Program Information

Texas has a critical need for certified public school educators, especially in rural, high-need communities like those served by Weatherford College (19 Texas Administrative Code [TAC] §227.1(c)(3)(A); Texas Education Agency [TEA], 2023; Texas Workforce Commission [TWC], 2024). 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 (TEA, 2023).

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. 

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 (19 TAC §§ 149.1001, 228.30, 228.35).

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 expectations outlined in 19 TAC §§ 228.20(h), 228.40(a), and 229.4 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 (19 TAC §227.1(c)(3); §228.25).
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 (19 TAC §228.30; §228.35).
3. Support Candidate Success. Maintain high rates of course completion, certification exam passage, and on-time graduation (19 TAC §229.4(a); §228.40(a)).
4. Strengthen Workforce Impact. Partner with regional districts to place graduates in high-need EC–6 positions and improve teacher retention in local schools (19 TAC §227.1(c)(3)(A); §228.25(b)).
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 (19 TAC §149.1001(d); §228.30.

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.

AAT

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

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—creating a seamless transition into upper-division coursework and educator preparation through the BAAS ECET and WC EPP.

BAAS ECET

Bachelor of Arts and Applied Sciences in Early Childhood Education and Teaching

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.

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, as required by 19 TAC §§ 227.10(a)(1), 228.35(a)(1), and 230.11.

As illustrated by the figure below, the AAT→BAAS ECET→Teacher Certification pathway available at Weatherford College. The AAT is the first floor, the BAAS ECET is the second floor, and teacher certification is the roof that covers the learning housed beneath.

Stackable Credentials

Note. This intentional stackable structure increases access for paraprofessionals and first-generation college students by offering a local, affordable, and high-quality pathway into the teaching profession without duplicating prior coursework.

The organizational structure of the BAAS ECET/WC EPP is intentionally designed to ensure effective governance, role-specific accountability, and full regulatory compliance as required by Texas Administrative Code (TAC) §228.25. Program governance includes institutional leaders, a designated Legal Authority, instructional faculty, clinical field personnel, and an Advisory Committee, each of whom plays a vital role in program oversight and implementation. These roles are clearly defined to support decision-making, ensure instructional alignment, and maintain fidelity to state-mandated standards. This governance model promotes shared responsibility among stakeholders and fosters strong communication between academic and field-based components of the program. As a result, the program remains responsive to regional workforce needs and well-positioned to prepare effective educators for high-need Texas classrooms.

The following figure outlines the governance and operational structure of the WC EPP, including institutional oversight and role-based responsibilities. It illustrates the reporting hierarchy from the President of Weatherford College to the Program Director, who serves as the Legal Authority, and highlights the interconnected roles of full-time and adjunct faculty, field supervisors, cooperating teachers, and the Advisory Committee. Each role contributes to program delivery, candidate support, and compliance with Texas Administrative Code (TAC) requirements. The structure emphasizes collaboration across institutional and field-based partners to ensure quality assurance, alignment with certification standards, and responsiveness to workforce needs.

Weatherford College Administration

The BAAS ECET/WC EPP is housed within Weatherford College’s Academic Division. At the top of the governance structure is the President, who provides institutional vision and strategic direction. The Executive Vice President of Academic and Student Services serves as the college’s chief academic officer, providing oversight for institutional academic quality and ensuring the BAAS ECET/WC EPP receives adequate support, infrastructure, and resources. The Dean of Academics supervises all degree programs, including the BAAS ECET, and ensures academic alignment, cross-departmental collaboration, and fidelity to institutional priorities. The BAAS ECET Program Director, who also serves as the program’s Legal Authority, reports directly to the Dean and oversees the day-to-day implementation and coordination of all educator preparation components.

Legal Authority

As Legal Authority, the BAAS ECET Program Director is charged with ensuring compliance with TAC Chapters 227–230 and with aligning all aspects of the program—from admissions and coursework to fieldwork, testing, and certification—with TEA regulations. The Director leads curriculum development aligned to the Texas Educator Standards and the Science of Teaching Reading (STR) requirements, ensuring that instructional content remains rigorous, evidence-based, and responsive to state certification frameworks. Responsibilities include oversight of TEA-mandated training areas such as dyslexia instruction, mental health awareness, and inclusive instructional practices, as outlined in TAC §228.57. The Director also manages and verifies documentation for TEA audits, oversees program data systems, and ensures timely reporting. In addition to supervising faculty and field supervisors, the Director facilitates Advisory Committee meetings, leads program evaluation cycles, and ensures that stakeholder input informs continuous improvement efforts. The Director communicates regularly with the Texas Education Agency, Region 11 Education Service Center, and local district partners to ensure that field placements and instructional design meet regional workforce demands. This role functions at the intersection of leadership, policy, and instructional quality, anchoring the WC EPP’s operational integrity and strategic vision.

Faculty

BAAS ECET/WC EPP faculty include full-time and adjunct instructors with expertise in early childhood education, literacy, special education, and instructional design. All faculty members hold advanced degrees and possess the pedagogical and content-area knowledge required to teach coursework aligned with the Texas Educator Standards, the Prekindergarten Guidelines, and the Science of Teaching Reading. Many bring prior experience as classroom teachers, instructional coaches, or district-level specialists, offering candidates authentic, practice-informed perspectives. Faculty design and deliver standards-based instruction that emphasizes culturally responsive pedagogy, developmental appropriateness, and evidence-based teaching strategies. They also integrate field-based tasks into instruction and collaborate with clinical personnel to support candidate performance through practice-based assessment, lesson planning, and structured reflection. As instructional leads for performance assessments, faculty evaluate candidates using aligned rubrics and provide formative feedback throughout each course. Faculty routinely participate in program evaluation, curriculum review, and advisory committee dialogue to ensure continuous improvement and coherence across coursework and field experience.

Field Supervisors

Field supervisors are experienced educators who hold valid Texas certification in the appropriate EC–6 fields and are carefully selected based on their instructional expertise, mentoring ability, and familiarity with diverse classroom contexts. Prior to assuming supervisory responsibilities, they complete comprehensive TEA-aligned training that includes observation protocols, the use of a standardized rubric aligned with the Texas Teacher Evaluation and Support System (T-TESS), and evidence-based mentoring techniques for adult learners. Field supervisors conduct a minimum of three formal observations during each semester of clinical teaching, supporting each with pre- and post-conference sessions that promote reflective practice and actionable next steps. In addition to formal observations, they maintain regular communication with both the candidate and cooperating teacher to monitor progress, resolve challenges, and foster a coordinated support structure. Supervisors are also responsible for submitting observation documentation and contributing to summative candidate evaluations. Training completion is documented through sign-in logs, assessments, and reflective activities, and is reviewed annually to ensure compliance with TAC §228.35(e) and fidelity of implementation. Field supervisors play a pivotal role in bridging theory and practice, ensuring candidates receive consistent, high-quality support throughout their clinical teaching experience.

Cooperating Teachers

Cooperating teachers are veteran educators selected in partnership with school districts and verified to meet requirements in TAC §228.35(f), including holding a valid Texas teaching certificate, having a minimum of three years of successful classroom experience, and demonstrating instructional effectiveness. Selection is coordinated collaboratively with campus and district administrators to ensure appropriate certification alignment and strong mentorship capacity. Prior to hosting a candidate, cooperating teachers complete WC EPP training focused on adult learning theory, instructional coaching, formative feedback, and strategies for effective collaboration with field supervisors. This training is delivered via digital modules or live sessions and includes guidance on TEA expectations, program-specific responsibilities, and evidence collection for candidate growth. Cooperating teachers serve as the daily instructional mentors for clinical teaching candidates, modeling best practices in lesson planning, student engagement, differentiation, and classroom management. They guide candidates through the gradual release of responsibility, offer real-time coaching during instruction, and assist with professional reflection. In partnership with field supervisors, cooperating teachers provide written and verbal feedback and contribute to the candidate’s summative evaluation, helping ensure a coherent and supportive clinical teaching experience.

Advisory Committee

The BAAS ECET/WC EPP Advisory Committee meets the requirements outlined in TAC §228.25(a)–(b), with representatives from TEA-accredited public schools, private education providers, institutions of higher education, and business or community partners. Membership is strategically selected to reflect the perspectives of local school leaders, instructional staff, higher education faculty, nonprofit organizations, and workforce stakeholders, ensuring broad input into program decisions. Members review program data, provide input on field placements, assess candidate performance benchmarks, and make recommendations related to curriculum content and course sequencing. The committee also helps identify certification areas with regional teacher shortages, informs recruitment efforts, and contributes to decisions about program policies and candidate supports. Meetings occur at least twice annually and are documented through detailed agendas, attendance records, and minutes, all of which are stored as part of the EPP’s accountability and compliance records. Orientation is provided for new members to ensure familiarity with TAC regulations and committee responsibilities. The Advisory Committee plays a critical role in strategic planning and continuous program improvement, offering a feedback loop that helps the program remain responsive to workforce trends and emerging instructional priorities across Texas classrooms.

Admission to the Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching (BAAS ECET) program and the Weatherford College Educator Preparation Program (WC EPP) is competitive and aligned with the academic, behavioral, and professional standards established in 19 Texas Administrative Code (TAC) §227.1 and §227.10. Because candidates earn both a bachelor’s degree and teacher certification through this dual-enrollment model, all applicants must meet minimum program qualifications and participate in a structured, multi-phase application process.

MINIMUM ELIGIBILITY REQUIREMENTS

All applicants to the BAAS ECET/WC Educator Preparation Program must meet specific baseline qualifications that reflect both academic readiness and legal eligibility for Texas teacher certification. These criteria are established in accordance with 19 Texas Administrative Code (TAC) §227.10 and are designed to ensure that admitted candidates are prepared to succeed in upper-division coursework, field-based experiences, and the professional responsibilities of the classroom. Eligibility requirements include GPA minimums, prerequisite coursework, Texas Success Initiative (TSI) compliance, and legal documentation verifying residency and criminal history status. Each applicant is evaluated holistically, with additional attention given to professionalism, communication skills, and alignment with the program’s goals. Candidates who do not meet the qualifications for certification may still be eligible for admission to the bachelor’s degree pathway without certification, pending approval and development of a modified degree plan.

To be considered for admission into the BAAS ECET/WC EPP, applicants must meet the following baseline criteria:

• Legal Residency Status: Must be a U.S. citizen or lawful permanent resident with authorization to work in the United States (19 TAC §227.10(a)(5)–(6))
• GPA Requirement: Minimum 2.75 cumulative GPA on a 4.0 scale (19 TAC §227.10(a)(1))
• College Credit Hours: A minimum of 60 earned semester credit hours by the start of the program (or concurrent AAT completion)
• TSI Compliance: Demonstrated TSI compliance in reading, writing, and mathematics
• Prerequisite Coursework: Completion (or in-progress enrollment) in - 
• BIOL 1408 Biology for Non-Science Majors I
• GEOL 1403 Geology
• EDUC 1301 Introduction to Teaching
• EDUC 2301 Introduction to Special Populations
• MATH 1350 Mathematics for Teachers I
• MATH 1351 Mathematics for Teachers II
• PHYS 1415 Physical Science
• Disposition and Readiness: Demonstrated professionalism, communication skills, and academic preparedness, as evaluated through a writing sample, and references  (19 TAC §227.10(a)(8))

Clean Criminal Background Check: In accordance with 19 TAC §227.1(d), applicants must be eligible for Texas educator certification, which includes meeting statutory requirements and passing a national fingerprint-based background check administered by the Texas Education Agency (TEA). Applicants with prior arrests, charges, or convictions are strongly encouraged to request a Preliminary Criminal History Evaluation (PCHE) before applying

APPLICATION & ADMISSION PROCESS

Admission to the BAAS ECET / WC EPP is a multi-step process designed to ensure fairness, transparency, and full alignment with Texas Administrative Code (TAC) §227.10. Because the program leads to both a bachelor’s degree and initial teacher certification, each applicant must demonstrate academic readiness, legal eligibility, and professional suitability for the teaching profession. The process includes separate applications to Weatherford College and the BAAS ECET/WC EPP, with both required for admission into the certification pathway. In addition to verifying minimum qualifications, applicants must submit supporting documents, complete a credential review, and attend a mandatory orientation session. The following section outlines the timeline, steps, and required materials that guide candidates from initial inquiry to formal enrollment as a teacher candidate.

Priority Admission Timeline

Applications for the BAAS ECET/WC EPP program are accepted on a rolling basis throughout the year. However, to receive priority admission for each semester, applicants must submit all required materials by the posted deadlines. Priority applicants benefit from early advising, timely registration for upper-division courses, and access to preferred field placements. 

Late Submissions

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.

Application Steps

Admission to the BAAS ECET/WC EPP is a structured, multi-step process designed to ensure that each applicant meets the academic, legal, and professional standards required for future Texas educators. This section outlines the required steps, documents, and timelines for applying to the program, in full alignment with Texas Administrative Code (TAC) §227.10 and related regulations. Candidates must complete both the general Weatherford College application and the separate BAAS ECET/WC EPP application, as admission to the college alone does not guarantee program acceptance. In addition to meeting eligibility criteria, applicants must submit required documentation, participate in a credential review process, and attend a mandatory orientation. The steps below provide a comprehensive roadmap for becoming a fully enrolled teacher candidate in this degree and certification pathway.

The steps are as follows:

1. Eligibility Confirmation
2. Application to Weatherford College
3. Prepare Required Documents
4. BAAS ECET/WC EPP Application
5. Credentials Review
6. Acceptance Notification and Intent to Enroll Agreement
7. Official Enrollment
8. Required Advising Appointment
9. Mandatory Orientation

Each step is explored in more detail below.

Step 1: Eligibility Confirmation

Before applying, applicants must verify that they meet the following minimum qualifications:

• Current Weatherford College Student
• GPA ≥ 2.75 
• Earned Credit Hours ≥ 60
• TSI Compliance in Mathematics, Reading, and Writing
• Prerequisite Coursework (BIOL 1408, EDUC 1301, EDUC 2301, GEOL 1403, MATH 1350, MATH 1351, and PHYS 1415)
• Legal Residency 
• Clean Criminal History

Step 2: Application to Weatherford College

If an individual is not already a Weatherford College student, they must first apply to the college via the Coyote Recruit admissions platform. WC admission must be processed and active before one can submit a BAAS ECET/WC EPP application. Individuals may apply one the program website at: wc.edu/admissions/how-to-apply/new-student-checklist.php. Admission to Weatherford College DOES NOT guarantee admission to the BAAS ECET/WC EPP. Potential teacher candidates must complete both applications to be considered for entry into the program.

Step 3: Prepare Required Documents

Applicants must gather the following materials, save them as PDFs, and submit them individuals via the secure program portal:

• Official or Unofficial Transcripts from all institutions attended
• Acknowledgement of Professional Dispositions, Conduct Expectation, and Dismissal Policy (9 TAC §228.50, §228.20(h), §228.40(a), and §247.2)
• Preliminary Criminal History Evaluation Acknowledgement (19 TAC §227.1(d))
• Academic Reference (19 TAC §227.10(a)(8))
• Professional Reference (19 TAC §227.10(a)(8))
• Writing Sample (19 TAC §227.10(a)(8))
• Valid Government-Issued Photo ID (19 TAC §227.10(a)(6))
• Documentation of Legal Work Authorization, if not a U.S. citizen (19 TAC §227.10(a)(6))
• Foreign Credential Evaluation and English proficiency documentation, if applicable 19 (TAC §227.10(a)(5))

Additional Requirements for Non-U.S. Citizens  (19 TAC §227.10(a)(5)-(6))

• Documentation of Legal Work Authorization 
• Foreign Credential Evaluation (TEA-Approved Agency)
• Proof of English Language Proficiency, if applicable

Step 4. BAAS ECET/WC EPP Application

Once all required documents are ready to upload, applicants visit wc.edu/edbachelors to complete the online application. All required documents must be uploaded at the time of submission. Incomplete applications will not be reviewed.

Step 5. Credentials Review

Complete applications are reviewed for compliance with admission standards in 19 TAC §227.10(a). Eligible applicants are evaluated using a standardized rubric, which serves as the program’s official screening instrument under 19 TAC §227.10(a)(8). The rubric evaluates academic qualifications, writing sample quality, reference strength, and alignment with program goals. Applications missing required documentation will not be scored. Issuance of an acceptance letter is based on rubric score, documentation completeness, and cohort capacity.

Step 6. Acceptance Notification and Intent to Enroll Agreement

Applicants who are accepted into the BAAS ECET / WC EPP will receive an official Acceptance Letter that includes the mandatory orientation date, initial guidance on financial aid and certification-related costs, and instructions on next steps. Accepted applicants will also receive an Intent to Enroll Agreement outlining program expectations, legal responsibilities, and acknowledgment of certification pathways. To accept, applicants must sign and return the Intent to Enroll Agreement by the stated deadline. This document confirms their intent to pursue both the bachelor’s degree and Texas teacher certification while also acknowledging all fieldwork, fingerprinting, and ethical conduct requirements (per 19 TAC §227.1(d))

Step 7. Official Enrollment

Once the signed Intent to Enroll Agreement is received and the advising appointment is completed, the student is officially enrolled in the BAAS ECET/WC WPP. At this stage the BAAS ECET/WC EPP Director registers the student for upper-division coursework and assumes the role of their faculty advisor. This step marks the student’s official transition from applicant to enrolled teacher candidate and initiates their participation in the structured degree and certification pathway.

Step 8. Required Advising Appointment

All newly-admitted students must meet individually with the BAAS ECET / WC EPP Program Director to ensure the candidate has a clear, personalized plan to complete the program on time and in compliance with Texas certification requirements (19 TAC §228.35.). During this appointment, the candidate and BAAS ECET/WC EPP Director work collaboratively to develop a customized two-year degree and certification plan, including fieldwork, clinical teaching, and licensure benchmarks.

Step 9. Mandatory Orientation

All enrolled teacher candidates must attend a mandatory orientation session prior to beginning coursework. Orientation fulfills the requirements of 19 TAC §227.1(d) and §228.30 and provides candidates with clear expectations related to degree progression, field placements, certification testing, professional conduct, complaints process, program costs, and support resources. Orientation is required. Students who do not attend without prior written approval will be removed from the program roster and must reapply in a future term.

APPEALS & REAPPLICATION

Applicants who are not admitted to the BAAS ECET/WC EPP will receive official notification via email. While admission decisions are final for the current cycle, applicants are strongly encouraged to request a follow-up meeting with the Program Director to receive individualized feedback and explore opportunities for future reapplication. Candidates who address specific eligibility gaps or revise their application materials are often successful in future application cycles. Appeals related to application documentation or process concerns may be submitted in writing and will be reviewed in accordance with Weatherford College policy.

APPLICANT RECORDS RETENTION

In accordance with 19 TAC §228.31(i) and Weatherford College policy, the BAAS ECET/WC EPP maintains secure, FERPA-compliant records for all applicants and admitted candidates throughout the application, admission, and enrollment process. These records are retained to ensure transparency, support program evaluation, and demonstrate compliance with legal and accreditation standards.

The following records are maintained for all applicants, regardless of admission status:

• Application materials and uploaded documentation
• Admission eligibility screenings and credential reviews
• Professional reference forms and writing samples
• Criminal history acknowledgment and PCHE documentation
• Admission decisions and correspondence

For candidates who are admitted to the program, the following records are retained as part of the official candidate file:

• Signed Intent to Enroll Agreement
• Individual advising notes and degree plans
• Orientation attendance records
• Growth plans, performance reviews, and documentation of progress
• Certification documentation and testing eligibility records

All records are stored securely in digital platforms managed by the program and Weatherford College. Paper records (when applicable) are scanned and archived digitally or retained in locked storage. Records related to admission and enrollment decisions are retained for a minimum of five (5) years from the date of a candidate’s program completion, withdrawal, or dismissal. Only authorized personnel (e.g., Program Director, Dean of Academics, and accreditation reviewers) may access these records. Applicants or candidates wishing to review or request a copy of their admission or credential review file may submit a written request to the BAAS ECET/WC EPP Director. Requests will be fulfilled in accordance with FERPA guidelines, typically within ten (10) business days.

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) 

 

SUMMER COURSE OFFERINGS

To support flexible scheduling and timely degree completion, several core courses are offered each summer. These include EDEC 3303 (Child and Adolescent Guidance), EDTP 3303 (Behavior Management in Special Populations), EDEC 3305 (Prenatal and Infant Development), and EDIT 3310 (Instructional Technology). Students may enroll in these courses during the summer to reduce semester course loads or complete the program on an accelerated timeline.

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.

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.

Elementary Education

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 and 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.

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, in alignment with 19 TAC §228.40(a), which requires educator preparation programs 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.

Attendance and 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.

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

While the majority of BAAS ECET students pursue both the bachelor’s degree and initial teacher certification through the integrated WC EPP, the program also offers a degree-only completion option for students who choose not to pursue certification. Each path has distinct requirements, expectations, and outcomes. Students in the certification pathway must meet all Texas Education Agency (TEA) and program-specific requirements in order to be eligible for recommendation for educator certification. Those who opt out of certification follow a modified academic plan designed to fulfill degree requirements while preparing for careers outside of public school teaching. Candidates will not be eligible for recommendation for certification until all academic, fieldwork, and assessment benchmarks have been met and they have been awarded a BAAS ECET degree.

Degree-Only Option. Students pursuing the degree-only option (without educator certification) must first complete a complete Request to Withdraw form. If approved, a modified degree plan is developed in collaboration with the Director at the time of voluntary exit from the WC EPP. This plan includes alternative coursework in place of clinical teaching and is intended to support students in completing their bachelor’s degree while preparing for future roles in educational services, child and family development, or related fields. Degree-only students are not eligible for field placements or certification recommendation.

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 19 TAC §228.31(i) and institutional guidelines, these records support consistent program oversight, allow for timely interventions, and ensure that all graduation requirements have been met.

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

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.

To be eligible for standard teacher certification in Texas, all Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching/Weatherford College Educator Preparation Program (BAAS ECET/WC EPP) candidates must successfully complete a series of instructional, clinical, assessment, and legal requirements as defined in 19 TAC §228.35, §228.40, §228.50, and §230.11. The BAAS ECET/WC EPP is structured as a dual-enrollment model in which students simultaneously earn a bachelor’s degree and complete all necessary components for Texas educator certification. Certification readiness is embedded throughout coursework, field-based experiences, and training modules, and is tracked through structured benchmarks and documentation in each candidate’s Watermark portfolio. 

ELIGIBILITY

To be eligible for standard teacher certification in Texas, all BAAS ECET/WC Educator Preparation Program (EPP) candidates must meet baseline legal and procedural qualifications established by the Texas Education Agency (TEA). These eligibility requirements are grounded in 19 TAC §227.1(d) and §230.11 and must be fulfilled before a candidate may begin clinical teaching, register for certification exams, or be recommended for licensure. Failure to meet any of the eligibility criteria may result in ineligibility for certification, delayed field placement, or denial of program entry. Eligibility criteria include:

• Bachelor’s Degree Enrollment: Candidates must be enrolled in the Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching (BAAS ECET), a state-approved baccalaureate degree program for EC–6 certification.
• Legal Residency Status: In accordance with 19 TAC §230.11(b)(4), candidates must be either U.S. citizens or lawful permanent residents to qualify for standard teacher certification in Texas. Candidates who do not meet this requirement may complete the BAAS ECET degree only and are not eligible for clinical teaching or certification recommendation.
• English Language Proficiency (if applicable): Candidates educated or certified outside of the United States must demonstrate English proficiency through an approved assessment, as required by 19 TAC §230.11(b)(5).
• TEA ID Number: Candidates must create a TEA Login (TEAL) account and obtain a unique TEA ID number. This identifier is required for fingerprinting, test registration, and certification tracking.
• Fingerprinting and Criminal Background Check: As required by Texas Education Code §22.083 and 19 TAC §227.1(d), candidates must complete a fingerprint-based national background check using the TEA-approved vendor, IdentoGO. The TEA must receive results before the candidate may begin clinical teaching or be recommended for certification.

Preliminary Criminal History Evaluation (optional but encouraged): Candidates with a history of arrests or convictions are encouraged to request a Preliminary Criminal History Evaluation (PCHE) from TEA prior to admission. This optional, non-binding review helps determine whether a criminal record could impact certification eligibility. Visit https://tea.texas.gov/texas-educators/investigations/preliminary-criminal-history-evaluation-faqs to learn more.

REQUIREMENTS

 Once a candidate is determined eligible, the following academic, clinical, and assessment-based requirements must be completed to qualify for standard certification in Texas. These requirements are defined in 19 TAC §§ 228.35, 228.40, 228.50, and 230.11 and are embedded in the program curriculum, with progress monitored through structured checkpoints.

The requirements for certification are as follows:

1. Educator Preparation Coursework: Candidates must complete a minimum of 300 clock-hours of educator preparation coursework and training aligned to the Texas Educator Standards, as mandated by 19 TAC §228.35(a).
2. Early Field-Based Experience: Before clinical teaching, candidates must complete at least 50 hours of early field-based experience in EC–6 classrooms, with a minimum of 80% of those hours actively engaged in instruction, in accordance with 19 TAC §228.43(c)(2).
3. Clinical Teaching: Candidates must complete 490 hours of clinical teaching across two semesters in a 28-week, half-day format. These hours must be supervised by a qualified cooperating teacher and evaluated by a trained field supervisor as required under 19 TAC §228.35(e)(2)(B).
4. Required Training Modules: All candidates must complete TEA-mandated training in the following areas: ethics and professional conduct, dyslexia, mental health and suicide prevention, and inclusive instructional practices, as required by 19 TAC §228.30(c)(1–8).
5. Certification Exams: Candidates must pass all required Texas Examinations of Educator Standards (TExES), including: Core Subjects EC–6 (391), Science of Teaching Reading (STR, 293), and Pedagogy and Professional Responsibilities EC–12 (PPR, 160)

Application for Certification and TEA Fees: As the Legal Authority, the BAAS ECET/WC EPP Director Legal Authority submits the formal recommendation for certification verifying all requirements have been met. Candidates must submit the official online application for certification and pay all applicable TEA and testing fees through the TEAL system in order to be recommended for certification.

FIELDWORK

Field-based experiences are a cornerstone of the BAAS ECET/WC EPP, providing teacher candidates with progressive, hands-on opportunities to apply pedagogical theory in authentic classroom settings. Candidates complete structured fieldwork across two distinct phases: 50 hours of early field-based experience prior to clinical teaching and a 490-hour clinical teaching placement across two semesters (19 TAC §228.35 and §228.43). These experiences are designed to promote instructional readiness, reflective practice, and professional growth in partnership with local school districts. All fieldwork is supervised, documented, and evaluated to ensure alignment with state standards and program outcomes. All materials are reviewed by the BAAS ECET/WC EPP Director to confirm that teacher candidates have actively engaged in their placements, fulfilled course requirements, and complied with all state-mandated expectations for structured, standards-aligned field experiences under TAC §228.43.

Early FIeld-Based Experiences

BAAS ECET teacher candidates complete 50 hours of early field experience, divided across two junior-level courses:

• EDEC 3301: Supervised Experiences in Early Childhood, PreK–2 (25 hours)
• EDEC 3302: Supervised Experiences in Upper Elementary, Grades 3–6 (25 hours)

Unlike observation-only placements, early field experiences are hands-on, reflective, and instructionally focused. Candidates are expected to actively participate in classroom routines, assist with lesson delivery, and support student learning in ways that prepare them for full clinical teaching. In alignment with TAC §228.43(c)(2), at least 80% of field time must be spent in active engagement, with no more than 20% in passive observation. Recommended activities include small group instruction, tutoring, presenting whole class lessons, practicing classroom management skills, supporting lead teacher instruction, and co-teaching. 

As part of the requirements for EDEC 3301 and EDEC 3302, each teacher candidate must submit an Early Field Experience Intent Form indicating their scheduled placement days and times. Candidates are also required to maintain an Early Field Experience Timesheet, which must be initialed and signed by the cooperating teacher to verify completed hours. In addition to their active engagement in classroom routines, candidates must complete 2–3 structured classroom observations using a WC–provided protocol, conduct a cooperating teacher interview to gain insight into instructional practices and student supports, and design and deliver three teaching demonstrations followed by targeted feedback from the cooperating teacher. Finally, the cooperating teacher completes a dispositions inventory, which evaluates the candidate’s professionalism, communication, instructional readiness, and overall engagement throughout the early field experience. These materials are reviewed by the WC EPP Legal Authority and BAAS ECET Director to ensure that candidates have meaningfully engaged in their placements, met course expectations, and satisfied state and institutional requirements for field experience documentation and compliance.

Clinical Teaching

BAAS ECET/WC EPP teacher candidates complete a yearlong clinical teaching sequence totaling 490 hours, aligned with TAC §228.35(e)(2)(B). Clinical teaching follows a 28-week, half-day model and is designed to support developmental progression from guided practice to increasing instructional responsibility. Responsibilities are distributed evenly across two senior-level courses:

• EDEL 4311: Student Teaching/Clinical Apprenticeship I (245 hours)
• EDEL 4312: Student Teaching/Clinical Apprenticeship II (245 hours) 

Throughout both semesters of clinical teaching, candidates participate in co-planning, co-teaching, lesson delivery, student assessment, and full instructional responsibilities during half-day placements under the guidance of a qualified cooperating teacher and a BAAS ECET/WC EPP-trained field supervisor. Each semester includes at least two informal and two formal observations. Pre-Observation, Observation, and Post-Observation (POP) Cycles serve as the formal observation process, incorporating lesson planning, reflection, real-time observations, and feedback aligned to the T-TESS rubric. Candidates submit weekly signed timesheets documenting their 245 required hours and complete reflective Learning Logs tied to the four T-TESS domains: Planning, Learning Environment, Instruction, and Professional Practices & Responsibilities. Assessment is developmental, with a Midpoint Evaluation conducted at the end of EDEL 4311 followed by the Final Evaluation at the end of EDEL 4312. These assessments are completed jointly by the cooperating teacher and instructor to monitor candidate’s growth. To advance from EDEL 4311 to EDEL 4312, candidates must earn at least a “Developing” rating in all areas, with the second semester continuing the same structured supports and culminating in a final capstone evaluation for certification readiness. Clinical teaching documentation is reviewed by the WC EPP Legal Authority and BAAS ECET/WC EPP Director to confirm that teacher candidates have actively engaged in their placements, fulfilled course requirements, and complied with all state-mandated expectations for structured, standards-aligned field experiences under TAC §228.43.

CERTIFICATION EXAMS

In accordance with 19 TAC §230.11(b) and §230.21, all BAAS ECET/WC EPP candidates pursuing Texas teacher certification in the Core Subjects EC–6 area must pass a series of state-mandated certification exams developed and administered through the Texas Examinations of Educator Standards (TExES). These exams are designed to ensure that all candidates possess the foundational content knowledge, pedagogical skills, and instructional competencies required to succeed as a classroom teacher. Each exam aligns with the Texas Educator Standards and is part of the formal certification process overseen by the Texas Education Agency (TEA).

Passing these exams is not only a legal requirement for certification but also a critical benchmark for demonstrating readiness to teach in Texas public schools. Successful completion of all required TExES exams is necessary for the issuance of a Standard Certificate, which authorizes candidates to teach in Texas EC–6 classrooms. As such, exam performance is a major milestone in the educator preparation journey, and the BAAS ECET/WC EPP provides targeted support, coursework integration, and exam readiness benchmarks to ensure candidates are well-prepared to meet this expectation.

Required Exams

• TExES Core Subjects EC–6 (391): This comprehensive exam evaluates content knowledge across five subject domains—English Language Arts and Reading (ELAR); Mathematics; Social Studies; Science; and Fine Arts, Health, and Physical Education. Candidates must pass each subtest to pass the full exam, ensuring readiness to teach across the elementary curriculum.
• TExES Science of Teaching Reading (STR, 293): The STR exam assesses knowledge of scientifically based reading instruction aligned with the Science of Teaching Reading standards. It focuses on foundational reading skills, reading development stages, intervention strategies, assessment literacy, and reading comprehension practices for early learners.
• TExES Pedagogy and Professional Responsibilities EC–12 (PPR, 160): The PPR evaluates general pedagogical knowledge and professional ethics. It assesses competencies related to instructional design, learning environments, student engagement, classroom management, professional communication, and legal responsibilities across all grade levels.

Readiness

In alignment with 19 TAC §228.40(b) and §230.11(b), the BAAS ECET/WC EPP follows a structured exam readiness process to ensure all certification candidates demonstrate mastery of content and pedagogy prior to registering for the official Texas Examinations of Educator Standards (TExES). Preparation is embedded throughout upper-level coursework, with representative practice exams administered in key courses to mirror the structure, rigor, and domain alignment of official TExES assessments.

To be cleared for testing, candidates must:

• Score at least 85% on their first program-administered practice exam.
• If this threshold is not met, complete targeted remediation, which may include tutoring, study modules, content review, or additional practice.
• Following remediation, earn a minimum of 90% on a second representative exam.

Approval to register for the TExES is contingent on meeting all readiness benchmarks and documenting completion. This process supports candidate confidence, minimizes repeated testing attempts, and ensures alignment with TEA expectations for certification success. Readiness standards apply to all required exams, including the Science of Teaching Reading (STR), Pedagogy and Professional Responsibilities (PPR), and the Core Subjects EC–6 subtests.

MANDATED TRAININGS

In accordance with 19 TAC §228.30(c) and §228.50, all BAAS ECET/WC Educator Preparation Program (EPP) candidates must complete a series of Texas Education Agency (TEA)–mandated trainings as part of their preparation for certification. These trainings address critical areas of professional responsibility, inclusive practices, and student safety. Completion of all mandated trainings is a non-negotiable requirement for recommendation for certification and must be documented in each candidate’s Watermark portfolio in alignment with 19 TAC §228.40(d). Candidates who fail to complete one or more trainings by the designated deadlines may be delayed in clinical teaching placement or certification processing.

To streamline completion and support instructional alignment, all required trainings are embedded into the candidates’ coursework throughout the BAAS ECET/WC EPP. This integrated approach ensures that candidates engage with the material in context, apply their learning to authentic scenarios, and demonstrate proficiency as part of their academic progress. Training completion is verified through submitted assignments, certificates, or written reflections, all of which must be uploaded to each candidate’s Watermark portfolio prior to clinical teaching, in accordance with 19 TAC §228.40(d). 

The required training topics include:

• Texas Educator Code of Ethics (§228.50)
• Mental Health Training (§228.30(c)(2))
• Substance Abuse Awareness Training (§228.30(c)(3))
• Suicide Prevention Training (§228.30(c)(3))
• Detection and Education of Students with Dyslexia (§228.30(c)(2))
• Texas Behavior Support Initiative (TBSI) Training (§228.30(c)(9))
• Inclusive Practices and Special Education Training (§228.30(c)(9))

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.

CERTIFICATION DELAY

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.

CERTIFICATION DENIAL

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.

CERTIFICATION RECORDS RETENTION

The BAAS ECET/WC EPP maintains secure, FERPA-compliant records to document each candidate’s progress toward Texas teacher certification. In accordance with 19 TAC §228.31(i) and institutional policy, 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.

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. In accordance with 19 TAC §228.50 and §247.2, 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. As required by 19 TAC §228.20(h), 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 in accordance with 19 TAC §228.40(a) 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 the Texas Administrative Code and Texas Education Code §22.0831 (regarding fingerprinting and legal clearance) 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 (19 TAC §247.2). 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

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.

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 

Professional Dispositions

Professional dispositions encompass a range of behaviors and attitudes that are integral to the success and credibility of a teacher. Aligned with Interstate New Teacher Assessment and Support Consortium (INTASC) and Texas Teacher Standards (TSS), these dispositions are not just desirable traits, but essential components of effective teaching and professional conduct in the field of education. Candidates will be evaluated by instructors and cooperating teachers using the Professional Dispositions for Preservice Teachers Rubric that is modeled after the aforementioned dispositions.

All BAAS ECET/WC EPP candidates must develop the following dispositions to successfully complete the program:

• The teacher candidate is prepared and punctual [​​INTASC: 9O; TTS: 6A]. 
• The teacher candidate develops appropriate relationships with peers, colleagues, and students [INTASC: 3O, 7O, 9B, 9C, 10G, 10I, 10R; TTS: 6B(1), 6C(1), 6D(2)].
• The teacher candidate develops appropriate relationships with peers, colleagues, and students [INTASC: 3O, 7O, 9B, 9C, 10G, 10I, 10R; TTS: 6B(1), 6C(1), 6D(2)].
• The teacher candidate communicates in a manner appropriate to the learning environment [INTASC: 3F, 8M, 8Q; TTS: 6C(1), 6D(2), 6D(4)].
• The teacher candidate makes appropriate adaptations and accommodations for those with diverse needs [INTASC: 6P, 6U, 7B, 9G; TTS: 1B(3), 2B(3), 3B(2), 4B(2), 5A(2)].
• The teacher candidate is flexible and comfortable with change, adapting, adjusting, and modifying practices to meet the needs of students and peers [INTASC: 1A, 1G, 5S, 7F, 7L, 7Q, 8B, 8P, 9G; TTS: 1F(3), 2B(3), 2C(3), 3A(3), 4A(3), 4B(2), 5D(2)].
• The teacher candidate demonstrates initiative and responsibility in making plans, completing tasks, and meeting deadlines [INTASC: 6R, 7B, 7D, 7E, 7F, 7L, 7P, 10R;TTS: 2A(3), 5C(1), 5D(2)].
• The teacher candidate accepts and acts upon constructive criticism [INTASC: 10T; TTS: 6A(1), 6A(2)].
• The teacher candidate seeks out professional growth opportunities [INTASC: 9A, 9B, 9K; TTS: 6A(3), 6B(1), 6B(2)].
• The teacher candidate seeks out, develops, and continually refines his/her expertise in teaching.
• The teacher candidate maintains high expectations for self and all others [INTASC: 10O; TTS: 1E(1), 2B(1), 4C(2), 4D(1)].
• The teacher candidate complies with educational laws and policies [INTASC: 9J, 9O; TTS: 6D(1)].
• The teacher candidate demonstrates ethical and scholastic integrity [INTASC: 5K, 6V, 9F, 9O; TTS:6D(1)].

TIERED ACCOUNTABILITY PROCESS

Teacher candidates are held to rigorous standards aligned with the Texas Educator Code of Ethics (19 TAC §247.2) 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 (19 TAC §§ 228.40(a), 228.50, and 247.2).

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 (19 TAC §247.2)

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 (19 TAC §§ 228.40(a) and 228.50). 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 under 19 TAC §227.10
• 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 (19 TAC §247.2)
• 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 or any conduct that violates TEC §22.0831 (relating to fingerprinting and criminal history checks)
• 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

VOLUNTARY EXIT

In accordance with 19 TAC §227.10(a)(9), 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

In accordance with 19 TAC §228.31(i), 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.

The Bachelor of Applied Arts and Sciences in Early Childhood Education and Teaching/Weatherford College Educator Preparation Program (BAAS ECTE/WC EPP) values open communication, professional collaboration, and ethical decision-making as essential components of effective teacher preparation. While the program strives to foster a positive, supportive learning environment, it also acknowledges that concerns or conflicts may arise. When they do, candidates have the right to seek resolution through a clear, respectful, and fair process. 

This section outlines the formal procedures for addressing complaints related to admission, coursework, field placements, program policies, or professional standing. In accordance with 19 TAC §228.20(h) and Weatherford College grievance policy, the BAAS ECET/WC EPP provides a multi-tiered process that encourages early resolution, safeguards due process, and ensures transparency at every level of review. Candidates are expected to first engage in direct, professional communication with the involved party whenever possible. When issues cannot be resolved informally, structured steps are available for escalating the concern to the Program Director, Dean of Academics, and ultimately the college’s Executive Vice President. If all institutional pathways are exhausted, a formal complaint may be submitted to the Texas Education Agency (TEA). All candidates are expected to approach the process professionally and constructively, modeling the communication and ethical standards expected of future educators. The steps that follow are designed to support accountability, clarity, and mutual respect.

PROCEDURES

The BAAS ECET/WC EPP recognizes that questions, concerns, and conflicts may arise during a candidate’s academic and clinical journey. When they do, the program is committed to resolving them through a structured, respectful, and professional process. Candidates are expected to take an active role in addressing concerns using the same collaboration and communication skills expected of professional educators. Whenever possible, issues should be resolved informally and directly between the involved parties. However, when informal resolution is unsuccessful or not appropriate, a formal, multi-tiered grievance process is available to ensure transparency, fairness, and due process. The following steps outline the procedures for escalating concerns within the program, through the college, and to the Texas Education Agency if necessary.

Step 1. Address the Concern Directly

Candidates should begin by communicating directly with the person or party involved such as a faculty member, field supervisor, or staff member. Most issues can be resolved quickly and informally through respectful conversation, clarification, or feedback. This step models the professionalism and communication skills expected of educators. 

Candidates are advised to:

• Request a meeting or appointment with the individual involved
• Discuss the concern in person or via video conference, using respectful, solution-focused language
• Follow up the conversation with a brief, professional email summarizing the key points discussed and outcome

This follow-up email serves as informal documentation and demonstrates a candidate’s proactive effort to resolve the concern at the earliest level. If the issue cannot be resolved informally, this email may be submitted with the formal complaint form in Step 2.

Step 2. Submit a Complaint Form

If the concern is not resolved through direct communication, the candidate may escalate the issue by submitting a formal complaint to the BAAS ECET/WC EPP Director, who also serves as the WC EPP Legal Authority. Candidates must use the official Complaint Form, which is available through the program website or by request. This step is intended to promote restorative communication and fair mediation, while also creating a formal record of the concern and response. All documentation will be retained as part of the candidate’s file in accordance with 19 TAC §228.31(i) and Weatherford College policy.

The form must be completed in full and include the following:

• A clear and concise summary of the concern
• Dates, context, and specific parties involved
• A description of prior attempts to resolve the issue (including the date and content of the follow-up email from Step 1)
• Any supporting materials (e.g., relevant emails, course documents, assignments, or placement records)
• A respectful statement of the requested outcome or resolution

What Happens Next

Upon receiving the completed Complaint Form, the Program Director will:

1. Acknowledge receipt of the complaint via email within three (3) business days
2. Conduct a review, which may include gathering additional information, consulting with involved parties, and reviewing documentation
3. Respond in writing to the candidate with a summary of findings and a proposed resolution or action plan, typically within ten (10) business days

Additional Considerations

All written complaints should be composed in a professional and respectful tone, with an emphasis on constructive problem-solving and clear communication. Complaints that include inflammatory language, personal attacks, or unsupported accusations may be returned for revision prior to review. Anonymous complaints will not be considered unless they involve a clear legal or safety risk to students, faculty, or program integrity.

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 formally request a review by the Dean of Academics. This step ensures that program-level decisions are reviewed for fairness, consistency, and alignment with institutional policy, and that candidates have a structured opportunity to be heard beyond the program itself.

To initiate this step, the candidate must submit a written request for review within ten (10) business days of receiving the Program Director’s response. The request must be sent via email to the Dean of Academics and should include the following:

• A copy of the original Complaint Form submitted to the Program Director
• A copy of the Program Director’s written response
• A brief statement explaining why the candidate is requesting further review
• Any additional documentation the candidate believes is relevant to the unresolved issue

The Dean will evaluate the full grievance record (i.e., complaint history, supporting documents, and prior communication) to determine whether further mediation, academic review, or corrective action is warranted. The candidate may be contacted to clarify information or participate in a follow-up conversation. The Dean will provide a written decision or resolution plan, typically within ten (10) business days of receiving the request.

Step 4. 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

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

CONFLICT RESOLUTION RECORDS RETENTION

All formal complaints, appeals, and grievance-related documentation submitted through the BAAS ECET/WC EPP are retained in accordance with 19 TAC §228.31(i) and Weatherford College policy. These records serve to protect candidate rights, ensure due process, and demonstrate the program’s commitment to ethical and transparent operations. All documents are maintained in a secure, FERPA-compliant digital system and/or confidential file storage by the Program Director for a minimum of five (5) years from the date of the candidate’s program completion, withdrawal, or dismissal. These records are accessible only to authorized personnel, including the Program Director, Dean of Academics, Executive Vice President of Academics, and designated accreditation or legal reviewers. Candidates may request access to their grievance records by submitting a written request to the Program Director. Requests will be fulfilled in accordance with FERPA guidelines, typically within ten (10) business days.

semester and across the full four-semester program, with variations based on residency status. These estimates are designed to support transparent financial planning and ensure that candidates are fully informed of the investment required to complete their bachelor’s degree and educator preparation program.

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.

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

 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 costs as of 2024 and may vary slightly based on individual testing needs, test retakes, or material costs.

Adapted from Texas Educator Certification Examination Program Fee Schedule, Texas Education Agency, 2024, and Weatherford College EPP Certification Planning Guide, 2024.

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.

Adapted from Tuition and Fees Schedule (2024–2025), Weatherford College, and Texas Educator Certification Program Guide, Texas Education Agency, 2024.

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