Teacher Study Hall Educator Prep (TSHEP)

TSHEP Candidate Handbook

Version 1.2 (draft) · July 2026
Teacher Study Hall, LLC · 5663 San Felipe Street, Houston, TX 77056
(832) 707-5256 · teacherstudyhall.com

This handbook governs candidate participation in TSHEP and is reviewed annually. Currently enrolled candidates are notified when material changes take effect.

Welcome to TSHEP

Welcome from the Program Director

You are joining an educator preparation program designed by a public school educator who knows what new teachers walk into on the first day of school. Every course was built from the question: what does a first-year Texas teacher actually need to be effective in front of children, satisfy their evaluator, and grow into a career? The answers shaped your coursework, your portfolio, and your field-based experience.

TSHEP will be demanding. You will produce artifacts that document the work, you will receive direct feedback, and you will be held to the same standards a Texas school district will hold you to once you have a classroom of your own. The program is also designed to support you through the demands. Your instructors will respond to your portfolio submissions within seven days. Your field supervisor will visit your placement classrooms. Your cohort meets weekly. You are not alone in this work.

Read this handbook carefully. It explains the program structure, the standards we are anchored to, the policies you are bound by, the resources available to you, and the processes for raising concerns. When you have read it, sign the acknowledgment on the back page and return it to your program supervisor. You cannot begin coursework until that page is on file.

Welcome to the work.

Dorian Wesley, M.Ed.

Owner and Lead Instructor

Teacher Study Hall Educator Prep ACP

Contents

1. Program Overview

Program Identity

Teacher Study Hall Educator Prep ACP (TSHEP) is the Alternative Certification Program operated by Teacher Study Hall, LLC, a TEA-approved Continuing Professional Education provider (Provider #902-970). TSHEP prepares candidates for initial Texas teacher certification in EC-6 Core Subjects with optional ESL Supplemental or Bilingual Supplemental pathways.

Standards Anchor

Every course is anchored to 19 TAC §235.21 Classroom Teacher Pedagogy Standards. The program also addresses the new 19 TAC §149.1001 five-standard Texas Teacher Standards (effective August 17, 2025) and complies with the curriculum requirements in 19 TAC §228.57. See the companion Standards Alignment Chart v1.1 and Program Curriculum Overview v1.2.

Program Structure

TSHEP consists of one pre-curriculum gateway module (TSHEP 101 Candidate Onboarding, 5 hours non-credit) followed by a seven-course curriculum (320 clock hours: 270 coursework + 50 field-based experience). The seven courses are organized in two phases:

• Pre-service phase (four courses, completed before internship begins): EDU 110 Foundations of Teaching, EDU 210 Research-Based Best Practices, EDU 250 Core Subjects Expertise, EDU 310 Embedded Language Development.

• Internship phase (three courses, completed concurrent with paid teaching as teacher of record): EDU 350 Teaching with HQIM, EDU 410 Effective Instruction, EDU 510 Comprehensive Learner Support.

Figure 1. TSHEP program sequence: two preparation levels, the pre-service field-based experience, content-exam readiness before the intern certificate, and the paid internship year through recommendation for standard certification.

Admission and Onboarding

Admission decisions follow the standards in 19 TAC §227.10. Admitted candidates receive a Formal Acceptance Offer Letter that confirms their enrollment cohort, payment schedule, and pre-service start date. Onboarding includes signing this handbook’s acknowledgment, completing the §247.2 Code of Ethics attestation, and submitting a FERPA acknowledgment. Without these signed pages on file, no candidate can begin field-based experience or enter an internship placement.

Candidates applying with out-of-state teaching credentials are subject to the requirements of new §230.111 (effective for applications received on or after September 1, 2026, implementing HB 1178). Out-of-state credentials must be valid, unexpired, and non-temporary at the time of application. Expired or temporary certificates are not acceptable. Statement-or-approval-letter equivalencies from other state licensing agencies are no longer accepted. Once a complete credentials review is finished and fingerprinting and background check requirements are met, the Texas one-year certificate is issued immediately per new §230.113(b).

How Courses Progress

Each course consists of audio-first modules with companion artifact templates. Candidates work through one module at a time, producing portfolio artifacts that demonstrate their grasp of the standards and their growth as a teacher. Module Checks at the end of each module confirm readiness to move forward. The instructor reviews submitted artifacts and returns feedback within seven days.
The full sequence, including exam review placement and the internship year, appears in Figure 1.

2. Program Personnel — Who to Contact

Use the contact below most aligned with your concern. When in doubt, contact the program supervisor.

3. Course Progression and Sequencing

Sequencing Requirements

TSHEP 101 must be completed before EDU 110 access opens. The four pre-service courses (EDU 110, 210, 250, 310) may be taken in any sequence or concurrently, though TSHEP recommends starting with EDU 110 because the classroom systems work in EDU 110 grounds the rest of the program. EDU 350, 410, and 510 are the internship-phase courses and require the candidate to be serving as a teacher of record.

Pacing

Pre-service course pacing is flexible. Candidates may complete the four pre-service courses in 4 to 12 months depending on their available time. The program expects candidates to make consistent progress; candidates who go more than 30 days without submitting work receive an outreach from the program supervisor.

Candidates carrying outside obligations that affect pacing should communicate with the program supervisor early. Pacing accommodations are available when requested in advance.

Internship Performance

Internship-phase courses (EDU 350, EDU 410, EDU 510) assume the candidate is serving as a paid Texas teacher of record under a TEA-issued probationary or intern certificate. Coursework during the internship is paced to match the candidate’s actual classroom calendar; assignment release follows the school year, not a calendar year.

Under the April 2026 SBEC adoption (effective for candidates admitted on or after September 1, 2026), Alternative Certification Route candidates are issued a two-year intern certificate per new §230.36(c)(3). The two-year validity replaces the previous one-year period and gives candidates additional time to complete certification testing while serving as teacher of record.

Non-late-hire candidates on a two-year intern certificate receive a minimum of four formal observations over the internship from the TSHEP field supervisor (reduced from five per new §228.109(b)). Late-hire candidates remain at five formal observations and must complete preservice coursework and field-based experience within the first half of the internship (new §228.41(b), §228.55(a), §228.73(i)(5)).

4. Internship Performance Standards

Internship candidates are paid Texas teachers of record. Their job performance is evaluated by the placement district using T-TESS (or the district’s adopted instrument). TSHEP’s field supervisor conducts formal observations separate from but coordinated with the district’s evaluation system.

Formal Observations

Performance Expectations

Candidates are expected to demonstrate the §235.21 Classroom Teacher Pedagogy Standards at a level appropriate for an early-career teacher. The TSHEP field supervisor uses an observation instrument aligned to §235.21 and provides feedback to the candidate after each observation. Candidates who are not making adequate progress receive a written Growth Plan with specific actions, milestones, and a follow-up timeline.

5. Field-Based Experience Requirements

Per 19 TAC §228.43, TSHEP candidates complete a minimum of 50 hours of pre-service field-based experience (FBE). All 50 hours are completed before the internship begins. Substitute service does not count toward FBE hours. The 50-hour distribution is documented in the companion FBE Inventory v1.0.

Documentation

Candidates log FBE hours using the TSHEP FBE Log template provided in TSHEP 101, and in each Course Overview Course Syllabus lesson (Module 0, Lesson 2) . Logs include date, location, host teacher name, hours, activity type (observation, active engagement, interview, reflection), and a brief reflection statement. Logs are signed by the host teacher and submitted to the program supervisor at course completion.

6. Accessibility and Accommodations

Teacher Study Hall, LLC does not discriminate on the basis of disability in admission, enrollment, course completion, field-based experience placement, or any other aspect of program participation. Candidates with disabilities have the right to reasonable accommodations under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.

Requesting Accommodations

Candidates request accommodations by contacting the program supervisor at admin@teacherstudyhall.com. Documentation from a qualified professional supporting the requested accommodation should accompany the request. The program supervisor responds within ten business days with a proposed accommodation plan. Candidates may appeal an accommodation decision to the Program Director.

Examples of Accommodations Available

• Extended time on Module Checks and course final exams

• Alternative format for audio-first content (transcripts available for all audio scripts)

• Modified pacing schedules

• Accessible communication channels for synchronous office hours

• Field placement coordination with accessibility-aware host campuses

7. FERPA and Candidate Records

The Family Educational Rights and Privacy Act (FERPA) governs the privacy of candidate education records. TSHEP complies with FERPA and provides candidates the rights described below.

Candidate Rights

• Right to inspect and review the candidate’s own education records within 45 days of request.

• Right to request amendment of records the candidate believes are inaccurate, misleading, or in violation of privacy rights.

• Right to consent to disclosures of personally identifiable information from education records, except where FERPA authorizes disclosure without consent.

• Right to file a complaint with the U.S. Department of Education concerning alleged failures by Teacher Study Hall, LLC to comply with FERPA requirements.

Records Retained

Candidate records include the admission file, course completion record, portfolio archive, field hours log, formal observation reports, certification recommendation file, and any communication or documentation related to program participation. Records are retained for at least seven years after program completion or withdrawal.

Disclosures Without Consent

FERPA permits disclosure without consent in specific circumstances including disclosures to school officials with legitimate educational interest, disclosures to TEA and SBEC in connection with certification recommendation, disclosures in connection with financial aid the candidate has received, and disclosures in compliance with a judicial order or subpoena.

8. Background Checks and Fitness for Practice

Texas school districts and TEA are required by law to conduct background checks on persons participating in field-based experience or internship placements. Candidates may be subject to a background check at the discretion of the placement district. The State Board for Educator Certification conducts a fingerprint-based background check at the time of certification application; an applicant with a criminal history may be denied certification.

Fitness for Practice

TSHEP is required to make a fitness-for-practice determination before recommending a candidate for certification. The determination considers whether the candidate has demonstrated the professional competencies, dispositions, and ethical conduct expected of a Texas educator. Issues that may affect fitness include academic integrity violations, §247.2 ethics concerns, or unresolved professional fitness issues. A candidate denied recommendation for certification may appeal in writing to the Program Director.

9. Texas Educators’ Code of Ethics (§247.2)

The Texas Administrative Code §247.2 establishes the ethical standards every Texas educator is bound by. Candidates are bound by §247.2 from the moment they begin field-based experience and remain bound for the duration of their career. The State Board for Educator Certification adopted amendments to §247.2 on April 24, 2026 (effective August 2, 2026), strengthening provisions related to educator-student boundaries, mandatory reporting under Texas Family Code §261, Do Not Hire Registry awareness under Chapter 22A, and digital and social media practice. These amendments are incorporated into EDU 110 Module 5 and into this handbook.

The Three Domains of §247.2

§247.2 organizes the standards into three domains:

• Professional Ethical Conduct, Practices and Performance. Standards 1.1 through 1.13 govern the educator’s integrity, compliance with law, and freedom from misconduct.

• Ethical Conduct toward Professional Colleagues. Standards 2.1 through 2.7 govern relationships with co-workers, supervisors, and the institution.

• Ethical Conduct toward Students. Standards 3.1 through 3.9 govern the educator-student relationship, including the boundary against romantic or sexual conduct with a student or minor (Standard 3.6), and the prohibition against intentional, knowing, or reckless treatment of students that injures, endangers, or disparages a student (Standard 3.2).

Candidate Attestation

Every TSHEP candidate signs a §247.2 attestation as part of the program acknowledgment process. The attestation is renewed annually for as long as the candidate is enrolled. EDU 110 Module 5 is the primary instructional unit; ethics are reinforced through coaching, feedback, and communication across every course.

Reporting Ethics Concerns

Concerns involving suspected violations of §247.2 by any individual — instructor, program staff, fellow candidate, or candidate of any kind — should be reported in writing to the Program Director at admin@teacherstudyhall.com. Retaliation against a candidate who reports an ethics concern in good faith is itself a §247.2 violation (Standard 2.7).

Suspected child abuse or neglect must be reported to the Texas Department of Family and Protective Services (1-800-252-5400 or txabusehotline.org) and to the campus administrator. Mandatory reporting is a legal obligation independent of the §247.2 standards. Candidates are mandatory reporters from the moment they begin field-based experience.

10. Complaints Process and Candidate Rights

Candidates have the right to file a complaint about any aspect of the program. TSHEP commits to investigating complaints in good faith and to a documented process.

Informal Resolution

When possible, candidates are encouraged to attempt informal resolution by speaking directly with the person involved or with the program supervisor. Most concerns can be resolved at this level.

Formal Complaint

If informal resolution is not possible or appropriate, the candidate may file a formal written complaint by email to admin@teacherstudyhall.com (with admin@teacherstudyhall.com copied). The complaint should describe the concern, the parties involved, the dates and circumstances, and the resolution the candidate is seeking. The Program Director acknowledges receipt within five business days, investigates the matter, and provides a written response within thirty business days.

External Complaint

If TSHEP’s internal complaints process does not resolve the matter to the candidate’s satisfaction, the candidate may file a complaint with the Texas Education Agency. Information about the TEA complaints process is available at tea.texas.gov/texas-educators/educator-preparation/educator-preparation-program-information.

11. Discrimination and Title IX

Teacher Study Hall, LLC does not discriminate in admission, enrollment, course completion, field-based experience placement, or any other aspect of program participation on the basis of race, color, national origin, sex, age, disability, religion, sexual orientation, gender identity, or any other characteristic protected by federal, state, or local law.

Title IX

Title IX of the Education Amendments of 1972 prohibits discrimination on the basis of sex in education programs. Candidates who experience or witness sex-based discrimination, harassment, or sexual misconduct may contact the Title IX Coordinator at admin@teacherstudyhall.com with the subject line “Confidential: Title IX”. The Title IX Coordinator acknowledges receipt within three business days and initiates an investigation.

Retaliation Prohibited

Retaliation against any candidate who files a complaint of discrimination or harassment, or who participates in an investigation, is strictly prohibited. Retaliation is itself a violation of TSHEP policy and, where applicable, of §247.2 Standard 2.7.

12. Coursework and Training Requirements

TSHEP provides a minimum of 150 clock-hours of coursework and training, delivered through the seven-course sequence (EDU 110 through EDU 510), in addition to the 50 clock-hours of pre-service field-based experience described in Section 5. This structure implements 19 TAC §228.41(a)(1) and (a)(2).

Each course maps to the instructional skills required by §228.41(a)(2)(A)–(J); every syllabus identifies the specific skills the course develops and the performance tasks that demonstrate them. Candidates practice each skill and receive instructor feedback before the skill is credited.

Late-hire candidates follow the modified timing described in Section 3, consistent with §228.41(b).

13. Tuition, Fees, and Refund Policy

Tuition Structure

Tuition follows a graduated, pay-as-you-go schedule: each course is paid before it opens, early courses cost less than later courses, and the largest payments fall during the paid internship year. The current tuition schedule, including the application and orientation fee, is published on the program website and provided in writing with each offer of formal admission. Pricing is locked at admission for the candidate’s entire enrollment. [Final tuition figures are under educator review and take effect at program launch.]

Refund Policy

• Before a course opens: 100% refund of that course’s tuition, any time.

• Within the first 7 calendar days of a course, with 25% or less of coursework complete: 100% refund.

• Days 8 through 21, with half or less of coursework complete: 50% refund.

• After day 21, after more than half completion, or after course completion: no refund.

• Program withdrawal: written notice to admin@teacherstudyhall.com; every paid course that has not opened refunds at 100%, and the in-progress course follows the schedule above.

• Dismissal: unopened paid courses refund at 100%; the in-progress course follows the per-course schedule.

• The application and orientation fee is nonrefundable once orientation access is granted.

• Fees paid to third parties (TExES exam fees, TEA certificate and fingerprinting fees) are outside program control and follow those entities’ policies.

• Refunds issue within 30 days to the original payment method.

Hardship and Military Deferment

Candidates facing documented hardship, and service members with deployment or duty orders, may pause enrollment for up to 12 months with pricing frozen, as an alternative to withdrawal. Requests go to admin@teacherstudyhall.com.

14. TExES Exam Approval and Certification Recommendation

Exam Approval

Candidates test only with program approval, which the program records in the TEA system. Approval criteria by exam:

• Core Subjects EC–6 (391) and Science of Teaching Reading (293): approval upon completion of EDU 110–310, the accompanying exam review course, and the program readiness benchmark. Passing scores on these content exams are required before TEA issues the intern certificate that begins the paid internship.

• PPR EC–12 (160) or the approved performance assessment: approval during the internship year after completion of the accompanying review course and the program readiness benchmark.

• Bilingual Education Supplemental: Spanish (165) and ESL Supplemental (254): approval after completion of the relevant coursework and review course.

State rule limits total attempts on each certification exam; the program advises candidates on retake strategy and requires a review conference before any retake approval.

Certification Recommendation

When a candidate completes all program requirements — coursework, field-based experience, the internship with required observations, passing scores on all required exams, and the ethics attestation — the program recommends the candidate for standard certification in the TEA/ECOS system within ten business days of verification. Candidates receive written confirmation of the recommendation at their email of record.

15. Mentoring, Field Supervision, and Candidate Support

• Campus mentor: assigned by the employing school in cooperation with the program; an experienced certified teacher, trained for the role, who meets with the intern regularly and supports day-to-day practice.

• Field supervisor: a program-assigned, TEA-trained supervisor who conducts the informal and formal observations described in Section 4, holds pre- and post-observation conferences, and provides written, actionable feedback after every visit.

• Program support: instructor office hours, structured check-ins each grading period, and — when a candidate needs additional help — a written support plan developed jointly with the campus.

16. Professional Dispositions

TSHEP candidates are professionals preparing for positions of public trust. The program expects, teaches, and assesses these dispositions: reliability and preparation; respectful communication with students, families, and colleagues; commitment to the learning of every student; receptiveness to feedback and a growth orientation; sound judgment and professional boundaries, including in digital communication and social media.

Dispositions are assessed with the program’s dispositions rubric at admission, within each course, and during the internship. A dispositions concern leads to a documented conversation and, where warranted, a growth plan under Section 17.

17. Exit, Withdrawal, and Dismissal Policy

Voluntary Withdrawal

A candidate may withdraw at any time by written notice to admin@teacherstudyhall.com. Refunds follow Section 13. The program documents the exit status, reports it as TEA requires, and retains records per the retention schedule in Section 7. A withdrawn candidate in good standing may apply for re-enrollment within 12 months without a new application fee.

Growth Plans

When performance, progress, or dispositions fall below expectations, the program issues a written growth plan stating the concern, measurable targets, supports provided, and a review date. Growth plans are developed with the candidate and, during internship, with the campus.

Dismissal

The program may dismiss a candidate for: violation of the Educators’ Code of Ethics (Section 9); falsification of records or credentials; failure to meet the targets of a growth plan; failure to progress under Section 3 pacing requirements; or an unresolved fitness-for-practice concern under Section 8.

Appeal

A dismissed candidate may appeal in writing to the Program Director within 10 business days of the dismissal notice; the program issues a written decision within 15 business days. The complaints process in Section 10, including the TEA complaint avenue, remains available at every stage.

18. Acknowledgment and Signature Pages

The following signed pages are required for program admission. Candidates cannot begin coursework or field-based experience until all signed pages are on file.

Block 1: Handbook Acknowledgment

I have received and read the TSHEP Candidate Handbook (Version 1.1). I understand the program’s policies, my rights and responsibilities as a candidate, and the requirements for successful completion. I agree to comply with this handbook for the duration of my enrollment in TSHEP.

Candidate Signature: ___________________________________________ Date: __________________

Candidate Printed Name: ___________________________________________

Block 2: Texas Code of Ethics Attestation

I, the undersigned, acknowledge and attest that I will conduct myself in compliance with the Code of Ethics and Standard Practices for Texas Educators as set forth by the Texas Administrative Code §247.2 (including amendments adopted April 24, 2026). As a Texas educator candidate, I shall respect and uphold the highest standards of professional conduct in all interactions with students, families, colleagues, supervisors, and the public.

I have read and thoroughly understand the Texas Educators’ Code of Ethics (TAC §247.2) and shall abide by its provisions throughout my participation in TSHEP and throughout my career as a Texas educator. I understand that violations may result in dismissal from the program, denial of certification recommendation, and referral to TEA Educator Investigations under §249.

Candidate Signature: ___________________________________________ Date: __________________

Candidate Printed Name: ___________________________________________

Block 3: FERPA Acknowledgment

I acknowledge that I have read and understand my rights under the Family Educational Rights and Privacy Act (FERPA) as described in Section 7 of this handbook. I understand that Teacher Study Hall, LLC may disclose my education records to TEA, SBEC, school officials with legitimate educational interest, and other authorized parties as permitted by FERPA without my prior consent.

Candidate Signature: ___________________________________________ Date: __________________

Candidate Printed Name: ___________________________________________

Teacher Study Hall, LLC · 5663 San Felipe St., Houston, TX 77056 · (832) 707-5256 · admin@teacherstudyhall.com