1. Sabrina Laine Director, NCCTQ March 2007
From Planning to Action: Implementation of the Highly Qualified Teacher Plans
Sabrina Laine
Director, NCCTQ
March 2007

2. Highly Qualified Teacher Definition
NCLB becomes law January 8, 2002
General Requirement 1:
The teacher has obtained full State certification (applicable to the years of experience the teacher possesses), and holds a license to teach in the State.

3. Highly Qualified Teacher Definition
General Requirement 2:
The teacher holds at least a Bachelor’s degree.
General Requirement 3a:
Elementary school teacher demonstration of competency.
New elementary school teachers must demonstrate competency by passing a rigorous state test of subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the elementary school curriculum.

4. Highly Qualified Teacher Definition
General Requirement 3b:
Middle/Secondary school demonstration of competency
New middle/secondary school teachers can demonstrate a high level of competency in each subject the teacher teaches by:
Passing a rigorous State academic test in each of the academic subjects the teacher teaches; or
Successfully completed, in each of the academic subjects in which the teacher teaches an academic major, a graduate degree, coursework equivalent to an undergraduate major, or advanced certification or credentialing.

5. Highly Qualified Teacher Definition
General Requirement:
Teachers who are not new to the profession:
Elementary, middle, and secondary school teachers who are not new to the profession have an additional method of demonstrating subject matter competency called the high objective uniform State standard of evaluation (HOUSSE).

6. HQT Equitable Teacher Distribution
Letter from Secretary Spellings that ED would review their progress toward meeting HQT goals and states must demonstrate “good faith efforts” in four areas including equitable teacher distribution (October 21, 2005)
NCLB requires states to have a plan to ensure that “poor and minority” children are not taught at disproportionate rates by inexperienced, unqualified, or out-of-field teachers

7. Early Implementation
Developing state definitions of HQT
States consider more rigorous certification requirements, including subject-matter testing
Developing HOUSSE plans
Improving data systems to identify and report on all teachers regarding HQT requirements

8. Interim Implementation
HOUSSE plans unacceptable due to over emphasis on points for experience
Focus on public reporting of HQT status
HQT requirements highlight shortages and out-of-field assignments
Middle school
Special education, math, science
Rural multi-subject teachers

9. Emerging Implementation
Focus on equitable distribution of HQT
Data systems that account for teacher experience
Phasing out HOUSSE plans as an option for veteran teachers
Emphasis on LEA monitoring and technical assistance
Training and other professional development to assist teachers to become HQT (especially multi-subject teachers)

10. Future Implementation
Reporting on distribution of HQT
Understanding and measuring teacher effectiveness
Leveraging Title II dollars and state policy to support equitable teacher distribution and quality teaching as a means to increasing student learning
States define middle grades differently: some 5-8, others 7-8.
Of the 17 states that have decided to use some sort of rubric or point system for middle and secondary grades,
13 are offering this as the only HOUSSE option. (AL, AZ, CA, KS, KY, MD, MA, NJ, NY, ND, OK, TX, UT)
The amount of experience required to meet the HOUSSE requirements varies considerably by state. For instance, North Carolina requires as little as six months of teaching experience, while Michigan requires three years and New Mexico requires five.
At least two states – Wisconsin and Idaho – assert their teacher licensure policies already assure teachers certified in those states are highly qualified, and therefore have no HOUSSE.
(from 2004)

11. Moving from Planning to Action: State Examples
Stephen Barr, Ohio Department of Education
Leslie James, Nevada Department of Education and George Ann Rice, Clark County School District, Nevada
Melody Schopp, South Dakota Department of Education

12. Discussion Questions
What are you doing now that you weren’t doing before HQT?
How has HQT helped or hindered your efforts to improve teacher quality?
What is the role of other key state policymakers to improve teacher quality in your states?
What would help most to keep momentum toward ensuring all students have access to an effective teacher?

13. Sabrina Laine
Learning Point Associates th Street N.W., Suite 500 Washington, DC General Information: