Highly Qualified Teachers and Paraprofessionals Under the No Child Left Behind Act of 2001 Virginia Department of Education

Highly Qualified Teachers

The No Child Left Behind (NCLB) Act of 2001 Requires That… After the first day of the school year:  All teachers of federal core academic subjects hired and teaching in a program supported with Title I, Part A, funds must be “highly qualified.”  By the last day of the school year: All teachers teaching in federal core academic subjects (in all schools) must be “highly qualified.” [Public Law , Section 1119 (a)(1-2)]

The Federal Definition of a “Highly Qualified” Teacher is One Who… Has obtained full state certification as a teacher or passed the state teacher licensing exam, and holds a license to teach in the state; and Does not have certification or licensure requirements waived on an emergency, temporary, or provisional basis; and [Public Law , Title IX, Section 9101(23)(A-C]

The Federal Definition of a “Highly Qualified” Teacher is One Who… Holds a minimum of a bachelor’s degree; and Has demonstrated subject matter competency in each of the academic subjects in which he or she teaches in a manner determined by the state and in compliance with Section 9101(23) of NCLB. [Public Law , Title IX, Section 9101(23)(A-C)]

Who must be highly qualified? All teachers in federal core content areas  English  Reading or Language Arts  Mathematics  Science  Social Science (history, geography, civics, economics, and government)  Foreign Language  Special Education  Art  Music [Public Law , Title IX, Section 9101(11)]

How Do Teachers Become Highly Qualified? New Teachers must:  Hold a minimum of a bachelor’s degree; and  Hold Virginia license in the content area being taught; and  Demonstrate content-area knowledge by: Passing a rigorous content-area test (Praxis II); or Completing content major in the specific core content area being taught [Public Law , Title IX, Section 9101(23)(A-C)]

How Do Teachers Become Highly Qualified? Veteran Teachers must:  Hold a minimum of a bachelor’s degree; and  Hold Virginia license in the content area being taught; and  Demonstrate content knowledge by: Passing a rigorous content test (Praxis II); or Completing content major in the specific core content area being taught; or Having completed appropriate HOUSSE procedure prior to June 30, 2008 (See Informational Supt’s Memo # 43, February 23, 2007)Informational Supt’s Memo # 43, February 23, 2007 [Public Law , Title IX, Section 9101(23)(A-C]

High Objective Uniform State Standard of Evaluation (HOUSSE) and Flexibility HOUSSE is only available for teachers in Virginia after June 30, 2008:  If they have already begun the process; or  If they qualify under one of the flexibility provisions outlined in the Revised State Plan. See Informational Superintendent’s Memo # 43, February 23, 2007Informational Superintendent’s Memo # 43, February 23, 2007

HOUSSE Flexibility Provisions Multi-subject special education teachers should be highly qualified in one content area upon hire, but they have two years to become highly qualified in other content areas. Multi-subject secondary teachers in rural areas eligible to participate in the Small, Rural Achievement Program should be highly qualified in one content area upon hire, but they have three years to become highly qualified in additional content areas. Visiting International Faculty (VIF) or other international teachers hired on a temporary basis may have three years to become highly qualified using HOUSSE. See Informational Supt’s Memo # 43, February 23, 2007

HOUSSE Flexibility Provisions Fully licensed teachers not new to the profession who are returning to teaching after an extended absence may have up to two years to become highly qualified. Multi-subject teachers not new to the profession who are already highly qualified in one subject area, but who have been reassigned to a different subject area may have up to two years to become highly qualified. See Informational Supt’s Memo # 43, February 23, 2007

Virginia’s “Rigorous State Tests” for Core Academic Areas Elementary School Teachers Praxis II – Elementary Education: Content Knowledge (0014) Virginia Communication and Literacy Assessment (VCLA) Virginia Reading Assessment (VRA) Middle School Teachers Praxis II  Middle School English/Language Arts (0049)  Middle School Mathematics (0069)  Middle School Science (0439)  Middle School Social Studies (0089) Virginia Communication and Literacy Assessment (VCLA)

Virginia’s “Rigorous State Tests” for Core Academic Areas High School Teachers Virginia Communication and Literacy Assessment (VCLA) Praxis II – Content Knowledge Tests  Art (0133) German (0181) Biology (0235) Mathematics (0061) Chemistry (0245) Music (0113) Earth Science (0571) Physics (0265) English Language, Literature, and Composition (0041) Social Studies (0081) French (0173) Spanish (0191)

Responsibilities of the School Division Must report annually on the percentage of highly qualified teachers and paraprofessionals. (See Administrative Superintendent’s Memo # 45, October 5, 2007)See Administrative Superintendent’s Memo # 45, October 5, 2007 Must focus efforts on 100 percent Highly Qualified Teacher (HQT) and Paraprofessional status [Public Law , Sections 1119 (b)(1)(A); 2141(a-b)]

Responsibilities of the School Division Must ensure that students in high-poverty and/or high-minority schools have equitable access to highly qualified, experienced teachers [Public Law , Section 1111(b)(8)(C)]

The No Child Left Behind Act of 2001 (NCLB)… Provides flexibility and opportunity to address the highly qualified teacher challenge in creative ways, such as:  Supporting high quality professional development to assist teachers in attaining highly qualified status  Supporting improved efforts to retain highly qualified teachers  Supporting improved efforts to recruit highly qualified teachers [Title II, Part A, Guidance, October 5, 2006, Introduction to Part C]

High Quality Professional Development

High Quality Professional Development Activities Improve and increase teachers’ knowledge of academic subjects and enable teachers to become highly qualified; Are an integral part of broad schoolwide and districtwide educational improvement plans; Give teachers and principals the knowledge and skills to help students meet challenging State academic standards; Improve classroom management skills; [Title II, Part A, Guidance, October 5, 2006, A-1]

High Quality Professional Development Activities Are sustained, intensive, and classroom-focused and are not one-day or short-term workshops; Advance teacher understanding of effective instruction strategies that are based on scientifically based research; and Are developed with extensive participation of teachers, principals, parents, and administrators. [Title II, Part A, Guidance, October 5, 2006, A-1]

Potential Sources of Funds for High Quality Professional Development Title I, Part A – Programs for Disadvantaged Students Title II, Part A – Teacher and Principal Training and Recruiting Fund Title II, Part B – Mathematics and Science Partnerships (competitive grant) Title III, Part A – English Language Acquisition and Enhancement [Public Law , Sections 1119(l); 1116 (c)(7)(A)(iii); Title II, Part A, Guidance, October 5, 2006, B-6]

Highly Qualified Paraprofessionals

Highly Qualified Instructional Paraprofessionals All paraprofessionals that provide instructional support in Title I schools were to be highly qualified no later than January 8, [Public Law , Section 1119(d)]

Highly Qualified Instructional Paraprofessionals An instructional paraprofessional is an employee who provides instructional assistance in a program supported with Title I, Part A, funds.  In schools receiving Targeted Assistance, this would apply only to paraprofessionals working in classrooms designated as Title I.  In schools receiving Schoolwide Assistance, this would apply to all instructional paraprofessionals in the entire school. Title I Paraprofessionals Non-Regulatory Guidance, March 1, 2004, B3-4

What are the Requirements for Title I Instructional Paraprofessionals? All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent. [Public Law , Section 1119(c)(1)]

What are the Requirements for Title I Instructional Paraprofessionals? Additionally, Title I paraprofessionals whose duties include instructional support and who were hired after January 8, 2002, must have met one of the following options:  Completed two years of study at an institution of higher education; or  Obtained an associate’s (or higher) degree; or [Public Law , Section 1119(c)(1)]

What are the Requirements for Title I Instructional Paraprofessionals? Met a rigorous standard of quality and be able to demonstrate, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness). [Public Law , Section 1119(c)(1)]

Parental Notification

Annual Report Cards  School divisions should disseminate the Annual School Report Card, including information on teacher quality, to parents of all students attending Title I schools. [Public Law ,Section 1111(h)(2)]

Teacher Qualifications All parents in Title I schools must be notified annually of their right to inquire about the qualifications of their child’s teachers. [Public Law , Section 1111(h)(6)(A)]

Notice of Non-Highly Qualified Teachers If a child is taught for four (4) or more weeks by a non-highly qualified teacher in a school supported by Title I, Part A, funds, a letter of notification must be sent home to parents. Examples:  Teachers with provisional licenses (who have not satisfied content mastery or necessary coursework requirements)  Long term substitutes who are not highly qualified  Teachers teaching out of their area(s) endorsement [Public Law , Section 1111(h)(6)(B)(ii)]

Resources Referenced in This Presentation Improving Teacher Quality State Grants Non-Regulatory GuidanceImproving Teacher Quality State Grants Non-Regulatory Guidance, Revised October 5, 2006 (USED). Public Law , The No Child Left Behind Act of Revised State Plan Superintendent’s Administrative Memorandum # 45, “Instructional Personnel Report for ,” October 5, 2007 Superintendent’s Informational Memorandum # 43, “Revisions in Criteria to Designate Teachers Highly Qualified,” February 23, 2007 Title I Paraprofessionals Non-Regulatory Guidance, March 1,

Contact Information Carol Sylvester Title II, Part A, specialist (804)