Will Congress compound its error on ‘highly qualified’ teachers?

Back in late 2010, Congress approved legislation that defined “highly qualified teachers” as including students still in teacher training programs. Now, instead of admitting that the definition doesn’t make much sense, Congress is on the road to passing new legislation to keep that definition on the books (even though a federal appellate court has ruled that it violates the No Child Left Behind law).

This week, and possibly as early as today, a Senate subcommittee is taking up an amendment to the Elementary and Secondary Education Act — known in its current form as No Child Left Behind — that deals with this issue.

Under NCLB, all children are supposed to have highly qualified teachers. School districts are supposed to let parents know which teachers are not highly qualified, and they are supposed to be equitably distributed in schools. But they aren’t.

In fact, teachers still in training programs are disproportionately concentrated in schools serving low-income students and students of color, the very children who need the very best the teaching profession has to offer. And the inequitable distribution of these teachers has a disproportionate impact on students with disabilities.

Read more of Valerie Strauss' Washington Post article HERE.

Highly Qualified Teacher in Special Education

By Dennise Goldberg from Special Education Advisor Blog

The Individuals with Disabilities Education Act (IDEA) of 2004 added a qualification requirement for special education teachers to be “highly qualified” to align with The Elementary and Secondary Education Act, also known as No Child Left Behind. Every Parent should understand what it means to be “highly qualified” and has the right to request the qualifications of any of your child’s Teachers.

Based on the U.S. Department of Education Fact Sheet on Highly Qualified Teachers under the Know Child Left Behind Act:

• Highly Qualified Teachers: To be deemed highly qualified, teachers must have: 1) a bachelor’s degree, 2) full state certification or licensure, and 3) prove that they know each subject they teach.

• State Requirements: NCLB requires states to 1) measure the extent to which all students have highly qualified teachers, particularly minority and disadvantaged students, 2) adopt goals and plans to ensure all teachers are highly qualified and, 3) publicly report plans and progress in meeting teacher quality goals.

• Demonstration of Competency: Teachers (in middle and high school) must prove that they know the subject they teach with: 1) a major in the subject they teach, 2) credits equivalent to a major in the subject, 3) passage of a state-developed test, 4) HOUSSE (for current teachers only, see below), 5) an advanced certification from the state, or 6) a graduate degree.

• High, Objective, Uniform State Standard of Evaluation (HOUSSE): NCLB allows states to develop an additional way for current teachers to demonstrate subject-matter competency and meet highly qualified teacher requirements. Proof may consist of a combination of teaching experience, professional development, and knowledge in the subject garnered over time in the profession.

IDEA defines highly qualified to mean:

(A) In General. For any special education teacher, the term ‘highly qualified’ has the meaning given the term in Section 9101 of the Elementary and Secondary Education Act of 1965, except that such term also-

(i) includes the requirements described in subparagraph (B); and

(ii) includes the option for teachers to meet the requirements of Section 9101 of such Act by meeting the requirements of subparagraph (C) or (D).

Read complete article HERE.