Teacher Quality

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Teacher Quality Title I Paraprofessional
Qualifications
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Highly Qualified Teachers

• Title I, Part A
• Section 1119

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When? Who?

• End of SY 2005-2006All teachers in core
  academic subject areas
• When HiredTitle I, Part A Teachers
• Schoolwide Campus All teachers in core academic
  subject areas
• Targeted Assistance Campus All teachers whose
  salary is paid in whole or in part with Title I,
  Part A funds

4
Highly QualifiedCore Academic Subject Areas

• English
• Reading/Language Arts
• Mathematics
• Science
• Foreign Languages

• Civics and Government
• Economics
• History
• Geography
• Arts

5
NCLB Highly Qualified vs.State Certification
Structure

• The NCLB definition of highly qualified does
  not completely align to the current state
  certification structure and assignment rules.
• Teachers who are allowed to teach certain courses
  under state certification and assignment rules
  may not meet the definition of highly
  qualified.
• Teachers who do meet the definition of highly
  qualified may require a permit under the current
  state certification structure.

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Highly Qualified

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and

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Highly Qualified

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and

A person who holds a valid Texas standard
teachers certificate or lifetime teachers
certificate has full state certification.
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Highly Qualified
A person who holds a valid Texas standard
teachers certificate or lifetime teachers
certificate has full state certification.

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and

Also, a degreed individual who holds a
probationary certificate, has demonstrated
content mastery, and is participating in an
acceptable alternate route to certification
program may be considered fully certified under
the highly qualified requirements.
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Highly Qualified

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and

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Highly Qualified

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and
• Demonstrated Competency

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Highly Qualified
New Elementary Teacher Passing the Elementary
Comprehensive Examination for Certification of
Educators in Texas (ExCET) or the grade-level
appropriate Texas Examination of Educator
Standards (TExES).

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and
• Demonstrated Competency

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Highly Qualified

• Existing Elementary Teacher
• Passing either ExCET or TExES , or
• Meeting the requirements established under the
  High, Objective, Uniform State Standard of
  Evaluation for elementary teachers.

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and
• Demonstrated Competency

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Highly Qualified

• New Secondary Teacher
• Passing the applicable ExCET/TExES content
  exam for a certification area appropriate to the
  teaching assignment, or
• Having an academic major or graduate degree
  or the coursework equivalent to an
  undergraduate academic major in the core
  academic subject area taught i.e., 24
  semester hours, with 12 of the hours being
  upper-division (junior- or senior-level)
  courses in the core academic subject area.

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and
• Demonstrated Competency

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Highly Qualified

• Existing Secondary Teacher
• Passing the applicable ExCET/TExES, or
• Having an academic major or graduate degree
  or the coursework equivalent to an
  undergraduate academic major in the core
  academic subject area taught, or
• Meeting the requirements established under
  the High, Objective, Uniform State Standard of
  Evaluation for secondary teachers.

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and
• Demonstrated Competency

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Highly Qualified

• A teacher meets NCLB definition if the teacher
  has
• Full State Certification, and
• Bachelors Degree (or higher), and
• Demonstrated Competency

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Demonstrating Competency by ExCET or TExES Exam
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NCLB Highly Qualified Teacher(Core Academic
Subject Areas)
All core academic subject teachers must be HQ by
end of SY 2005-2006.
Title I, Part A teachers must be HQ when hired.
Bachelors Degree
Full State Certification
Demonstrates Subject Competency
Secondary
Elementary
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Meet High, Objective, Uniform State Standard of
Evaluation
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Secondary
Existing
Pass ExCET or TExES
OR

• FOR ACADEMIC SUBJECT TAUGHT
• Academic Major or
• Graduate Degree or
• Coursework (Equivalent to an Undergraduate Major
  in Subject Area Taught)

• FOR ACADEMIC SUBJECT TAUGHT
• Academic Major or
• Graduate Degree or
• Coursework (Equivalent to an Undergraduate Major
  in Subject Area Taught)

OR
High, Objective, Uniform State Standard of
Evaluation
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High, Objective, Uniform State Standard of
Evaluation

• The state has the authority to develop a High,
  Objective, Uniform State Standard of Evaluation
  for existing elementary and secondary teachers.
• HOUSE is defined in Volume 1, Issue 2 of the NCLB
  Bulletin.

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HOUSE A for Elementary

• Competency is demonstrated by meeting all three
  of the following criteria
• At least one creditable year of teaching
  experience.
• AND
• A minimum of 24 points derived from
• Experience teaching at the elementary level 1
  year 1 point (maximum of 12 points)
• College coursework in English/Language Arts,
  Math, Science, and/or Social Studies 1
  college hour 1 point and/or
• Professional development that meets the standards
  for Continuing Professional Education (CPE)
  credit established by SBEC rules 15 CPE clock
  hours 1 point .

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HOUSE A for Elementary (contd)

• AND
• Each of the subjects (English/Language Arts,
  Mathematics, Science, and Social Studies) is
  represented in the 24 points, whether through
  experience, college coursework, or professional
  development.
• Note The social studies requirement may be
  met through coursework or CPE hours in
  government, history, economics, geography, or
  political science.

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HOUSE B for Elementary

• Competency is demonstrated by meeting both of the
  following criteria
• The teacher has at least one creditable year of
  teaching experience.
• AND
• The teacher has college coursework equivalent to
  a college major in the subject to be taught.

Intended for departmentalized elementary classes,
music, or art.
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HOUSE for Secondary

• Competency is demonstrated by meeting both of the
  following criteria
• At least one creditable year of teaching
  experience in the subject to be taught or in a
  closely related field and
• A minimum of 24 points (at least 6 of which
  represent the subject to be taught) derived from
• Experience teaching at the secondary level in the
  subject to be taught or in a closely related
  field 1 year 1 point (maximum of 12 points)
  
• College coursework in the subject to be taught or
  in a closely related field 1 college hour 1
  point and/or
• Professional development in the subject to be
  taught or in a closely related field that meets
  the standards for Continuing Professional
  Education (CPE) credit established by SBEC rules
  15 CPE clock hours 1 point .

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Professional Development CPE

• institutes, workshops, seminars, conferences,
  in-service or staff development
• interactive distance learning, video
  conferencing, or on-line activities or
  conferences
• Independent study (20 max) including authoring
  a published work

• Development of curriculum or CPE training
  materials
• Teaching or presenting a CPE activity, (10 max)
• Serving as a mentor educator, (30 max) and
• Serving as an assessor under TAC 241.35 relating
  to the Principal Certificate (10 max).

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Closely Related Fields for Secondary HOUSE
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PERMITS?
Temporary Credentials?
Waivers?
In general permits, waivers, and other temporary
credentials do not meet the federal intent of
highly qualified. However, there are exceptions.
TEA continues to work with USDE to determine any
flexibility available in this area.
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Permits, Temporary Credentials, WaiversNot in
Compliance with Highly Qualified

• Teaching waiver approved by the Commissioner of
  Education
• School District Teaching Permit approved by the
  Commissioner of Education

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Permits, Temporary Credentials, WaiversNot in
Compliance with Highly Qualified

• Emergency permits issued by SBEC to uncertified
  individuals (subject, grade-level, or both) for
  assignments in the core academic subject areas.
• Exception It is possible for an elementary
  teacher to meet the requirements of a highly
  qualified secondary teacher if the teacher has
  full state elementary certification and the
  required coursework (24 semester hours, 12 of
  which are upper-division) for demonstrating
  competency in the subject area being taught at
  the secondary level.

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Permits, Temporary Credentials, WaiversNot in
Compliance with Highly Qualified

• Temporary Classroom Assignment Permit (TCAP)
  issued by the school district under SBEC rules to
  teach academic class periods outside of the
  subject area of certification in grades 6-12 for
  one year.
• Exception It is possible for a teacher under
  this permit to meet the requirements of highly
  qualified if the teacher has full state
  certification and the required coursework (24
  semester hours, 12 of which are upper-division)
  for demonstrating competency in the subject area
  being taught that is outside their area of
  certification at the middle school or high school
  levels, as appropriate.

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Permits, Temporary Credentials, WaiversNot in
Compliance with Highly Qualified

• A nonrenewable permit (NRP) issued to a teacher
  who holds a lifetime certification that is no
  longer valid in order to allow time to reactivate
  certification by passing a state-approved
  examination.
• Exception It is possible for a teacher under
  this permit to meet the requirements of highly
  qualified if the teacher has the required
  coursework (24 semester hours, 12 of which are
  upper division) for demonstrating competency at
  the middle school or high school levels, as
  appropriate.

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Permits, Temporary Credentials, WaiversNot in
Compliance with Highly Qualified

• A nonrenewable permit (NRP) issued to a
  first-year teacher who has a baccalaureate degree
  and has completed all courses required for
  certification, including student teaching, but
  has not completed all certification exams.

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Teachers of Limited-English Proficient (LEP)
Students

• Teachers of limited-English proficient (LEP)
  students must meet the highly qualified
  requirements that apply to elementary teachers or
  secondary teachers, as appropriate, in addition
  to holding the required English as a Second
  Language (ESL) or Bilingual certification.

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Special Education Teachers

• Special Education teachers will be required to
  meet the definition of highly qualified
  however, the USDE plans to issue additional
  guidance related specifically to the application
  of the highly qualified requirements to Special
  Education teachers.

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Special Education Teachers

• Until this additional guidance is received, LEAs
  should continue to apply their current
  qualification requirements regarding the hiring
  of Special Education teachers.

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Teachers Certified Outside of Texas

• Teachers who are certified in another State meet
  the requirements of highly qualified if they
  have a valid out-of-state teaching certificate, a
  Bachelors degree, can demonstrate subject area
  competency, and hold a valid Texas One-Year
  Certificate.

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Teachers Certified Outside of Texas

• Prior to or during the validity of the one-year
  certificate, the teacher must meet the states
  certification testing requirements otherwise,
  the teacher will not be considered highly
  qualified after the One-Year Certificate has
  expired.

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International Teacher Exchange Programs

• Teachers who come to teach in Texas schools and
  who will be employed for no more than three years
  meet the definition of highly qualified if a
  foreign credential evaluation service verifies
  that
• 1) the degree held is at least equivalent to a
  Bachelors degree offered by an American
  institution of higher education
• 2) the teacher holds valid teaching credentials
  in his/her country and
• 3) the teacher demonstrates competency.

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International Teacher Exchange Programs

• Further guidance will be provided at a later date
  concerning certification procedures for
  international teachers.
• Pending receipt of this guidance, the LEA should
  follow its current procedures for hiring
  international teachers, based on the requirements
  in the previous slide.

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Elementary DAEPs and AEPs

• At the elementary school level, teachers who
  provide instruction in DAEPs or AEPs must meet
  the same highly qualified requirements as all
  elementary school teachers.

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Secondary DAEPs and AEPs

• At the middle and high school levels,
  arrangements could be made for independent study
  opportunities or distance learning methods, where
  an off-site teacher of record provides materials
  and lessons for the student.
• In such cases, the on-site teacher would not
  serve as the primary teacher (the teacher of
  record) but would assist in the teaching and
  learning.
• The teacher of record must meet the definition of
  highly qualified.

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Long-Term Substitutes

• An individual that is hired to substitute for a
  teacher while the teacher is out sick or on leave
  is not considered the teacher of record and is
  not required to meet the requirements of highly
  qualified.

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Long-Term Substitutes

• However, if an individual is hired to substitute
  for a teacher who has not been hired, the
  substitute becomes the teacher of record and must
  meet the requirements of a highly qualified
  teacher.
• Parent notification requirements apply.

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Alternative Certification Programs

• In order to be considered highly qualified
  during their internship, elementary and secondary
  teachers who are enrolled in an SBEC-approved
  alternative certification program or
  post-baccalaureate program must have a bachelors
  degree and have demonstrated competency before
  being placed in the classroom.

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Implementation

• The LEA should always place the best-qualified
  teacher available in the classroom.
• In addition, each LEA must have a recruitment and
  retention plan that demonstrates that the LEA has
  strategies and a timeline for attracting and
  retaining highly qualified staff, with the
  ultimate goal being that all teachers in the core
  academic subjects will be highly qualified by
  the end of the 2005-2006 school year.

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Implementation

• LEAs are advised to make adjustments to teacher
  assignments and hiring procedures that are
  prudent and manageable for school year 2003-2004
  in order to come into compliance.

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State and LEA Annual Planning and Reporting
Requirements

• Increase in the percentage of highly qualified
  teachers for each LEA and campus so that ALL
  teachers teaching in core academic subject areas
  are highly qualified no later than the end of
  the 2005-2006 school year.
• 2002-03PEIMS/Certification Data
• Voluntary LEA Report
• 2003-04LEA Report

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State and LEA Annual Planning and Reporting
Requirements

• Increase in the percentage of teachers receiving
  professional development in order to become
  highly qualified.
• 2002-03LEA Report (eGrants Title I, Part A
  Evaluation)

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State and LEA Annual Planning and Reporting
Requirements

• Low-income students and minority students are not
  taught at higher rates than other student groups
  by teachers who are not highly qualified.
• 2002-03PEIMS/Certification Data
• Voluntary LEA Report
• 2003-2004LEA Report

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Title I Paraprofessional Qualifications

• Title I, Part A
• Section 1119

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Title I, Part AParaprofessional Qualifications

• Any paraprofessional with instructional support
  duties working in a Title I, Part A program must
  have a high school diploma or its recognized
  equivalent.

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Title I, Part AParaprofessional Qualifications

• Any paraprofessional with instructional support
  duties hired after January 8, 2002, and working
  in a Title I, Part A program must meet one of
  three criteria in statute when hired.

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Title I, Part AParaprofessional Qualifications
The term instructional support duties means
that the paraprofessional is actively involved in
providing direct instruction to students.

• Any paraprofessional with instructional support
  duties hired after January 8, 2002, and working
  in a Title I, Part A program must meet one of
  three criteria in statute when hired.

LEAs should refer to a paraprofessionals job
description to determine whether the
qualification requirements apply.
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Title I, Part AParaprofessional Qualifications

• 2 years of study at institution of higher
  education OR

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Title I, Part AParaprofessional Qualifications

• 2 years of study at institution of higher
  education OR

For purposes of Title I, Part A in Texas, two
years of study at an institution of higher
education is defined as completion of 48
semester hours or equivalent trimester hours.
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Title I, Part AParaprofessional Qualifications
Statute does not list any required field of study.

• 2 years of study at institution of higher
  education OR

For purposes of Title I, Part A in Texas, two
years of study at an institution of higher
education is defined as completion of 48
semester hours or equivalent trimester hours.
57
Title I, Part AParaprofessional Qualifications

• 2 years of study at institution of higher
  education OR
• Associates (or higher) degree OR

58
Title I, Part AParaprofessional Qualifications

• 2 years of study at institution of higher
  education OR
• Associates (or higher) degree OR

Statute does not list any required field of study.
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Title I, Part AParaprofessional Qualifications

• 2 years of study at institution of higher
  education OR
• Associates (or higher) degree OR
• Meet a rigorous standard of quality and can
  demonstrate, through a formal state or local
  academic assessment.

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Title I, Part AParaprofessional Qualifications

• Knowledge of, and the ability to assist in,
  instruction of reading, writing, and mathematics
  or
• Knowledge of, and the ability to assist in,
  instruction of reading readiness, writing
  readiness, and mathematics readiness, as
  appropriate.

• 2 years of study at institution of higher
  education OR
• Associates (or higher) degree OR
• Meet a rigorous standard of quality and can
  demonstrate, through a formal state or local
  academic assessment.

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Title I, Part A Paraprofessionals hired after
January 8, 2002

• Any Title I, Part A paraprofessional with
  instructional support duties in the core academic
  subject areas hired after January 8, 2002, who
  does not meet the paraprofessional
  qualifications, must be provided a rigorous
  academic assessment as soon as possible.
• School districts are advised that any newly hired
  Title I, Part A paraprofessional must meet the
  paraprofessional qualifications before being
  hired.

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Title I, Part AParaprofessional Qualifications

• Paraprofessionals with instructional duties hired
  before January 8, 2002, must satisfy the
  requirements within 4 years (January 8, 2006).

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Paraprofessional Qualifications

• Exceptions
• Paraprofessional who is proficient in English and
  a language other than English who provides
  services by acting as a translator or
• Paraprofessional whose duties consist solely of
  conducting Title I, Part A parental involvement
  activities.

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Title I, Part A Paraprofessionals with
Instructional Duties in Core Academic Subject
Areas
Campus Receives Title I, Part A funds?
No
QualificationsNot Applicable
Yes
Targeted Assistance or Schoolwide Campus?
Targeted Assistance campus ONLY a
paraprofessional withinstructional duties in
core academic subject areas whose salary is paid
with Title I, Part A funds.
Schoolwide campus ALLparaprofessionals with
instructional duties in core academic subject
areas without regard to the source of funding of
the position.
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Paraprofessionals hired after January 8, 2002,
must meet ONE of these three criteria when hired
Paraprofessionals hired on or before January 8,
2002, must meet ONE of these three criteria by
January 8, 2006
Option 1 Two yearsof study at an institution
of higher education.
Option 2 An associates(or higher) degree.
Option 3 A rigorous standard of quality and can
demonstrate through a formal academic assessment,
knowledge of, and the ability to assist in,
instruction of reading (or reading readiness),
writing (or writing readiness), and mathematics
(or mathematics readiness), as appropriate.
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Portability of Paraprofessional Qualifications

• When hiring a Title I, Part A paraprofessional
  who will have instructional support duties, local
  policy should determine whether the school
  district will accept the assessment results from
  another school district or open-enrollment
  charter school or require the paraprofessional to
  take the local assessment used by the hiring
  campus or school district.
• For consistency, school districts may want to
  consider having all campuses within the school
  district use the same instruments and processes
  for assessing paraprofessionals.

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State and LEA Annual Planning and Reporting
Requirements

• Percentage of Title I, Part A paraprofessionals
  who meet the Section 1119 qualifications.
• 2002-03LEA Report (eGrants Title I, Part A
  Evaluation)

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For additional information, contact the Division
of NCLB Program Coordination at
TEA.www.tea.state.tx.us/nclb/nclb_at_tea.state.tx.
us