The Highly Qualified Teacher

1. The Highly Qualified Teacher Fresno County Office of Education Dr. Don Holder, Administrator Curriculum and Instruction

2. Goals of the Workshop • Review the HQT regulations (at least in draft form) • Determine who needs to be HOUSSE’d. • Detail HOUSSE process & documentation. • Differentiate between single and multiple subject credential requirements. • Get replies to your questions – we don’t have all the answers and don’t know anyone who does!!! • Provide sufficient guidance to get you started.

3. NCLB Performance Goals • All students will learn in schools that are safe and drug free. • All students will graduate from high school. • All English learners will become proficient in English. • All students will attain proficiency in reading and math by 2014, including students with disabilities and English learners. • All students will be taught by high quality teachers by the end of the 2005-06 school year.

4. Rationale • Good teaching lasts a lifetime – and bad teaching limits dreams and opportunities. Compelling evidence confirms what parents have always known: a teacher’s mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence.

5. A Highly Qualified Teacher • Holds a minimum of a Bachelors Degree. • Has obtained state certification: - Full Credential - Preliminary - Intern - Supplementary Authorization • Has demonstrated subject area competence in each subject area they teach.

6. Myth: Teacher quality goals are impossible to achieve. • Political reality – we must have highly qualified teachers in all classrooms. • High poverty schools are 77% more likely to have out-of-field teachers. • Research shows that effective teachers can help students make impressive gains while ineffective teachers can do great and lasting damage.

7. The Importance of Content Knowledge. • What teachers know and understand about content and students shapes how judiciously they select from texts and how effectively they present material in class. • Their skill in assessing their students’ progress also depends upon how deeply they understand learning. • No other intervention can make the difference that a knowledgeable, skillful teacher can make in the learning process.

8. The Importance of Content Knowledge. • Investments in teacher development produced far greater student achievement gains than investment in new materials, reducing class size, or increasing salaries. “Spending on teacher education swamped other variables as the most productive investment for schools.” National Commission on Teaching and America’s Future.

9. These regulations defining “Highly Qualified” teachers are new to everybody…

10. Our Advice:Don’t Wait – Start determining the status of your teachers now before things blow up!

11. And Don’t Kill The Messenger!!

12. Goal of HQT Regulations are to: Increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.

13. Teacher Quality Mandates • In every school, all teachers of core academic subjects must be highly qualified by the end of 2005-2006. • Every new teacher credentialed on or after July 1, 2002, must be highly qualified. • Teachers hired after the first day of school in 2002-03, must be compliant when hired. • Districts must report annually on the percentage of teachers who are highly qualified and on their progress toward full compliance .

14. Mandates (continued) • Districts must report annually on the percentage of teachers receiving staff development to help them become highly qualified. • Title 1 schools must notify parents annually that they can request information on their children’s teachers’ qualifications. • Title 1 schools must notify parents if their child is taught for more than 4 weeks by a non-compliant teacher.

15. Core Subjects • English • Reading/Language Arts • Mathematics • Science • Foreign Language • Civics/Government • Economics • Arts • History • Geography

16. Reporting Requirements • To CDE in June for 2003-2004 school year as part of the Consolidated Application - thereafter in October CBEDS for 2004-2005 and beyond. • To Parents • Annually of right to request information on their child’s classroom teacher’s NCLB compliance. • after 4th week of instruction by non-compliant teacher. • Compliance data included on DARC/SARC.

17. A Strong Recommendation: • Don’t tell parents their child’s teacher isn’t “qualified” unless you have an addiction to confrontation or a death wish. • Instead, use the terms “NCLB Compliant” or “Non-Compliant.” • Add a reassuring statement on how the teacher will become compliant to any notice you send parents regarding non-compliance.

18. A person may be an excellent teacher - yet not meet the criteria established under NCLB to be labeled high quality.

19. Conversely, a teacher may meet the criteria established under NCLB to be labeled high quality, yet be a poor teacher in the classroom.

20. Title 1, Part A - Requires districts to use 5% or up to 10% of Part A allocations for fiscal years 2002 – 2004 and not less than 5% in 04-05 to ensure that all teachers are highly qualified by the end of 2005-2006. If identified Program Improvement, must use 10% of Part A, in addition to: Title 2, Part A - D. Title 3 Title 5 Title 6 Fiscal Requirements / Options

21. Certificate of Compliance Form 1

22. New & Not New New: Credential issued on or after July 1, 2002 or enrolled in an approved intern program. Not New: Credential prior to July 1, 2002 * All newly hired teachers in Title 1 or PI schools (hired after first day of school of the 2002-03 school year) must be NCLB compliant when hired.

23. NEW Bachelor’s Degree Credential or Intern Certificate for no more than 3 years. Core knowledge exam such as CSET or MSAT. NOT NEW Bachelor’s Degree Credential or Intern Certificate for no more than 3 years. Core knowledge exam such as CSET, MSAT, NTE, Praxis, etc -- or HOUSSE or National Board Certification Elementary Ed Degree Elementary Requirements

24. NEW Bachelor’s Degree Credential or Intern or Certificate for no more than 3 years. Subject matter exam in each subject taught or Coursework NOT NEW Bachelor’s Degree Credential or Intern or Certificate for no more than 3 years. Subject matter exam in each subject taught or Coursework or National Board Certification or HOUSSE Middle/High Requirements

25. A Close Look At The Details of HOUSSE (Part 1)

26. H.O.U.S.S.E. States determine how teachers demonstrate content knowledge but criteria must meet: • High standards of evaluation, be • Objective in its measurement and • Uniform in its application. • Therefore -- High, Objective, Uniform, State Standard of Evaluation or HOUSSE. • Many of your “not-new” teachers will select the HOUSSE option.

27. Teacher’s Responsibilities • The burden of compliance falls with the teacher to complete Form 1 - and HOUSSE forms if necessary - and provide adequate documentation.

28. LEA’s Responsibilities • Verify teacher compliance documents. • Develop list of acceptable NCLB professional development activities • Assign points for activities. • Develop list of acceptable leadership and service activities. • Work with teachers to reach 100% compliance by the end of 2005-06.

29. Qualifying Staff Development • Must meet definition in Title IX, Section 9101(34) of ESEA. • Activities which increase knowledge of core subject areas. • Are Standards-Aligned – content driven. • Sustained, intensive and classroom focused. • Are NOT 1-day or short term workshops or conferences.

30. http://www.fcoe.net/hqtprofdev/

31. Scenarios Four scenarios to give you practice working through the documentation so you can provide guidance to your teachers and verify compliance.

32. Scenario #1 • High School Math Teacher • Supplementary Authorization in Math on 6/25/02. • Hired 8/10/02. • BTSA Beginning Teacher

33. Scenario #2 • Elementary Teacher • Multiple Subject Credential 12/20/98. • Hired 7/1/98. • BTSA Support Provider 1 year • AB 466 Trained in Reading

34. Scenario #3 • Middle School Science Teacher • Supplementary Authorization 6/20/01. • Hired 7/1/99. • 40 hours NCLB approved staff development

35. Scenario #4 • Middle School ELD Teacher • BCLAD certificate. • Hired 7/1/00. • Multiple Subjects Credential 6/30/01 • Do they need to be HOUSSE’d?

36. More Detail On Special Groups • BTSA • Special Education • Alternative Education • Middle School Teachers • Paraprofessionals

37. BTSA Participants • Support Providers earn 30 points per year. • Participating teachers may count BTSA professional development for HOUSSE • Consult you local BTSA Director.

38. Special Education • Special Education teachers are not exempt from NCLB regulations. • The requirement applies whether instruction is in a regular classroom or resource room. They would have to comply for each core subject taught. • Include Special Ed teachers in the documentation process.

39. Special Education Exceptions • A Special Ed teacher would not have to meet compliance under NCLB if: • they assist students in a regular classroom setting taught by a qualified teacher. • they only reinforce core content taught by a qualified teacher regardless of the setting. • They provide study skills, behavior support or intervention only.

40. Alternative Education • Teachers providing instruction in the core academic areas must be compliant in those subject areas. • For example: if a teacher of record provides instruction in history and English, they must be compliant in both subjects. • Sorry 

41. Middle School Education • Federal grade 6-8 guidelines require that “each teacher of core academic subjects has sufficient subject matter knowledge and skills to instruct effectively in his/her assigned subjects, regardless of whether the school is configured as an elementary or middle school.”

42. Paraprofessional Quality • Paraprofessionals hired in Title 1 schools after January 8, 2002 in an instructional role must have 2 years of college or an associate’s degree and • They must demonstrate knowledge and ability in reading, writing, and mathematics through a formal state or local assessment. • Paraprofessionals previously employed have until January 8, 2006 to meet these requirements. (4 years)

43. Paraprofessional Quality (Con’t) • Paraprofessionals hired in Title 1 schools as translators or in parent involvement must have a high school diploma – effective as of Jan 2002. • Specifies permitted duties for paraprofessionals and emphasizes they “may not provide any instructional service” except under the direct supervision of a teacher. • Test option: CODESP at www.codesp.com

44. Frequently Asked Questions • Can the Certificate of Compliance be transferred between schools and districts? • Yes if…. • the teacher remains in the grade span or content area of certification. • But if they change grade span or content area of certification, they will need new certification.

45. Frequently Asked Questions • I’ve been teaching 8th grade in a K-8 school for 10 years. I teach 2 periods of Algebra, 3 periods of pre-algebra, 1 in PE. Where do I stand? • It doesn’t matter what the grade configuration is, you teach departmentalized math so you fall under single subject rules. • We hope you have an appropriate CA credential, a major in math, or passed a CCTC approved math subject matter exam, or have lots of HOUSSE points in math ‘cause you’ll need them to qualify. No worries about PE – or your job.

46. Frequently Asked Questions • I’ve been teaching 7th-8th grade science in a small middle school for umpteen years. I teach life, Earth and physical science. I’m the only science teacher. Do I need to …..Go back to college, quit, or move to a larger school ? • Unfortunately, you must have an appropriate CA credential in both biological and physical science, You must fill out a Certificate of Compliance for each area and hope you can HOUSSE.

47. California’s Highly Qualified Teacher Requirements Resource Guide

48. CSET Help • CSET Home: http://www.cset.nesinc.com/ • Fresno State: http://www.csufresno.edu/ExtendedEd/CSET.html • Fresno Pacific: http://grad.fresno.edu/nclbinfo.php • National Univ: http://www.nu.edu.conted • Private Companies also provide test prep.

49. What Questions Remain?

50. “Official” Teacher Requirements Resource Guide released February, 2004 For rulings on specific situations, contact your district’s Human Resource Department or refer questions to the California Department of Education. Penni Hansen (916) 323-5472 phansen@cde.ca.gov Robert Cervantes (916) 323-6127 rcervant@cde.ca.gov