(a) The staff development provided by a school district to an educator other than a principal must be:
(1) conducted in accordance with standards developed by the district; and
(2) designed to improve education in the district.
(a-1) § 21.3541 and rules adopted under that section govern the professional development provided to a principal.

(a-2) In designing the staff development described by Subsection (a), a school district must use procedures that, to the greatest extent possible, ensure the training included in the staff development:
(1) incorporates proactive instructional planning techniques using a framework that:
(A) provides flexibility in the ways:
(i) information is presented;
(ii) students respond or demonstrate knowledge and skills; and
(iii) students are engaged;
(B) reduces barriers in instruction;
(C) provides appropriate accommodations, supports, and challenges; and
(D) 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.
(b) The staff development described by Subsection (a) must be predominantly campus-based, related to achieving campus performance objectives established under § 11.253, and developed and approved by the campus-level committee established under § 11.251.
(c) For staff development under Subsection (a), a school district may use district-wide staff development developed and approved through the district-level decision process under § 11.251.
(d) The staff development:
(1) may include training in:
(A) technology and digital learning; and
(B) positive behavior intervention and support strategies, including classroom management, district discipline policies, and the student code of conduct adopted under Chapter 37;
(2) subject to Subsection (e) and to § 21.3541 and rules adopted under that section, must include training that is evidence-based, as defined by Section 8101, Every Student Succeeds Act (20 U.S.C. § 7801), and that:
(A) relates to instruction of students with disabilities, including students with disabilities who also have other intellectual or mental health conditions; and
(B) is designed for educators who work primarily outside the area of special education; and
(3) must include training on:
(A) suicide prevention;
(B) strategies for establishing and maintaining positive relationships among students, including conflict resolution; and
(C) preventing, identifying, responding to, and reporting incidents of bullying.
(d-1) The training required by Subsection (d)(3):
(1) must:
(A) be provided in accordance with the policy adopted under § 21.4515; and
(B) use a best practice-based program recommended by the Health and Human Services Commission in coordination with the agency under § 38.351; and
(2) may include two or more listed topics together.
(d-2) The suicide prevention training required by Subsection (d)(3) may be satisfied through independent review of suicide prevention training material that:
(1) complies with the guidelines developed by the agency; and
(2) is offered online.
(d-3) The technology and digital learning training provided by Subsection (d)(1)(A) must:
(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.
(e) A school district is required to provide the training described by Subsection (d)(2) to an educator who works primarily outside the area of special education only if the educator does not possess the knowledge and skills necessary to implement the individualized education program developed for a student receiving instruction from the educator. A district may determine the time and place at which the training is delivered.
(f) In developing or maintaining the training required by Subsection (d)(2), a school district must consult with persons with expertise in research-based practices for students with disabilities. Persons who may be consulted under this subsection include colleges, universities, private and nonprofit organizations, regional education service centers, qualified district personnel, and any other persons identified as qualified by the district. This subsection applies to all training required by Subsection (d)(2), regardless of whether the training is provided at the campus or district level.
(g) The staff development may include instruction as to what is permissible under law, including opinions of the United States Supreme Court, regarding prayer in public school.