Students in Susan Lee's special day class are studying probability and predictability. As they roll multi-colored dice, the students, whose disabilities are moderate, try to predict which combinations of red, blue and yellow will turn up - and how many rolls it will take. When someone's prediction proves accurate, the student yells, "Bingo."
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Susan Lee in Palo Alto watches as Tatianna Divinity Smith rolls colored dice to predict the probability of inheriting particular traits. With 18 years of experience, Lee feels she is qualified to provide challenging curriculum for special education students even though she's not certified in science and math. |
When it comes to the odds of their teacher being classified as "highly qualified" under the No Child Left Behind (NCLB) act, Lee isn't sure whether she will be yelling "Bingo" or screaming bloody murder.
To determine whether she will be considered NCLB compliant, Lee has agreed to walk through the High, Objective, Uniform State Standard of Evaluation (HOUSSE) procedure with the
California Educator
. The draft guidelines have been approved by the California Department of Education, and the federal government is expected to consider them soon.
A member of the Palo Alto Educators Association, Lee has been teaching for 18 years, the last six of them at Palo Alto High School. She received her special education credential and her master's degree in special education from California State University at Chico. She also earned a credential to teach kindergarten through ninth grade in Michigan.
"I'm concerned because under NCLB, we have to be certified in the area that we are teaching, and I'm not certified in math and science," says Lee. "But I feel I am highly qualified to teach the students I work with. I am able to give them curriculum that is challenging enough and also suitable for their special needs. I also have different strategies for teaching different types of students with disabilities."
These are the steps she follows on her HOUSSE tour.
Step 1: Open the California Department of Education website [http://www.cde.ca.gov/].
Step 2: Click on "No Child Left Behind."
Step 3: Click on "Improving Teacher Quality."
Step 4: Download or print out the "Draft NCLB Teacher Requirements Resource Guide."
Step 5: Do not panic at all the jargon and complex explanations. Proceed to Form 1, the "Certificate of Compliance," on page 14.
Step 6: Under "Current Core Academic Assignment," Lee fills in "Science." (She will have to repeat the entire procedure for her other core subject area, math.) Lee affirms that she has a bachelor's degree and a California Credential.
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Colored dice to predict the probability of inheriting particular traits. |
Step 7: Since Lee is "not new" to teaching, she can demonstrate competence in each core subject area by completing Form 2, "California HOUSSE - Part 1," on page 15. She must accumulate 100 points.
Step 8: Get up to 50 points for years spent teaching in core subject areas (10 points per school year, five years maximum).
"I'm halfway there," says Lee, happily.
Step 9: Under "Core Academic Coursework" for either elementary or middle/high school, give yourself points for all the college courses you took that apply. (Transcripts will be required.)
Lee is already up to 80 points.
Step 10: Under "Standards Aligned Professional Development in Assigned Area," give yourself points for all applicable professional development taken within the last six years. (Certificate of completion or participation will be required.)
Lee adds 10 points for professional development.
Step 11: Under "Leadership and Service to the Profession in Assigned Area," give yourself points for work you did as a mentor, curriculum coach, supervising teacher, BTSA instructor, department chair, etc., within the last six years. You can also get points for taking a leadership role within CTA.
Lee adds 10 points for her work as an academic coach and for serving on CTA's Special and Alternative Education Committee.
Step 12: If you don't yet have 100 points, go to Form 3, "California HOUSSE - Part 2," on page 16 and give yourself additional points for direct observation, portfolio or lesson plan assessment. Direct observation may be from the routine Stull evaluation.
"I think I have enough points," says Lee. "I have to find the paperwork, but I have at least 50 points for years taught, 30 points for coursework, 10 points for professional development and at least 10 points for leadership roles. And even if those weren't enough, I would get points from classroom observation and portfolio assessment. I feel so relieved that I won't have to take a test."
Or, as her students put it: "Bingo."
