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Implementation of NCLB s Highly Qualified Teacher Requirements PowerPoint Presentation
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Implementation of NCLB s Highly Qualified Teacher Requirements

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Implementation of NCLB s Highly Qualified Teacher Requirements

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    1. 1 Implementation of NCLBs Highly Qualified Teacher Requirements Chicopee Public Schools August 2008

    2. 2 State vs. Federal Requirements STATE licensure: educators must hold the appropriate license for the area they are teaching. Teachers need to be appropriately licensed in order to be legally employable. Teachers can teach out-of-field for up to 20% of their time without their employment being affected. STATE renewal (Recertification): educators with a Professional (Standard) license need to renew their license every 5 years through an individual professional development plan. FEDERAL: NCLB requires all teachers of the core academic subjects to be highly qualified by the end of the 2006-2007 school year. Title I teachers hired after January 2002 need to be highly qualified upon being hired.

    3. 3 Types of Licenses Which type are you?

    4. 4 You May Be Here Preliminary License Valid for 5 years of employment For people who have not completed Approved Educator Preparation Program Requires A Bachelor's Degree Passing Score(s) on MTEL Additional Coursework for Some Licenses Temporary License Valid for 1 calendar year For experienced teachers from another state Requires 3 Years teaching under Valid Out-of-State License Possession of a valid educator license/certificate from another state/jurisdiction that is comparable to at least an Initial license in Massachusetts Met the terms of our interstate agreements

    5. 5 Or, You Be Here Initial License Valid for 5 years of employment (May be extended one time for 5 additional years of employment) Requires A Bachelor's Degree Passing score(s) on MTEL Completion of a Educator Preparation Program

    6. Routes to Initial License

    7. 7 Then Again, You May Be Here Professional License Valid for 5 calendar years Requires 3 Years of Employment Under an Initial License Completion of a Teacher Induction Program One of the Options for the Professional License

    8. Options for the Professional License

    9. 9 Lastly, You May Be Here Relicensure Continuing Professional Development required to renew Professional licenses every 5 calendar years

    10. 10 ACADEMIC PROFESSIONAL LICENSE Primary Area: A minimum of 150 PDPs. Of the 150, a minimum of 120 points must be in content/pedagogy of the Primary Area. Of these 120, a minimum of 90 points must be in content; 30 may be in pedagogy. The remaining 30 points from the 150 may be in any educational elective. Each Additional Area: (Field or Grade level) A minimum of 30 PDPs must be in content. To renew an Additional Area that is in an Invalid status requires 150 PDPs. Chapter 71 Renewal Guidelines: www.doe.mass.edu/recert

    11. 11 VOCATIONAL TECHNICAL PROFESSIONAL LICENSE Primary Area (Teachers): A minimum of 150 PDPs. 10 points must be in subject matter, knowledge and skills; 10 points must be in pedagogy; 10 points must be in academic and technical curriculum integration; and 10 points must be in safety and health. Current state and/or national license, if required, for the particular teacher license.** Primary Area (Administrators): A minimum of 150 PDPs in the following areas: supervision; school law; school finance; labor relations; safety and health; curriculum; labor laws.** Each Additional Area (Teachers): 30 PDPs in any of the four areas (subject matter, knowledge and skills; pedagogy; academic and technical curriculum integration and safety and health). Current state and/or national license, if required, for the particular teacher license.** Each Additional Area (Administrators): 30 PDPs in any of the following areas specific to your license: supervision, school law, school finance, labor relations, safety & health curriculum, labor laws.**

    12. 12 Responsibility for HQ NCLB requires the highly qualified designation to be made at the school/district level and not at the state level. Principals should attest in writing to the HQ status of the teachers within their schools. School district central administration and school principals should work together to: Inform teachers of the requirements. Make the highly qualified determination for their teachers. Inform teachers of their current status with regard to HQ and help those that still need to meet the requirements. Assist teachers in understanding the differences between the federal HQ requirements and the state licensure requirements.

    13. 13 Who Must Meet the HQ Requirements? The highly qualified teacher requirements apply to all core academic teachers employed by the school district, regardless of funding source. Core academic subjects: English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, geography.

    14. 14 Highly Qualified Requirements

    15. 15 NCLB legislation outlines options for demonstrating subject matter competency. Elementary School Teachers: Passing the MTEL Elementary Subject Matter Test; OR Completion of the Massachusetts HOUSSE (an approved Individual Professional Development Plan aligned with HOUSSE requirements). *Only available to educators licensed in SPED and ELL

    16. 16 Options for Demonstrating Subject Matter Competency Middle and Secondary School Teachers: Passing the MTEL appropriate Subject Matter Test; Completion of an appropriate: academic major, graduate degree, or coursework equivalent to an undergraduate academic major; Advanced certification or credentialing; OR Completion of the Massachusetts HOUSSE (an approved Individual Professional Development Plan aligned with HOUSSE requirements). *Only available to educators licensed SPED & ELL

    17. 17 HOUSSE NCLB allows States to define a High Objective Uniform State Standard of Evaluation (HOUSSE) to provide educators with an additional option to demonstrate subject matter competency. In MA, HOUSSE allows educators to obtain PDPs for purposes of meeting the NCLB highly qualified subject matter competency requirements. *Only for teachers holding SPED and/or ELL Licensure

    18. 18 HOUSSE Requirements For ELL & SPED Teachers HOUSSE must contain 120 PDPs in total. 80% of 120 PDPs (96 PDPs) must focus on the content or pedagogy related to the core academic subject(s) that the teacher teaches. Implicit expectation is that the content PDPs (96) will be completed by the end of June 2007.

    19. 19 Modifications to the MA HOUSSE: FYI SPED & ELL Teachers Only Effective July 1, 2007, HOUSSE will be completely phased out for all teachers except the specific population of teachers in the shortage areas of English Language Learners and Special Education teachers. The HOUSSE option will enable teachers from these categories to meet the HQT subject matter competency requirements so long as they are highly qualified in language arts, mathematics, or science at the time of hire.

    20. 20 Parent Notification District Responsibility Districts that receive Title I, Part A funds are required to notify the parents of students attending any school that receives funds under Title I, Part A that a parent may request, and the district will provide the parent on request, information regarding the professional qualifications of the students classroom teacher(s).

    21. 21 Parent Notification School Responsibility Schools that receive Title I funding shall provide each individual parent timely notice that the parents child has been assigned, or has been taught for four or more consecutive weeks, by a teacher who is not highly qualified.

    22. 22 Additional Policy Guidance NCLB http://www.doe.mass.edu/nclb/hq DESE HQTHelp@doe.mass.edu

    23. 23 Chicopee Public Schools: Maria J Nassar Assistant for Curriculum and Staff Development mnassar@chicopee.mec.edu 413-594-3458 Barbara Merchant District Literacy Coach bmerchant@chicopee.k12.ma.us 413-594-3551 Contact Information