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NCLB. Teacher Requirements. Resource Guide - PDF
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1 December 2007 NCLB Teacher Requirements Resource Guide Prepared by the Professional Development and Curriculum Support Division California Department of Education
2 Table of Contents Introduction SECTION 1: No Child Left Behind Teacher Requirements and Local Education Agency Responsibilities 1.1 NCLB requirements for teachers 1.2 Timelines for compliance 1.3 Three requirements for NCLB teacher compliance 1.4 Core academic subject areas 1.5 Classifications and types of teachers under NCLB 1.6 Options for demonstrating NCLB core academic subject competency for elementary school teachers 1.7 Examination process for new elementary school teachers 1.8 Options for demonstrating core academic subject competency for not new teachers 1.9 Options for demonstrating NCLB core academic subject competency for middle/high school teachers 1.10 Acceptable current and former teaching credential exams and determination of whether a teacher has passed an exam to qualify for a credential 1.11 Program funds authorized in NCLB that LEAs can use to help teachers meet the NCLB teacher requirements 1.12 Authorized activities under NCLB for improving teacher quality Chart 1 California s NCLB Teacher Quality Requirements SECTION 2: No Child Left Behind Considerations for Unique School Levels and Programs 2.1 Options for demonstrating NCLB core academic subject competency for middle school teachers who teach a core class and hold a multiple subject credential 2.2 Options for demonstrating NCLB core academic subject competency for middle school teachers who teach a core class and hold the appropriate single-subject credentials 2.3 Options for demonstrating NCLB core academic subject competency for middle school teachers who teach a core class and hold a supplementary or subject-matter authorization 2.4 Charter school teachers and NCLB teacher requirements 2.5 Teachers in secondary alternative education programs and necessary small high schools 2.6 Special education teachers and NCLB teacher requirements 2.7 Physical education teachers and NCLB teacher requirements 2.8 Career Technical Education and Vocational education teachers and NCLB teacher requirements 2.9 Adult education teachers and the NCLB teacher requirements 2.10 Preschool teachers and the NCLB teacher requirements 2.11 Teachers of English learner students and NCLB teacher requirements 2.12 Visiting international teachers and NCLB teacher requirements 2.13 Non-Public School teachers and NCLB teacher requirements SECTION 3: Steps for Meeting No Child Left Behind Teacher Requirements 3.1 Overview of the process for meeting NCLB Teacher Requirements Core Academic Subject Areas Transferability of the Certificate of Compliance NCLB Teacher Requirements: Certificate of Compliance (Form 1) HOUSSE PART 1: Assessment of Qualifications and Experience (Form 2) HOUSSE PART 2: Assessment of Current Qualification Through Classroom Observation and/or Portfolio Development (Form 3) 3.2 Steps to fill out the NCLB Teacher Requirements: Certificate of Compliance Completion of a bachelor s degree Page i
3 3.2.2 Possession of a California credential appropriate for NCLB compliance Determining new or not new status Determining subject-matter competency 3.3 HOUSSE option (applies to not new teachers only) Instructions for completing California HOUSSE PART 1: Assessment of qualifications and experience HOUSSE PART 1: Prior experience in assigned area HOUSEE PART 1: Core academic course work in assigned area HOUSSE PART 1: Standards-aligned professional development in assigned area HOUSSE PART 1: Leadership and service to the profession in assigned area Instructions for completing California HOUSSE PART 2: Assessment of current qualifications through classroom observation and/or portfolio development Evaluation of a teacher s progress toward NCLB compliance Using CSTP to guide the assessment of teacher competence Available evidence for assessing core academic subject-area competency 3.4 Teachers who do not meet the requirements through HOUSSE PART 1 or HOUSSE PART 2 SECTION 4: LEA Reporting and Accountability Requirements 4.1 LEA parent notification to request professional qualifications of Title I teachers Exhibit 1: Model Letter for Parents Right to Know Teacher Qualifications 4.2 Parent notification of four-week instruction by teachers not meeting NCLB requirements Exhibit 2: Model Letter of Four-Week Notice APPENDIXES A. No Child Left Behind Resource Links B. California HOUSSE Forms B.1 NCLB TEACHER REQUIREMENTS Certificate of Compliance (Form 1) B.2 California High Objective Uniform State Standard of Evaluation California HOUSSE PART 1 (Form 2) B.3 California High Objective Uniform State Standard of Evaluation California HOUSSE PART 2 (Form 3) Further Information About Federal NCLB Teacher Requirements Page ii
4 Introduction To maintain California s position as a world-class leader both economically and technologically, the State must continue to develop and support a world-class educational system. Doing so includes ensuring that there is an adequate supply of highly qualified and effective teachers and administrators who are prepared to meet the challenges of teaching California s growing and diverse student population. The State must also ensure the equitable distribution of the most well-prepared teachers and administrators, particularly in low-performing schools that serve a disproportionate number of poor and minority students, English learners, and special education students. Recruiting and developing highly qualified teachers and administrators is the most important investment of resources that local, state, business, and community leaders can make in education. California s teacher workforce is the largest in the country, with more that 300,000 teachers serving a student population of more than six million. The California Department of Education (CDE) serves more than 9,223 schools under the local control of more than 1,059 school districts. Over the past decade, California s public education system has undergone unprecedented change. The State s standards-based reform movement has transformed the focus and goals of public education, challenged schools to set higher expectations for all students, and held everyone from superintendents to students responsible for academic performance. Policymakers have focused on improving California s educational system by lowering class sizes in the primary grades, establishing standards across the curriculum, and initiating a standards-based assessment and accountability system. The State s accountability system has been expanded to include new standards tests and the California High School Exit Examination (CAHSEE). As a result of these efforts, California students have continued to improve in academic performance, as indicated by the results of the 2006 Standardized Testing and Reporting (STAR) Program. 1 Test scores in reading and mathematics are up in nearly every grade and more students are passing the CAHSEE. Most recently, California has dedicated itself to improving the quality and effectiveness of all its teachers. These efforts, in accordance with No Child Left Behind (NCLB), have resulted in significant improvements in the preparation, authorization, and assignment of teachers throughout the state. Despite its vast numbers of students, teachers, local educational agencies (LEAs), and school sites, California has made huge strides toward making sure that all children are taught by highly qualified and effective teachers. What is the purpose of this NCLB Teacher Requirements Resource Guide? This guide has been updated to clarify changes in both federal and state requirements for the NCLB goal of providing all students with highly qualified teachers and to provide practical guidance to California school districts and county offices of education as they implement the requirements. In general, NCLB Teacher Quality requires that teachers: 1 Standardized Testing and Reporting (STAR) Results. California Department of Education, 2006 Page 1
5 Have at least a bachelor s degree from an accredited institution of higher education; Hold full state certification; and Demonstrate subject-matter competence for each NCLB core academic subject they teach. Section 1111 (b)(8)(c) of the Elementary and Secondary Education Act, as amended by NCLB mandates the state educational agency (SEA) monitor the LEAs to ensure that only highly qualified teachers (HQTs) are hired to teach NCLB core academic subjects and that only highly qualified teachers are hired to teach in Title I programs and Title II, Part A, Class Size Reduction programs. This section similarly requires the SEA to ensure that poor and minority students are not taught at higher rates than other children by non-highly qualified, inexperienced, and out-of-field teachers. In contrast to previous reauthorizations of the Elementary and Secondary Education Act, the NCLB Act of 2001 requires that the SEA and the LEAs be held jointly accountable for the goals included in the law. This guide is intended to provide information for district office personnel, site administrators, program directors, and other education professionals to implement NCLB teacher quality requirements correctly and navigate California s monitoring process for HQTs, the Compliance Monitoring, Intervention, and Sanctions (CMIS) program. Page 2
6 SECTION 1 No Child Left Behind Teacher Requirements and Local Educational Agencies Responsibilities 1.1 NCLB requirements for teachers One key goal of the federal reauthorization of the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind (NCLB) Act of 2001, is that all students are taught by highly qualified teachers (HQT) by the end of the 2005/06 school year. To this end, each local educational agency (LEA) must develop a plan to ensure that all elementary, middle, and high school teachers who are assigned to teach core academic subjects meet the NCLB requirements: Have at least a bachelor s degree from an accredited institution of higher education; Hold full state certification 2 ; and Demonstrate subject-matter competence for each NCLB core academic subject they teach NCLB provides funds to assist LEAs in providing every classroom with an HQT. In particular, Title II, Part A, Training and Recruiting High Quality Teachers and Principals, provides professional development funds that must be targeted first to move non compliant teachers into compliance, then to schools that have the lowest proportion of NCLB compliant teachers, which have the largest average class size, or are identified for school improvement (Title II, Sec. 2122). LEAs must give priority to the use of Title I, Part A, funds together with other federal, state, and local funds to upgrade the teaching staff and the entire educational program. 1.2 Timelines for compliance Beginning with the 2006/07 school year, all teachers who teach in Title I classrooms and Title II, Part A-funded class size reduction classrooms must meet all NCLB teacher quality requirements when hired or assigned to teach in those environments. All other public school teachers who teach NCLB core academic subjects must be NCLB-compliant when hired or a plan must be developed to ensure they will be highly qualified by the end of that school year. 1.3 Three requirements for NCLB teacher compliance In California, teachers of an NCLB core academic subject must have: At least a bachelor s degree from an accredited institution of higher education; 2 Full state certification is defined as holding the appropriate California teaching credential, supplementary authorization, subject matter authorization, Intern credential, or local teaching assignment as defined by California Education Code. Page 3
7 Hold the appropriate California teaching credential, supplementary authorization, or subject matter authorization or be enrolled in a California Commission on Teacher Credentialing (CTC) approved intern program for no more than three years; and Demonstrate subject-matter competence for each NCLB core academic subject they teach. 1.4 Core academic subject areas In California, the NCLB Core Academic Subjects are defined as: Mathematics (including math intervention and CAHSEE-math classes); Biological sciences; chemistry; geosciences; physics; Social Science (history, government, economics, geography); Foreign languages (specific); Drama/theater; visual arts (including dance), music; and English/language arts/reading (including reading intervention and California High School Exit Exam [CAHSEE]- English classes). Self-contained elementary school teachers must demonstrate competence in the areas generally taught as part of the elementary school curriculum. 1.5 Classifications and types of teachers under NCLB NCLB recognizes two classifications of teachers: new and not new. In California, a teacher is classified as new to the profession if the teacher was issued a California credential, a California intern credential/certificate, an out-of-state teaching credential on or after July 1, A teacher is classified as not new to the profession if the teacher was issued a California credential, a California intern credential/certificate, or an out-of-state teaching credential before July 1, A teacher s classification as new or not new is based on entry into the profession (original issuance date on the document) even if the original credential was allowed to expire. NCLB recognizes two types of teachers: elementary school teachers and middle/high school teachers. The options available for demonstrating subject-matter competency differ for each classification and type of teacher (see Chart 1 at the end of Section 1). Out-of-state NCLB HQT compliance may be transferable to California, if the issuing state s requirements are at least as rigorous as those of California. Page 4
8 1.6 Options for demonstrating NCLB core academic subject competency for elementary school teachers Multiple Subject-credentialed teachers elementary (generally recognized as K 6, self-contained) New elementary school teachers have only one option to demonstrate subject-matter competency: Pass a CTC-approved multiple subject matter exam, currently titled California Subjects Examination for Teachers (CSET) Multiple Subject. o Previous exams included Multiple Subject Assessment for Teachers (MSAT), National Teachers Exam (NTE): General Knowledge section of the Core Battery; and NTE, Commons Examination. Not new elementary school teachers have two options to demonstrate subject-matter competency: Exam option: Pass any current or prior CTC-approved multiple-subjects exam. High Objective Uniform State Standard of Evaluation (HOUSSE) option: States can establish a process to evaluate teacher knowledge and ability based on a high, objective uniform State standard of evaluation that meets federally established criteria (Section 9101[23][C][ii][III]). 1.7 Examination process for new elementary school teachers NCLB requires all elementary school teachers new to the profession who receive a multiple subject teaching credential or a multiple subject intern credential to demonstrate subjectmatter competency by exam. (5 CA ADC 6102) For NCLB compliance, all new teachers who receive a Multiple Subject Preliminary, Clear, Professional Clear or an intern credential on or after July 1, 2002, must pass a CTC-approved subject-matter exam to become NCLBcompliant (even though they may not be required to do so in order to receive a credential). Currently, the CSET is the only CTC-approved exam for new school elementary teachers. These examination requirements apply to individuals who completed a CTC-approved liberal studies program of course work and were issued their credential after July 1, These individuals must pass the examination for new elementary school teachers even if they were awarded their multiple subject credentials on the basis of completion of the liberal studies program. Information on the CSET is available at and at Information on the exam dates and registration, as well as a computer-generated practice exam, is available at Options for demonstrating core academic subject competency for not new teachers Page 5
9 Any current or previously approved CTC multiple subject credential exam listed below will satisfy the requirements of the NCLB demonstration of subject matter competence for teachers who teach elementary core subject matter. Current Exam for Multiple Subject Credentials: California Subject Examination for Teachers: Multiple Subject (CSET:MS) Prior Exams for Multiple Subject Credentials: Multiple Subject Assessment for Teachers (MSAT) National Teaching Exams (NTE): General Knowledge Section of the Core Battery National Teaching Exams (NTE): Commons Examination California-prepared teachers who satisfied the subject-matter requirement by completing a CTC-approved Subject Matter Program will have General Subjects printed on their credential. Teachers who have satisfied the subject-matter requirement by passing a CTC-approved exam will have General Subjects Examination printed on their credential. 1.9 Options for demonstrating NCLB core academic subject competency for middle/high school teachers Single Subject Credentialed Teachers Middle/High School New middle/high school teachers have two options to demonstrate subject-matter competency: Exam option: Pass a CTC-approved subject-matter exam in the NCLB core academic subject area. Course work option: a) CTC-approved single subject matter program in the core area; b) Major in the core area; c) Graduate degree in the core area; or d) Major equivalent in the core area (32 non-remedial units earned with a grade of C or higher); (It is recommended that districts use the CTC s guidelines for issuing a supplementary or subject matter authorization when determining which courses should count. The guidelines are found on the CTC s Web site at e) Advanced certification (National Board Certification) in the core area; or Not new middle/high school teachers have four options to demonstrate subject-matter competency: Page 6
10 Exam option (CTC-approved single subject matter program in the core area); Course work option (major or major-equivalent in the core area); Advanced certification (National Board Certification) in the core area; or High Objective Uniform State Standard of Evaluation (HOUSSE) option: Completion of Part 1 and/or Part 2 of HOUSSE (see Chart 1 at the end of Section 1) Acceptable current and former teaching credential exams and determination of whether a teacher has passed an exam to qualify for a credential For a complete listing of the exams available for single subject credentials, please see the CTC Web site at California-trained teachers who have satisfied the subject-matter requirement by completing an approved subject-matter program will have Single Subject printed on their credential. Teachers who have satisfied the subject-matter requirement by passing a CTC-approved exam will have Single Subject Examination printed on their credential Program funds authorized in NCLB that LEAs can use to help teachers meet the NCLB teacher requirements Key programs authorized in NCLB provide funds that can be used to improve teacher quality and include, but are not limited to the following: Title I, Part A, requires that LEAs use at least five percent (5%) of their Title I funds for professional development activities to ensure that teachers who are not currently highly qualified meet that standard by the end of the school year (Section 1119[l]). In addition, any school identified as in need of improvement for failing to make adequate yearly progress must spend ten percent (10%) of its Title I, Part A, funds on professional development, including teacher mentoring programs (Section 1116[c][7][A][iii]). Title II, Part A, helps states and school districts ensure that all students have effective teachers by providing funds for helping teachers meet the NCLB teacher requirements. The NCLB law cites that funds may be used for providing assistance to teachers to enable them to meet certification, licensing, or other requirements needed to become highly qualified (Section 2113). Permissible Title II, Part A, activities include, but are not limited to, various forms of high-quality, scientifically based professional development in gaining subject-matter knowledge, improving teaching skills, assisting teachers in the use of state academic content standards and student achievement standards, and conducting State assessments to improve student achievement. Schools have considerable discretion in the use of Title II, Part A funds. Title II, Part B, the Mathematics and Science Partnerships program, provides funding to the SEA to competitively establish institutions of higher education-lea Page 7
11 partnerships to enhance teachers subject-matter knowledge and the quality of teaching in mathematics and science (Section 2201[a]). Title II, Part C, the Troops-to-Teachers and Transition to Teaching programs, supports efforts to help school districts hire, train, and retain individuals from other careers and backgrounds as teachers in high-need schools (sections 2303 and 2313). Title II, Part D, the Enhancing Education Through Technology program, requires each local recipient of funds to use at least 25 percent (25%) of those funds for ongoing, sustained, and high-quality professional development on the integration of advanced technologies into curriculum and instruction and on the use of those technologies to create new learning environments (Section 2416[a]). Title III, Part A, authorizes LEAs to use formula grant funds for professional development of teachers who provide instruction to students needing Englishlanguage acquisition and language enhancement (Section 3111[a][2][A]). Title V, Part A, authorizes LEAs to use formula grant funds to provide professional development activities carried out in accordance with Title II, Part A, as well as to recruit, train, and hire HQTs to reduce class size (Section 5131[a][1]) Authorized activities under NCLB for improving teacher quality Title II, Part A, specifically authorizes the use of funds for the following activities related to improving teacher quality: Signing and retention bonuses and differential pay for NCLB-qualified teachers Bonuses and reimbursement for course work for teacher certification in areas of high need (i.e., math, science, special education and English-language acquisition) Bonuses and reimbursement for course work for advanced degrees or certification (i.e., National Board Certification) Merit pay linked to measurable increases in student academic achievement Partnerships with for-profit and nonprofit entities through grants or contracts to provide professional development activities, course work, test preparation, and testing Paraprofessional training toward teacher certification High-quality professional development and training in core content knowledge and effective instructional strategies, methods, and skills required to meet the NCLB teacher requirements Page 8
12 High-quality professional development in the use of challenging state academic content standards and student academic achievement standards in preparing students for the state assessments Training in the use of technology for instruction and analyzing achievement data Teacher mentoring, induction, and support programs for new teachers Implementation of approved CTC alternative certification and internship programs Teacher salaries for class size reduction (teachers must be NCLB compliant at the time of hire or placement in program) Chart 1, California s NCLB Teacher Quality Requirements, on the next page summarizes the requirements of NCLB. For a detailed definition of each requirement and further information on options to demonstrate core academic subject-matter competence, please refer to Section 3 of this guide. Page 9
13 Chart 1 California s NCLB Teacher Quality Requirements NEW to the Profession Holds a credential or intern credential/certificate issued on or after July 1, 2002 ELEMENTARY LEVEL 1. Hold at least a bachelor s degree from an accredited institution of higher education. 2. Hold the appropriate California certification for the assignment or be enrolled in a CTC approved intern program for no more than three years. 3. Demonstrate subject-matter competence by: Exam option: Pass a CTC-approved multiple subject matter exam-currently, the California Subjects Examination for Teachers (CSET) Multiple Subject. NOT NEW to the Profession Holds a credential or intern credential/certificate issued before July 1, 2002 ELEMENTARY LEVEL 1. Hold at least a bachelor s degree from an accredited institution of higher education. 2. Hold the appropriate California certification for the assignment or be enrolled in a CTC-approved intern program for no more than three years. 3. Demonstrate subject-matter competence by: Exam option: Pass a CTC-approved multiple subject matter exam-currently, the California Subjects Examination for Teachers (CSET) Multiple Subject. HOUSSE option: Complete Part 1 and/or Part 2 of HOUSSE. MIDDLE AND HIGH SCHOOL LEVELS 1. Hold at least a bachelor s degree from an accredited institution of higher education. 2. Hold the appropriate California certification for the assignment; or a supplementary authorization or subject-matter authorization related to the assignment; or be enrolled in a CTC-approved intern program for no more than three years. 3. Demonstrate subject-matter competence by: A. Exam Option: Pass a CTC-approved subject matter exam in the NCLB core academic subject area. B. Course work option: CTC-approved single subject matter program in the core area; or Major or major equivalent in the core area (32 non-remedial units earned with a grade of C or higher); or Advanced degree in the core area Advanced certification (National Board Certification in the core area or VPSS) MIDDLE AND HIGH SCHOOL LEVELS 1. Hold at least a bachelor s degree from an accredited institution of higher education. 2. Hold the appropriate California certification for the assignment; or a supplementary authorization or subject-matter authorization related to the assignment; or be enrolled in a CTC-approved intern program for no more than three years. 3. Demonstrate subject-matter competence by: A. Exam Option: Pass a CTC-approved subject matter exam in the NCLB core academic subject area. B. Course work option: CTC-approved single subject matter program in the core area; or Major or equivalent in the core area (32 nonremedial units earned with a grade of C or higher); or Advanced degree in the core area C. Advanced certification (National Board Certification in the core area or VPSS) D. HOUSSE option: Completion of Part 1 and/or Part 2 of HOUSSE
14 SECTION 2 No Child Left Behind Considerations for Unique School Levels and Programs Meeting the NCLB teacher compliance requirements have brought about a number of schoollevel and program-specific issues. This section discusses some of the unique NCLB teacher compliance issues at middle schools, charter schools, alternative schools, necessary small schools, special education teachers, and teachers of English learners. 2.1 Options for demonstrating NCLB core academic subject competency for middle school teachers who teach a core class and hold a multiple subject credential Multiple subject credentialed teachers middle school core class California Education Code (EC) Section allows the holder of a credential authorizing instruction in a self-contained classroom to teach in any of grades five to eight, inclusive, in a middle school if the holder of the credential teaches two or more subjects for two or more periods per day to the same group of pupils. Elementary designation as identified on California Basic Educational Data System (CBEDS) Professional Assignment Information Form (PAIF): subject matter competency verification The school must declare the middle school core classes as Elementary (CBEDS-PAIF) to allow the teacher to use this option for NCLB subject-matter verification. New teachers: Pass a CTC-approved multiple subject matter exam, currently titled the California Subjects Examination for Teachers (CSET) Multiple Subject Not new teachers: Exam option: Passing any current or prior CTC-approved multiple subject matter exam High Objective Uniform State Standard of Evaluation (HOUSSE) option: Completion of Part 1 and/or Part 2 of HOUSSE. States can establish a process to evaluate teacher knowledge and ability based on a high, objective uniform State standard of evaluation that meets federally established criteria (Section 9101[23][C][ii][III]). Middle/high school designation as identified on CBEDS-PAIF: subject matter competency verification New teachers: Pass the appropriate CTC-approved single subject matter exam, course work option or advanced certification for each and every course covered in the core class. Page 11
15 Not new teachers: HOUSSE for each and every course covered in the core class Exam or course work or advanced certification for each and every course covered in the core class 2.2 Options for demonstrating NCLB core academic subject competency for middle school teachers who teach a core class and hold the appropriate single subject credentials Appropriate single subject credentialed teacher middle school core class If a single subject credentialed teacher is teaching a middle school core class, that teacher must hold the appropriate single subject credential for each of the courses in the core. For example, if the teacher is teaching a Math/Integrated Science core, the teacher would need to hold the appropriate mathematics credential (currently the Single Subject Foundational- Level Mathematics or Single Subject Mathematics) and the appropriate science credential (currently the Single Subject Life Science, Single Subject Physical Science, Single Subject Science: Biological Science, Single Subject Science: Chemistry, Single Subject Science: Physics, or the Single Subject Science: Geo-science). For new teachers subject-matter verification is accomplished via the credential, either through exam or CTC-approved subject-matter program. For not new teachers subject-matter verification is accomplished via the credential, either through exam or CTC-approved subject-matter program. 2.3 Options for demonstrating NCLB core academic subject competency for middle school teachers who teach a core class and hold a supplementary or subject-matter authorization Supplementary Authorization: CTC issued based on 20 units New middle school teachers have four options to demonstrate subject-matter competency: Exam; Major in the core area; Graduate degree in the core area; or Major equivalent in the core area (32 non-remedial units earned with a grade of C or higher) (It is recommended that districts use the CTC s guidelines for issuing a supplementary or subject matter authorization when determining which courses should count. The guidelines are found in the CTC s Administrative Assignment Manual.); Advanced certification in the core area. Page 12
16 Not new middle/high school teachers have six options to demonstrate subject-matter competency: Exam; Major in the core area; Graduate degree in the core area; Advanced certification in the core area; HOUSSE; or Major equivalent in the core area (32 non-remedial units earned with a grade of C or higher)(it is recommended that districts use the CTC s guidelines for issuing a supplementary or subject matter authorization when determining which courses should count. The guidelines are found in the CTC s Web site at Subject-matter authorization: CTC issued based on 32 units For both new and not new teachers, subject-matter verification is established via the subject-matter authorization. 2.4 Charter school teachers and NCLB teacher requirements Charter school teachers of NCLB core academic subject, as defined in the NCLB Act of 2001, must meet all of the NCLB requirements. Charters may decide, for credentialing purposes only, that which is non-core. Federal law defines teacher requirements for NCLB Core Academic Subjects (California EC Section 47605[1]). The NCLB Act of 2001 requires the following for charter school teachers in order to be considered highly qualified: Must hold at least a bachelor s degree; Must demonstrate competence in the core academic areas in which they teach; and Must meet the credentialing requirements established in the state s public charter school law (California EC Section 47605[L]). 2.5 Teachers in secondary alternative education programs and necessary small high schools In many secondary alternative education programs and necessary small high schools, teachers teach many, and sometimes all, subjects. This practice is either by necessity or by design. Teachers who provide instruction in these environments must meet the same NCLB teacher requirements as do other teachers. In an effort to provide these teachers with a rigorous and appropriate method of verifying NCLB subject-matter competency, the California Department of Education (CDE) created the Subject Matter Verification Process for Middle and High School Level Teachers in Special Settings (Verification Process for Special Settings [VPSS]). Page 13
17 The VPSS process is available to new and not new teachers assigned to teach in alternative education settings and secondary special education settings. Upon completion of the process, the participating teacher will be NCLB-compliant in each of four core academic areas (science, mathematics, social science, and English/language arts/reading) in an alternative setting. This demonstration of subject matter competency is transferable only within the alternative settings addressed in this process. Please contact any of the persons listed under NCLB Teacher Quality Requirements on page 38 of this resource guide for further information on this process. 2.6 Special education teachers and NCLB teacher requirements If a special education teacher is providing instruction in a core academic subject, that teacher must meet the NCLB teacher requirements for that core subject. The requirements apply whether a special education teacher provides core academic instruction in a regular classroom, a resource room, or another setting. Special education teachers in kindergarten through grade eight may demonstrate subject-matter competence by passing the CSET: Multiple Subject or a previous CTC-approved multiple subject exam. Not new special education teachers may use the HOUSSE option to demonstrate subject-matter competence. If a special education teacher provides only consultation services to the teacher of core academic subjects or delivers special instructional assistance only in the classroom in which the core academic subject is taught, he or she is not required to be NCLB- compliant. These teachers may carry out such activities as adapting curricula, using behavioral supports and interventions, or selecting appropriate accommodations for students. In addition, the special education teacher does not have to meet NCLB requirements if he or she assists students with study skills or organizational skills and reinforces instruction that the child has already received from a teacher who is NCLB-compliant. The U.S. Department of Education (ED) published in the Federal Register on August 14, 2006, the final regulations to implement the IDEA 2004 and became effective on October 13, These regulations provided additional flexibility for new special education teachers. A new special education teacher who teaches multiple subjects and who is highly qualified in mathematics, language arts, or science, when hired, may use the HOUSSE process to demonstrate subject matter competency in the other core academic subjects he or she is teaching not later than two years after the date of employment. This additional flexibility was codified in California s Title 5 Code of Regulations (5 CCR s 6111(b)). 2.7 Physical education teachers and NCLB teacher requirements Currently, NCLB does not define physical education as a core academic subject; therefore, most physical education teachers do not have to meet the NCLB teacher requirements. Only physical education teachers who teach core academic subject classes, such as the arts (dance), are required to demonstrate NCLB compliance in that subject area. Although physical education is not considered an academic core academic subject, California still requires physical education teachers to be fully credentialed. Page 14
18 2.8 Career Technical Education teachers and NCLB teacher requirements Career Technical Education teachers who teach core academic courses are required to meet the NCLB teacher requirements. The term core academic subjects is defined in NCLB as: English/language arts/reading, mathematics, science, foreign languages, civics/government, economics, arts, history, and geography. Keep in mind that teachers teaching these subjects are required to possess a bachelor s degree, which is not necessarily a requirement for the Career Technical Education Credential. 2.9 Adult education teachers and NCLB teacher requirements The requirement that teachers be highly qualified applies to public elementary and secondary school teachers who teach a core academic subject. Therefore, because the law applies exclusively to K 12 teachers, teachers in adult education are not subject to the requirements of NCLB Preschool teachers and NCLB teacher requirements The requirement that teachers be highly qualified applies to public elementary and secondary school teachers who teach a core academic subject. Therefore, because the law applies exclusively to K 12 teachers, preschool teachers are not subject to the requirements of NCLB Teachers of English learners and NCLB teacher requirements Teachers of English learners who are assigned to teach core academic subjects must meet the same NCLB requirements as do other teachers of core academic subjects. In California, possession of an English learner authorization is required if the teacher is providing instructional services to English learners. Although this is not a requirement to meet the definition of highly qualified teacher under NCLB, it is a state credentialing and assignment requirement. For information on the appropriate credential or authorization to serve English learners, contact the CTC s Assignment Unit at or (916) Visiting international teachers and NCLB teacher requirements This section is currently under review. Please check the CDE s Web site at under FAQs for the update. For questions please contact the contacts listed under Teacher Quality Non-Public School teachers and NCLB teacher requirements Page 15
19 A nonpublic school (NPS) is a private, nonsectarian school that contracts with an LEA to enroll students with disabilities in an individualized education program and is certified by the (CDE). More NPS information is available on special education NPS Web page. Passage of Assembly Bill 1858 changed California EC Section l(n)(1) to require staff employed by non public schools staff that receive funds through a contract for education services identified on an Individualized Education Program for students with disabilities to hold the same credentials equivalent to what is required by public school teachers. Additionally, special education teachers in nonpublic schools are required to meet the credentialing requirements of IDEA and NCLB per California EC Section (n). This means that NPS special education teachers need to hold a valid California special education credential or a valid Education Specialist Internship Credential for no more than three years. A temporary certificate, Provisional Internship Permit, Short-Term Staff Permit, Emergency Permit, or credential waiver does not fulfill this requirement. If an NPS employs special education teachers who do not hold either a valid California special education credential or a valid Education Specialist Internship Credential for no more than three years, the CDE may grant the NPS a "conditional" renewal certification after the NPS has submitted an action plan for becoming fully compliant by the end of the school year. Page 16
20 SECTION 3 Steps for Meeting No Child Left Behind Teacher Requirements 3.1 Overview of the process for meeting NCLB teacher requirements The following information is provided to assist LEAs in determining the status of their teachers regarding compliance with the NCLB. All teachers who teach core academic subjects must demonstrate NCLB compliance. In most cases, NCLB compliance is transferable to any LEA in California. If a teacher has demonstrated NCLB compliance in another state, compliance status may be transferable to California if the original state s requirements are at least as rigorous as California s. In addition, the out-of-state teacher must be able to produce documentation verifying the criteria used and how he or she met the established criteria. For the purposes of NCLB data reporting and accountability, an LEA must keep the signed original NCLB Teacher Requirements: Certificate of Compliance within the teacher s personnel file. The LEA is also required under federal law and Title 5 regulations to provide the teacher with a copy of the completed and signed NCLB Teacher Requirements: Certificate of Compliance. Elementary school teachers must demonstrate compliance for multiple subjects. The LEA completes one Certificate of Compliance form (see Form 1 and as needed, Form 2 and Form 3). Middle and high school teachers must demonstrate compliance in each core subject taught. The LEA completes one Certificate of Compliance form (see Form 1 and, as needed, Form 2 and Form 3) for each subject area taught. Therefore, if a middle or high school teacher teaches English and Spanish, that teacher would need to be appropriately credentialed or otherwise authorized in both subject-areas, demonstrate subject-area competence by completing one of the acceptable options for both subjects, and the LEA would complete two Certificate of Compliance forms Core Academic Subject Areas When indicating the core academic subject area keep in mind that a separate certificate of compliance must be completed for each core subject. In California, the NCLB Core Academic Subjects are defined as: Elementary Multiple subject English/language arts/reading Secondary Reading Intervention and/or CAHSEE-English classes Mathematics Foundational-Level Mathematics Secondary Mathematics Intervention and CAHSEE-Mathematics classes Biological sciences Page 17
21 Chemistry Earth Science/ Geosciences Physics Social science (history, government, economics and/or geography) Foreign languages (specific) Drama/theater Visual arts (including dance) Music Transferability of this Certificate of Compliance Special Settings: If any of the special settings indicated below apply to this certificate of compliance, transferability of this compliance may be limited. Check the box(es) that apply to this teaching assignment from the option/s available. Special Education Charter School Special Classes or Schools as defined in CA Ed Code Section Generally, a certificate of compliance is transferable to any LEA within the state of California. However, there are special circumstances which limit the transferability of this certificate. When evaluating whether a certificate of compliance or any of its components are transferable the LEA must determine if special circumstances or exceptions are attached to any of the components. The following are the most common examples of certificate of compliance forms that are not transferable: A teacher is assigned by the local governing board to teach a subject outside of his/her credential area under California EC Section This authorization is valid only in the district in which the authorization was approved. Therefore, while that teacher may be NCLB compliant in that district this compliance is not transferable as the teaching authorization for this assignment may not transfer. The demonstration of bachelor s degree and subject matter competency may be transferred to the new employing LEA, but the new employing LEA must approve the teaching assignment in the core academic subject. A teacher is teaching in a special setting as defined by California EC Section The teacher is using the credentialing flexibility afforded to teachers in these settings and therefore this certificate of compliance is being used to demonstrate compliance in a subject matter outside of the teacher s credentialed area. Therefore, this compliance is transferable only within these specialized settings. The demonstration of bachelor s degree and subject matter competency may be transferred but this teacher must be issued a valid authorization to teach the core academic subject outside of these special settings. A new teacher is the primary instructor for a Special Education English class with the appropriate Special Education credential. This teacher was highly qualified in science when hired and has used the HOUSSE process to Page 18
22 demonstrate subject matter competency in English in accordance with California Title 5 Regulations (5 CCR 6111(b)). This compliance is only transferable within the Special Education setting and does not demonstrate compliance in a non-special Education English assignment. The demonstration of subject matter competence may travel with the teacher, but the teacher must be appropriately authorized to teach outside of the Special Education setting. A teacher has been assigned to teach art in a Charter School. That school s charter does not require the teacher to hold a California credential in accordance with California EC 47605(l). Therefore, that teacher may be NCLB compliant in art for this charter school, but this compliance is not transferable outside of this charter because there is no appropriate authorization in another setting. The demonstration of subject matter competence may travel with the teacher, but the teacher must be appropriately authorized to teach outside of this charter school NCLB Teacher Requirements: Certificate of Compliance (Form 1) There are three progressive steps in verifying NCLB teacher quality compliance. For all teachers, new and not new, the LEA will need to complete Form 1; most teachers will be done at that point. However, if a not new teacher is unable to demonstrate his or her subject-matter competence through Form 1, he or she will need to use the HOUSSE process to verify subject-matter competency, using Form 2 and perhaps Form 3. Form 3 requires that sufficient evidence be presented to indicate that a teacher has demonstrated competence in the K 12 content standards pertaining to the teacher s assignment and has met California Standards for the Teaching Profession 3 and 5.1. If the teacher does not satisfactorily demonstrate competence as a part of the NCLB HOUSSE process, subject-matter competency shall be demonstrated through completion of a CTC-approved subject-matter exam or coursework HOUSSE-Part 1: Assessment of Qualifications and Experience (Form 2) If a not new teacher needs to use the HOUSSE option to demonstrate subject-matter competence, the LEA must complete HOUSSE PART 1 first. The accumulation of 100 points on HOUSSE-PART 1 is sufficient to comply with NCLB teacher requirements HOUSSE-Part 2: Assessment of Current Qualifications through Classroom Observation and/or Portfolio Development (Form 3) If a not new teacher has not accumulated 100 points on HOUSSE PART 1, the LEA may choose to use HOUSSE Part 2 to gain the rest of the points necessary to reach 100 points. If the portfolio option is selected, the entire portfolio must be completed successfully to comply with NCLB teacher requirements. Form 3 requires that sufficient evidence be presented to indicate that a teacher has demonstrated competence in the K 12 content standards pertaining to the teacher s assignment and has met California Standards for the Teaching Profession 3 and 5.1. Page 19
23 3.2 Steps for filling out the NCLB Teacher Requirements: Certificate of Compliance The Certificate of Compliance must be completed by appropriately trained LEA personnel only; teachers are not to complete this form. NCLB regulations apply to all teachers of core academic subjects. An elementary school teacher must demonstrate compliance for the elementary grade span. A middle or high school teacher must demonstrate compliance in each core academic subject area that he or she is assigned to teach. If all elements of the compliance are transferable, this is a one-time demonstration of compliance Complete a bachelor s degree 1. Bachelor s degree: Name of accredited institution conferring the degree NCLB requires teachers of core academic subjects to possess a bachelor s degree from a regionally accredited institution. Acceptable evidence is a copy of the degree. Regarding special circumstances, federal law requires all teachers who teach a core academic class as defined by NCLB, including teachers who teach in a charter program or Career Technical Education setting, have at least a bachelor s degree Possession of a California credential appropriate for the assignment 2. Appropriate California authorization for the Certificate of Compliance: Type Date of issuance on the document Indicate the type of authorization the teacher holds as related to this assignment: single subject; multiple subject; supplementary authorization; subject-matter authorization; EC Section (Alternative Programs); Special Education; EC Section (Local Teaching Assignment Middle Grades); EC Section (a) (Local Teaching Assignment any grade); EC Section (specialized secondary program); California Code of Regulations Title (Limited Assignment Multiple or Single Subject Teaching Permit). Acceptable evidence is a copy of the California credential and/or authorization or the school board agenda showing that the Local Teaching Assignment was approved. Regarding special circumstances, if in the development of a charter school it is agreed that a teacher of an NCLB core academic subject does not need Page 20
California s Verification Process for Special Settings VPSS
No Child Left Behind (NCLB) California s Verification Process for Special Settings VPSS Subject Matter Verification Process For Middle and High School Level Teachers in Special Settings California Department