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California Department of Education Jack O’Connell State Superintendent No Child Left Behind Act of 2001 Teacher Requir

California Department of Education Jack O’Connell State Superintendent No Child Left Behind Act of 2001 Teacher Requirements. Professional Development and Curriculum Support Division http://www.cde.ca.gov/nclb/sr/tq. What Are the NCLB Key Performance Goals?.

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California Department of Education Jack O’Connell State Superintendent No Child Left Behind Act of 2001 Teacher Requir

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  1. California Department of Education Jack O’ConnellState Superintendent No Child Left Behind Act of 2001Teacher Requirements Professional Development and Curriculum Support Division http://www.cde.ca.gov/nclb/sr/tq

  2. What Are the NCLB Key Performance Goals? • Goal 1: All students will attain proficiency in reading and mathematics by 2014. • Goal 2: All English learners will become proficient in reading/language arts and mathematics. • Goal 3: All students will be taught by highly qualified teachers by the end of the 2005-06 school year. • Goal 4: All students will learn in schools that are safe and drug free. • Goal 5: All students will graduate from high school.

  3. What are the NCLB requirements for teachers? Each local educational agency (LEA) must develop a plan to ensure that all teachers assigned to teach core academic subjects meet the NCLB requirements by the end of the 2005-06 school year.

  4. What are the timelines for compliance with the NCLB teacher requirements? • All teachers hired in Title I programs after the first day of the 2002-03 school year must meet requirements when hired. • Other teachers have until the end of the 2005-06 school year to meet the requirements. • Some teachers in rural areas and in special education have extended deadlines.

  5. What are the three requirements for NCLB teacher compliance? Teachers of core academic subjects must have: • A bachelor’s degree • A state credential or intern certificate or be currently enrolled in an approved California Commission on Teacher Credentialing (CCTC) intern program 3. Demonstrated core academic subject matter competence

  6. State Credential Federal Content Knowledge Bachelor’s Degree

  7. What are the core academic subject areas defined in NCLB? • English • Reading/language arts • Mathematics • Science • Foreign languages • Civics/government • Economics • Arts • History • Geography

  8. Differences inFEDERAL and STATEsubject areas

  9. Federal vs. State subject areas in Science Science Biological Sciences Chemistry Geo- sciences Physics

  10. Science Teacher Qualifications • Defers to state credentialing. • California has four science credentials. • Many science teachers have sufficient units in other sciences.

  11. Federal vs. State Subject areas in Social Science SocialScience Civics/ Government Economics History Geography

  12. Social ScienceTeacher Qualifications California social science credential verifies subject matter competence for the four NCLB areas. • California’s exam or subject matter program includes civics and government, economics, history, and geography

  13. Federal vs. State Subject areas in the Arts Arts Visual Arts Music Drama/Theatre Dance

  14. Visual and Performing ArtsAppropriate Credentials* for the Arts

  15. What are the classifications of teachers under NCLB? • “New” to the Profession Holds a Credential or Intern Certificate issued on or after July 1, 2002. • “Not New” to the Profession Holds a credential or Intern Certificate issued before July 1, 2002.

  16. Does this mean that teachers are “not new” if they received a credential from another state prior to July 1, 2002, but they didn’t get a California credential until after? Yes. This was clarified in the revised Title 5 regulations • Does this mean that teachers are “not new” if they received a preliminary credential prior to July 1, 2002, but didn’t get a clear credential until after? Yes, “Not New”

  17. What are the types of teachers under NCLB? Elementary, Middle, and High School 6100(c) – Elementary, Middle, and High School: The local educational agency shall determine, based on curriculum taught, by each grade or by each course, if appropriate, whether a course is elementary, middle, or high school.

  18. What are the options for demonstrating subject matter competency for “New” elementary teachers? “New” elementary teachers must: • Pass a California Commission on Teacher Credentialing (CCTC) approved subject matter examination – currently, the California Subjects Examination for Teachers (CSET) Multiple Subject

  19. Tests for Elementary/Multiple Subject Teachers: Current CCTC approved Exam: Prior Exams: California Subject Examinations for Teachers: Multiple Subjects (CSET: MS) • Multiple Subject Assessment for Teachers (MSAT) • National Teaching Exams (NTE): General Knowledge • Section of the Core Battery • National Teaching Exams (NTE): Commons • Examination

  20. “What are the options for demonstrating subject matter competency for “Not New” elementary teachers? “Not new” elementary teachers have two options to demonstrate subject matter competence: 1. Exam Option: Passing any prior or current CCTC-approved subject matter exam 2. HOUSSE Option: Completing the California High Objective Uniform State Standard of Evaluation (HOUSSE)

  21. What are the options for demonstrating subject matter competency for “New” middle/high school teachers? “New” middle and high school teachers have two options to demonstrate subject matter competency: 1. Exam Option: Passing a CCTC-approved subject matter examination in the core area • Course work Option: Completing a Course work Option for each core area

  22. “New” middle and high school teachers course work options • CCTC-approved subject matter program in the core area, or • Major in the core area, or • Major equivalent in the core area (32 units), or • Graduate degree in the core area

  23. “What are the options for demonstrating subject matter competency for “Not New” middle and high school teachers? 1. Passing any prior or current CCTC-approved subject matter exam in the core area, or 2. Completing course work in the core area, or 3. Advanced certification in the core area, or 4. California HOUSSE in the core area

  24. HOUSSE • A process for “not new” teachers (and some “new” special education teachers) to demonstrate or verify subject matter competence in the subject(s) they are teaching • Includes credit for experience, course work, professional development, and leadership/ service in the subject(s) • Includes additional option for observation or portfolio

  25. Areas where we recognize the difficulty of full compliance: • Secondary Independent Study • Middle school • Rural & small schools (March 2004 flexibility) • Special education (IDEA December 2004 options) • Alternative programs • Certain career technical/vocational education programs • Any self-contained secondary setting

  26. Alternative Program, Continuation High School, Independent Study Teachers • Only one credential needed. • Must meet NCLB requirements in each subject. • Federal guidance encourages creativity and distance learning.

  27. Independent Study Teachers • The K-12 Multiple subject credential is still appropriate for Independent Study teachers, but they must also verify/demonstrate NCLB subject matter competence in each subject.

  28. NCLB Considerations for Other Types of Schools and Programs Charter school teachers must meet the NCLB teacher requirements if teaching core academic subject area(s). NCLB defers to state charter school law on credentialing.

  29. Reading Teacher Qualifications Appropriate credential for reading teacher: Multiple Subject, Single Subject English, General Elementary, Standard Elementary, Reading Specialist, Reading Certificate, Special Education (for special education students)

  30. Reading How can a secondary reading intervention teacher verify subject matter competence? NCLB subject matter competence for reading teacher: • Use HOUSSE for “not new.” • New” teachers must have course work (major, 32 units, advanced degree, reading certificate or reading specialist).

  31. Special Education Teachers: Have the same requirements as general education elementary and middle/high school teachers, unless they provide only consultation or instructional support services.

  32. IDEA Reauthorization • Highly Qualified Special Education Teacher provisions effective December 3, 2004 • Special education teachers of core subjects must meet NCLB requirements, but IDEA changes how some may demonstrate subject matter competence

  33. IDEA Requirements for Special Education Teachers • Bachelor’s degree • Special education credential • NCLB subject matter competence

  34. Special Education Teachers Teaching Multiple Subjects May: • Use same options as any other elementary, middle, or secondary teacher who is new or not new. • If not new, use a single HOUSSE process for multiple subjects. • If new and HQT in math, language arts, or science, and teaching middle/secondary, complete single HOUSSE for other subjects in two years from hire (Title 5 regulations pending).

  35. Concerns and Issues in IDEA • Nearly 25 percent of California special ed teachers do not meet the credential requirement—is credentialing a priority over subject matter compliance? • What criteria will California use to determine when a secondary special education teacher in a self-contained setting could meet elementary subject-matter requirements?

  36. More Concerns: • What does it mean to use a “single” HOUSSE process for multiple subjects? • If special education teachers of multiple subjects have two years from hire to be fully compliant, how does the local educational agency/state educational agency ever become 100 percent compliant? How are the data reported? • What will be the impact on recruitment and retention of special education teachers?

  37. Physical Education Teachers Physical education teachers are not required to meet the NCLB teacher requirements, but must meet California credentialing laws. • Career Technical Teachers Career technical teachers must meet the NCLB teacher requirements if they teach a core academic subject.

  38. Adult Education and Preschool Teachers • Are not required to meet the NCLB teacher requirements. • NCLB law pertains to K-12 only.

  39. NCLB Paraprofessional Requirements • Paraprofessionals who assist in instruction in Title I programs are required to have: • Two years of college (48 units) or • A.A. degree (or higher) or • Pass a local assessment of knowledge and skills in assisting in instruction

  40. Timelines for Paraprofessionals • Those hired before January 8, 2002 have until June 30, 2006, to meet the NCLB requirements. • Those hired after that date must be compliant when hired.

  41. General Requirement • All Title I paraprofessionals must have a high school diploma or the equivalent. This requirement went into effect January 8, 2002.

  42. We will continue to update this information as we receive guidance and clarity on NCLB.Questions?

  43. NCLB Resources: • http://www.cde.ca.gov/nclb/sr/tq/index.asp • Teacher/Paraprofessional Requirements • Penni Hansen, Consultantphansen@cde.ca.gov • Data Collection & Reporting • Jeanne Ludwig, Consultant jludwig@cde.ca.gov

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