# Presentation: 499287

## No Child Left Behind

**Highly Qualified Teachers & Paraprofessionals **

**No Child Left Behind**

**Archived Information**

## TEACHER QUALITYDoes It Really Matter?

**Good teaching lasts a lifetime - and bad teaching limits dreams and opportunities.  Compelling evidence confirms what parents have always known:  A teacher’s mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence.  **

**For example, students in Tennessee with “highly qualified” teachers for three years in a row scored 50 percentage points higher on a test of math skills than those who had ineffective teachers**** **

**SOURCE: W.L. Sanders & J.C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: University of Tennessee, 1996); and H. Jordan, R. Mendro & D. Weerasinghe, Teacher Effects on Longitudinal Student Achievement (paper presented at the CREATE annual meeting, 1997).**** **

## TEACHER QUALITYTeacher Preparedness In America Today

- 	Just 41 percent of eighth grade math teachers majored in math in school.
- 	That's **30 percentage points lower** than the international average.

- Math Teachers: 8th Grade

## TEACHER QUALITYTeacher Preparedness In America Today

- English Teachers: Grades 7-12

- 	In English, one-fifth of all public school students in grades seven through twelve were taught by teachers who did not have at least a minor in English literature, communications or journalism.

## TEACHER QUALITYThe Inequity

*Source:  **	**Richard M. Ingersoll, University of Georgia, Unpublished, 2000.  From **	**Schools and Staffing Survey 1993-94*

## TEACHER QUALITYTeacher Preparedness In America Today

**A Department of Education survey found that fewer than 36 percent of current teachers feel "very well prepared" to implement curriculum**

**Less than 20 percent feel prepared to meet the needs of diverse students or those with limited English proficiency**

**AND**

## THE GOALA Quality Teacher In Every Classroom

***“******This administration is committed to a goal that we'll have a quality teacher in every classroom in America.  ***
***We have backed that commitment, thanks to the work of members of both political parties, with the greatest federal investment ever in quality teachers and principals.”  ***** **

***-President George W. Bush-***

## TITLE IDefining A Highly Qualified Teacher

***A Highly Qualified Teacher***** holds a minimum of a bachelor’s degree**

**2.****	*****A Highly Qualified Teacher***** has obtained full state certification or licensure**

**3.****	*****A Highly Qualified Teacher***** h****as demonstrated subject area competence in each of the academic subjects in which the teacher teaches**

## TITLE IDefining A Highly Qualified Teacher

***Highly Qualified Requirements for NEW Elementary School Teachers ***

**1.****	*****A Highly Qualified Teacher***** has obtained full state certification or licensure**

**3.****	*****A Highly Qualified Teacher***** h****as demonstrated by passing a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics, and others areas of basic elementary school curriculum.)**

**2.****	*****A Highly Qualified Teacher***** holds at least a bachelors degree, and**** **

## TITLE IDefining A Highly Qualified Teacher

***Highly Qualified Requirements for NEW Middle and Secondary School Teachers ***

** ****1.****	*****A Highly Qualified Teacher***** has obtained full state certification or licensure, holds at least a bachelor’s degree, and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by:**

**3.****	****Successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing.**

**2.****	****Passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches; or****	**

## HIGHLY QUALIFIED TEACHERSTimelines For Implementation

**	****2002-2003:**** All teachers teaching core subjects in ****	****Title I schools hired after the first day of the 2002-****	****2003 school year must be “highly qualified.”**

** ****	****2005-2006:**** All teachers teaching in core academic ****	****subjects, including Charter, VocEd and JROTC ****	****teachers, must be highly qualified by the end of the ****	****2005-2006 school year.**

**	****SEA’s & LEA’s must establish annual ****	****measurable objectives that demonstrate progress ****	****in meeting 2005-2006 goal.**

## TITLE IDefining Core Academic Subjects

**English**

**Reading/Language Arts**

**Mathematics**

**Science**

**Foreign Languages**

**Civics & Government**

**Economics**

**Arts**

**History**

**Geography**

## “We trust parents to make the right decisions for their children...We do not want children trapped in schools that will not change and will not teach.”

***“******We trust parents to make the right decisions for their children...We do not want children trapped in schools that will not change and will not teach.”***

## HIGHLY QUALIFIED TEACHERSAnnual Measurable Objective

**No Child Left Behind provided the largest federal investment in public education in American history, *****tied***** to the strongest accountability measures ever implemented**

** ****Demonstrated increases in the percentage of ****	****highly qualified teachers teaching core subjects**

** ****Demonstrated annual increases in teachers ****	****receiving high quality professional development**

## TITLE IEmpowering Parents

**No Child Left Behind empowers parents like never before by providing easy to understand information on teacher qualifications**

** ****State qualifications & licensing requirements**

** ****Waivers issued for emergency or provisional status**

** ****Educational background of teachers**

** ****Qualifications of paraprofessionals**

## “Accountability is incredibly important for the school systems. People shouldn't fear accountability, they ought to welcome an accountability system as a useful tool to make sure no child is left behind” 

## ACCOUNTABILITYEnsuring Student Success

**	****LEA’s must meet annual goals.  Failure to meet ****	**** ****	****goals for two consecutive years will result in the ****	****development of a comprehensive improvement plan**

**	****SEA’s are required to provide LEA’s with ****	****technical assistance**

**	****If after 3 consecutive years LEAs cannot increase ****	****the percentage of highly qualified teachers and ****	****meet AYP, the State must enter into an agreement ****	****on the use of *****Improving Teacher Quality State ******	******Grants*****.**

## ACCOUNTABILITYThe Role Of State Educational Agencies

**	*****States will***** develop (in conjunction with the LEA, ****	****teachers, & principals) professional development ****	****strategies and activities grounded in scientifically ****	****based research**

**	*****States will***** ensure the LEA is using the scientifically ****	****based professional development strategies**

**	*****States will p*****rohibit LEAs from using Title I, Part A ****	****funds to fund any new paraprofessionals, except ****	****under certain limited instances**

## TITLE II, PART AImproving Teacher Quality State Grants

***“******Our new education reforms ask a lot of America's teachers—and we owe them something in return. We owe them our respect.  We owe them our support”***

***-Secretary Rod Paige-***

## TITLE II, PART AProviding Flexibility & Opportunities For Success

**Title II of the ESEA provides historic levels of funding to assist States and local communities in recruiting and retaining a high-quality teaching force**

_**PREPARE**_

_**RECRUIT**_

_**RETAIN**_

**Unparalleled funding to prepare highly qualified teachers**

**Flexibility to recruit the best candidates from around America and throughout the world**

**Expanded options for retaining a highly qualified teaching force**

## TITLE II, PART AUtilization Of Funds By SEA’s

**Streamlining certification through alternative models**

**Developing Recruitment and Retention Systems**

**Building instructional leadership capacity in principals**

**Developing, or assisting LEAs in developing, teacher       advancement initiatives**

_**Use of Title II, Part A Funds By SEA’s:  **_

**Reforming teacher and principal certification**

**Building support systems for new teachers and principals**

## TITLE II, PART AImproving Teacher Quality State Grants

**"Good teachers... need to know—deeply—the subject they teach... You can't teach what you don't know well."**

- -Sandra Feldman-
- President of the American Federation of Teachers

## TITLE II, PART AUtilization Of Funds By LEA’s

** ****LEAs must conduct a needs assessment of local needs for professional development and hiring as identified by the LEA and school staff.**
**Identified needs should drive all uses of Title II funds to maximize impact.**

**The Needs Assessment**
***“******No more flying blind”***

## TITLE II, PART AUtilization Of Funds By LEA’s

**Provide training on how to utilize data and assessments to improve classroom instruction and student learning**

**Building instructional leadership development programs for principals and superintendents**

**Developing programs designed to improve the quality of the teaching**

**Providing high quality professional development**

**Provide training in effective methods to teach and address the needs of students with different learning styles & abilities**

## LEAVING NO CHILD BEHINDHigh Quality Professional Development

**1. Involves collaboration  **
**    ****between teachers and  **
**    ****administrators**

**2. Addresses the needs of  **
**    ****all students**

**3. Provides training to  **
**    ****improve classroom   **
**    ****management**

**4. Provides guidance to **
**    ****enhance parental **
**    ****involvement**

**5. Provides training on **
**    ****how to utilize data **
**    ****and assessments to **
**    ****improve classroom **
**    ****practice and student **
**    ****learning**

## HIGHLY QUALIFIED TEACHERSScientifically Based Research

_**Remember...**_
**All activities and uses of funds must be grounded in scientifically based research and *****must focus on improving student academic achievement***

## HOW NCLB ADDRESSES TEACHER QUALITY - REVIEW

**	****Achieves the goal of placing highly qualified teachers in the classroom by mandating pre-service credentials**

**	****Achieves the goal of placing highly qualified teachers in the classroom by funding in-service professional development for teachers**** **

_**TITLE I OF ESEA**_

_**TITLE II**_

## THE GOALA Quality Teacher In Every Classroom

**Meeting the Goal**

**Set A High Standard and hold Stakeholders Accountable**

**Provide the Resources:  Funding and Flexibility**

**Infuse the Process with Information**

**Rely on What Works**