Staff Development



Professional Development Policy

  1. Be guided by the recommendations for training in the clearinghouse;
  2. Note any differences in the policy adopted by the district or school from the recommendations in the clearinghouse; and
  3. Include a schedule of all training required for educators or other school personnel at the district or school.

Note: SBEC must publish the continuing education and training clearinghouse not later than June 1, 2022.


  1. Incorporates proactive instructional planning techniques using a framework that:
    1. Provides flexibility in the ways:
      1. Information is presented;
      2. Students respond or demonstrate knowledge and skills; and
      3. Students are engaged;
    2. Reduces barriers in instruction;
    3. Provides appropriate accommodations, supports, and challenges; and
    4. Maintains high achievement expectations for all students, including students with disabilities and students of limited English proficiency; and
  2. Integrates inclusive and evidence-based instructional practices for all students, including students with disabilities.

Optional Training

  1. Technology and digital learning; and
  2. Positive behavior intervention and support strategies, including classroom management, district discipline policies, and the Student Code of Conduct.
  1. Discuss basic technology proficiency expectations and methods to increase an educator's digital literacy; and
  2. Assist an educator in the use of digital technology in learning activities that improve teaching, assessment, and instructional practices.

Required Training

  1. Suicide prevention;
  2. Strategies for establishing and maintaining positive relationships among students, including conflict resolution; and
  3. Preventing, identifying, responding to, and reporting incidents of bullying.

Instruction of Students with Disabilities

  1. Eligible to participate in a school district's special education program under Education Code 29.003;
  2. Covered by Section 504, Rehabilitation Act of 1973 (29 U.S.C. Section 794); or
  3. Covered by the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.).
  1. Relates to the instruction of students with disabilities, including students with disabilities who also have other intellectual or mental health conditions; and
  2. Is designed for educators who work primarily outside the area of special education.

Suicide Prevention

  1. Recognize students at risk of attempting suicide, including students who are or may be the victims of or who engage in bullying;
  2. Recognize students displaying early warning signs and a possible need for early mental health or substance abuse intervention, which warning signs may include declining academic performance, depression, anxiety, isolation, unexplained changes in sleep or eating habits, and destructive behavior toward self and others;
  3. Intervene effectively with students described above by providing notice and referral to a parent or guardian so appropriate action, such as seeking mental health or substance abuse services, may be taken by a parent or guardian; and
  4. Assist students in returning to school following treatment of a mental health concern or suicide attempt.

Staff Development Account

Child Abuse, Trafficking, and Maltreatment

  1. Factors indicating a child is at risk for sexual abuse, trafficking, or other maltreatment;
  2. Warning signs indicating a child may be a victim of sexual abuse, trafficking, or other maltreatment;
  3. Internal procedures for seeking assistance for a child who is at risk for sexual abuse, trafficking, or other maltreatment, including referral to a school counselor, a social worker, or another mental health professional;
  4. Techniques for reducing a child's risk of sexual abuse, trafficking, or other maltreatment; and
  5. Information on community organizations that have relevant research-based programs and that are able to provide training or other education for district staff, students, and parents.

Trauma-Informed Care

Student Discipline

Test Administration Training

Cybersecurity Training

Special Programs Training

Teacher Literacy Achievement Academies

  1. Not later than the 2022–23 school year, each classroom teacher in kindergarten or first, second, or third grade and each principal at a campus with kindergarten or first, second, or third grade has attended a teacher literacy achievement academy developed under Education Code 21.4552; and
  2. Each classroom teacher and each principal initially employed in a grade level or at a campus described above for the 2022–23 school year or a subsequent school year has attended a teacher literacy achievement academy developed under Education Code 21.4552 by the end of the teacher's or principal's first year of placement in that grade level or campus.

Gifted and Talented Education

  1. Before assignment to the program for gifted students, teachers who provide instruction and services that are part of the program have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessment of student needs, and curriculum and instruction for gifted students.
  2. Teachers without the required training who provide instruction and services that are part of the gifted/talented program complete the 30-hour training requirement within one semester.
  3. Teachers who provide instruction and services that are part of a program for gifted students receive a minimum of six hours annually of professional development in gifted education.
  4. Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.

Elective Bible Course

Texas English Language Proficiency Assessment System Training

Automated External Defibrillators

  1. Participate in the instruction; and
  2. Receive and maintain certification in the use of an AED from the American Heart Association, the American Red Cross, or a similar nationally recognized association.

Extracurricular Activity Safety Training

  1. A coach, trainer, or sponsor for an extracurricular athletic activity; and
  2. A director responsible for a school marching band.
  1. Certification of participants by the American Red Cross, the American Heart Association, or a similar organization or by the University Interscholastic League;
  2. Current training in:
    1. Emergency action planning;
    2. Communicating effectively with 9-1-1 emergency service operators and other emergency personnel; and
    3. Recognizing symptoms of potentially catastrophic injuries, including head and neck injuries, concussions, injuries related to second impact syndrome, asthma attacks, heatstroke, cardiac arrest, and injuries requiring use of a defibrillator; and
  3. A safety drill that incorporates the training and simulates various injuries described above.



  1. The educational program developed by the UIL regarding the health effects of steroids; or
  2. A comparable program developed by the district or a private entity with relevant expertise.


  1. A coach of an interscholastic athletic activity shall take a course approved by the UIL.
  2. An athletic trainer who serves as a member of a district's concussion oversight team shall take a course approved by the Texas Department of Licensing and Regulation (TDLR) or a course approved for continuing education credit by the licensing authority for athletic trainers.
  3. A school nurse or licensed health-care professional, other than an athletic trainer, who serves as a member of a district's concussion oversight team shall take a course approved by the UIL, TDLR, or the appropriate licensing authority for the profession.

Seizure Recognition and Related First Aid

Harris County Department of Education



DATE ISSUED: 10/19/2021