1 implementation of nclb’s highly qualified teacher & paraprofessional requirements november...
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Implementation of Implementation of NCLB’s Highly NCLB’s Highly
Qualified Teacher & Qualified Teacher & Paraprofessional Paraprofessional
RequirementsRequirementsNovember 2006November 2006
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State Vs. Federal State Vs. Federal RequirementsRequirements
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.
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Responsibility for HQResponsibility for HQ NCLB requires the highly qualified designation to NCLB requires the highly qualified designation to
be made at the school/district level and not at the be made at the school/district level and not at the state level. state level.
Principals should attest in writing to the HQ status Principals should attest in writing to the HQ status of the teachers within their schools.of the teachers within their schools.
School district central administration and school School district central administration and school principals should work together to:principals should work together to: Inform teachers of the requirements. Inform teachers of the requirements. Make the highly qualified determination for their Make the highly qualified determination for their
teachers. teachers. Inform teachers of their current status with regard to HQ Inform teachers of their current status with regard to HQ
and help those that still need to meet the requirements.and help those that still need to meet the requirements. Assist teachers in understanding the differences between Assist teachers in understanding the differences between
the federal HQ requirements and the state licensure the federal HQ requirements and the state licensure requirements. requirements.
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Who Must Meet the HQ Who Must Meet the HQ Requirements?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.
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““Highly Qualified” Highly Qualified” RequirementsRequirements
In order to be considered “highly qualified,” In order to be considered “highly qualified,” teachers of the core academic subjects must:teachers of the core academic subjects must: Possess a Bachelor’s DegreePossess a Bachelor’s Degree Possess a Massachusetts teaching licensePossess a Massachusetts teaching license
License can be at the Preliminary, Initial, or License can be at the Preliminary, Initial, or Professional level (Equivalent to Provisional, Professional level (Equivalent to Provisional, Provisional w/ Advanced Standing and Standard Provisional w/ Advanced Standing and Standard certificates)certificates)
Demonstrate Subject Matter Competency in each Demonstrate Subject Matter Competency in each of the core academic subjects that the teacher is of the core academic subjects that the teacher is teaching.teaching.
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Options for Options for Demonstrating Subject Demonstrating Subject
Matter CompetencyMatter Competency NCLB legislation outlines options for NCLB legislation outlines options for
demonstrating subject matter competency.demonstrating subject matter competency.
Elementary School TeachersElementary School Teachers:: Passing the MTEL Elementary Subject Matter Test; OR Passing the MTEL Elementary Subject Matter Test; OR Completion of the Massachusetts HOUSSE (an Completion of the Massachusetts HOUSSE (an
approved Individual Professional Development Plan approved Individual Professional Development Plan aligned with HOUSSE requirements). aligned with HOUSSE requirements). *Only available *Only available to educators licensed prior to 1999to educators licensed prior to 1999**
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Options for Options for Demonstrating Subject Demonstrating Subject
Matter CompetencyMatter Competency Middle and Secondary School Teachers:Middle and Secondary School Teachers:
Passing the MTEL appropriate Subject Matter Passing the MTEL appropriate Subject Matter Test; Test;
Completion of an appropriate: academic major, Completion of an appropriate: academic major, graduate degree, or coursework equivalent to graduate degree, or coursework equivalent to an undergraduate academic major;an undergraduate academic major;
Advanced certification or credentialing; ORAdvanced certification or credentialing; OR Completion of the Massachusetts HOUSSE (an Completion of the Massachusetts HOUSSE (an
approved Individual Professional Development approved Individual Professional Development Plan aligned with HOUSSE requirements). Plan aligned with HOUSSE requirements). *Only available to educators licensed prior *Only available to educators licensed prior to 1999to 1999**
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HOUSSEHOUSSE 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.
A teacher at any level of certification, who was licensed prior to 1999, can use the HOUSSE option to meet the highly qualified requirements, until July 2007 (with the exception of SPED and ELL teachers).
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HOUSSE RequirementsHOUSSE Requirements
HOUSSE must contain 120 PDPs in total.HOUSSE must contain 120 PDPs in total.
80% of 120 PDPs (96 PDPs) must focus on 80% of 120 PDPs (96 PDPs) must focus on the content or pedagogy related to the core the content or pedagogy related to the core academic subject(s) that the teacher academic subject(s) that the teacher teaches.teaches.
Implicit expectation is that the content PDPs (96) will be completed by the end of June 2007.
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Modifications to the MA Modifications to the MA HOUSSEHOUSSE
The USDE has asked that all states phase out the use of HOUSSE. Below is a list of changes for the use of HOUSSE for Elementary and Middle/Secondary schoolteachers.
1. Districts can no longer count teachers as HQT in the District and School Staffing Report (DSSR) based upon completion of 50% of their content PDPs in their HOUSSE Plans/logs.
2. Any teacher that was previously counted as HQT, but who has not yet completed their HOUSSE requirements, must have their HQT designation changed to non-HQT until the HOUSSE requirements are fully met.
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Modifications to the MA Modifications to the MA HOUSSE (cont.)HOUSSE (cont.)
3. The Department has previously stated that the remaining 50% of the PDPs had to be completed by June 30, 2006. Since June 30, 2006 has passed, the Department is now requiring that all districts count only those teachers who have completed all of their HOUSSE requirements by October 2, 2006 as HQT.
4. 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.
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HOUSSE for Non-HOUSSE for Non-Generalist TeachersGeneralist Teachers
Non-generalist teachers: teachers who Non-generalist teachers: teachers who are licensed to teach a core academic are licensed to teach a core academic subject or subjects, and who are subject or subjects, and who are teaching those subjects.teaching those subjects.
These teachers would need to complete These teachers would need to complete the 96 content PDPs in the core subject the 96 content PDPs in the core subject that they teach. that they teach.
They would add an additional 30 for the They would add an additional 30 for the other subject(s) that they teach – much other subject(s) that they teach – much like they would do for recertification. like they would do for recertification.
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HOUSSE for HOUSSE for Generalist TeachersGeneralist Teachers
Generalist teachers: licensed in a specific Generalist teachers: licensed in a specific area, but are teaching more than one core area, but are teaching more than one core academic subject (Elementary, Middle academic subject (Elementary, Middle School Generalist, ESL and Special School Generalist, ESL and Special Education teachers).Education teachers).
Must distribute 80% of the 120 PDPs across Must distribute 80% of the 120 PDPs across the core academic subjects that they teach. the core academic subjects that they teach.
Distribution should ensure that a teacher Distribution should ensure that a teacher has at least 10 PDPs in each core academic has at least 10 PDPs in each core academic subject.subject.
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Generalist TeachersGeneralist Teachers
To meet HOUSSE requirements, they To meet HOUSSE requirements, they will have to:will have to: Create a supplemental “log” that Create a supplemental “log” that
documents how they are meeting their documents how they are meeting their HOUSSE requirements.HOUSSE requirements.
““Log” will allow teachers to draw PDPs Log” will allow teachers to draw PDPs from multiple rounds of recertification from multiple rounds of recertification dating back to 1999 through the end of dating back to 1999 through the end of 2007 to meet HOUSSE requirements.2007 to meet HOUSSE requirements.
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Special Education Special Education TeachersTeachers
Teachers who provide direct instruction in the core academic subjects:
Need to be licensed in Special Education Need to demonstrate subject matter
competency
Teachers who are serving in a consultative capacity Need to be licensed in Special Education Do not need to demonstrate subject matter
competency
Distinction is made based on the role of the individual, and not the setting in which the teacher teaches.
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Commonwealth Charter Commonwealth Charter School TeachersSchool Teachers
The requirements for Charter School The requirements for Charter School teachers include:teachers include: Possession of a bachelor’s degree.Possession of a bachelor’s degree. Demonstration of subject matter competency Demonstration of subject matter competency
in each of the areas that they teach.in each of the areas that they teach. The licensure component of the highly The licensure component of the highly
qualified definition is waived for these qualified definition is waived for these teachers, since Massachusetts law does teachers, since Massachusetts law does not require charter school teachers to be not require charter school teachers to be licensed.licensed.
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Vocational School Vocational School TeachersTeachers
Vocational teachers Vocational teachers who teach the who teach the core academic subjectscore academic subjects need to meet need to meet the following highly qualified the following highly qualified requirements:requirements:
Hold a Bachelor’s degree.Hold a Bachelor’s degree. Posses a Massachusetts teachers license.Posses a Massachusetts teachers license. Demonstrate subject matter competency in Demonstrate subject matter competency in
the areas that they teach.the areas that they teach.
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Certification/Licensure Certification/Licensure WaiversWaivers
The law states that, to be considered highly qualified, the teacher must not have “had certification or licensure requirements waived on an emergency or temporary basis”.
Massachusetts teachers who are on waivers should not be considered as having met the highly qualified requirements for purposes of federal goal setting and reporting.
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Out-of-field Teaching Out-of-field Teaching
Massachusetts allows teachers to teach out-of-field for up to 20% of their time.
NCLB requires a teacher to demonstrate “a high level of competency in each of the [core] academic subjects” in which he or she teaches.
A teacher who is teaching out-of-field will not be considered highly qualified in the out-of-field subject area until he or she has demonstrated subject matter competency in that area.
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Parent Notification – Parent Notification – District ResponsibilityDistrict 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 student’s classroom teacher(s).
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Parent Notification – Parent Notification – School ResponsibilitySchool Responsibility
Schools that receive Title I funding shall provide each individual parent timely notice that the parent’s child has been assigned, or has been taught for four or more consecutive weeks, by a teacher who is not highly qualified.
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Title I Instructional Title I Instructional ParaprofessionalsParaprofessionals
Paraprofessionals in Title I programs who Paraprofessionals in Title I programs who provide instructional support must meet provide instructional support must meet minimum qualification requirements.minimum qualification requirements.
Qualification requirements must be met Qualification requirements must be met as a condition of employment for as a condition of employment for instructional paraprofessionals hired instructional paraprofessionals hired after January 8, 2002. after January 8, 2002.
Those hired before January 8, 2002Those hired before January 8, 2002 had had until January 8, 2006 to meet the until January 8, 2006 to meet the requirements.requirements.
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For school-wide programs, the requirements apply For school-wide programs, the requirements apply to all paraprofessionals carrying out instructional to all paraprofessionals carrying out instructional duties, without regard to how their position is duties, without regard to how their position is funded.funded.
For targeted assistance programs, the For targeted assistance programs, the requirements apply to any instructional requirements apply to any instructional paraprofessional who is paid with Title I funds.paraprofessional who is paid with Title I funds.
Title I translators (who are proficient in English Title I translators (who are proficient in English and another language), and individuals working on and another language), and individuals working on parental involvement activities do not need to meet parental involvement activities do not need to meet the requirements.the requirements.
Title I Instructional Title I Instructional Paraprofessionals (cont.)Paraprofessionals (cont.)
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Qualification Qualification RequirementsRequirements
A high school diploma or equivalent; A high school diploma or equivalent; ANDAND An Associate’s (or higher) degree; An Associate’s (or higher) degree; OROR Completion of 48 credit hours at an Institution Completion of 48 credit hours at an Institution
of Higher Education; of Higher Education; OROR Completion of a formal Local Assessment Completion of a formal Local Assessment
Program that is aligned with DOE Guidelines; Program that is aligned with DOE Guidelines; OROR
Completion of one of the formal Completion of one of the formal Massachusetts-endorsed Assessments: Massachusetts-endorsed Assessments: Parapro or WorkKeysParapro or WorkKeys
**Title I paraprofessionals must also work under **Title I paraprofessionals must also work under the direct supervision of a teacher.the direct supervision of a teacher.
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Local Assessment Local Assessment ProgramProgram
Professional Development Program Professional Development Program administered at the local level.administered at the local level.
Paraprofessionals need to obtain 360 Paraprofessionals need to obtain 360 Paraprofessional Training Points (PTPs) Paraprofessional Training Points (PTPs) in order to meet NCLB requirements.in order to meet NCLB requirements. PTPs are earned for successful completion PTPs are earned for successful completion
of a professional development activity of a professional development activity (minimum of 10 hours on a topic) with an (minimum of 10 hours on a topic) with an observable assessment or product.observable assessment or product.
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System for PTPs provides points for:System for PTPs provides points for: undergraduate and graduate coursework;undergraduate and graduate coursework; school/district-based activities; school/district-based activities; previous relevant work experience outside public previous relevant work experience outside public
education; andeducation; and previous successful employment as a paraprofessional in a previous successful employment as a paraprofessional in a
public school.public school. PTPs should be equally distributed across the PTPs should be equally distributed across the
literacy, numeracy and instruction domains outlined literacy, numeracy and instruction domains outlined in the DOE’s Learning Guidelines.in the DOE’s Learning Guidelines.
For additional information about PTP Point System For additional information about PTP Point System and Learning Guidelines, please refer to and Learning Guidelines, please refer to http://www.doe.mass.edu/nclb/hq/paraprof_policy.pdfhttp://www.doe.mass.edu/nclb/hq/paraprof_policy.pdf
Local Assessment Local Assessment ProgramProgram
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Formal State Formal State Assessment: ParaProAssessment: ParaPro
Multiple choice questions that test knowledge and skills in the area of reading, writing, and mathematics and the ability to assist in instruction in these areas.
Passing score is 464.Passing score is 464. Test cost to is $40 per person.Test cost to is $40 per person. In MA, only a computer-based test available.In MA, only a computer-based test available. There is There is
no paper and pencil test as was once reported. If no paper and pencil test as was once reported. If this changes, the Department will inform this changes, the Department will inform districts.districts.
School districts must register to administer test. School districts must register to administer test. School districts are the only testing sites. School districts are the only testing sites.
ParaPro Study Guide available on the ETS website (www.ets.org/parapro).
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Formal State Formal State Assessment: WorkKeysAssessment: WorkKeys
Test consists of Reading for Information, Applied Mathematics, Business Writing and an Instructional Support Inventory.
Five participating community colleges (Holyoke, Middlesex, Bunker Hill, Bristol, and Springfield Technical) administer the assessments.
Assessments also can be administered at local schools via a computer or paper and pen based assessment Test cost is $40.
Passing scores: Reading for Information: Skill Level 5. Applied Mathematics: Skill Level 4. Business Writing: Skill Level 3.
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Additional Policy Additional Policy GuidanceGuidance
http://www.doe.mass.edu/nclb/hqhttp://www.doe.mass.edu/nclb/hq
