Transcript 2009-2010 SURVEY RESULTS OF THE HIGHLY QUALIFIED TEACHER INITIATIVE September 1, 2010 Willa Spicer, Assistant Commissioner Cathy Pine, Director Carol Albritton, Teacher Quality Coordinator Office of Professional Standards,

2009-2010 SURVEY RESULTS
OF THE HIGHLY
QUALIFIED TEACHER
INITIATIVE
September 1, 2010
Willa Spicer, Assistant Commissioner
Cathy Pine, Director
Carol Albritton, Teacher Quality Coordinator
Office of Professional Standards, Licensing and Higher Education Collaboration
1
No Child Left Behind Act – 2001
The Highly Qualified Teacher
To satisfy the federal definition of Highly Qualified, teachers
must:
 Have a Bachelor’s degree;
 Have valid state certification for which no requirements
have been waived (i.e., no emergency certificates); and
 Demonstrate content expertise in the core academic
subject(s) they teach through federal criteria specified in
NCLB
Note: HOUSE Matrix use ended for general education teachers on
June 30, 2007 and for special education teachers on June 30, 2010.
HOUSE Matrix may be used by foreign teachers on short-term
assignments.
2
2009-2010 Highly Qualified Progress Report
Fall 2009 Certificated Staff Report



99.8% of NJ teachers are highly qualified in the
subjects they teach. The state has made significant
progress toward ensuring that all teachers are highly
qualified in the content they teach.
The gap between the number of classes taught by
highly qualified teachers (HQT) in high poverty and
low poverty schools has narrowed from 10% in
2004-2005 to 0.3% in 2009-2010.
Special education classes reflect the lowest
percentage of highly qualified teachers.
3
A Longitudinal Look
Classes taught by
highly qualified
teachers (percent)
Classes taught by
highly qualified
teachers (percent)
Classes taught by
highly qualified
teachers (percent)
2007
2008
2009
All Classes
98.7
99.7
99.9
High
Poverty
96.8
99.1
99.7
Low
Poverty
99.5
99.9
100.0
Gap
2.7
0.8
0.3
4
2009-2010 Highly Qualified Teacher Survey
% Teachers Highly Qualified for
All Subjects Taught
Elementary
Schools
High
Schools
Number of
%
Number of
%
Teachers
HQ
Teachers
HQ
All
Schools
58,988
99.9
25,654
99.7
High
Poverty
Schools
16,022
99.7
5,288
99.1
Low
Poverty
Schools
13,955
100.0
7,006
100.0
5
State Equity Plan—Strategies
to Increase % of HQT and Ensure Equity

Require assurances in the District HQT Plan that poor and
minority students are not taught by inexperienced, unqualified
or out-of-field teachers at higher rates than other students;

Recruit candidates to teach in high needs districts through
urban programs in teacher preparation colleges and summer
academies for interested high school students;

Increase the emphasis on the training of mentors for new
teachers;

Provide school-based, collaborative professional learning to
collectively improve practice; and

Collect and analyze data on schools’ working conditions to
inform teacher quality policy and practices.
6
District HQT Improvement Plan
Those districts that failed to achieve 100% of classes
taught by highly qualified teachers for two
consecutive years must submit the online HQT
Improvement Plan.
Plan Components

Report timeline and method for teachers who are not
yet highly qualified (HQ) in the core academic content
area(s) they teach to attain HQ status.

Describe the barriers that have prevented the district
from reaching the goal of 100% of core academic
classes taught by highly qualified teachers.
7
District HQT Improvement Plan

Describe the strategies employed to recruit and retain
highly qualified teachers.

Report where in the district poor or minority students
are being taught in greater numbers than other
students by teachers not highly qualified in their
teaching assignment or by less experienced teachers.

Describe the steps being taken to ensure an equitable
distribution of highly qualified and experienced
teachers across all schools and grades.
8
HQT Agreement for Districts in
Need of Improvement (DINIs)
Those districts that failed AYP for 3 consecutive
years and did not meet the NCLB goal of 100%
highly qualified teachers for 3 consecutive years
must enter into an agreement with the State
Department of Education on the use of Title IIA
professional development funds.
9
HQT Agreement for Districts in
Need of Improvement (DINIs)
NJDOE and district administrators collaborate to craft the
agreement. Department staff (across divisions) work with
district administration on an ongoing basis to monitor
implementation of the agreement and provide assistance and
resources.
Terms of Agreement
A. The school district shall reallocate Title IIA funds
directly to the schools that do not have 100% of classes
taught by highly qualified teachers to be used for
professional development or college coursework
designed to reach the goal of 100% of classes taught by
highly qualified teachers and to enable teachers to be
successful in the classroom.
10
HQT Agreement for Districts in
Need of Improvement (DINIs)
B. The district is required to increase high-quality
professional development for teachers and must
describe strategies they plan to use in targeted
schools.
C. All schools in the district shall conduct a NJDOEdeveloped school climate survey as a pre- and postassessment of school culture to inform decisions on
school improvement.
D. The district shall not use any funds received under
Title IA to hire a paraprofessional.
11
Federal Monitoring of New Jersey
January 2010
The U. S. Department of Education conducted a
monitoring visit of New Jersey’s Title IIA program on
January 26-27, 2010. The visit included:





Meetings with NJDOE staff across divisions supporting
and monitoring the Title IIA and Highly Qualified
programs;
Examination of documentation provided by the Office of
Professional Standards, Licensing and Higher Education
Collaboration and the Office of Academic Standards;
Interviews with grantees in colleges providing professional
development support to high need districts;
On-site visit to an urban school district; and
Telephone conferences with two school districts.
12
Federal Monitoring of New Jersey
January 2010
Findings
1. In past years, the State has not required each LEA that
has failed to meet annual measurable objectives for HQT
for two consecutive years to have an improvement plan
in place. The SEA recently has begun issuing new
guidance and implementing technical assistance and
procedures to carry out this requirement. The new
procedures will bring the State into compliance during
the current year. No further action is required.
13
Federal Monitoring of New Jersey
January 2010
2. In past years, the State has not required each LEA
that has not met its annual measurable objectives for
HQT for three consecutive years and that has also
failed to make AYP for three years to enter into an
agreement on the use of Title II, Part A funds. The
SEA has recently begun implementing procedures to
carry out this requirement. The new procedures will
bring the State into compliance during the current
year. No further action is required.
14
Federal Monitoring of New Jersey
January 2010
Commendation
The State is commended for its cohesive and
thoughtful leveraging, integrating and
coordinating professional development funds
and resources to maximize its reach and impact
on teachers and, ultimately, on student
achievement.
15
New Jersey’s HQT Plan
In 2010, the NJ Highly Qualified Teacher State
Plan was revised and submitted to the U. S.
Department of Education.
The plan will be updated annually to reflect the
department’s augmented efforts to support
our goals for achieving highly qualified and
effective teachers in all classrooms.
16