state licensure vs federal highly qualified teachers

State LicensureState Licensurevsvs

Federal Highly QualifiedFederal Highly Qualified TeachersTeachers

State LicensureState Licensurevsvs

Federal Highly QualifiedFederal Highly Qualified TeachersTeachers

State Licensure vs Federal HQ 2

State Licensure• Educators must hold the appropriate

license for the area they are teaching.– Teachers need to be appropriately licensed

in order to be legally employable. Teachers can teach out of their field for up to 20% of their time without their employment being affected.

– In summary : You must have THE appropriate license for the subject matter you are teaching (in more than 80% of your time).

THIS IS CURRENTLY IN AFFECTTHIS IS CURRENTLY IN AFFECT.


Federal Highly Qualified Teachers

• NCLB requires all teachers of the core academic subjects to be highly qualified by the end of the 2005-2006 school year.

• (Title I teachers hired after January 2002 need to be highly qualified upon being hired).


Highly Qualified Demystified

• NCLB requires the Highly Qualified designation to be made at the school/district level…NOTNOT at the state level.

• Principals should attest, in writing, to the HQ status of the teachers within their schools.



• School District Central Admin. and School Principals should work together to :– Inform teachers of the requirements– Make the HQ determination for their teachers– Inform teachers of their current status with regard to

HQ and HELP those that still need to meet the requirements

– Assist teachers in understanding the differences between the FEDERAL HQ requirements and the STATE Licensure requirements…



• Who must meet the HQ Requirements?– HQ applies to all core academic teachers

employed by the school district, regardless of funding source.

• (e.g. : English, Reading/Language Arts, Math, Science, Foreign Language, Civics/Govt, Economics, Arts, History, Geography)



• In order to be considered “highly qualified,” teachers of the core academic subjects must :– Possess a Bachelor’s Degree– Possess a Massachusetts teaching license

• At any level : Preliminary, Initial, Professional)

– DEMONSTRATE SUBJECT MATTER COMPETENCY in each of the core academic subjects that the teacher is teaching

The first two requirements are the “easy ones.”

How about “Demonstrate Subject Matter Competency?”


Options for Demonstrating Subject

Matter Competency• ELEMENTARY SCHOOL TEACHERS

• Passing MTEL Elementary Subject Matter Test or

• Completion of the HOUSSE requirements

• MIDDLE SCHOOL/SECONDARY SCHOOL TEACHERS• Passing MTEL appropriate Subject Matter Test or• Completion of an appropriate:

– Academic Major (e.g. Math degree) within their Bachelor’s degree or

– Graduate Degree in the appropriate subject matter or– Coursework equivalent to an undergraduate academic

major…..or– National Board Certified Teacher with appropriate credentials

within the appropriate subject matter.

or

• Completion of the Massachusetts H.O.U.S.S.E. requirements


HIGH OBJECTIVE UNIFORM STATE STANDARD OF

EVALUATION (H.O.U.S.S.E.)

• NCLB provides educators with an additional option to demonstrate subject matter competency.– In Massachusetts, HOUSSE allows educators to

obtain Professional Development Points (PDPs) for the purposes of meeting the NCLB highly qualified subject matter competency requirements.

– A teacher at any level of certification can use the HOUSSE option to meet the highly qualified requirements.


H.O.U.S.S.E. Requirements

• HOUSSE must contain 120 PDPs in total• 80% of 120 PDPs (96) must focus on the

content or pedagogy related to the core academic subject(s) that the teacher teaches.

• Teachers can be CONSIDERED HIGHLY QUALIFIED* once at least 50% of the 96 content/content pedagogy PDPs are completed!!

*(Implicit expectations is that the content PDPs (96) will be completed by the end of the 2005-2006 school year).



Generalist vs Non-Generalist

• Generalist teachers licensed in a specific area , but teaching more than one core academic subject (e.g. Elementary, Middle School Generalist, ESL, and Special Educ. Teachers)– Must distribute 80% of the 120 PDPs across the

core academic subjects they teach (math, science, English, etc.)

– Distribution should ensure that a teacher has at least 10 PDPs in each of the core academic subjects.



Generalist vs Non-Generalist• To meet H.O.U.S.S.E. requirements, Generalist

teachers will have to CREATE a supplemental “log” that documents how they are meeting their H.O.U.S.S.E. requirements.– “Log” will allow teachers to draw PDPs from

multiple rounds of certification dating back to 1999 through the end of 2006 to meet H.O.U.S.S.E. requirements !!!



Generalist vs Non-Generalist• Non-Generalist teachers licensed to teach a core

academic subject(s) and who are teaching those subjects.– These non-generalist teachers would need to

complete the 96 content PDPs in the core subject that they teach.

– They would ADD an additional 30 PDPs for the other subjects that they teach-somewhat as they would for recertification.


TAh- Tah !!!!

Now wasn’t that easy ?

Presentation given by : Gus D. Martinson Asst. Principal-MHS

state licensure vs federal highly qualified teachers

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