The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act, requires that all new U.S. teachers hired beginning with the 2002-03 school year be certified as "highly qualified." All experienced teachers of core academic subjects must be deemed highly qualified by the end of the 2005-06 school year.
Core academic areas for high school teachers are defined as English, reading/language arts, mathematics, science, foreign languages, civics/government, economics, arts, history and geography. Core areas for elementary teachers are reading, language arts, mathematics, science and any other core areas typically included in elementary curriculum.
The California Department of Education is preparing a "Highly Qualified Teacher Resource Guide" for local school districts. It will outline the options and procedures for being designated as highly qualified.
CTA was given the opportunity to provide significant input into developing both the state regulations and the procedural information that will be given to school districts. A top priority was to recognize the rigorous training that most California teachers have already undergone, and to allow credit for that training and experience while fully complying with the federal law.
The new law classifies teachers as either elementary or secondary, and either "new" (receiving a credential or starting an intern program after June 30, 2002) or "not new" to the profession. The HQT requirements differ for each category.
All elementary teachers must:
- Have a bachelor's degree from a regionally accredited institution;
- Hold a valid elementary credential or be entered in an approved intern program to be completed within three years;
- Be able to demonstrate subject matter competence.
Elementary teachers who are new to the profession must pass a subject matter examination approved by the California Commission on Teacher Credentialing (CCTC). Elementary teachers who are not new to the profession may opt to demonstrate subject matter competence by meeting a "high, objective, uniform state standard of evaluation" (HOUSSE), as described below.
All secondary teachers must:
- Have a bachelor's degree from a regionally accredited institution;
- Hold a valid single-subject credential or be entered in an approved intern program to be completed within three years;
- Be able to demonstrate subject matter competence.
Secondary teachers who are new to the profession may demonstrate such competence by passing a subject matter examination approved by the CCTC or completing one or more of the following: a university subject matter program approved by the CCTC; an undergraduate major in the subject; coursework equivalent to an undergraduate major; or National Board Certification in the subject.
Secondary school teachers who are not new to the profession may demonstrate subject matter competence by meeting a "high, objective, uniform state standard of evaluation" (HOUSSE).
Teachers who are not new to the profession have the HOUSSE option for demonstrating competence in California. They may receive credit for experience they have accumulated, coursework and advanced degrees they've undertaken, and professional development and leadership opportunities they've availed themselves of.
Details of the HOUSSE option are still being finalized. While discussion is still under way as to how much credit may be granted for various experiences, teachers who are not new to the profession would be well advised to begin getting their HOUSSE in order and collecting as much evidence as possible in each of the following five areas:
Teacher experience - The qualification process may grant teachers credit for time they have taught. You should be collecting documentation about the number of years you have been assigned to teach core subjects.
Coursework - Proof of subject matter competency may include university coursework already completed. You should be reviewing copies of university transcripts for accuracy and making sure you understand how your course units are reviewed by the California Commission on Teacher Credentialing for the credential(s) you have.
Advanced degrees - ESEA says that advanced degrees or National Board Certification are appropriate proof of teacher competence. You should be collecting all documents and evidence for additional degrees and advanced training. Even if you did not complete National Board Certification, you should document your participation.
Professional development - Proof of subject matter competency may include professional development teachers have taken advantage of. You should be collecting certificates, projects, attendance records, notes regarding salary increments to document the type of professional development you have participated in.
Leadership - Leadership as a mentor teacher, BTSA provider, department chair, workshop presenter, university instructor, etc. may be used as evidence of teacher quality. You should be collecting evidence related to your participation in these types of activities.
Teachers with significant experience in the above areas may be able to avoid some of the more cumbersome qualification options.
CTA will continue to keep its members informed on Highly Qualified Teacher requirements and other ESEA requirements as the regulations are finalized. Updated information can also be found on the CDE website [http://www.cde.ca.gov/nclb/sr/tq/].
