NCLB recognizes that many teachers who have experience may already have the qualifications necessary to be deemed highly qualified. Therefore the law allows states to create a High, Objective, Uniform State Standard of Evaluation (HOUSSE).
The HOUSSE system is designed by each state. It can take into account teachers' experience, their participation in professional development, their leadership/service activities related to the academic subjects, or state evaluations of their performance. SREB states are adopting one of three approaches to the HOUSSE option:
- Professional development — The teacher must complete a specific number of state-approved "continuing learning units" (CLUs).
- Performance evaluation — The state's existing evaluation system typically is used, but some states are making modifications to fit the federal requirements. Most systems observe the teacher in the classroom; some include measures of student achievement.
- Point system/portfolio — The teacher submits documentation that is reviewed by a trained evaluator or administrator. The teacher earns a specific number of points for meeting criteria in several categories. Many SREB states are using point systems that allow teachers to count a combination of years of successful classroom experience, participation in high-quality professional development, service on curriculum development teams, service as a mentor teacher, and other activities that are specifically related to knowledge in an academic area.
Many experienced teachers will find that they already have demonstrated competency in the subjects they teach. Others may only need to take minimal steps to meet the requirements.
US Department of Education Update: Highly Qualified Teachers: Revised Title II Part A Non-Regulatory Guidance (October 5, 2006)
Acknowledgements:
Link to SREB for State Specific Information
SREB State Information on Highly Qualified Teacher Requirements
Comments | Enable High Contrast
