Coaching and Support Protocols (The Action)

Certification Leads: Time Allocation Guidance

Not all teachers require the same level of support. Coaching should be differentiated based on tiering.

Sample tiering and touchpoint structure:

To maximize impact, certification leads should aim to allocate…

• 60-70% of your coaching time on Off-Track teachers

• 20-30% of your coaching time on At-Risk teachers

• 5-10% of your coaching time on On-Track teachers

Field Supervisors: Roles and Touchpoint Guidance

EPP field supervisors play a distinct but complementary role to certification leads. Where certification leads focus on data, benchmarks, and administrative progress, field supervisors bring relational and observational insight — classroom visits, coaching conversations, and an on-the-ground read on a teacher's confidence and mindset.

Field supervisors should mirror the same prioritization logic as certification leads, directing most of their certification-focused attention toward at-risk and off-track candidates, and resisting the tendency to default to teachers who are easiest to reach.

Sample tiering and touchpoint structure: 

To make field supervisor visits as effective as possible, field supervisors should request the following from certification leads:

• An updated tier list before each visit cycle so supervisors arrive informed

• List of off-track candidates who need immediate attention between scheduled visits

• A simple feedback loop — a brief check-in or shared note — so that what supervisors observe in the classroom informs the certification lead's next steps

During visits, field supervisors should also be attentive to:

• Signs of emotional fatigue, discouragement, or disengagement related to the certification process

• Generational or mindset differences that may shape how a teacher responds to accountability and feedback

• Opportunities to normalize struggle and reinforce that support is available

Campus Leaders: Role and Touchpoint Guidance

Campus leaders (e.g., principals and assistant principals) occupy a unique position in the certification support ecosystem. They have both the authority and proximity to remove barriers, reinforce urgency, and signal that certification is a priority. Their role is less about day-to-day mechanics and more about strategic reinforcement and structural support.

A few considerations for campus leaders:

• For off-track candidates, a direct conversation with the campus leader carries different weight than one with a certification lead. It signals organizational seriousness and can be a turning point for a disengaged teacher.

• Campus leaders should be thoughtful about how they have these conversations, particularly with teachers who may be experiencing emotional stress or who come from generations with different relationships to testing, credentialing, and authority.

• The goal is to reinforce the coaching relationship. Campus leaders should communicate care and investment alongside accountability, and coordinate messaging with the certification lead so teachers receive consistent signals from all directions.

Mentor Teacher (district) / Faculty Member (EPP): Role and Touchpoint Guidance

Mentor teachers and faculty members are the closest academic support a candidate has. Where certification leads manage systems and field supervisors provide observational accountability, mentors and faculty bring day-to-day content proximity — they see how a candidate teaches, where their knowledge gaps show up in the classroom, and what barriers may be affecting their confidence and follow-through.

However, not all mentors enter this role with a clear understanding of what effective certification mentorship requires. Some may be highly skilled classroom teachers but have limited experience supporting adults through a high-stakes credentialing process. Leaders should not assume that assigning a mentor is sufficient — investing in mentor readiness is just as important as assigning the right person.

The following resources can help mentors build the knowledge and skills needed to support candidates effectively, particularly those who are newer to the mentorship role or unfamiliar with TExES content:

Exam Framework Documents — Each TExES exam has a publicly available framework that outlines the domains, competencies, and standards assessed. Mentors should review the framework for their candidate's specific exam so they can connect classroom instruction to tested content.

Candidate Exam Data Analysis Protocol — Mentors can use this protocol to structure content conversations with candidates, helping them identify priority focus areas and develop targeted study plans.

Coaching Scenarios: What to Do — This guide provides practical responses to common situations mentors may encounter, including candidates who are disengaged, struggling with content, or not following their study plan.

Study and Test Taking Tips — Mentors can share these directly with candidates or use them to inform coaching conversations about study habits and exam preparation strategies.

How to Engage Multiple Generations in K12 Schools — This resource, referenced in the Navigating Generational Differences section, can help mentors adapt their communication and coaching approach to candidates with different professional backgrounds and relationships to feedback.

Texas districts participating in the Texas Mentorship Training can also access mentor resources on TEA’s website: Texas Mentorship Training Resources.

Communication Cadence with Relevant Stakeholders

To ensure consistent support between touchpoints, certification leads must maintain regular communication with principals, supervisors, and mentors.

Certification Lead → Stakeholder Communication

How to Use This Rubric

Certification leads should share this rubric with field supervisors at the start of each visit cycle so supervisors arrive with a consistent framework for what to observe. After each visit, supervisors should complete the rubric and share it with the certification lead before the next regular communication touchpoint — or immediately if the candidate is off-track and needs urgent attention.

This rubric is not intended to be evaluative of the teacher's instructional performance. It is a certification progress tool only, focused exclusively on a candidate's trajectory toward passing their required exams and completing certification requirements.

Overall Tier Assessment

Based on observations across all dimensions, assign an overall tier:

• On Track: Rated On Track in 4-5 dimensions.

• At Risk: Rated Progressing in 3 or more dimensions, or Not Yet in 1 dimension.

• Off Track: Rated Not Yet in 2 or more dimensions.

Post-Visit Notes

This protocol provides a structured approach for teachers to analyze exam performance, identify targeted areas for growth, and translate insights into focused, actionable study plans. By narrowing priorities and addressing root causes, it aims to accelerate progress toward certification success.

Clear goals are the bridge between intention and action. Without specific, measurable, time-bound goals, teachers often stall in their certification progress. Teachers should use this template to track their study progress independently and bring it to check-ins with their supervisor or mentor.

Best practices:

• Goals should be narrow and focused

• There should be no more than 2-3 action steps per goal

• Deadlines should be realistic but urgent

This protocol provides a structured approach for teachers to analyze exam performance, identify targeted areas for growth, and translate insights into focused, actionable study plans. By narrowing priorities and addressing root causes, it aims to accelerate progress toward certification success.

To support consistency, use the following guidance when responding to common scenarios.

The following protocol brings together all prior tools and systems into a single, repeatable coaching routine. Whomever is meeting with the teacher regularly should use this structure to ensure every check-in leads to clear action, aligned support, and measurable progress.

While not all teachers require frequent check-ins, structured conversations remain a key tool, especially for at-risk and off-track teachers. On-track teachers may only require brief, quarterly check-ins focused on validating progress and confirming next steps.

Each check-in should follow a consistent protocol that integrates:

• Candidate data analysis (if applicable)

• Goal setting and study planning (if applicable)

• Release time and workload supports

• Coaching guidance for targeted intervention

Required Pre-Work

Before each check-in, the teacher should:

• Complete Candidate Data Analysis

• Bring latest score report or practice test results

• Bring current goal-setting document 

Before each check-in, the coach should:

• Review the teacher’s progress on the shared certification dashboard or tracker

• Review agreed-upon action steps from any prior check-ins

• Consider - does the candidate have a skill, knowledge, or mindset gap?

• How might that knowledge influence how I approach the conversation?

Certification Check-In Protocol (30 minutes)