates through each stage of the certification process, but ultimately, it is the candidate’s responsibility to meet all program and state requirements for licensure. Candidates who anticipate or encounter challenges in this area are strongly encouraged to contact the Program Director as early as possible to discuss options and seek guidance.

Records Retention

The BAAS ECET/WC EPP maintains secure, FERPA-compliant records to document each candidate’s progress toward Texas teacher certification.These records support compliance with state regulations, accreditation expectations, and due process protections for all candidates. Certification-related documentation is stored in a secure digital system (e.g., Watermark) and/or in restricted-access records maintained by the Program Director and Legal Authority.

The following certification-specific records are retained for each candidate:

• Verification of eligibility for certification (e.g., TEA ID, legal residency, English proficiency)
• Fingerprinting clearance and Preliminary Criminal History Evaluation (if applicable)
• Field-based experience documentation (e.g., timesheets, observation forms, demonstration reflections, dispositions evaluations)
• Clinical teaching documentation (e.g., signed timesheets, POP Cycle evaluations, T-TESS-aligned mid- and final evaluations, reflections, learning logs)
• Mandated training completion certificates and coursework-integrated reflections
• TExES practice exam results, remediation records, and clearance documentation for official testing
• Certification application confirmations, recommendation records, and correspondence with TEA

All records are retained for a minimum of five (5) years following a candidate’s program completion, withdrawal, or dismissal. These files may be reviewed by authorized personnel only, including the Program Director, Dean of Academics, Executive Vice President of Academics, accreditation teams, or Texas Education Agency representatives. Candidates may request access to their certification-related records by submitting a written request to the Director. Requests will be fulfilled within ten (10) business days, in accordance with FERPA guidelines and Weatherford College policy.

Ethical Conduct

The Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching/Weatherford College Educator Preparation Program (BAAS ECET/WC EPP) is committed to preparing ethical, responsible, and resilient educators who meet the highest standards of the teaching profession. Candidates are expected to demonstrate professional conduct, uphold the Texas Educator Code of Ethics, and comply with all programmatic and legal responsibilities throughout their enrollment. Candidates receive written policies outlining behavioral expectations, ethical obligations, and conditions for dismissal from the program. In addition, the BAAS ECET/WC EPP documents candidate progress and intervention efforts to ensure accountability, due process, and consistency. This section outlines candidate expectations for professional dispositions, the process for addressing conduct and academic concerns, and the steps to resolve grievances or appeal decisions. Together, these protocols ensure transparency, fairness, and alignment with state requirements for educator preparation programs.

Professional Expectations

Admission to BAAS ECET/WC EPP represents a formal commitment to the responsibilities of the teaching profession. As future educators, all teacher candidates are held to high standards of professionalism, academic integrity, and ethical conduct throughout their time in the program and into their careers. The following expectations outline the behaviors, attitudes, and responsibilities required of all candidates to remain in good standing and successfully complete the program.

Weatherford College Student Handbook

BAAS ECET students/candidates must adhere to the policies outlined in the Weatherford College Student Handbook as it relates to non-success in academic performance, behavioral misconduct, and academic integrity.

Texas Educator Code of Ethics

Candidates in the BAAS ECET/WC EPP are held to the highest standards of professional conduct as outlined in the Texas Educator Code of Ethics. Adherence to these ethical standards is not only a requirement for certification in the state of Texas but a foundational expectation throughout the program. Professional conduct is evaluated continuously through coursework, field experiences, and faculty and mentor feedback. The BAAS ECET/WC EPP evaluates professionalism through both observable behaviors and professional dispositions. Candidates are expected to model ethical behavior, sound judgment, and integrity in all settings. 

This includes:

• Maintaining respectful and appropriate communication with peers, instructors, cooperating teachers, students, and families
• Demonstrating reliability, punctuality, and accountability in all course and fieldwork commitments
• Dressing professionally and adhering to school/district appearance policies during field placements
• Responding constructively to feedback and engaging in reflective practice
• Protecting student confidentiality in accordance with FERPA and district policies
• Avoiding all behavior, online or in person, that may compromise professional credibility or ethical standing

Candidates are expected to read, understand, and abide by the full Code of Ethics. A signed acknowledgment form is required during orientation.

The full text of the Texas Educator Code of Ethics can be found at:

https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=7&ch=247&sch=A 

Failure to uphold the Code of Ethics may result in a growth plan, probation, or dismissal from the program, depending on the severity or persistence of the behavior. All concerns regarding professional conduct are reviewed by the Program Director and, when necessary, may be referred to the Professional Dispositions Committee.

Professional Dispositions

Professional dispositions are the behaviors and habits Candidates demonstrate in their coursework and school-based experiences. WC EPP instructors, Coordinating Teachers during field-based experiences, and Cooperating Teachers during clinical teaching document these dispositions using the program’s Professional Dispositions Inventory. Candidates receive feedback and are expected to address identified concerns.

All WC EPP Candidates are expected to:

• Arrive prepared and on time.
• Build appropriate professional relationships with students, peers, and school personnel.
• Communicate respectfully and appropriately for the setting.
• Adapt instruction and interactions to meet students’ diverse needs.
• Respond constructively to changes in classroom needs and plans.
• Take initiative, fulfill responsibilities, and meet deadlines.
• Accept feedback and apply it to improve their practice.
• Seek opportunities for professional growth and continually strengthen their teaching.
• Maintain high expectations for themselves and their students.
• Follow applicable laws and school and program policies.
• Demonstrate ethical conduct and academic integrity.

Tiered Accountability Process

Teacher candidates are held to rigorous standards aligned with the Texas Educator Code of Ethics and the professional expectations outlined in this handbook. These expectations include meeting academic requirements (GPA, attendance, assignment completion), demonstrating professionalism in coursework and field placements, complying with program documentation and certification processes, responding constructively to feedback, as well as respecting the learning environment and maintaining ethical behavior. Most candidates meet these expectations consistently. However, when concerns arise, the program follows a three-tiered support and accountability process.

To uphold the standards of the teaching profession and protect program integrity, the BAAS ECET/WC EPP implements a structured, tiered accountability process for addressing concerns related to academic performance, professional conduct, fieldwork readiness, and ethical responsibility. This system is developmental, not punitive. It is designed to support candidates in meeting expectations through targeted feedback, individualized plans, and documented interventions. The goal is to equip future educators with the dispositions, competencies, and decision-making capacity required to succeed in the classroom and earn standard teacher certification in Texas. Specifically, the program applies a three-tier model: Step 1: Growth Plan → Step 2: Probation → Step 3: Dismissal. Each tier represents a progressive level of support and documentation. Candidates may begin at any tier depending on the nature and severity of the concern.

 

Step 1. Growth Plan

A candidate may be placed on a Growth Plan when concerns arise that do not yet warrant immediate probation or dismissal but indicate a need for targeted support. These concerns may reflect early patterns in academic, professional, or instructional performance, and must be addressed to ensure the candidate is progressing toward certification readiness.

Examples of concerns that may result in a Growth Plan:

• Excessive absences or tardies in coursework or field placements
• Missed or incomplete assignments and failure to meet course expectations
• Communication difficulties with instructors, supervisors, or school personnel
• Inconsistent professionalism (e.g., unpreparedness, inappropriate attire, disengagement)
• Difficulty demonstrating expected behaviors during early field-based experiences (e.g., lesson planning, pacing, classroom interactions)
• Gaps in foundational content knowledge or instructional readiness
• Minor violations of the Texas Educator Code of Ethics

The Growth Plan is initiated by the BAAS ECET/WC EPP Director in consultation with faculty, Cooperating Teachers, and/or Field Supervisors as necessary. It includes:

• A clear description of the concern
• Behavioral and/or academic objectives aligned with program expectations
• Targeted supports (e.g., tutoring, coaching, modified placement, mentoring)
• Benchmarks and timelines for demonstrating growth
• Defined success criteria

The Candidate must meet with the BAAS ECET/WC EPP Director within ten (10) business days of notice to collaboratively review the plan, finalize expectations, and sign the agreement. The Growth Plan is monitored over a defined timeframe. If the candidate fulfills all outlined goals by the deadline, the plan is formally closed, and the candidate returns to good standing. If the objectives are not met or additional concerns arise, the matter escalates to Program Probation.

Step 2. Probation

A Candidate may be placed on Program Probation when (1) they fail to fulfill the expectations outlined in a Professional Growth Plan, or (2) they engage in behavior or demonstrate performance that presents a significant concern and requires immediate formal intervention. These concerns may include (but are not limited to) ethical violations, repeated unprofessional conduct, or failure to maintain academic standing.

While on probation, the Candidate remains enrolled in the BAAS ECET/WC EPP but is no longer in good standing. Additional restrictions may be imposed to ensure that the candidate receives appropriate support and oversight. These may include:

• Temporary removal from field placements or clinical teaching
• Increased supervision, reflection logs, or weekly progress meetings
• Required participation in targeted professional development
• Written documentation outlining areas for improvement and the conditions for returning to good standing

The probation period is time-bound and prescriptive, including measurable goals and regular progress monitoring. The Candidate must demonstrate consistent growth and meet all written expectations within the designated time frame. Failure to do so will result in formal dismissal from the BAAS ECET/WC EPP.

Step 3. Dismissal

If a Candidate fails to meet the expectations outlined in a probationary plan, they may be dismissed from the BAAS ECET/WC EPP. Dismissal marks the final tier in the accountability process and reflects the Candidate’s inability or unwillingness to demonstrate the growth required to remain in good standing. Dismissal decisions are made by the BAAS ECET/WC EPP Director in consultation with the Dean of Academics and Vice President of Academics. Dismissed Candidates will receive a formal dismissal notice documenting the rationale and outcome. They will be withdrawn from program coursework, field experiences, and certification-related activities and will receive written documentation outlining the decision.

Candidates who wish to reapply following dismissal must:

• Submit a formal letter of request for readmission
• Meet all current admissions criteria
• Receive written approval from the Program Director

Immediate Dismissal. Some behaviors warrant immediate dismissal from the BAAS ECET/WC EPP due to their severity or violation of state rules and ethical codes. Dismissal decisions are made by the BAAS ECET/WC EPP Director in consultation with faculty and the Dean of Academics and are formally documented in the candidate’s record. Dismissed candidates may not participate in coursework, fieldwork, or certification-related activities. 

Candidates may be immediately dismissed without prior placement on a Professional Growth Plan or Probation for the following:

• Violations of the Texas Educator Code of Ethics
• Falsification of fieldwork hours, observation documents, or certification paperwork
• Academic dishonesty, including plagiarism, cheating, or falsified academic records
• Harassment, discrimination, or intimidation of peers, faculty, staff, or PK–12 students
• Insubordination or unprofessional behavior that endangers others or compromises school safety
• Criminal misconduct 
• Consistent failure to meet GPA requirements (i.e., cumulative GPA below 2.75)
• Unauthorized use of AI or external assistance in academic or fieldwork assignments

Exit Policy

Candidates admitted to the BAAS ECET/WC Educator Preparation Program may elect to voluntarily exit either the educator certification component or the entire program, depending on their academic goals, personal circumstances, or evolving career plans. Because the WC EPP is embedded within the BAAS ECET degree, participation in the certification pathway is contingent upon active enrollment in the BAAS ECET. Candidates may not remain in the WC EPP if they are no longer pursuing the degree.

To initiate a voluntary exit, candidates must complete and submit the official Request to Withdraw Form to the Program Director. The form allows candidates to indicate whether they are exiting the certification pathway only (while continuing in the BAAS ECET degree) or withdrawing from both programs. Upon receipt of the form, the Program Director will review the candidate’s file, confirm their status at the time of exit (Good Standing, Growth Plan, or Probation), and document the effective date of withdrawal. Students exiting the certification pathway will receive a modified degree plan to ensure they can complete the BAAS ECET without clinical teaching or field placements. Alternate coursework may be assigned based on individual graduation needs and long-term goals.

Candidates withdrawing from both the degree and certification components must also complete any required Weatherford College withdrawal procedures. All candidates who exit voluntarily will receive written confirmation of their withdrawal status, including documentation of their standing and reentry eligibility. Any future request for reentry into either pathway will require full compliance with current admission standards, program capacity, and written approval from the Program Director.

Records Retention

All documentation related to professional conduct, disciplinary actions, grievance proceedings, and appeals within the BAAS ECET/WC EPP is retained for a minimum of five years from the date of the candidate’s completion, withdrawal, or formal separation from the program. These records serve to document due process, uphold legal and ethical standards, and ensure alignment with institutional policy and Texas Administrative Code. Candidates may request access to their records by submitting a formal request in writing to the Program Director, in accordance with institutional FERPA guidelines.

Resolving Conflict Professionally

The Bachelor of Applied Sciences in Early Childhood Education and Teaching/Weatherford College Educator Preparation Program (BAAS ECET/WC EPP) is committed to maintaining professionalism, fairness, and accountability in all program operations. The program has established clear grievance and appeals procedures for all categories of stakeholders, including teacher Candidates, employees, and nonemployees. These processes provide structured pathways for resolving concerns, reflect Weatherford College’s institutional policies, and safeguard the due process rights of all individuals associated with the EPP.

The complete grievance and appeals policy is published in the Candidate Handbook (teacher candidates), Field Supervisor Handbook (employees), Cooperating Teacher Handbook (nonemployees), during program orientation, and on the program BAAS ECET website to ensure all stakeholders have access to this information. By publishing distinct procedures for all relevant parties, the program ensures that concerns are addressed promptly and at the lowest appropriate level, stakeholders understand the steps for escalating unresolved issues, records of all formal complaints are retained, and individuals have recourse to institutional leadership and external governing bodies when necessary.

While the specific procedures for teacher Candidates, employees, and nonemployees are outlined separately in this section, all parties follow a similar step-by-step process for addressing and escalating concerns. Figure K1. Grievance & Appeals Process illustrates the common pathway.

Teacher Candidates

The BAAS ECET/WC EPP is committed to fostering a learning environment built on communication, collaboration, and respect. While most concerns can be resolved through direct and professional dialogue, the program recognizes that conflicts or misunderstandings may occasionally arise. In such cases, Candidates have the right to seek resolution through a structured, transparent, and fair grievance process. The procedures outlined below are designed to support candidates in resolving concerns related to coursework, field placements, program policies, professional standing, or any action that affects their status in the program. Educator preparation programs must provide written policies outlining candidate expectations and retain documentation of all formal complaints and their resolution. Candidates are expected to model the professionalism and ethical communication required of future educators throughout this process.

Step 1: Address the Concern Directly. Whenever possible, Candidates are expected to address concerns informally and professionally at the earliest level. This aligns with the expectations of the teaching profession, where educators are responsible for initiating respectful dialogue, seeking clarification, and resolving misunderstandings constructively. Most issues related to coursework, field placement, or communication can be resolved quickly and effectively through honest, solution-focused conversation. Candidates should begin by communicating directly with the individual involved. This might be a course instructor, FBE Coordinating Teacher, Field Supervisor, or Cooperating Teacher. Attempting to resolve concerns at this level demonstrates initiative, maturity, and professionalism. It also helps prevent minor issues from escalating into formal disputes.

Candidates are strongly encouraged to:

• Request a meeting (in person, by phone, or via video conference) rather than relying solely on email
• Use clear, respectful, and collaborative language during the conversation
• Ask for clarification and listen actively before drawing conclusions
• Take notes during the meeting to capture key points and areas of agreement
• Send an email after the meeting that briefly summarizes the concern and conversation, confirms any actions steps or agreement, as well as expresses appreciation for the discussion and willingness to move forward professionally.

The follow-up email serves as informal documentation and a record of the Candidate’s proactive effort to resolve the issue at the lowest level. If the concern remains unresolved and further steps are required, this message may be submitted with the formal Complaint Form in Step 2 to demonstrate that the candidate followed appropriate procedures.

Step 2: Submit a Formal Complaint. If the concern is not resolved through direct communication, the Candidate may submit a formal complaint to the BAAS ECET/WC EPP Director, who also serves as the WC EPP Chief Operating Officer. Candidates must complete the official Complaint Form, which is available on the program website, in the Candidate Handbook, or upon request from program staff. The form must include a clear summary of the concern; relevant dates, individuals involved, and contextual information; a description of prior efforts to resolve the issue (including a copy of the follow-up email from Step 1); any supporting documentation (such as assignments, emails, or evaluations); and a professional statement of the desired outcome or resolution. All complaint documentation will be retained in the candidate’s file for accountability. Once the Program Director receives the completed complaint, they will acknowledge receipt within three (3) business days, conduct a timely review (which may include meetings, interviews, and examination of documentation), and provide a written response to the Candidate within ten (10) business days. This response will summarize the findings and outline the proposed resolution or action plan.

Step 3: Request a Review by the Dean of Academics. If the Candidate is not satisfied with the resolution provided by the Program Director, they may request a formal review by the Dean of Academics. This step ensures that decisions made at the program level are reviewed for fairness, consistency, and alignment with institutional and state policy. The request must be submitted within ten (10) business days of receiving the Program Director’s written response. 

To initiate the review, candidates must email the Dean of Academics and include the following materials: 

• Original Complaint Form
• Program Director’s written response
• Brief statement explaining the reason for requesting further review
• Additional documentation the candidate believes is relevant to the unresolved issue

The Dean will review the complete grievance record, including all submitted materials, communication history, and any supporting evidence, and may contact the candidate or other involved parties to clarify information if needed. A written decision will be issued within ten (10) business days of receiving the request. 

Step 4: File an Institutional Appeal. If all internal program and departmental steps have been exhausted and the issue remains unresolved, Candidates may submit a formal grievance to the Executive Vice President of Academics and Chief Academic Officer by filling out the Student Complaint or Grievance Form online. This final institutional review is conducted in accordance with Weatherford College’s official grievance and appeals policy, ensuring that Candidates receive due process at the highest level of academic administration. The decision of the Executive Vice President constitutes the final institutional response.

Step 5: File a Complaint with the Texas Education Agency (TEA). If a Candidate believes the BAAS ECET/WC EPP has violated state rules or failed to follow proper procedures, and all institutional grievance steps have been exhausted, they may file a written complaint with the Texas Education Agency (TEA). TEA will only review complaints that fall under its regulatory authority and jurisdiction.

More information:

https://tea.texas.gov/texas-educators/preparation-and-continuing-education/complaints-against-educator-preparation-programs 

Employees

The BAAS ECET/WC EPP recognizes that employees (e.g., faculty, staff, and contracted field supervisors) play a critical role in program operations and candidate success. In support of professionalism, transparency, and due process, the EPP provides a structured grievance process aligned with institutional policy and state requirements. Educator preparation programs must maintain written policies for employees and other stakeholders, and it is consistent with the Weatherford College Employee Procedures Manual, which governs faculty and staff grievance and appeal rights.

Step 1: Address the Concern Directly. Employees are encouraged to resolve concerns informally and at the lowest possible level. This may include direct communication with a colleague, supervisor, or program administrator to clarify misunderstandings or identify solutions. Professional, respectful dialogue reflects the standards of conduct expected of Weatherford College employees and promotes a culture of collegiality.

Employees are encouraged to:

• Request a face-to-face or virtual meeting rather than relying solely on email.
• Use collaborative, solution-focused communication.
• Document key points and agreements from the conversation.
• Send a follow-up email summarizing the discussion and next steps.

Step 2: Submit a Formal Complaint. If the issue remains unresolved, employees must follow the formal grievance procedures outlined in the Weatherford College Employee Procedures Manual. A written complaint should include a summary of the concern, relevant dates and individuals involved, documentation of prior attempts at resolution, and the requested outcome. The Human Resources Office will acknowledge receipt, investigate the matter, and issue a written response in accordance with College timelines and policies.

Step 3: Request a Review by the Dean of Academics. If the employee is unsatisfied with the resolution provided through Human Resources, they may request a review by the Dean of Academics. The request must be made within ten (10) business days of receiving the HR response and should include the original grievance, the written response, and a brief explanation of the grounds for further review. The Dean will review all submitted materials, may consult with involved parties, and will provide a written decision within ten (10) business days.

Step 4: File an Institutional Appeal. Employees who remain unsatisfied after review by the Dean may appeal to the Executive Vice President of Academics and Chief Academic Officer. This final institutional step ensures that grievances receive due consideration at the highest level of College administration. The decision of the Executive Vice President constitutes the final institutional response.

Step 5: File a Complaint with External Agencies. If internal remedies have been exhausted, employees retain the right to escalate concerns to external authorities.

Options include:

• Texas Education Agency (TEA): TEA EPP Complaints
• Texas Higher Education Coordinating Board (THECB): THECB Complaints
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) – SACSCOC Complaints

Non-Employees

The BAAS ECET/WC EPP values the contributions of cooperating teachers, mentors, site supervisors, district administrators, and community partners. Because these nonemployees play a critical role in candidate preparation, the program ensures they have access to a structured grievance process. Educator preparation programs are required to provide written policies for all categories of stakeholders.

Step 1: Address the Concern Directly. Nonemployees are encouraged to begin by addressing concerns directly with the program staff member or field supervisor most closely involved. Most issues can be resolved quickly through professional and respectful dialogue. Documenting the discussion and agreed-upon steps is encouraged to prevent future misunderstandings.

Step 2: Submit a Formal Complaint to the EPP Director. If the matter is not resolved, the nonemployee may submit a formal written complaint to the EPP Director. The EPP Director will acknowledge receipt within three (3) business days, conduct an investigation, and provide a written response within ten (10) business days. Complaint records will be retained.

Complaints must include:

• A clear summary of the issue
• Relevant dates, individuals involved, and contextual information
• Documentation of prior attempts to resolve the concern
• Supporting materials, if applicable
• The desired outcome or resolution

Step 3: Request a Review by the Dean of Academics. If unsatisfied with the Director’s resolution, the nonemployee may request a review by the Dean of Academics within ten (10) business days. The request must include the original complaint, the Director’s response, and a brief rationale for escalation. The Dean will review the full record, may contact parties for clarification, and will issue a written decision within ten (10) business days.

Step 4: File an Institutional Appeal. If the concern remains unresolved, the nonemployee may submit a final institutional appeal to the Executive Vice President of Academics and Chief Academic Officer. This ensures full consideration at the highest level of College administration. The decision of the Executive Vice President constitutes the final institutional response.

Step 5: File a Complaint with External Agencies. If internal remedies are exhausted, nonemployees may file a complaint with the following agencies:

• Texas Education Agency (TEA): TEA EPP Complaints
• Texas Higher Education Coordinating Board (THECB): THECB Complaints
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC): SACSCOC Complaints

Tuition & Fees

Tuition costs for the BAAS ECET/WC EPP reflect Weatherford College’s commitment to maintaining affordability while delivering a high-quality educator preparation experience. The following tables break down estimated tuition and standard institutional fees for full-time students (15 credit hours per semester) during the 2024–2025 academic year. Rates vary based on residency classification and include required fees for technology, enrichment, online course delivery, and campus services. These figures provide a semester-by-semester snapshot, as well as a cumulative estimate over four semesters, to help candidates anticipate and plan for the total cost of program completion.

Cost Per Semester

The table below provides a breakdown of estimated tuition and fees for BAAS ECET/WC EPP Candidates enrolled in 15 credit hours per semester during the 2024–2025 academic year. Rates vary by residency status and include instructional costs as well as institutional fees such as enrichment, technology, and online course delivery. All students, except those enrolled through the Wise County campus or in dual credit programs, are also assessed a flat-rate $250 Student Center Fee. The total per-semester cost ranges from approximately $2,875 for in-district students to $5,660 for out-of-state students. 

 

Estimated Tuition and Fees (Per Semester, 15 Credit Hours)

Note. Adapted from Tuition and Fees Schedule (2024–2025), Weatherford College.

 

Four-Semester Total

The table below outlines the projected total cost of tuition and fees over four semesters for BAAS ECET/WC EPP candidates enrolled full-time in 15 credit hours per term. These totals represent the cumulative cost of 60 upper-division credit hours, inclusive of base tuition and all standard institutional fees such as technology, enrichment, online delivery, and the student center fee where applicable. Depending on residency status, students can expect to pay approximately $11,500 to $22,640 over the course of the program. In-district and Wise County residents benefit from significantly reduced rates due to local tax contributions that offset tuition, while out-of-district and out-of-state students incur higher tuition costs. These estimates reflect a standard two-year completion timeline and do not include optional summer coursework or additional fees for retakes or program extensions. Provided to support long-term financial planning, these projections help prospective candidates make informed decisions about the full investment required to complete both the BAAS ECET degree and the integrated educator preparation program.

 

Estimated Four-Semester Total (Per Semester, 15 Credit Hours)

Note. Estimates are based on full-time enrollment in 15 credit hours per semester across four consecutive semesters. Totals include tuition and standard institutional fees and are subject to change based on college policy or student residency classification.

 

Certification Costs

In addition to tuition and institutional fees, teacher candidates must account for required out-of-pocket expenses related to the certification process. These costs include state-mandated exams, fingerprinting, licensure applications, and materials used to complete program documentation requirements. While financial aid may not cover these items, all are essential for candidates pursuing standard certification in Texas.

The following table provides an overview of the estimated out-of-pocket costs associated with the teacher certification process in Texas. These expenses are separate from tuition and institutional fees and cover critical components required for certification, including registration for state-mandated TExES exams, fingerprinting and background checks through the Texas Education Agency, and the standard certificate application fee. Candidates should anticipate spending approximately $475 over the course of the program to fulfill these obligations. Actual costs may vary slightly depending on factors such as retesting, choice of preparation materials, or changes in state exam fees. These estimates are intended to provide a realistic financial planning benchmark for all students pursuing EC–6 standard certification in Texas and reflect the typical costs borne by teacher candidates statewide.

 

Certification-Related Expenses

Note. Certification-related expenses reflect average candidate may vary slightly based on individual testing needs, test retakes, or material costs.

 

Total Estimated Costs

Completing the BAAS ECET program requires both institutional and state-level financial commitments. In addition to tuition and fees paid to Weatherford College, students must also plan for certification-related expenses required by the Texas Education Agency (TEA), including exam fees, fingerprinting, and licensure application costs. These certification costs are not covered by financial aid and must be paid directly to state agencies or testing vendors. The table below summarizes the total estimated cost of completing the BAAS ECET program by residency status. These totals include four semesters of tuition and standard institutional fees, as well as the required out-of-pocket expenses for certification. Depending on residency, candidates can expect to invest between approximately $11,975 and $23,115 to complete the program and meet all certification requirements. These estimates reflect full-time enrollment in 15 credit hours per semester and include anticipated costs for TExES exams, fingerprinting, licensure application, and digital portfolio tools. While individual expenses may vary, this summary provides a realistic financial planning framework for future teacher candidates. Students are encouraged to explore financial aid, scholarships, and employer-based tuition assistance to help manage overall costs.

Estimated Total Program Cost (Tuition + Certification Expenses

Note. Tuition estimates are based on full-time enrollment over four semesters. Certification costs are based on current TEA and Pearson exam fees.

Paying for College & Certification

Weatherford College is committed to making the BAAS ECET program as accessible and affordable as possible. A variety of financial aid options, institutional scholarships, and state and federal assistance programs are available to help reduce the overall cost of attendance. All students are strongly encouraged to complete the Free Application for Federal Student Aid (FAFSA) and to apply for internal scholarships through the Weatherford College Foundation.

In addition to traditional aid, eligible students may also qualify for tiered financial support through Workforce Solutions North Central Texas, a regional partner organization that offers assistance with tuition, textbooks, certification costs, and more. This partnership is especially beneficial for working adults, paraprofessionals, and career-changing professionals who meet workforce development criteria. Students can learn more about financial aid, scholarships, and veterans’ benefits by visiting the Financial Aid, Scholarship Opportunities, or Veteran’s Aid sections of the Weatherford College website.

Students can learn more about available assistance by visiting or contacting the following resources:

Financial Aid

wc.edu/current-students/paying-for-college/financial-aid

(817) 598-6295 | finaid@wc.edu 

Scholarship Opportunities

wc.edu/alumni-and-giving/giving/scholarships

(817) 598-6272 | scholarship@wc.edu

Veteran’s Benefits

wc.edu/current-students/paying-for-college/veterans-benefits

(817) 598-6245 | tpeters@wc.edu 

Workforce Solutions North Central Texas

https://www.dfwjobs.com/ 

(817) 598-2806 | wcworkforce@dfwjobs.com

Additional Support

WC EPP provides role-specific documents and training so that Applicants, Candidates, and school-based partners understand their responsibilities at each stage of the program. The documents below explain program procedures; the associated orientations and training show participants how to carry them out.

Potential Applicants

Potential Applicants need clear information before deciding whether to pursue the BAAS ECET degree, WC EPP certification pathway, or degree-only option. The Program Information Packet explains admission requirements, application steps, costs, program expectations, and the distinct outcomes of the degree and certification pathways. Applicants use the packet to prepare their materials and make an informed decision. Required Candidate orientation occurs after formal WC EPP admission.

Information Packet

Candidates

After formal admission, Candidates use the Program Handbook as their primary guide to WC EPP policies and progression. It explains professional expectations, coursework and field-based experience requirements, assessment benchmarks, examination readiness, support procedures, and the requirements for program completion. Candidates complete Program Orientation to review these expectations, learn where to find forms and assistance, and understand their responsibilities before beginning educator-preparation activities.

Program Handbook

Program Orientation

Clinical Teaching Candidates

Candidates entering EDEL 4311 and EDEL 4312 use the Clinical Teaching Handbook for the procedures governing their continuous clinical teaching assignment. It explains the Candidate’s responsibilities, hours and timesheets, lesson planning, observations, feedback, Midpoint and Final Evaluations, and communication with the Cooperating Teacher and Field Supervisor. Clinical Teaching Orientation walks Candidates through these procedures and the required documentation before the assignment begins.

Clinical Teaching Handbook

Clinical Teaching Training

Cooperating Teachers

Cooperating Teachers use the Cooperating Teacher Handbook to guide their work with Candidates throughout clinical teaching. It explains qualifications, daily support, co-teaching and gradual release of instructional responsibility, verification of hours, feedback checkpoints, and participation in evaluations. Cooperating Teacher Training reviews the assignment schedule, coaching and feedback practices, required forms, and coordination with the Field Supervisor.

Cooperating Teacher Handbook

Cooperating Teacher Training

FIeld Supervisors

Field Supervisors use the Field Supervisor Handbook to carry out and document supervision across EDEL 4311 and EDEL 4312. It describes the observation schedule, conferences, written feedback, Cooperating Teacher checkpoints, Candidate support, and Midpoint and Final Evaluations. Field Supervisor Training prepares supervisors to apply these procedures and forms consistently; WC EPP documents completion of program training and verifies the separate TEA-approved training required for the role.

Field Supervisor Handbook

Field Supervisor Training