Significant learning of the Theatre TEKS is possible only when educators give careful attention to time, scheduling, and facilities. Each district must ensure that sufficient time is available for teachers to teach and for students to learn the TEKS. Additionally, appropriate and safe places must be provided for theatre classes with their unique safety and space requirements. The practical aspects of theatre 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 Theatre TEKS are also vital to the quality of theatre instruction. Theatre 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 theatre teacher-specialist is the single most important determinant of student learning.

Implementing the Theatre 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 grade or course level(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 Theatre TEKS. For specific information regarding effective student assessment, refer to the assessment section of Theatre portion of this site.