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Preparing Program Completers to Meet HiQ Requirements
Anne Marie Fenton, GaPSC12-1-10
Agenda• About Title II, Part A
• Georgia’s Landscape
• HiQ
•FY11 Guidance
•Scenarios
•Resources
Title II-A Focus: Quality
• Recruit, train, support, and retain highly qualified teachers, paraprofessionals, and principals
• Offer high quality professional learning opportunities
Title II-A Focus: Equity
• Ensure that poor and minority children are not taught by inexperienced, unqualified, or mis-assigned teachers at higher rates than other children.
• Ensure that children in low performing schools in all geographic regions of the state have access to experienced, effective, qualified and appropriately assigned teachers on an equitable basis.
Teacher Quality Goals• ESEA places a major emphasis on teacher quality as a factor
in improving student achievement.
• All teachers, including special education teachers, teaching core academic subjects must be “highly qualified.” to serve as the Teacher of Record with the responsibility for instructing students in core academic subjects;
• Applies to all public K-12 teachers who teach core subjects only.
• For all teachers not currently considered highly qualified, the school district must have in place a remediation plan to be implemented during the school year.
Core Academic Subjects
Core Academic Subject Areas:
Elementary (K-5) and Middle Grades (4-8):Reading, Language Arts, Math, Broad-field Science, Broad-field Social Studies, Foreign Language, Visual Arts, Music, Band, Chorus
Secondary (6-12):English, Reading, Math, Broad-field Science, History, Political Science, Geography, Economics, Foreign Language, Visual Arts, Music, Band, Chorus
“Highly Qualified” New Teachers from Traditional Programs:
• Bachelor’s Degree, AND• Valid PSC Teaching Certificate, AND• Core Academic Major OR 15 semester hours in the subject(s)
for middle grades; 21 semester hours in the subject(s) for secondary; AND
• Appropriate core academic content assessment (GACE)
andandTeachers must be assigned to teach in appropriate subject/content area(s)
“Highly Qualified” New Teachers from Alternative/Non-Traditional Programs or Non-Renewable Non-Professional Certificates:
• Bachelor’s Degree, AND• Valid PSC Teaching Certificate, AND• Core Academic Major OR 15 semester hours in the subject(s)
for middle grades; 21 semester hours in the subject(s) for secondary; OR
• Appropriate core academic content assessment (GACE) (must pass within three years)
andand*Teachers must be assigned to teach in appropriate subject/content area(s) and assume the functions of a classroom teacher for no more than three (3) years
Valid PSC CertificateValid PSC Certificate
and
Core Academic Major OR ConcentrationCore Academic Major OR Concentration
Teachers must be assigned to teach in appropriate subject/content area(s)
“Highly Qualified” Teachers
New Teachers/AltNew Teachers/Alt--NT NT ProgProg..New Teachers/New Teachers/TradTrad. . ProgProg..Appropriate Core Appropriate Core Academic Content Academic Content Assessment (GACE)Assessment (GACE)
Or (must pass within 3 years)
BachelorBachelor’’s Degrees Degree
and
and
Appropriate Core Appropriate Core Academic Content Academic Content Assessment (GACE)Assessment (GACE)
and 3 year limit
Title II, Part ANo Child Left Behind
About Special Education
No Child Left BehindTitle II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals
Special Education General Curriculum:
Educators certified in Special Education General Curriculum are in-field to provide educational services for students with disabilities whose Individualized Education Program (IEP) indicates instruction using the general education curriculum and participation in the general statewide assessment in grades P-12.
No Child Left BehindTitle II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals
Special Education Adapted Curriculum:
Educators certified in Special Education Adapted Curriculum (P-12) are in-field to provide educational services for all students in grades P-12 with disabilities whose Individualized Education Program (IEP) indicates instruction in an adapted curriculum leading to participation in the Georgia alternate assessment.
No Child Left BehindTitle II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals
Consultative Special Education Teacher:
An educator who is providing consultative special education services along with a classroom teacher who is instructing students in core academic content. The term incorporates references such as inclusion, mainstreaming, collaborative or co-teacher.
No Child Left BehindTitle II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals
Special Education Teacher of Record:
An educator in a special education setting who is assigned as the teacher of record with the responsibility for instructing students in core academic subjects.
What Your Candidates Need to Know
Passing one of the following Special Education GACE assessments does NOT make an educator HiQ to serve as the Teacher of Record in a core academic subject area(s) in the special education classroom:
•Special Education General Curriculum (081 & 082);•Special Education Adapted Curriculum (083 & 084);•Special Education Deaf Education (085 & 086)
•The Learning Disabilities Special Education Certificate aligns with the present Special Education General Curriculum Certificate. •The Interrelated Special Education Certificate aligns with the present Special Education General Curriculum Certificate. •Mental Retardation Special Education Certificate aligns with the Special Education General Curriculum Certificate and Special Education Adaptive Curriculum Certificate. •Behavior Disorders certification allows the educator to instructat any level of exceptionality to those students on the GAA (special education adapted curriculum) or regular assessment program (special education general curriculum).
About Certification:
READING:•1) Successfully complete an approved Reading Endorsement program and gain HQT
in the grades of the base certificate. No content assessment is required.2) Pass the GACE Reading Assessment (Tests 117 and 118) and gain HQT in
Reading for P-12, regardless of the grade levels of the base certificate, as long as the educator holds a clear renewable in any teaching field.
3) Pass the GACE Early Childhood Education Assessment (Tests 001 and 002) and gain HQT in Early Childhood Education in grades P-5 in all five concentration areas, which includes Reading.
4) Pass the GACE Middle Grades Reading Assessment (Test 012) and gain HQT in Reading for Middle Grades 4-8. Assuming the educator is certified in Special Education, he/she can pass the GACE Middle Grades Reading Assessment (Test 012) and can add the Special Education Reading Concentration to his/her Special Education certificate.
5) If the educator is certified in Special Education, he/she can pass the GACE Special Education Academic Content Concentrations Assessment (Tests 087 and 088), which adds Reading, Math, Social Studies, Language Arts, and Science as concentrations to his/her Special Education Certificate. The educator will be HQT in all five core subject areas for Grades P-8.
ESOL:ESOL courses in grades P-12 (course prefix “55”) are not
considered core academic subject courses. Teachers who hold ESOL endorsements or ESOL certificates and who teach core academic subjects must meet the same “highly qualified”requirements as all core academic subject teachers. An ESOL teacher in Elementary or Middle Grades needs to be “highly qualified” in the core academic subject area(s) in which the teacher is serving as the teacher of record. Teachers of any secondary (9-12) English Language Arts courses with a “23”prefix must be highly qualified in secondary English.
Gifted:Teachers who hold the gifted in-field endorsement are “highly
qualified” in the teacher’s base field of certification only. Teachers who hold the gifted K-12 certificate must be “highly qualified” to teach assigned core academic content.
Pre-K:“Highly qualified” teacher requirements do not apply to pre-kindergarten teachers, including birth to five and preschool special education teachers.
Highly Qualified Requirements For CHARTER SCHOOLS that Require
Teacher CertificationTeachers must:1. Hold a bachelor’s degree from a GaPSC accepted, accredited institution of higher
education;2. Hold a valid Georgia teaching certificate;3. Have evidence of subject matter competence in the subjects they teach by
a. an academic major OR the equivalent (minimum of 15 semester hours for middle grades; minimum of 21 semester hours for secondary) – Exception:
Option “a” is not applicable to elementary teachers; b. OR* a passing score on the State approved, required content assessment
for the area/subjects they teach (*test must be passed within 3 years);c. OR meet the requirement of a “high objective uniform state standard of
evaluation” (HOUSSE), as adopted by the Georgia Professional StandardsCommission, which is applicable to Veteran teachers who are 1) multi-
subject special education teachers who are the teacher of record for multi-subjects, 2) retired teachers returning to service, and 3) life certificated teachers.
4. Have a teaching assignment that is appropriate for the field(s) listed on the Georgia teaching certificate.
Highly Qualified Requirements for CHARTER SCHOOLS that DO NOT Require Teacher Certification
Teachers must:1. Hold a bachelor’s degree from a GAPSC accepted, accredited institution of higher education;2. Have evidence of subject matter competence in the subjects they teach by:
a. an academic major OR the equivalent (minimum of 21 semester hours for middle grades; minimum of 21 semester hours for secondary) – Exception: Option “a” is not applicable to elementary teachers;
b. OR a passing score on the State-approved, required content assessment for the area/subjects they teach;
c. OR meet the requirement of a “high objective uniform state standard of evaluation”(HOUSSE), as adopted by the Georgia Professional Standards Commission, which is applicable to Veteran teachers who are 1) multi-subject special education teachers who are the teacher of record for multi-subjects, 2) retired teachers returning to service, and 3) life certificated teachers.
3. Have a teaching assignment that is appropriate for the core academic area/subject(s) in which the teacher serves as the teacher of record AND in which the teacher validates their highly qualified status with an appropriate major, or the equivalent of the major, or a passing score on the State approved, required content assessment for the area/subjects they teach, or HOUSSE requirements, which is applicable to Veteran teachers who are 1) multi-subject special education teachers who are the teacher of record for multi-subjects, 2) retired teachers returning to service, and 3) life certificated teachers.
Increasing Marketability: What Your Candidates Need to Know
• Pass the appropriate GACE as soon as appropriate;
• For special education, need to be HiQ in multiple coreacademic subject areas;
• Can add any teaching field to clear renewable certificate, (except ECE/Sp.Ed. – 003 and 004) by taking the GACE;
• Charter School teachers must be HiQ
HiQ IQ
Title II, Part A
Location: Merry Mills Middle SchoolCertification: I, Middle Grades Language Arts, Middle Grades ScienceTeaching Assignment: Eighth Grade Language Arts - three periods; Eighth Grade Reading - two periods.
A: The teacher is highly qualified the three periods he teaches language arts, but the two periods he teaches reading, he is not highly qualified. Reading is a separate certification.
Location: Tri-cities High SchoolCertification: T-5 – Special Education General CurriculumAssignment: Inclusion – Two periods - American History; three periods - Math I.
A: Unless the teacher is serving as the teacher of record in a core academic subject(s), he/she does not have to be highly qualified. If the teacher is serving as the teacher of record in any core academic subject, he/she must be highly qualified in each of these subjects.
Location: Seaside Elementary SchoolCertification: T-5, Special Education General CurriculumP – 12, Early Childhood Education P-5 Teaching Assignment: Resource, Third through Fifth grades - Math and Reading.
A: The teacher is highly qualified because she has certification in all subject areas for P – 5 since she has passed the Early Childhood Education GACE.
Location: Seaside Elementary SchoolCertification: I , Middle Grades Math 4 – 8Teaching Assignment: Fourth Grade Math
A: The teacher is highly qualified. Middle grades certified educators can teach grades 4 through 8 in their content areas.
Location: Tri-cities High SchoolCertification: T-4 – Middle Grades MathAssignment: Math I support for students who are repeating Math I - five periods
A. Math I is a high school course no matter which students are being served. The teacher must have 6 – 12 math certification.
Location: Seaside Elementary SchoolCertification: T-6, Early Childhood P- 5Assignment: First through Fifth Grade - Art
A: No. Early Childhood certified teachers can teach only one segment of art, music, or P.E. daily.
Location: Tri-cities High SchoolCertification: T-4, History 6 – 12Assignment: Economics - one period; American History -two periods
A: The teacher is highly qualified during American History, but not during Economics. He would need to add Economics to his certificate.
Location: Tri-cities High SchoolCertification: Health & Physical Education P – 12Assignment: Five periods – weight lifting
A: Health and physical education are not among the core subject areas. This teacher would not have to be highly qualified. According to Georgia certification rules, however, the teacher must be in-field to teach whatever he is assigned to teach. The teacher’s assignment is consistent with Georgia certification rules because weightlifting is a physical education class.
Location: Tri-cities High SchoolCertification: I - Special Education General Curriculum and Adaptive Curriculum, Social Studies P – 8.Assignment: Resource – all subjects. The students have severe and profound special needs, probably working at the second or third grade level.
A: During life skills instruction, the teacher does not have to be highly qualified, but for the core subject area (reading, math, etc.) instruction time, the teacher is highly qualified only when she is teaching social studies. During reading, math, etc., she is not.
Location: Tri-cities High SchoolCertification: T-5 – Special Education General Curriculum, English P – 12Assignment: Resource Ninth Grade English; Tenth Grade English - American Lit and British Lit . The students are performing at a mixture of levels; all are working toward a traditional diploma.
A:The teacher is highly qualified all day. She is certified to teach students in special education English courses through twelfth grade and serve as the teacher of record for all the courses.
Location: Tri-cities High SchoolCertification: T-4 History 6 – 12Assignment: Four periods – American History; One period – Physical Education
A: The teacher is highly qualified during the four periods of American History. He is not required to be highly qualified for physical education; however, his assignment violates state in-field certification rules. He does not have physical education on his certificate.
Location: Merry Mills Middle SchoolCertification: T-7 – Language Arts 6 – 12Assignment: Seventh Grade Exploratory - Journalism
A: The teacher is highly qualified. According to CAPS, an appropriate certificate for teaching journalism is language arts. Journalism is also a core subject area.
Location: Tri-cities High SchoolCertification: T-4, Music P – 12Assignment: Three periods a day – High School Chorus; Credit Recovery using computer assisted instruction in Math, Science, and English three periods a day
A: The teacher is highly qualified during the three periods of chorus. Because the instruction in Credit Recovery is delivered via computer programs rather than by the teacher, he does not have to be highly qualified during those three periods.
Resources
Title II, Part A
No Child Left BehindTitle II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals
Highly Qualified Teachers
For specific details on highly qualified teacher requirements see the Georgia Implementation Guidelines
The most recent edition may be accessed athttp://www.gapsc.com/EducatorPreparation/NoChildLeftBehind/home.html
Web Site: www.gapsc.com/nclb/home.html
Title IITitle II--AAResourcesResources
Scrolling Message Center
TABS
Helpful Links
No Child Left BehindCAPS
Please refer to CAPS to view appropriate certification for specific courses.
No Child Left BehindTitle II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals
Highly Qualified Teachers
For specific details on highly qualified teacher requirements see the Georgia Implementation Guidelines
The most recent edition may be accessed athttp://www.gapsc.com/EducatorPreparation/NoChildLeftBehind/home.html
ESEA Goals
• Raise the bar for all students. Close the gap• Reward excellence and growth• Increase local flexibility while maintaining
the focus on equity and closing achievement gaps
USDOE, 2010
ESEA Goals • Standards and Assessments• Rigorous and Fair Accountability• Great Teachers and Great Leaders• Meeting the Needs of Diverse Learners• A Complete Education• Student Supports• State and Local Innovation - drive breakthrough inventions
in education or for dramatic and innovative approaches to improving educational outcomes
• Early Learning
USDOE, 2010
Mission:
To build the best prepared, best qualified, and most ethical education workforce in the nation.
Questions?
University Officials’ Drive-In Conference12-1-10
THANK YOU FOR YOUR PARTICIPATION!
