Texas Educator Excellence Award Programs

1
Texas Educator Excellence Award Programs

• Texas Education Service Centers Fall 2007
• Rita Ghazal, Program Manager
• Jerel Booker, Program Manager
• Priscilla Aquino, Program Specialist
• Office of Education Initiatives

2
Educator Excellence Award Programs

• Governors Educator Excellence Grant (GEEG),
  Executive Order, RP51
• Texas Educator Excellence Grant (TEEG), Chapter
  21, Subchapter N, 21.651
• District Awards for Teacher Excellence (DATE),
  Chapter 21, Subchapter O, 21.701

3
Educator Excellence Award Programs Purpose

• All educator award programs are designed to
• provide a financial award system to educators who
  impact student achievement.
• provide broad guidelines for local control.

4
Educator Excellence Award Programs Purpose
Continued

• allow teachers to have significant input in
  program planning for incentives.
• recognize and award educational practices that
  contribute to student success.

5
District Awards for Teacher Excellence Created
by House Bill 1, Article IV79th Legislature, 3rd
Special Session, 2006
6
DATE Program Purpose

• To provide funding to support the establishment
  of district-wide goals and the implementation of
  a financial award system designed to
• award teachers for positively impacting
• student achievement

7
DATE Program Purpose Continued

• target the districts most in-need campuses to
  improve teacher quality and
• create capacity and sustainability for improved
  instruction within the district.

8
An Understanding of DATE

• All districts are eligible to apply.
• Districts with TEEG campuses can also apply for
  DATE.
• This is a DISTRICT award. DISTRICTS make the
  decisions, not the TEA.
• The TEA will provide a few requirements, guidance
  and technical assistance in order for districts
  to create effective and successful plans.

9
DATE Program Rules and Requirements

• Districts must
• submit a notice of intent to apply
• participate in the required technical assistance
  activities as established by the Commissioner and
  published in the RFA
• participate for at least two consecutive grant
  cycles, including budgeting for matching funds
• complete target activities as described by the
  established timelines set forth in the program
  requirements in the RFA

10
DATE Program Rules and Requirements Continued

• Districts must
• develop a district award plan with goals to
  improve student academic improvement and/or
  growth
• create an awards system consistent with district
  goals that address Target Campuses
• establish performance measures consistent with
  district goals and
• provide matching funds of no less than 15 in
  year one, 25 in year two, and 35 in year three
  (cash or in kind). 

11
DATE Funding

• District grant award amounts will be based on
  each districts average daily attendance (ADA)
  for the 2007-2008 school year calculated among
  the total number of districts opting into the
  grant program.   

12
District Award Plan

• Districts will utilize their district-level
  planning and decision-making committee to develop
  a district award plan.
• Award plans can be implemented for the entire
  district or specified Target Campuses selected by
  the district.

13
District Award Plan Continued

• A district award plan should
• reward eligible teachers who positively impact
  student academic improvement and/or growth, and
• describe how all program funds will be
  distributed under Part I and Part II.

14
District Award Plan Continued
District award plans should identify

• teacher and campus eligibility requirements and
  they should be consistent for no less than two
  years (i.e. the same types of teachers and
  campuses should be targeted)
• meaningful, objective, goals and performance
  measures, consistent with the district
  improvement strategic plan, to award classroom
  teachers and

15
District Award Plan Continued
District award plans should identify

• performance measures for the success of the grant
  in their application. Districts will have two
  school years from the start of the first
  implementation year to meet selected performance
  targets. For each year thereafter, the
  participating district must meet increased
  performance targets.

16
District Award Plan Continued
District award plan performance measures

• must incorporate improvement at the district and
  Target Campus level and the measure must relate
  to the criteria used to select the campuses as a
  Target Campus.
• must relate (at least two) directly to student
  academic achievement or improvement. Other
  measures may relate to improved teacher
  attrition, migration, quality and other academic
  and non-academic indicators.

17
District Award Plan Continued
District award plans should identify

• Part I and Part II contingency plans designed to
  redistribute any remaining un-awarded Part I
  and/or Part II program funds and
• plans for sustaining appropriate levels of
  funding after all grant funding has ended.

18
District Award Plan Continued
Districts must

• have their award plans approved by the school
  district superintendent and local school board
  prior to submitting it to the TEA
• conduct stakeholder meetings and
• make their award plan accessible to the public no
  later than the start of the 2008-2009 school
  year.

19
District Award Plan Continued

• If districts choose not to implement their award
  plans district-wide and choose to select certain
  campuses to participate, more than half of the
  selected campuses must be Target Campuses.
• Districts may set criteria for establishing and
  identifying Target Campuses that are consistent
  with district goals and rules set by the
  commissioner.

20
DATE Target Campuses

• In identifying Target Campuses, districts must
  target campuses that meet at least two of the
  following criteria.
• The campus
• receives an academically unacceptable rating
  (2007 accountability ratings) or
• performs lower than the districts average
  proficiency on TAKS (by subject, grade, and/or
  campus to be determined by the district) or

21
DATE Target Campuses Continued

• receives comparable improvement (CI) ratings in
  the bottom quartile relative to other campus
  types in the district or
• experiences above average dropout/non-completion
  rates relative to other campus types in the
  district or

22
DATE Target Campuses Continued

• ranks within the top quartile of campuses
  enrolling high percentages of economically
  disadvantaged students and
• in addition to adopting at least two of the
  measures above, districts may use other academic
  or non-academic indicators, such as experiencing
  high rates of teacher migration and attrition,
  free and reduced lunch student populations, etc.

23
DATE General Program Requirements Continued

• If the district award plan is not implemented
  district-wide, participation of selected campuses
  in DATE must be approved by a majority of
  classroom teachers assigned to the selected
  campus through a simple majority vote.

24
DATE General Program Requirements Continued

• At least 60 percent of the grant allocation must
  be used for Part I activities and up to 40
  percent of the grant can be used for Part II
  activities

25
Part I Funds

• Part I Funds
• must make up at least 60 percent of the total
  districts grant award.
• must be used to incorporate meaningful,
  objective, goals and performance measures, used
  to identify which eligible teachers will receive
  awards. At least 50 of the criteria used must
  be quantifiable and address one or both of the
  following
• student academic improvement and/or
• student growth.

26
Part I Funds Continued

• Annual award amounts to teachers must be equal to
  or greater than 3,000 unless otherwise
  determined by the local school board, and minimum
  awards must be no less than 1,000 per teacher.

27
Part II Funds
School districts can use up to 40 percent of the
grant funds on other allowable activities,
including stipends and awards for

• Recruitment and retention of teachers
• In critical shortage subject areas
• In subject areas with high percentages of
  out-of-field assignments
• Certified and teaching in their main subject
  area and/or
• With postgraduate degrees in their teaching area.

28
Part II Funds Continued

• Career, mentor, and master teachers
• On-going applied professional growth
• Increasing local data capabilities to support
  instruction and accountability
• Awards for principals who increase student
  performance and
• Other campus employees who demonstrate
  excellence.

29
Phase I Organization and Goal Setting
Activity Purpose Completion Date(s)
Hold preliminary grant informational meeting(s) Engage district-level planning committee September 28, 2007
Attend regional information sessions Acquire program information from the TEA September October 2007
Submit Notice of Intent to Apply Determine district grant participation October 26, 2007
Review publicly released DATE application Learn the application expectations October 26, 2007
Hold stakeholder meetings (3) Gather campus staff input on the district award plan October 26, 2007
Hold stakeholder meetings (3) Gather campus staff input on the district award plan December 17, 2007
Hold stakeholder meetings (3) Gather campus staff input on the district award plan February 8, 2008
Designate District Technical Assistance teams Determine team that will attend Technical Assistance sessions November 2, 2007
Identify participating campuses for district award plan Inform campuses of eligibility November 9, 2007
30
Phase I Organization and Goal Setting Continued
Activity Purpose Completion Date(s)
Hold district meeting(s) with selected campuses Share goals and purpose of districts award plan November 14 November 23, 2007
Participate in select Fall Technical Assistance Workshops Participate in workshops and trainings to help develop district award plans Austin Nov. 26, 2007 San Antonio Nov. 27,2007 Dallas Dec. 3, 2007 Fort Worth Dec. 4, 2007 Lubbock Dec. 5, 2007 Houston Dec. 10, 2007 Harlingen Dec. 11, 2007 El Paso Dec. 13, 2007
Hold campus-wide vote (required, if awards program is not district-wide) Approve, by a simple majority and through a campuswide vote, participation in the award program December 14, 2007
Identify goals for the district award plan Inform the selection of appropriate performance measures December 31, 2007
Identify how district-wide DATE goals align to TEEG performance criteria (if applicable) Ensure similar state programs align December 31, 2007
31
Phase II Plan Development
Activity Purpose Completion Date(s)
Identify teacher eligibility criteria for awards under Part I Funds Address specific program guidelines and requirements January 11, 2008
Identify performance indicators for various teacher types corresponding to district goals Address specific program guidelines and requirements January 11, 2008
Identify the amount of awards under Part I Funds (Required) Address specific program guidelines and requirements January 25, 2008
Identify additional awards and activities to be funded under Part II (Optional) Address specific program guidelines and requirements January 25, 2008
Develop Contingency Plan for Fund Redistribution of Part I (Required) Address unplanned circumstances February 15, 2008
Develop Contingency Plan for Fund Redistribution of Part II (if applicable) Address unplanned circumstances February 15, 2008
Participate in select Spring Technical Assistance Workshops Participate in workshops and trainings to help complete district award plans February March TBD
32
Phase III Finalizing and Approving Plan
Activity Purpose Completion Date(s)
Present draft district award plan to local school board Inform local school board of goals, performance indicators, and contingency plan as written in the district award plan February 15, 2008
Hold district award plan information meeting (s) Inform stakeholders of content of the districts award plan March 3, 2008
Make the district plan available for public viewing Inform stakeholders of content of the districts award plan March 7, 2008
Acquire approval by the local school board for award amounts outside parameters set in statute Ensure meaningful awards are distributed March 17, 2008
33
Phase III Finalizing and Approving Plan Continued
Activity Purpose Completion Date(s)
Submit district award plan for approval by the local school board Prepare award plan for submission March 24, 2008
Receive final local school board approval of district award plan Prepare award plan for submission April 4, 2008
Grant application submission Finalize application process April 8, 2008
Program implementation Implement district award plan September 1, 2008
34
Technical Assistance

• Goal To provide districts with a technical
  assistance
• program that supports TEEG and DATE during
• planning years.
• Technical assistance will include
• prototypes of effective programs
• models for award differentiation
• guidance for creation and use of meaningful data
  at the individual teacher levels
• assistance on establishing meaningful award
  amounts and
• strategies and processes for effective
  communication and stakeholder engagement.

35
Modeling and Program Components

• Models and Program Components will be
• shared with grantees to best inform and guide
• plan development through
• training materials and resources for creation of
  effective incentive plans
• online learning modules and
• ongoing technical assistance

36
Data Capacity Building

• Data capacity building will occur to aid
  districts in
• using meaningful and objective measures by
• identifying performance-based assessments for use
  at the local level
• assisting districts in developing measures or
  systems of value-added improvement and
• assisting districts in creating capacity for
  effective data systems at the local level that
  support teacher incentive programs.

37
Outreach

• Research has shown that full stakeholder
• involvement is essential to award plan
• implementation.
• The outreach component will provide
• Professional development to school leaders and
  board members in communications and stakeholder
  engagement strategies.

38

• Writing/Setting Performance Measures

39
Performance Measures

• Performance Measures
• establish specific targets to determine whether
  or not a goal was successfully achieved.
• are instructions about what someone must do.
• use verbs and include specific conditions (how
  well or how many) that describe to what degree
  the individual will be able to demonstrate
  mastery of the specified goal.

40
Quality Performance Measures

• Quality performance measures state
• desired
• Skills
• Conditions
• Behaviors
• Criteria and
• Clarify expectationshow many, to what degree,
  under what conditions, etc., the individual is
  clear about what is expected.

41
Quality Performance Measures Continued
Are the established performance measures

• Measurable
• Time bound
• Specific
• Meaningful
• Realistic

• Assigned
• Based on the daily responsibilities of the staff
  position
• Related to improved student achievement and the
  success of the campus

42
Measurable

• Measurable performance measures
• specifically indicate the degree or quantity of
  the change expected using descriptive words or
  numbers.
• indicate how the change will be determined.

43
Meaningful

• Meaningful Performance Measures
• motivate change.
• value everyone's time. (Creating meaningful
  measures communicate that your program goals are
  important and valuable.)
• consider if the measure
• "Is meeting an important need at the campus."
• Is going to be valued by the participants."

44
Assigned

• Assigned performance measures
• target the audience as specifically as possible.
• specify a specific group of people or individuals.

45
Realistic

• Realistic performance measures
• seem achievable.
• encourage successful behaviors.
• benefit everyone involved.
• contribute to success.

46
Time Bound

• Time bound performance measures
• limit the length of time available to achieve the
  goal/target.
• establish target dates or points in the program
  where certain specified changes are expected.
• provide individuals with an approximation of when
  they can see improvements.

47
Time Bound Continued

• Time bound performance measures
• make them more realistic because individuals will
  know that some knowledge, skills, and behaviors
  may take time, and some can be picked up quickly.
  
• allow them to be more measurable with a timed
  component.

48
Writing Performance Measures

• Keep statements short and focused on a single
  outcome.
• Ensure that the performance measures are
  effective and measurable, avoid using verbs that
  are vague or cannot be objectively assessed.
• Part I performance measures should be classroom
  teacher-focused and target the expected teacher
  outcome based on student performance.

49
Writing Performance Measures Continued

• Well written performance measures
• are easy to measureeither the person has or has
  not accomplished the goal/target.
• consider if the specific change is short-term
  (i.e., bi-monthly) or long-term (i.e., annual).

50
Common Mistakes and Solutions
Common Mistakes Solutions
The performance measure is too broad in scope or actually includes more than one measure/target. Simplify/break apart
The performance measure does not list an appropriate behavior, condition, and/or degree, or this requirement is omitted from the measure. Be more specific, make sure the behavior, condition, and degree is included.
The performance measure describes instruction, not conditions. Simplify, and include a(n) Audience who Behavior what Condition how Degree how much
The performance measure does not provide a true overt, observable goal/performance expectation. Describe the behavior/performance expectation that must be observed/achieved.
51

• Communication Strategy

52
Need for a Communication Strategy
Communication is the process of transmitting
ideas and information about an initiative
throughout the community. To do this, a
strategy/plan should be developed and executed.
53
Communication Strategy

• To organize, develop, and build a strategy,
• consider
• What information needs to be made known?
  (participation, reasons, district award plan)
• What are your objectives?
• (secure buy in, generate ideas, inform
  stakeholders)
• What groups or partners would be interested in
  this information? (educators, community, local
  businesses)

54
Communication Strategy Continued

• Consider
• What are the needs of these partners? (to inform,
  organize, contribute)
• What elements of the district award plan are most
  interesting to them? (improved student
  achievement, better pay, ability to recruit and
  retain quality teachers)

55
Communication Strategy Continued.

• Consider
• What communication tools are available to reach
  the various target groups?
• (stakeholder meetings, local press, internet,
  e-mail)
• What is your timeframe?
• (September 2007 April 2008)
• What financial and human resources are available
  to you?
• (funds, staff, committees)

56
Effective Strategy Components

• The communication strategy should
  include/address
• Sources of information (the district, HR,
  academic division, committee)
• One or more objectives (objectives will vary
  depending on the target audience)
• Message for each target audience (what you want
  to say must be clear and consistent)

57
Effective Strategy Components Continued

• The communication strategy should
  include/address
• Target Audience (to whom do you want to
  transmit information? What groups, people,
  associations might be interested in the program?)
• Transmission channel/medium (the vehicles you
  choose to deliver messages both internally and
  externally)

58
Effective Strategy Components Continued

• The communication strategy should
  include/address
• Intended results (the action you want an
  audience to take)
• Feedback (it is important to test the effect of
  the message and the communication tool before
  finalizing it)

59
Texas Teacher Advancement Program (TAP)
Dr. Tammy Kreuz Executive Director, Texas TAP
60
Importance of High Quality Teachers

• There exists a need to increase educator quality
  in the state of Texas
• The need for effective teachers and school
  leaders is greater in high need schools with low
  income and high minority communities where
  teachers are more likely to be new or leave after
  two to three years due to poor working conditions
  and other factors.
• The most effective way to improve our schools is
  to provide students with quality teachers.
• Students taught by the most qualified and
  effective teachers achieve at higher levels

61
Milken Family Foundation

• Milken Family Foundation developed TAP in 1999.
• Milken Educator Awards- 25,000 bonuses to
  teachers across the country.
• MFF focused on school reform, standards, and
  accountability.

62
Milken Family Foundation

• Several years working on issues with school
  technology.
• Conclusion Without a talented teacher in the
  classroom, no piece of technology, no
  instructional tool, no curriculum will have a
  positive impact on student achievement.

63
Texas Teacher Advancement Program

• UT System manages the Texas Teacher Advancement
  Program (TAP) in partnership with the National
  Institute for Excellence in Teaching
• 2005-06 school year- 3 pilot schools in
  Richardson ISD

64
Texas Teacher Advancement Program

• 2006-07 school year- added 6 more schools through
  the Governors executive order
• 2007-08 school year- the Texas Education Agency
  added 2 schools in Lancaster ISD and Manor New
  Tech High School (funded by the Texas High School
  Project)

65
Texas Teacher Advancement Program
Geographic Location of TEA Funded Pilot Schools
Richardson ISD
Lancaster ISD
Manor ISD
Hays CISD
Judson ISD
Lytle ISD
66
What is the Teacher Advancement Program (TAP)?

• The Teacher Advancement Program (TAP) is a
  research-based school improvement model designed
  to attract, retain and motivate the best talent
  to the teaching profession.
• The comprehensive TAP system is built on four
  elements
• Multiple Career Paths
• Instructionally Focused Accountability
• Ongoing Applied Professional Growth
• Performance-based Compensation

67
Multiple Career Paths

• Traditional model
• Teacher position only. All teachers essentially
  have the same
• qualifications, responsibilities, authority
  and are assessed in the
• same way. Principals are there to provide
  support, impose discipline
• and assess teacher effectiveness.

68
Multiple Career Paths

• TAP model
• Allows for advancement while allowing the teacher
  to remain in the classroom
• Career Teacher
• Mentor Teacher
• Master Teacher
• Each step on the career path requires increased
  skills and knowledge and offers additional
  authority, responsibility and compensation.
• Master and mentor teachers become part of the TAP
  Leadership Team led by the principal.

69
Ongoing Applied Professional Growth

• Traditional Professional Growth Model
• Individual teachers go to selected training
  sessions and try to implement new practices on
  their own.

70
Ongoing Applied Professional Growth

• TAP Professional Growth Model
• Provides time during the school day for teachers
  to help one another to learn about and use
  effective teaching practices in their classrooms.
  
• The TAP model provides the structure to
  effectively implement curriculum - not an add on

71
Instructionally Focused Accountability

• Traditional Accountability Models
• Use evaluation standards that are often unclear
  or inadequate. Teacher evaluations are usually
  infrequent and provide little follow-up help and
  then only for problems, never for growth. Rarely
  are rewards linked to how well a teacher does on
  the evaluations.

72
Instructionally Focused Accountability

• TAP Instructionally-focused Accountability Model
  
• Uses clear comprehensive teaching standards that
  all teachers are trained to meet. Ongoing
  classroom support and coaching is provided to all
  teachers for improvement, not just for
  remediation. Good evaluations are rewarded
  financially.
• TAP evaluations ensure that all teachers have the
  opportunity to grow and become better instructors
  so that their students will achieve more.

73
Performance-based Compensation

• Traditional model
• Compensation is based on years on the job and
  training credits/units accumulated and ignores
  individual performance and effort.

74
Performance-based Compensation

• Teacher Advancement Program (TAP) model
• Compensation is given for taking on increased
  responsibility
• and authority.
• Salary augmentations for master and mentor
  positions. (recommended minimum of 8,000 and
  4,000, respectively for Texas)
• Bonus awards are earned based on performance
• 50 Skills, Knowledge, and Responsibility
• 30 Classroom-level Value-added Achievement Gains
• 20 School-level Value-added Achievement Gains
• TAP salary enhancements are all over and above
  traditional salary schedule

75
Proven Success of TAPin Texas
Richardson ISD Student Performance Data
76
Proven Success of TAP in Texas
Richardson ISD Staff Retention Data
77
Texas Results from 2006-07 are in!

• Value-Added Calculations computed by SAS
  Institute
• 7 out of 9 schools in Texas received the highest
  possible value-added score of 5!!

78
Expansion of Texas TAP

• UT System is currently working to expand the
  Teacher Advancement Program to additional schools
  in the state of Texas.
• Two opportunities for expansion
• US Department of Education Teacher Incentive Fund
• Texas House Bill 1 Subchapter O Legislation

79
Teacher Incentive Fund

• 25.5 million grant awarded in June 2007 to UT
  System by the US Department of Education to
  implement TAP in additional Texas schools.
• The program involves seven public school
  districts across the state of Texas, and includes
  27 schools, over 1,200 professional staff, and
  over 16,800 students.

80
HB1 Subchapter O

• HB 1, Subchapter O mentions TAP as eligible
  teacher incentive program.
• State Director for Texas TAP will assist schools
  in planning for TAP implementation through DATE
  program.

81
TAP Program Development for Fall 2008
Implementation

• NOW is the time to start planning for TAP
  implementation in 2008!!
• What do you need to do if you are interested in
  learning more about TAP implementation?
• Attend the TAP Information Session this fall
• TETN scheduled for...
• Attend a TAP Implementation Workshop this fall
• Multiple workshops provided in November/December
  2007 (only need to attend one)
• Contact the Executive Director, Texas TAP for
  more information about program development
  calendar and implementation questions.

82
For more information about Texas TAP,
contactTammy Kreuz, Ph.D.Executive Director,
Texas TAPtkreuz_at_utsystem.edu(512) 322-3757
83

• Timelines, Resources, Questions and Answers

84
TEEG Primary Resources

• TEEG Website
• www.tea.state.tx.us/ed_init/teeg/
• TEA Grant Opportunities
• http//burleson.tea.state.tx.us/GrantOpportunities
  /forms/
• Notice of Intent to Apply
• http//www.tea.state.tx.us/ed_init/eeg/datex/apply
  .html

85
TEEG Regulatory Resources

• Statute
• www.capitol.state.tx.us/tlodocs/793/billtext/pdf/H
  B00001F.pdf
• Commissioner's Rules
• www.tea.state.tx.us/rules/tac/chapter102/ch102ff.h
  tml

86
TEEG Program Content Resources

• Appendix A Glossary of Terms
• www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_A.pdf
• Appendix B Part I Model Plans
• www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_B.pdf
• Appendix C Part II Model Plans
• www.tea.state.tx.us/ed_init/teeg/Appendix_C_FINAL.
  pdf

87
TEEG Program Planning Resources

• TEEG Requirement Checklist
• http//www.tea.state.tx.us/opge/disc/EducatorExcel
  lenceAward/TEEG_TETN.doc
• Supplemental Planning Tool
• http//198.214.97.418080/Guidelines/non-eGrants2
  0Documents/591-08/TEEG20Supp20Planning20Tool20
  Cycle202_EM.pdf
• Frequently Asked Questions, TEEG Cycle 1
• www.tea.state.tx.us/opge/disc/EducatorExcellenceAw
  ard/FAQ_090806.pdf

88
DATE Timelines

• Notice of Intent to Apply
• Available Wednesday, August 29, 2007
• Due Friday, October 19, 2007
• Award Amounts
• Estimates available Friday, October 26, 2007
• Application
• Available Friday, October 26, 2007
• Due Tuesday, April 15, 2008
• Note all dates subject to change

89
DATE Timelines Continued

• Technical Assistance
• Information Sessions
• September - October 2007
• Workshop Sessions
• November December 2007
• February March 2008

90
DATE Grant Resources
DATE Website www.tea.state.tx.us/ed_init/eeg/dat
ex/ TEA Grant Opportunities http//burleson.tea.
state.tx.us/GrantOpportunities/forms/ Statute ww
w.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB0
0001F.pdf Teacher Advancement Program http//www
.talentedteachers.org/
91
DATE Program Planning Resources
DATE Implementation Year Calendar of Events
timeline http//www.tea.state.tx.us/ed_init/eeg/d
atex/timeline.html Supplemental Planning
Tool http//www.tea.state.tx.us/ed_init/eeg/datex
/pd_req.html DATE Fact Sheet http//www.tea.stat
e.tx.us/ed_init/eeg/datex/pd_factsheet.html
92
Contact Information

• Rita Ghazal
• Program Manager
• Office of Education Initiatives
• E-mail rita.ghazal_at_tea.state.tx.us
• Phone [phone]
• Priscilla Aquino
• Program Specialist
• Office of Education Initiatives
• E-mail priscilla.aquino_at_tea.state.tx.us
• Phone [phone]

Jerel Booker Program Manager Division of Educator
Excellence E-mail jerel.booker_at_tea.state.tx.us Ph
one [phone] Karen Harmon Grant
Manager Division of Discretionary Grants E-mail
karen.harmon_at_tea.state.tx.us Phone [phone]