Using Data to Monitor Progress (The Diagnosis)

Districts and EPPs should use a regularly updated tracker for monitoring candidate certification progress, resource utilization, and meeting status. This could be a simple tracker created through Excel, or a more complex system created through Salesforce or PowerBI.

For a simple certification tracker, see here: Sample Data Tracking Template

For a more detailed test-specific tracker, see here: TExES Test Prep Teacher Tracker

Monitoring candidate progress through consistent, actionable data is essential to keeping uncertified teachers on track toward certification. Competing demands of full-time teaching make it easy for progress to stall without clear visibility and structured support. Regular data reviews allow leaders to identify where each candidate stands, intervene early, and ensure every teacher has a clear path forward.

This section outlines how to establish progress indicators, build routines for data review, and use insights to drive timely, targeted action.

Establish a Monitoring Cadence

Collecting data once at the beginning of the year is not enough. To keep teachers on track, leaders need a consistent routine for updating their tracking system and checking in with candidates.

Districts or EPPs should assign one person — typically the Certification Lead — who is responsible for keeping the tracker current. Certification leads should help establish systems that build tracker review into existing meeting structures where possible.

The frequency of updates should match the urgency of each teacher's situation, but at a minimum, consider the following cadence:

Weekly: Update the tracker as certification information is received from candidates or other stakeholders. Do not wait for a scheduled review cycle to capture new exam registrations, score reports, or changes in a candidate's status

Monthly: Re-administer your progress survey to uncertified candidates, and update the full tracker accordingly. Confirm exam registration status, upcoming test dates, and any changes in EPP enrollment or coursework progress. Flag any tiering shifts to the appropriate stakeholder.

After key milestones or benchmarks: Update immediately after key milestones or benchmarks (ex: communicated certification deadline). Update campus leaders, field supervisors, and mentor teachers if their teacher(s) missed a deadline.

Triaging Your Teachers: Differentiating Support

Not all teachers need the same level or type of support. Triaging teachers based on their progress allows leaders to prioritize time and resources where they are needed most.

Step 1: Categorize Teachers

Use your data to group teachers into three categories:

• On Track: Meeting milestones, progressing steadily

• At Risk: Some progress, but behind on key milestones or inconsistent

• Off Track: Little to no progress, missed deadlines, or failed assessments

Step 2: Align Support to Need

• On Track

  • Light-touch check-ins (monthly)

  • Encouragement and accountability

  • Access to resources as needed

• At Risk

  • Biweekly check-ins

  • Targeted intervention (test prep, study planning)

  • Problem-solving around barriers (time, content gaps)

• Off Track

  • Weekly check-ins

  • Intensive support plan

  • Clear, short-term milestones

  • Potential schedule adjustments or release time

Step 3: Reassess Regularly

Teacher placement in these categories should be fluid. Revisit every 4–6 weeks and adjust supports based on updated data. Differentiation ensures that leaders are not over-supporting those who are progressing independently, while also not missing critical intervention windows for those who need it most.

To collect this information efficiently, consider administering a survey for uncertified candidates to complete.

Sample survey questions to include:

• Candidate Name

• Candidate Email

• District / Educator Preparation Program (depending on who is administering)

• Campus

• Name of Campus Principal

• Name of Candidate Mentor

• Test(s) passed

• Test(s) still needed

• Has the candidate taken a diagnostic or practice test?

• Does the candidate have a study prep plan?

• Is the candidate registered for their test?

• Date of upcoming test date (n/a if not registered yet)

• If yes: What is the candidate’s next step for preparation?

• If no: When will the candidate register?

Establish a Monitoring Cadence (see resource above)

Sample Data Tracking Template

Sample Teacher Survey Questions (see resource above)

Sample Teacher Priority Table (see resource above)

Sample Tiering Decision Tree (see resource above)

TExES Test Prep Teacher Tracker

Tier Your Teachers (see resource above)