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No Child Left Behind (NCLB) Elementary and Secondary Education Act (ESEA) Title II – Teacher Quality. Janice Poda Division of Teacher Quality South Carolina Department of Education. Major Programs at a Glance.
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Division of Teacher Quality
Department of Education
Added approximately 35% new moniesTeacher Quality (Title II)
Completed at least 2 years of study at an institution of higher education; or
Obtained an associate’s (or higher) degree; or
Met a rigorous standard of quality and can demonstrate through a formal State or local academic assessment
Knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or
Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.Instructional Paraprofessionals
The SDE’s Adult Education Program is offering their services to help paraprofessionals prepare to enroll in college or take the test.
The SDE is working with the technical colleges to develop programs that will lead to a career path for paraprofessionals.
The SDE is piloting the ETS Para-Pro test and the ACT WorkKeys test.
The SDE is applying for an Ameri-Corp grant to assist paraprofessionals with their preparation to become highly qualified.Instructional Paraprofessionals
If the paraprofessional is providing instructional support, then the paraprofessional is required to meet on of these requirements. If the paraprofessional is only providing personal care, then he/she is not considered an instructional paraprofessional.Clarification on Special Ed. Paraprofessionals
obtained full state certification as a teacher; or
passed the state teacher certification examination, and
holds a certificate to teach in such state.
In South Carolina, if a teacher holds one of the following certificates, he/she is considered highly qualified
Critical Need (PACE)
ProfessionalHighly Qualified Teachers
out-of-state temporary certificates,
interim certificates (those teachers in PACE that have not passed the Praxis content exam or attended the preservice institute),
special subject certificates.Highly Qualified Teachers
Successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certificationMiddle or Secondary Teachers
(1) Set by the State for both grade appropriate academic subject matter knowledge and teaching skills;
(2) Aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;
(3) Provide objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches;
(4) Applied uniformly to all teachers in the same academic subject and the same grade level throughout the State;
(5) Take into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject;
(6) Made available to the public upon request; and
(7) May involve multiple, objective measures of teacher competency.Current Middle School Teachers
Reading or language arts
Civics, government, economics, history, geography
ArtsCore Academic Subjects
For example, a vocational teacher who teaches a course in Applied Physics for which students receive a science credit must hold a 4-year degree, be certified, and demonstrate subject matter competence in order to be considered highly qualified.Vocational Teachers
for Highly Qualified Teachers
All teachers of core academic subjects must be highly qualified no later than the end of the 2005-06 school year.Deadlines
(i) whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
(ii) whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived;
(iii) the baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree;
(iv) whether the child is provided services by paraprofessionals and, if so, their qualifications.Parents’ Right to Know
The notice and information provided to parents must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
This applies to all teachers teaching core academic subjects in a Title I school, regardless if the school has a schoolwide or targeted assistance program.Parent Notification
Determine what activities need to be conducted to give principals the instructional leadership skills to help teachers provide all students with the opportunity to meet challenging state content and academic achievement standardsNeeds Assessment
State academic content standards
Student academic achievement standards
Curriculum and programs tied to those standardsTitle II, Teacher Quality Plan
Scientifically based research means applying rigorous, systematic, and objective procedures to obtain valid knowledge relevant to improving student academic achievement.Title II, Teacher Quality Plan
Adequacy of data to justify the general conclusions drawn
Reliance on methods that provide valid data across multiple measurements and observations
Use of control groups
Details allow for replication
Acceptance by a peer-reviewed journal or approved by a panel of independent expertsScientifically Based Research
All costs must be necessary, reasonable, and considered as an allowable cost to the program.
A school district may receive funds for Title II, Teacher Quality for any fiscal year only if maintenance of effort has been met.Administrative Costs
Teachers hired under the former class-size reduction program must be highly qualified and must still be teaching in positions that exist to reduce class size.Class Size Reduction
How needs of children and teachers will be identified
What services will be offered
How, where, and by whom the services will be provided
How the services will be assessed
How the results will be used to improve those services
The size and scope of equitable services
The amount of funds available for those services
When the school district will make decisions about the delivery of servicesPrivate School Involvement