Significant learning of the TEKS is possible only when educators give careful attention to time, scheduling, equipment, and facilities. Each district must ensure that sufficient time is available for teachers to teach and for students to learn the Dance TEKS. Appropriate and safe places must be provided for each of the dance disciplines, which have their own safety and space requirements. The practical aspects of dance program development must be well-planned and methodically implemented to fully support student achievement of the TEKS.

The qualifications and certifications of educators who teach the Dance TEKS are also vital to the quality of dance instruction. Dance or fine arts supervisors and consultants serve as valuable resources for central office administrators, principals, teachers, and the community. As important and helpful as district-wide specialists are, the dance teacher-specialist is the single most important determinant of student learning.

Implementing the Dance TEKS requires district and school personnel to rethink their professional development needs. Experts in the field recommend that districts and campuses allot 10% of their budgets for professional development, though the average is 1.5% across the country. Teaching the TEKS may require teachers to develop new skills and knowledge they may not have needed in the past. Teachers should have ongoing professional development directly related to the content and course(s) they teach.

A final programmatic consideration is program evaluation. Teachers, administrators, and supervisors/consultants should continually evaluate whether all students are benefiting from instruction and demonstrating achievement of the Dance TEKS.