How to Get a Teaching Job in Texas

Do you want to teach in Texas? Here is a quick explanation of how to land your dream teaching job!

In order to teach in Texas, you must be certified. To get certified, you either get a degree in education and get certified through your college, or you get a degree in something else and do alternative certification.

Two Options:

1. Earn your degree in education and get certified through your college
2. Earn a degree in any field and get certified through alternative certification

Both routes have the same requirements:

1. Complete required coursework
2. Complete mandatory observation hours
3. Pass TExES exams, including the PPR EC-12
4. Complete your field experience (either 12 weeks of student or clinical teaching, or a one year internship)

If you choose alternative certification, you can be hired by a school district after you pass your exam. The sooner you pass, the better! We sell great digital study guides and sample tests at www.coresubjects.net

*After you pass your exam, apply as much as possible! Deliver your resume in person to schools and district offices. Attend job fairs and go to interviews. Send a thank you letter after the interview expressing your interest in the job. Network as much as possible. Consider substitute teaching to get your foot in the door.

Frequently Asked Questions About the Core Subjects EC-6 Exam

What is the TExES Core Subjects EC-6 291 exam?

The Core Subjects EC-6 exam is the test that is required to teach Pre-Kindergarten through 6^th Grade. 

What does the Core Subjects EC-6 291 exam cover?

The exam includes questions about English Language Arts and the Science of Teaching Reading, Mathematics, Science, Social Studies, Fine Arts, Health, PE, and Theater.

How do I register for the exam?

If you are in an educator preparation program, including a university or alternative certification program, that entity approves you to take the test and then you register through ETS.  If you are not yet in an educator preparation program and want to take your exam first, you can do that by going to the ETS site and creating an account.  You have to sign up for the test as a PACT (pre-admission content test) if you are not yet in an educator preparation program.

How many times can I take the test?

You have 5 attempts to pass the test.

5   

What happens if I do not pass within 5 attempts?

The state will offer waivers in certain cases to allow a test taker another attempt, but in most cases, you are no longer allowed to take that exam.  For example, if you fail the Core Subjects EC-6 five times, you are no longer allowed to take that exam, but you can take the Core Subjects 4-8 or another exam.

Does each individual subject area test count as an attempt?

Yes, each subject area exam counts as an attempt.  For example, if you failed Mathematics and Science are re-take those individually, you will have used three attempts (one for the first time you took it, one for Math, and one for Science.)  As a result, it is often best to re-take the entire test. 

Do I have to pass the exam in order to teach in Texas?

In order to teach at a public school in Texas, you need to pass your test.  However, some private schools will hire teachers that have not passed their exam.

Once I pass the test, am I certified?

No, you are not certified after passing the test.  You are highly qualified to teach Pre-Kindergarten through 6^th Grade after passing the test.  You have to complete all the requirements of an educator preparation program to get certified.

Can a district hire me once I pass my test?

You need to pass the test and be enrolled in an educator preparation program in order to get a Probationary Certificate, which is what districts require. 

Study material for the Math and ELAR sections and free tips are available!  For more information or for questions, email Courtney at schonefeldcourtney@gmail.com

6.      

New Question Formats on Core Subjects EC-6 291 Exam

Did you know the new Core Subjects exams include new question formats? For some questions, you will drag and drop answer choices into targets, and for some you will select from a drop down menu. For other questions, you will click on sentences, parts of a graphic, or check boxes. For more information, "like" my new page: Texas Teacher Today TExES Core Subjects EC-6 291

#CoreSubjects #CoreSubjectsEC6 #CoreSubjects291

Free Sample of Upcoming Core Subjects EC-6 Math Study Material and Sample Questions

Competency 002 (Number Concepts and Operations):

The educator knows concepts related to numbers, operations and algorithms and the properties of numbers.

The teacher:

A. Knows how to create, describe, analyze, compare, and model relationships between operations, algorithms, and number properties for the four basic operations involving rational numbers, real numbers, and integers, including real-world situations.

Four basic operations: addition, subtraction, multiplication, division

Algorithm: a solution with specific steps you follow (if you follow those steps, you end up with the correct solution).  The solution for a long division problem (with specific steps you take to reach it) are an example of an algorithm.

Number properties (commutative properties, associative properties, distributive property, density property, and identity property)

Commutative Properties:

Commutative Property of Addition - numbers can be added in any order without changing the result

Example:  5+3+2 = 3+2+5

Commutative Property of Multiplication - numbers can be multiplied in any order, and the result will remain the same

Example: 5n × 2 = 2 × 5n

Memorization tip:  When you commute, you are moving- going from home to work.  The commutative property involves moving numbers around.

Associative Property of Addition - numbers can be grouped in a sum in any way (using parenthesis) and still get the same result

Examples:

(3 + 1) + 2 = 3 + (1 + 2)

(2n + 4n) + 6 = 2n + (4n + 6)

Associative Property of Multiplication - numbers can be grouped in a product in any way (using parenthesis) and still get the same result

Examples:

(3 × 5) × 2 = 3 × (5 × 2)

5x³(20y) = 20y (5x³)

Distributive Property - this will only happen when an expression includes both addition and multiplication.  When you have a term multiplied by terms in parenthesis, you have to distribute the multiplication over the terms inside the parenthesis.

Examples:

3n (n +5) = 3n²+15n    (you have to multiply 3n×n and 3n×5)

2(2+1) = (2 × 2) + (2 × 1)

Rational numbers - any number that can be expressed as the fraction or quotient x/z of two integers, and the denominator z cannot be equal to zero.  Since z can be equal to 1, all integers are rational numbers.  When represented as a decimal, a rational number will either terminate (end) after a finite number of digits or will begin to repeat the same finite sequence of numbers.

Irrational numbers - any real number that cannot be represented as a simple fraction or a ratio of two integers.  They will not have repeating decimals or terminal decimals.

Real numbers - any value that can be represented on a number line, including both rational and irrational numbers.

Integers - whole numbers; numbers that are not fractions and do not include decimals; can be positive or negative

B. Shows an understanding of equivalency between mathematical expressions and among different representations of rational numbers.

Understanding Equivalency Between Mathematical Expressions

Some examples of equivalent mathematical expressions:

3/4 = .75

6(3n²) = 18n²

(4*2) + 8n + 9n² + 5n = 8 + 13n + 9n²

Understanding Equivalency of Different Representations of Rational Numbers

Examples:

3 ÷ 4 = .75

100.75 = 100 ¾

1. Mr. Jackson posts these numbers on the board.  He then asks different students what type of numbers these are: integers, rational numbers, irrational numbers, or negative numbers.  He asks students to raise their hand to indicate which type of number it is.  Out of 24 students, 22 raise their hands to indicate these numbers are irrational numbers.   Based on this information, Mr. Jackson should:

3.33333

1.34343434

100.75

A. Develop a formal assessment that students take individually so they are not influenced by seeing other students raise their hands.

B. Explain to the students why their answer is incorrect and give them additional homework about integers, rational numbers, irrational numbers, and negative numbers.

C. Since almost all students answered correctly, commend them and move on to the next lesson.

D. Find a new method to re-teach rational and irrational numbers, give students additional opportunities to learn and practice, and then ask individual students to come to the board to explain why certain numbers written on the board are integers, rational numbers, irrational numbers, and negative numbers.

Explanation: All of those numbers are rational numbers, so the majority of the class answered the question incorrectly.  D is correct because he needs to re-teach this concept and give students more practice, and having students come to the board to explain their thought process will help him know what students understand, and will also help students learn from each other.  A is incorrect because Mr. Jackson does not need to do a formal assessment- he already knows students do not understand.  B is incorrect because simply telling students why their answer was incorrect and giving them homework is not likely to help students understand integers, rational, irrational, and real numbers.  C is incorrect because most of the students answered incorrectly.

2. Which of the following math problems demonstrates the commutative property of addition?

A. 3+1 = 2 + 2

B. 3+1= 1+3

C. (3+1) +2=3+ (1+2)

D. 3x + x = 3x + x + 0

Explanation: B is correct because the commutative property of addition states that numbers can be added in any order and the result will be the same.  None of the other options demonstrate that.