• Subject: Science

    TEA AP® Biology TEA AP® Biology

    AP® Biology covers the scope and sequence requirements of a typical two-semester biology course for AP® students. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. AP® Biology was designed to meet and exceed the requirements of the College Board’s AP® Biology Framework, while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum as well as rich features that engage students in scientific practice and AP® test preparation. It also highlights careers and research opportunities in the biological sciences. Content requirements for AP® Biology are prescribed in the College Board Publication Advanced Placement Course Description: Biology, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.62).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    • Subject: Science

    TEA AP® Physics 2 TEA AP® Physics 2: Algebra-Based

    AP® Physics is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

    The AP® Physics curriculum framework outlines the two full-year physics courses AP® Physics 1: Algebra-Based and AP®  Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization. 

    The AP® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP® Physics exam. Each chapter of AP® Physics begins with a “Connection for AP® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP® framework. These sections help students quickly and easily locate where components of the AP® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP® framework. Content requirements for AP® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    • CPE credit is 8
    • Subject:

    Texas Lesson Study Facilitator Training

    This course provides in-depth training to facilitate Texas Lesson Study with teachers, including all necessary materials. Participants who successfully complete all modules and assessments earn eight continuing professional education (CPE) credits. This course is a prerequisite for submitting Lesson Proposals and videos to TEA for publication.
    • CPE credit is 4
    • Subject: CTE

    CTE 101: Career and Technical Education in Texas

    The CTE 101: Career and Technical Education course returns to the Texas Gateway on March 11, 2016.This course provides an overview of Career and Technical Education in Texas and how it is implemented at the state and local levels. Teachers who are not certified in CTE and have been assigned to teach one of the CTE courses for mathematics or science credit must complete CTE 101. CTE-certified teachers may complete CTE 101, but it is not a requirement. Upon successful completion of the course, participants will earn 4 CPE credits.
    • CPE credit is 1
    • Subject: CTE

    Introduction to Integrating Math into CTE Classrooms, Part 2

    Before you begin this part, please ensure you have successfully completed Introduction to Integrating Math Part 1 in order to meet the professional development requirements of the course for CPE hours. Apply strategies to integrate math into an existing CTE lesson plan that includes the seven essential elements of a math-enhanced CTE lesson.
    • CPE credit is 3
    • Subject: Science

    TEA Science Safety Training for Middle School

    This self-paced course is a foundational training module for science safety at the middle school level. The course provides middle school teachers an opportunity to review safety policies, procedures, and responsibilities that pertain to instructional settings. This course is designed to supplement a district or campus-led safety training that also includes hands-on training with safety equipment such as eye wash stations, fire blankets, lab equipment, etc. Districts and campuses should also plan for hands-on practice with students as they learn safety procedures in the science classroom. This course is managed by Region 4 (101-950): Texas Education Service Center. CPE credit is 3.
    • CPE credit is 3
    • Subject: Science

    TEA Science Safety Training for High School

    This course is a self-paced foundational training module for science safety at the high school level. The course provides high school science, science elective, and CTE teachers an opportunity to review safety policies, procedures, and responsibilities that pertain to instructional settings.
    • CPE credit is 1
    • Subject: CTE

    Introduction to Integrating Science into CTE Classrooms, Part 2

    Before you begin this part, please ensure you have successfully completed Introduction to Integrating Science Part 1 in order to meet the professional development requirements of the course for CPE hours. Apply effective strategies to an existing lesson CTE lesson plan to begin integrating science into your curriculum.
    • CPE credit is 1
    • Subject: CTE

    Introduction to Integrating Math into CTE Classrooms, Part 1

    Learn how to integrate math into your existing CTE curriculum by identifying the mathematical concepts embedded in the curriculum, and learn the seven essential elements of an effective math-enhanced CTE lesson plan. Please note, this is part 1 of a two-part course on integrating Math into CTE classrooms. Participants must complete both parts 1 and 2 to meet the professional development requirements for CPE hours.
    • CPE credit is 1
    • Subject: CTE

    Introduction to Integrating Science into CTE Classrooms, Part 1

    Learn how to integrate science into your existing CTE curriculum by identifying science embedded in the curriculum, recognizing the scientific practices, and understanding the five core principles and six essential elements of an effective science-enhanced CTE lesson plan. Please note, this is part 1 of a two-part course on integrating Science into CTE classrooms. Participants must complete both parts 1 and 2 to meet the professional development requirements for CPE hours.
    • CPE credit is 6
    • Subject:

    Texas Dyslexia Identification Academy: Dyslexia Foundations

    The information presented during this foundation module course of the Texas Dyslexia Identification Academy will explore the elements of reading, what dyslexia is and is not, and the process for dyslexia evaluation.
    • CPE credit is 8
    • Subject: CTE

    CTE Work-Based Learning

    This course introduces basic laws, rules, and procedures relevant to teaching Career and Technical Education (CTE) courses that involve work-based learning (WBL) at the secondary school level in Texas. Because state and federal laws change frequently, it also explains how to find current laws, rules, and guidelines related to WBL. Teachers will learn what authentic WBL is and how to ensure students learn the skills and knowledge appropriate for their career pathway through collaborative partnerships with local employers. Upon successful completion of the course, participants will earn 8 CPE credits.
    • CPE credit is 3
    • Subject: Science

    TEA Science Safety Training for Elementary School

    Science Safety Training for Elementary School provides foundational training modules for science safety at the elementary school level. Participants must complete the six course lessons, all lesson activities, and a final test. Participants who successfully complete all modules and the assessment will earn three continuing professional education (CPE) credits.
    • CPE credit is 3
    • Subject: ELL Support

    ELL Foundations—Guidance and Support for ELLs

    This course provides educators with foundational knowledge of the essential elements to consider in providing guidance and support for English Language Learners (ELLs).