Becoming a Highly Qualified Teacher

A major objective of No Child Left Behind is to ensure that high-quality teachers are available for all students, regardless of race, ethnicity, or income, because a well-prepared teacher is vitally important to a child's education. Research demonstrates a clear connection between student academic achievement and teacher quality, yet studies also show that many classrooms and schools, particularly those with economically disadvantaged students, have a disproportionate number of teachers who teach out-of-field or are not "highly qualified."

A major aspect of the legislation that directly impacts teachers is the call for every "core academic class" to be taught by a highly qualified teacher. "Core academic classes" are English, reading or language arts, math, science, history, civics and government, geography, economics, the arts, and foreign languages. This means that teachers, including Special Education (Program for Exceptional Children) and ESL teachers, must be highly qualified if they teach any of these subjects to their students.

"Highly qualified" is a specific term defined by NCLB. The law outlines the following minimum requirements that teachers of core academic classes must meet in order achieve highly qualified status:

1. hold a bachelor's degree,
2. achieve full state certification, and
3. demonstrate competency for each core academic content area they teach.

Recognizing the importance of state and local control of education, the law provides the flexibility for each state to develop a definition of highly qualified that is consistent with both NCLB as well as the unique needs of each state.

The first requirement, earning a bachelor's degree or higher, is straightforward, and will not vary among states or districts. The second requirement, however, is flexible, because states have the freedom to define certification as they see fit. States can use this opportunity to streamline their certification requirements to the essential elements. They can also create alternative routes to certification.

Regarding the third requirement, the need to demonstrate competence in the subjects the teacher teaches, states are provided with significant flexibility to design ways to do this, especially for core academic teachers with experience. There are also requirements within the law to consider the differences between elementary, middle and high school teachers as well as between newly hired teachers and those with experience.

Because states have the flexibility to determine how they will define certification and measure content area competency, the options for achieving highly qualified status will vary from state to state. In fact, earning "highly qualified" status is a highly complex and individualized process that differs from person to person, depending on his or her unique background, including education, job experience, and the different state requirements he/she met for certification and licensure. However, it is important to note that not every teacher who holds a valid state certificate/license can be considered highly qualified, and not all highly qualified teachers necessarily meet state certification/licensure requirements.

Flexibility for Rural Teachers

Approximately one-third-or almost 5,000-of all school districts in the United States are considered rural. Often, the teachers in these areas are required to teach more than one academic subject. Therefore, multi-subject teachers in these areas have been given additional time to prove that they are highly qualified. Newly-hired teachers have an additional three years from the date of hire to become highly qualified in additional subjects taught. These teachers must also be provided professional development, intense supervision, or structured mentoring to become highly qualified in those additional subjects.

Science Teachers

Science teachers, like rural teachers, are often needed to teach in more than one field of science. Some states allow such science teachers to be certified under a general science certification, while others require a subject-specific certification (such as physics, biology or chemistry). States may determine-based on their current certification requirements-to allow science teachers to demonstrate that they are highly qualified either in "broad field" science or individual fields of science (such as physics, biology or chemistry).

US Department of Education Update: Highly Qualified Teachers: Revised Title II Part A Non-Regulatory Guidance (October 5, 2006)

Acknowledgements:

• U.S. Department of Education Retrieved December 28, 2006

Link to SREB for State Specific Information

SREB State Information on Highly Qualified Teacher Requirements