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50-State HOUSSE Report (Secondary)
Alabama : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
Secondary HOUSSE Text

Alabama Highly Qualified Teacher Application
HOUSSE Portfolio Option

The following teachers are eligible to use the HOUSSE portfolio option:
  • "NOT NEW" general education, elementary teacher
  • "NOT NEW" general education, middle/secondary teacher
  • "NOT NEW" special education, elementary teacher
  • "NOT NEW" special education, middle/secondary teacher
  • "NOT NEW" special education, teacher of Alternate Achievement Standards, only
OR
  • "NEW" special education, middle/secondary teacher who teaches multiple core academic subjects exclusively to students with disabilities, and is highly qualified in:
    • English language arts,
    • mathematics, OR
    • science.

Teacher applicants must hold at least a valid Class B Professional Educator Certificate, Alternative Baccalaureate-Level Certificate (ABC), Special Alternative Certificate, or Preliminary Certificate.

HOUSSE Portfolio Criteria Details

Teachers who earn 100 points for the portfolio option meet the federal "highly qualified teacher" requirement.

  • College Coursework in Content Area

    To be eligible to use the HOUSSE portfolio option, a general education or special education elementary (Grades K-6) teacher must have completed a minimum of 6 semester hours in each of the four content areas: English language arts (including reading), mathematics, science, and social science. A general education or special education middle/secondary (Grades 7-12) teacher must have at least 18 semester hours in the content area for which the teacher is certified and seeking highly qualified teacher status. Prerequisite hours can be counted in the total points for this category.

    • Measure: Semester hours-40 hours' maximum
    • Point Value: 1 point for each semester hour
    • Total Points: 40 points maximum

  • College Coursework in Professional Studies Related to Content Area

    Professional studies courses include the following: methods of teaching in the content area, learning styles, differentiating instruction for sub- groups of students, understanding the nature and needs of learners, classroom management, assessment/evaluation, reading, and educational/instructional technology. (General professional courses that are required of all students in teacher preparation programs, e.g., Foundations/Philosophy of Education, Directed Teaching/Internship/Practicum, Curriculum Design/Implementation., May not be counted.)

    • Measure: Semester hours-35 hours' maximum
    • Point Value: 1 point for each semester hour
    • Total Points: 35 points maximum

  • Professional Development Related to Content Area

    Professional development activities must meet the federal definition and criteria of high-quality professional development and Alabama's standards for high-quality professional development. These include professional development activities related directly to teaching in the content area for which the teacher is applying, that the teacher has taken within the last 10 years.

    • Measure: Number of activities-12 activities' maximum
    • Point Value: 3 points for each activity
    • Total Points: 36 points maximum

  • Professional Activities Related to Content Area

    Professional activities must relate directly to the content area for which the teacher is certified and seeking highly qualified teacher status and must provide clear evidence of exemplary knowledge and teaching skills in the content area.

    • Measure: Number of activities-5 activities' maximum
    • Point Value: 4 points for each activity
    • Total Points: 20 points maximum

  • Years of Public School Teaching Experience in the Content Area

    Includes the number of years of public school experience that a teacher will have taught in the content area in a public school as a fully certificated/licensed teacher by the end of the current school year. Service of one semester or more in a given year can be counted as one full year.

    Short-term or long-term substitute teaching, student teaching, teaching under an emergency certificate, teaching without a valid certificate, working as a teacher aide or paraprofessional, teaching summer school, and service of less than one semester during a given year may not be counted.

    Documentation of teaching experience must clearly state the subject/content area taught during each year or span of years. Only those years of teaching in the content area for which the teacher is seeking highly qualified status through this application may be counted. A Supplement EXP, the official state form for reporting experience, or a comparable document must be used as documentation. (Keep in mind that "Special Education" is not a core academic subject or content area.)

    • Measure: Years of public school experience in content area
    • Point Value: 2 points / yr. for each yr. within the past 10. 1 point for each yr. prior to the past 10.
    • Total Points: 30 points maximum

  • Recognition in Content Area

    Recognitions must be directly related to the content area for which the teacher is certified and seeking highly qualified teacher status and must provide clear evidence of exemplary knowledge and teaching expertise in the content area. All recognitions must be from the state, regional, or national level.

    • Measure: Number of recognitions 2 recognitions maximum
    • Point Value: 2 points for each recognition
    • Total Points: 4 points maximum

Source: Alabama Department of Education; High Objective Uniform State Standard of Evaluation (HOUSSE)-Revised

Secondary HOUSSE Evaluation Process

HOUSSE Portfolio Option

The portfolio option allows "not new" teachers to submit evidence in multiple categories to demonstrate core academic subject knowledge and teaching skills in the subject(s) and grade level(s) for which the teacher is certified and seeking highly qualified teacher status. The option is applicable to both general education and special education teachers and may be streamlined for teachers of multiple subjects. To be deemed highly qualified based on the HOUSSE portfolio, a teacher must earn a minimum of 100 points in a combination of three or more of the following categories:

  • College Coursework in Content Area - A maximum of 40 points may be earned in this category. All courses must be verified from official transcripts from regionally accredited institutions of higher education. To be eligible for the HOUSSE portfolio option, a "not new" elementary or middle/secondary general education teacher, or a "new" middle/secondary special education teacher who is HOUSSE-eligible in accordance with IDEA 2004, Section 602(10)(d)(iii), must meet minimum content coursework prerequisites:
    1. An elementary, Grades K-6, teacher must have earned a minimum of 6 semester hours in each of the four major core academic subjects: English language arts (including reading), mathematics, science, and social science.
    2. A middle/secondary, Grades 7-12, teacher must have earned at least 18 semester hours in the content area for which the teacher is certified and is seeking highly qualified teacher status.
  • College Coursework in Professional Studies Related to Content Area - A maximum of 35 points may be earned in this category. All courses must be verified from official transcripts from regionally accredited institutions of higher education. Professional studies include education courses in methods of teaching in the assigned subject/grade level, learning theory, learning styles, the nature and needs of learners, differentiating instruction for diverse student populations, assessment and evaluation, classroom management, reading, and instructional/educational technology.
  • Professional Development Related to Content Area - A maximum of 36 points may be earned in this category. All activities for which points are earned must meet the NCLB and state definitions of high-quality professional development related to the subject taught and/or teaching skills related to teaching that subject. (See Appendix B.) Activities in which the teacher participated during the past 10 years may be counted.
  • Professional Activities Related to Content Area - A maximum of 20 points may be earned in this category. Activities for which points are earned must demonstrate clear evidence of subject knowledge and teaching skills in the subject/grade level for which the teacher is seeking highly qualified status.
  • Years of Public School Experience in Content Area - A maximum of 30 points may be earned in this category. Two points may be counted for each year within the past ten years for teaching in the subject/grade level for which the teacher is certified and seeking highly qualified status; one point may be counted for each year prior to the past ten years.
  • Recognitions in Content Area - A maximum of 4 points may be earned in this category. Recognitions for which points are earned must be at the state, regional, national, or international level and must provide clear evidence of the teacher's subject knowledge and/or related teaching skills in the subject for which the teacher is certified and is seeking highly qualified status.

Source: Alabama Department of Education; High Objective Uniform State Standard of Evaluation (HOUSSE)-Revised

Secondary HOUSSE Type
  • Portfolio
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Professional development in content area
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • Alaska : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text A high school or middle school teacher who was employed as a teacher before July 1, 2002, will be considered highly qualified in a core academic subject under 4 AAC 04.210 if the district that employs the teacher determines, on a form prepared by the department, that the teacher qualifies to receive 100 points on the following measures:

    1. Five points per year of teaching the subject, up to a maximum of 50 points;
    2. 10 points for holding an endorsement in the subject under 4 AAC 12.060;
    3. 10 points for having a posted minor in the subject from a regionally accredited institution of higher education;
    4. 10 points for completion of a graduate degree from a regionally accredited institution of higher education;
    5. Three points pet semester credit hour or equivalent, earned
      • After completion of an approved teacher education program;
      • In a subject that relates to teaching the subject for which the teacher seeks designation as highly qualified; and
      • From regionally accredited institutions of higher education;
    6. Five points for having passed the former National Teachers Examination in the subject when that examination was still administered;
    7. Five points for each documented participation in a qualified professional development activity related to the subject, whether as an instructor, presenter, or participant;
    8. Five points for each documented qualified service activity in the subject;
    9. Five points for each documented qualified award, grant, presentation, or publication related to the subject;
    10. Five points for fluency in a language other than English.
    Teacher in-service training activities for which points may be received may account for no more than 10 points under (a) or (b) of this section. To be considered a qualified professional development activity, a teacher in-service training activity must have:
    1. Been for more than one day;
    2. Provided information or skills related to classroom instruction;
    3. Been taught by a person who held credentials to instruct the professional development;
    4. Required the teacher to study or participate outside the time set aside for the in-service training activity; and
    5. Resulted in a certificate or other documentation that certified that the participant had obtained significant professional development.

    In tabulating points, a course, service, activity, presentation, award, publication, grant, teacher in-service training activity, or other event may not be counted more than once for a content area.

    Definitions:

    "Qualified award or grant" means an award or grant that is widely recognized by professional educators in the state as an acknowledgement of a teacher's high achievement, and that is given by an organization to the teacher, or the teacher's school on behalf of the teacher or for use by the teacher in the teacher's classroom; "qualified award or grant" includes

    • Being a state finalist for or recipient of the National Science Foundation's Presidential Award for Excellence in Mathematics and Science Teaching;
    • Being a finalist for or recipient of the State Teacher of the Year award administered by the Council of Chief State School Officers;
    • Receiving the district teacher of the year award;
    • Receiving or being a nominee for the British Petroleum Teacher of Excellence award; and
    • Receiving the Milken Family Foundation National Educator award.

    "Qualified presentation" means a presentation of at least 30 minutes duration about educational issues to a public or private organization;

    "Qualified professional development activity" means an event, sponsored by a government agency or a recognized professional organization, that was held to improve the quality of teaching and education; "qualified professional development activity" includes

    • Aervice on a committee that developed, selected, or evaluated content or performance standards or a curriculum;
    • Service on a committee that aligned local content or performance standards with state standards;
    • Service on a committee that developed, validated, or evaluated content or performance assessments;
    • Attendance at a regional, state, or national professional educator conference, seminar, or workshop; and
    • Completion of the requirements for certification from the National Board for Professional Teaching Standards, even if certification was not awarded.

    "Qualified publication" means writing an academic article or book of more than 700 words that is published for distribution outside the district for which the teacher works; "qualified publication" does not include a letter to the editor or opinion piece; "qualified publication" includes

    • An article published in a regional, state, or national journal; and
    • A contribution to or writing of a published textbook;

    "Qualified service activity" means a service provided to other educators in a leadership or mentor capacity; "qualified service activity" includes service as

    • A department chair or team leader;
    • A mentor teacher or the cooperating teacher for a student teacher;
    • An officer or director of a regional, state, or national professional content organization;
    • An instructor at an institute of higher education; or
    • A fellow in the Alaska Science Consortium, Alaska Math Consortium, Alaska Geographic Alliance, or Alaska State Writing Consortium.

    Source: Alaska Administrative Code; 4AAC 04.212

    Secondary HOUSSE Evaluation Process The state has developed the components of the HOUSSE, but each district determines how it will implement the evaluation of the HOUSSE.

    Source: Alaska Department of Education and Early Development; HOUSSE Q&A

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Graduate degree
  • Endorsement(s)
  • Teacher Examination
  • Fluency in languages other than English
  • Secondary HOUSSE Status
  • Final

  • Arizona : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text

    Arizona’s High, Objective, Uniform, State Standard of Evaluation AZ HOUSSE Rubric for Visual Arts, Music, Middle, Junior High and High School Teachers Approved by the Arizona State Board of Education, August 29, 2006 10/12/06 Core Content Area: _________________________________________

    Years of Teaching Experience in the Core Academic Subject Area

    College Coursework in the Core Academic Subject Area

    Please complete a separate rubric for each core academic

    Professional Development and Activities in the Core Academic Subject Area (Completed in last 10 years)

    Service related to the Core Academic Subject Area

    Awards, Presentations, Publications related to the Core Academic Subject Area



    • Middle and High School teaching
    Includes depart- mentalized experience in the core academic subject area
    • Visual Arts and Music teachers may count K-12 experience in these core areas

    Middle & High School:

    • Coursework in the core academic subject areas as identified by the NCLB Act of 2001:
    •English/Language Arts/Reading
    • Mathematics
    • Economics
    • Science (including Biology, Chemistry, Earth Science, and Physics – a separate rubric should be completed for the various sciences)
    • Civics and Government
    • History
    • Geography
    • Foreign Languages
    • The Arts (Visual and Music)
    • Social Studies (middle/junior high school only – course- work in Economics, History, Civics and Government, and Geography)
    • Methods course related to the core academic area (3 credit hours only)
    • Middle/High School Curriculum foundations (3 credit hours only)

    • Participated in district approved professional development activities in core academic subject area
    • Participated in regional, state or national professional conferences/ seminars/workshops
    • Completed all assessments for National Board Certification (20 points)
    • Served on a committee that developed, selected or evaluated academic standards and/or curriculum
    • Served on a committee that developed, selected or evaluated professional teaching standards
    • Served on a committee that aligned local academic standards with state standards
    • Served on a committee that developed, validated or evaluated academic assessments

    • Chair/team leader
    • Mentor teacher
    •Cooperating teacher for student teacher
    • Leadership position in a regional, state, or national professional organization
    • Instructor at an Institute of Higher Ed. in course related to the core academic subject area
    •Presentations at the school/district level in areas related to the core academic subject area

    • Recipient of a State or National Award
    • Presentations at regional, state or national professional organization meetings
    • Article in regional, state or National journal

    10 points per year

    Maximum = 50 pts

    4 points per credit hour

    5 points per documented activity

    5 points per year per documented service

    Maximum = 30 pts

    5 points per documented activity


    Maximum = 30 pts

    # Years:

    # Sem/Cr. Hrs., and/or Degree Area:

    # Activities:

    # Services:

    # Activities:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:


    Source: Arizona HOUSSE - Middle, Junior High, High School, Visual Arts, and Music

     rev 05/2007

    Secondary HOUSSE Evaluation Process

    Reporting Materials

    The Highly Qualified Toolkit (2006-2007) contains the forms superintendents, principals, and core academic teachers need to complete yearly. The Teacher Attestation is used to determine if the teacher satisfies the definition of highly qualified under NCLB. All Arizona district and charter school teachers in K-12 core academic content areas must complete the Teacher Attestations within the first four (4) weeks of school. If the teacher is employed after the beginning of the school year, the teacher must complete the Teacher Attestation within four (4) weeks of continuous teaching in the same assignment. Early Childhood Special Education teachers must complete the Special Education Teacher Attestation. Teachers must complete Attestations for each core academic content area the teacher is assigned to teach. Appropriate documentation must be attached to the Attestation. A teacher who is not highly qualified based on completion of the Teacher Attestation must complete an Individual Teacher Plan.

    Roles and Responsibilities

    The Arizona Department of Education’s role in implementation of NCLB requirements includes:

    • Provide district and charter schools with State Board approved forms to assist in completing the Highly Qualified Teacher and Paraprofessional identification and reporting process; and
    • Provide a State-wide HQT Reporting System for district and charter schools; and
    • Provide technical assistance to district and charter schools in identifying and reporting highly qualified teachers and paraprofessionals; and
    • Monitor district and charter schools for compliance with federal requirements.

    The District and charter school’s role in implementation of NCLB requirements includes:

    • Provide core academic teachers with support in completing the appropriate Highly Qualified Teacher Attestation; and
    • Gather and maintain Highly Qualified teacher and paraprofessional data at the building-level; and
    • Assist non-HQ teachers in completing the Individual Teacher Plan; and
    • Provide resources to support teachers and paraprofessionals in meeting the federal requirements; and
    • Monitor the progress of non-HQT teachers in completing their Individual Teacher plans; and
    • Complete Attachment 5: The Highly Qualified Teachers Summary School Report (submit to district office, if applicable); and
    • Complete Principal’s Verification of Highly Qualified Compliance (submit to district office, if applicable); and
    • Complete Attachment 1: LEA Plan for Highly Qualified Teachers (submit to district office, if applicable); and
    • Complete Attachment 2: LEA Plan for Highly Qualified Teacher Summary; and
    • The District Superintendent or Charter Director shall submit Attachment(s) 1, Attachment 2, and Attachment(s) 5 to ADE no later than October 31, 2006; and
    • Complete the web-based Highly Qualified Teacher Report for 2006-2007 between December 1, 2006 and January 15, 2007; and
    • Notify parents of students who are enrolled in Title I school-wide programs and Title I targeted assistance programs if the students have a teacher who does not meet the highly qualified requirements established under NCLB.

    The teacher’s role in implementation of NCLB requirements includes:

    • Complete the appropriate Teacher Attestation yearly (attach documentation for audit purposes); and
    • Complete the Individual Teacher Plan if the teacher is non-HQ; and
    • Maintain a valid Arizona teaching certificate;
    • Maintain a valid Arizona Fingerprint Clearance Card.

    Source: Arizona Department of Education, Model for Identifying Highly Qualified Teachers and Paraprofessionals, Roles and Resposibilities

    rev. 05/2007

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • College coursework in content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Secondary HOUSSE Status
  • Planning to Phase Out the General Education HOUSSE Option

  • Arkansas : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text

    ARHOUSSE

    National Teacher Exam Content Area Assessment(s) for this content area (e.g. Praxis #010) or other non-Praxis non-licensure Content test
    50 points

    NBTS Certification for this content area (including Elementary)
    100 points

    Content test taken for licensure in another state
    100 points

    Years of teaching experience in this subject area within the last five years
    10 pts per year (50 pts max)

    Content-based Professional Development - according to the school's professional develpoment plan
    1 point per hour, up to 8 points per year (40 pts max)

    If the following are used, they must be directly related to the Core Academic Content Area and must not have been used above under Professional Development.

    College/University Coursework in the content area
    3 pts per credit hour

    Served in an administrative capacity in the content area, e.g., Dept. chair, ACSIP chair, Lead teacher, etc.
    10 pts per year (30 pts max)

    Documented Committee service in local (LEA) curriculum development in this content area in the last five years
    5 pts per activity (25 pts max)

    Documented Committee service in state or national curriculum development in this content area in the last five years
    10 pts per activity (30 pts max)

    Textbook adoption committee service in this content area over the last five years
    15 pts per committee (30 pts max)

    Papers published in refereed journals in this content area in the last five years
    10 pts per paper (30 pts max)

    Presentations made at content-area or specialty-area association conferences in the last five years
    10 pts per pres'n (30 pts max)

    Conferences attended in this content area in the last five years
    5 pts per conference (15 pts max)

    Service as a Pathwise Mentor in this content area
    10 pts per year (30 pts max)

    Participation in Arkansas Leadership Academy Individual or Team Institute
    20 pts per academy

    Participation in ELLA Curriculum Training – Year Long
    20 pts per year

    Participation in Arkansas Mathematics and Science Professional Development Institute – Year Long
    20 pts per year

    Participation in Effective Literacy, Literacy Lab, Reading First, etc Curriculum Training – Year Long
    1 point per hour (up to 20 points per year)

    Source: Arkansas Department of Education; Rules Governing Highly Qualified

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Teacher Examination
  • NBTS Certification
  • Content test taken for licensure in another state
  • Secondary HOUSSE Status
  • Final

  • California : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text CALIFORNIA HOUSSE – PART 1
    Assessment of Qualifications and Experience

    (Note: Part 2 is only required if more points are necessary to reach a total of 100)

    PRIOR EXPERIENCE IN ASSIGNED AREA
    Experience in accredited schools in core area - 10 pts per school year (Five years maximum)

    CORE ACADEMIC COURSEWORK IN ASSIGNED AREA

    1. Completed CCTC-Supplementary Authorization – 50 pts., or
    2. Completed 15-21 Units of Core – 30 pts., or
    3. Completed 22-30 Units of Core – 50 pts., or
    4. Completed an advanced degree in teaching/curriculum/assessment in core academic area {e.g., MAT/MEd/MA/MS} – 60 pts.

    STANDARDS ALIGNED PROFESSIONAL DEVELOPMENT IN ASSIGNED AREA
    Standards Aligned Professional Development (20 hrs = 5 pts, 40 hrs = 10 pts, within last six years)

    • Reading and Mathematics Professional Development Program (AB466 Training)
    • Beginning Teacher Support and Assessment (BTSA) Programs
    • Participate, but not yet certified, in National Board Certification program.
    NOTE: This list is not exhaustive. Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects, are standards-aligned, sustained, intensive and classroom-focused and are not 1-day or short-term workshops or conferences. NCLB requires that the list of professional development activities is available to the public.

    LEADERSHIP AND SERVICE TO THE PROFESSION IN ASSIGNED AREA
    Service and leadership roles within Core academic content area 1 yr = 30 pts, 2 yr = 60 pts, 3 yrs = 90 pts

    • Mentor, Academic Curriculum Coach, Supervising Teacher, College / University instructor in content area/content methodology, BTSA Support Provider, Department Chair, National / State Recognition as “Outstanding Educator” in Content Area
    NOTE: This list is not exhaustive. NCLB requires that the list of qualified service and leadership activities is available to the public.

    CALIFORNIA HOUSSE – PART 2
    Assessment of Current Qualifications through Classroom Observation and/or Portfolio Development

    DIRECT OBSERVATION OR PORTFOLIO ASSESSMENT
    Completion of successful observations (20 points each) 1 observation = 20 pts, 2 observations = 40 pts
    Completion of successful portfolio assessment = 100 Points. (No partial credit)

    This review of evidence and observation form may be used to complete PART 2. Sufficient evidence must be presented to indicate that a teacher has demonstrated competence in the K-12 content standards pertaining to the teacher assignment and has met California Standards for the Teaching Profession 3 and 5.1:

    Standard Three: Understanding and Organizing Subject Matter for Student Learning
    3.1 Demonstrating knowledge of subject matter content and student development
    3.2 Organizing curriculum to support student understanding of subject matter
    3.3 Interrelating ideas and information within and across subject matter areas
    3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter
    3.5 Using materials, resources, and technologies to make subject matter accessible to students

    Standard Five: Assessing Students Learning.
    5.1 Establishing and communicating learning goals for all students

    Source: California Administrative Code; Title 5, § 6112

    Note: The above link is to the California Department of Education site which links to California Administrative Code on a site supported by Westlaw. To access the information without a Westlaw login:

    • Under Regulations and Requirements click on: California State Board of Education No Child Left Behind Teacher Regulations
    • Click on Title 5. Education
    • Click on Division 1. California Department of Education
    • Click on Chapter 6. Certified Personnel
    • Click on Subchapter 7. No Child Left Behind Teacher Requirements
    • Click on Article 3. Middle and High School Level Teachers.

    Source: California Department of Education NCLB Teacher Requirements Resource Guide (pages 22-24)

    Secondary HOUSSE Evaluation Process High Objective Uniform State Standard Evaluation

    A teacher's supervising administrator shall be responsible for overseeing the high objective uniform state standard evaluation, and shall consult, if necessary, with a person or persons knowledgeable in the State Academic Content Standards for the grade span or subject for which the teacher is demonstrating subject matter competency. A teacher must demonstrate subject matter competency only once for each grade span or subject taught.

    If the teacher does not satisfactorily meet standards 3 and 5.1 of the California Standards for the Teaching Profession as part of the NCLB evaluation, then subject matter competency shall be demonstrated through completion of the Peer Assistance and Review Program for Teachers or other individualized professional development plan, pursuant to Education Code section 44664, aimed at assisting the teacher to meet standards 3 and 5.1 of the California Standards for the Teaching Profession.

    Source: California Administrative Code; Title 5, § 6112

    Note: The above link is to the California Department of Education site which links to California Administrative Code on a site supported by Westlaw. To access the information without a Westlaw login:

    • Under Regulations and Requirements click on: California State Board of Education No Child Left Behind Teacher Regulations
    • Click on Title 5. Education
    • Click on Division 1. California Department of Education
    • Click on Chapter 6. Certified Personnel
    • Click on Subchapter 7. No Child Left Behind Teacher Requirements
    • Click on Article 2. Middle and High School Teaachers.

    Source: California Department of Education: NCLB Teacher Resource Guide

    Secondary HOUSSE Type
  • Portfolio
  • Rubric/Point System
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Colorado : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Colorado’s Highly Objective Uniform State Standard of Evaluation (HOUSSE) for Veteran Elementary Teachers

    Years of Teaching Experience
    The total number of years the teacher has taught at the elementary level.
    6 points for each year of teaching in the content area (maximum=45 points).

    Coursework in the Core Content Areas
    Undergraduate or graduate level content specific coursework in the core content areas from an Accredited Institution.
    4 points for each semester hour (minimum of 15 credit hours or 45 points).

    Professional Development Activities
    Professional development activities that are specific to the core content areas:

  • Served on a committee that developed, selected, or evaluated content standards or content curriculum
  • Served on a committee that aligned local content standards with state standards
  • Served on a committee that developed, validated or evaluated content assessments
  • Attendance/presentation at regional, state or national professional conferences/seminars/workshops
  • Professional development- (aligned with NCLB criteria)
  • Completed assessments for National Board Certification

  • 3 points for each professional development credit awarded (15 contact hours = 1 professional development credit).

    Master Teacher
    National Board Certification or CDE Master Teacher Certification.
    100 points

    Source: Colorado Department of Education; Colorado's HOUSSE

    Secondary HOUSSE Evaluation Process Review of HOUSSE Rubric.
    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Professional development in content area
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Connecticut : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text

    HOUSSE

    Districts are responsible for developing a district level HOUSSE.

    To ensure that there is a statewide HOUSSE that is standardized across districts throughout the state, it is critical that individual districts evaluate a teacher’s subject-matter competency in the core academic content areas, based on the Common Core of Teaching (CCT), using both of the following:

    1. Foundational skills and competencies; and
    2. The discipline-based professional standards.

    Source: Letter from the Connecticut Commissioner of Education; Series 2004-2005, Circular Letter C-6

    Secondary HOUSSE Evaluation Process The HOUSSE option specifics are decided at the district level.
    Secondary HOUSSE Type
  • Determined at the District Level
  • Secondary HOUSSE Criteria Options
  • Determined at the District Level
  • Secondary HOUSSE Status
  • Planning to Phase Out the General Education HOUSSE Option

  • Delaware : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text 100 POINTS REQUIRED TO BE CONSIDERED HIGHLY QUALIFIED

    1. YEARS OF TEACHING EXPERIENCE in the content area(s)/field currently taught. Teaching experiences in K - 12 private schools may count if the teacher was the teacher of record and if the teaching experiences were in the content area(s)/field currently taught. 4 points for each year, up to 8 years. 32 points maximum.

    2. COLLEGE OR UNIVERSITY COURSE WORK related to the content area(s)/field currently taught. Elementary and special education teachers may count all course work in the core academic subjects that they are currently teaching, that is, English/language arts, mathematics, science, social studies, art, music, and/or world languages. Course work must be from a regionally accredited institution of higher education and may include both undergraduate and graduate course work in the content area/field currently taught. One point for each semester credit hour and teachers may count all eligible content course work. No maximum.

    3. COLLEGE OR UNIVERSITY COURSE WORK in pedagogy and/or assessment related to the content area(s)/field currently taught. Elementary and special education teachers may count all pedagogy and/or assessment course work in the core academic subjects that they are currently teaching, that is, in English/language arts, mathematics, science, social studies, art, music, and/or world languages. For the purpose of HOUSSE, pedagogy does not include student teaching or methods courses or curriculum and instruction courses that have a practicum. Course work must be from a regionally accredited institution of higher education and may include both undergraduate and graduate course work in the content area(s)/field currently taught. One point for each semester credit hour with a maximum of 30 points. 30 points maximum.

    4. FOR CURRENTLY EMPLOYED TEACHERS WHO HAVE LESS THAN 5 YEARS OF EXPERIENCE: PRACTICUMS in the content area(s)/field currently taught. The supervised practicums must be part of an approved teacher preparation program from a regionally accredited institution of higher education. For the purpose of HOUSSE, practicums do not include student teaching. 4 points for each practicum. 20 points maximum.

    5. DOE AND DISTRICT APPROVED PROFESSIONAL DEVELOPMENT, ITEM WRITING FOR THE DSTP, AND CLUSTERS related to the content area(s)/field currently taught and completed after June 30, 1995. Examples of professional development include, but are not limited to: the Delaware Writing Project, Delaware Reading Project, Smithsonian kits, Reading First, Trailblazers, CRISS, Connected Math, TERC, and Six Traits Writing. Professional development may be counted in only one category (graduate course work or professional development or a cluster). 50 points maximum.
      • DOE professional development in the content area: training with year-long participation and follow-up: 2 points per activity.
      • Successful completion of content area clusters: 6 points for a 90-hour cluster, 12 points for a 180-hour cluster, and 18 points for a 270-hour cluster.
      • Item writing for the DSTP: 2 points for each contractual year.
      • District professional development in the content area or student achievement data and analysis: training with yearlong participation and follow-up: 2 points per activity.
      • One to two-day training in the content area with follow-up: 1 point per activity.

    6. RECOGNITION OR PROFESSIONAL CONTRIBUTION related to the content area/field currently taught and completed after June 30, 1995. Elementary and special education teachers can count all recognitions or professional contributions in the core academic subjects that they are currently teaching, that is, in English/language arts, mathematics, science, social studies, art, music, and/or world languages. Teachers may use all documented recognitions and professional contributions related to the content area/field currently taught and completed after June 30, 1995. 15 points maximum.

    Source: Delaware Department of Education, DELAWARE'S HIGHLY QUALIFIED TEACHER OPTIONS

    Secondary HOUSSE Evaluation Process Objective and uniform verification options for the six HOUSSE criteria:
    1. YEARS OF TEACHING EXPERIENCE
      Objective and Uniform Verification: Employment records from the district, records in DEEDS and/or PHRSST.
    2. COLLEGE OR UNIVERSITY COURSE WORK related to the content area(s)/field currently taught.
      Objective and Uniform Verification: College/university transcripts, records in DEEDS.
    3. COLLEGE OR UNIVERSITY COURSE WORK in pedagogy and/or assessment related to the content area(s)/field currently taught.
      Objective and Uniform Verification: College/university transcripts, records in DEEDS.
    4. FOR CURRENTLY EMPLOYED TEACHERS WHO HAVE LESS THAN 5 YEARS OF EXPERIENCE: PRACTICUMS in the content area(s)/field currently taught.
      Objective and Uniform Verification: College/university transcripts, records in DEEDS.
    5. DOE AND DISTRICT APPROVED PROFESSIONAL DEVELOPMENT, ITEM WRITING FOR THE DSTP, AND CLUSTERS related to the content area(s)/field currently taught and completed after June 30, 1995.
      Objective and Uniform Verification: Certificate of completion, contract, records in DEEDS.
    6. RECOGNITION OR PROFESSIONAL CONTRIBUTION related to the content area/field currently taught and completed after June 30, 1995.
      Objective and Uniform Verification: Certificate or award letter or verification form.

    Source: Deleware Department of Education; HOUSSE

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • District of Columbia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
  • No information found.
  • Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • No information found.
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • No information found.

  • Florida : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text HOUSSE Plan Teachers of Academic Core Content Courses Highly Qualified Teacher Requirements

    Document 100 points appropriate to the assigned subject content area as calculated below:

    Prior Experience in the Assigned Content Area

  • Successful teaching experience within a content area within the last 5 years-10 points per school year
  • Teaching experience must be earned as a full-time teachers-50 points maximum.

    Classroom Observation and Performance Evaluation in Subject Content Area

  • Classroom observation and performance evaluation conducted by the supervisor within the past year using the state-approved district performance assessment system.
  • A satisfactory or higher evaluation equals 30 points.
  • No points for below satisfactory rating.

    Approved Professional Development in Subject Content

  • Professional development training must be training that increases the teacher's knowledge of the core academic subject, is aligned to state standards, and is intensive and classroom-focused, not short-term or workshops.
  • Must be completed within the last 5 years.
  • Each subject competency component of 60 in-service points equals 20 points.
  • 60 points maximum College Level Courses in Subject Content College level course(s) in subject area-3 semester hours equals 20 points-60 points maximum.

    School, District, State or National Level Activities or Service Related to the Teaching of a Core Subject

  • Supervising teacher for an intern
  • Recipient of school, district, state, or national teacher of the year award
  • Presentations at the district, state or national level
  • Officer of a regional, state, or national professional teachers organization
  • Contributor to the publication of an article, materials, or a chapter, section, or book,
  • Other appropriate related activity as determined by the school district.
  • 10 points for each activity-50 points maximum Student

    Achievement Learning Gains, if applicable, for English/language arts and mathematics teachers, grades 4-10

  • Gains are for a full year;
  • minimum student group of 15;
  • minimum of 90% of student group makes gains;
  • gains are totaled for the most recent three years of teaching 15 points for one year 30 points for two years 50 points for three years 50 points maximum per subject English/language arts or mathematics.

    Source: Florda Department of Education, HOUSSE Plan

  • Secondary HOUSSE Evaluation Process A public school teacher of a core academic subject(s) should contact the person in his or her district who is responsible for verifying the NCLB highly qualified requirements. That individual will work with the teacher and principal to verify the documentation of teaching experience, performance evaluations, training, professional development, etc. for completion and sign-off at the school district level for the points required on a standard HOUSSE form. The approved, signed HOUSSE form, with the supporting documentation, is maintained at the school district level, usually within the individual's personnel file.

    Source: Florida Department of Education; NCLB FAQ

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Student achievement data
  • Valid subject area license in another state/highly qualified in another state
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • Georgia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Georgia Content Area Rubric

    Years of Experience in the Content Area: Maximum=50 points
    Experience must be in the subject/content area in a public or private P-12 school.

    • Experience teaching the subject at the appropriate level, e.g. Early Childhood, Middle Grades, Secondary (10 pts per year)
    • Experience teaching the subject at another P-12 or college level (5 pts per year)
    College Level Coursework in the Content Area: Maximum=70 points
    Coursework must be in the content specific to the subject area.
    • Academic major/degree in the specific subject/content area (50 points)
    • Graduate degree/s in the specific subject/content area
      • Master’s degree (10 pts)
      • Education Specialist degree (10 pts)
      • Doctoral degree (10 pts)
    School or System-Level Activities or Service Related to the Content Area: Maximum=30 points
    Activities must be professional in nature and specific to the subject/content area.
    • Service on a school/system committee that developed, selected or evaluated content standards
    • Service on a school/system committee that developed, selected or evaluated content curriculum
    • Service on a school/system committee that aligned local content standards with state standards
    • Service on a school/system committee to develop, validate, or evaluate content assessments
    • Completed local activities directly related to content area that were awarded PLU credits
    • Presenter/trainer in content workshop at the district level
    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for student teacher or intern

    Points: 5 points for each year per documented service or activity (5 PLUs=5 points), 7 year recency of service or activity limit

    State, Regional or National Activities or Service Related to the Content Area: Maximum=30 points
    Activities must be professional in nature and specific to the subject/content area. For example:

    • Participation at regional, state, or national conferences, seminars or workshops related to the content area
    • Member of a regional, state, or national professional content organization
    • Officer of a regional, state, or national professional content organization
    • Instructor of a content course at a college/university
    • Service on state, regional, or national committee that developed, selected, evaluated or aligned content standards, content curriculum, or content assessments
    • Completion of state, regional or national activities related to content area that were awarded PLU credits

    Points: 5 points for each year per documented service or activity (5 PLUs=5 points), 7 year recency of service or activity limit

    Scholarship in the Content Area: Maximum=30 points
    Accomplishments must be content specific to the subject/content area. For example:

    • Recipient of the school district or State Teacher of the Year (*30 pts)
    • Recipient of state or national teaching award (*30 pts)
    • Recipient of school Teacher of the Year or Star Teacher (5 pts)
    • Content presentations at regional, state, or national professional content organization conferences (5 pts)
    • Publication of content article in a regional, state, or national journal (5 pts)
    • Authored published textbook (*30 pts)
    • Contributor to published textbook (5 pts)
    • Completion and submission of all assessments for National Board Certification (5 pts)
    • Acquisition of National Board Certification (*30 pts)

    Source: Georgia Professional Standards Commission; HOUSSE Rubric

    Secondary HOUSSE Evaluation Process It is the LEA’s responsibility to identify what documentation is needed to support the HOUSSE. The appropriate school principal and the superintendent should review, approve and sign the completed rubric form. Additionally, the teacher and the superintendent/designee responsible for the preparation of the rubric should sign the Assurance Form. The school system and teacher should maintain copies of the HOUSSE documents for both regular education teachers and special education teachers The teacher’s HOUSSE packet should include the following items in order for the evaluation to be complete:
    1. Georgia PSC Certification Application
    2. Georgia PSC Special Education Academic Content Concentrations Form (For special education teachers only)
    3. Appropriate Scoring Rubric with point calculations, for each core academic content concentration area as needed to meet Title II Part A requirements
    4. Documentation that may be used to verify teaching experience in the core academic content area, including core academic content-specific course work and graduate degrees, professional activities and service, scholarship in the core academic content area, and teacher effectiveness evidence (To be maintained at the school system level)
    5. Signed Assurance Form Regular Education Teachers The school system is not required to submit any applications or documentation to the Georgia Professional Standards Commission, Certification Division, for regular education teachers assessed using HOUSSE.
    All of this information must be maintained at the local system level. Special Education Teachers Please note that school systems MUST submit the following items from the HOUSSE packet to the Georgia Professional Standards Commission, Certification Division, for special education teachers assessed using HOUSSE:
    1. Georgia PSC Certification Application
    2. Georgia PSC Special Education Academic Content Concentrations Form
    3. Scoring Rubric with point calculations, for each core academic content concentration area being added
    4. Signed Assurance Form 8 The Georgia Highly Qualified Teacher Rubric for the High Objective Uniform State Standard of Evaluation

    Source: Georgia Professional Standards Commission; HOUSSE Rubric

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Secondary HOUSSE Status
  • Final

  • Hawaii : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text HAWAII HOUSSE FORM -Veteran 1-2-3-4
    (link on Hawaii DOE site is broken: https://fms-web2.k12.hi.us/housse/HOUSSE/Hawaii%20HOUSSE%20FORM-Veteran%201-2-3-4.pdf)

    HAWAII HOUSSE FORM -Veteran 5

    To be considered highly qualified, a Veteran 5 teacher must achieve 100 points or more on the form for each area they are teaching. Teachers accumulate points by reporting the number of years in service, number of semester credit hours, one's participation in various activities and services, and/or number of awards, presentations and publications.

    Years of Experience
    (9 points per year with a 45 point maximum)

  • Experience and satisfactory performance must be in content/ subject assignment area.

    Course Work in the Content Area
    (3 points per Academic CREDIT HOURS, 4 points per PDERI CREDIT, 1 point per WORKSHOP of 5 instructional hours. Teachers must have a MINIMUM of 45 points in this area to become highly qualified.)

  • Must be specific to content/subject assignment area.
  • All content credits for bachelor and graduate degrees can count as course work in the content area.
  • Credits must be from an accredited university and must be allowed for a degree program.
  • Each Academic credit in a content area equals 3 points.
  • Each DOE approved professional development credit (PDERI) in a content area equals 4 points.
  • Attendance at documented extended workshops, inservices, and conferences related to content area. 1 point per workshop of 5 instructional hours

    Activities related to the Content Area
    (5 points per YEAR- per documented activity. Recency: Completed subsequent to Jan 2001.)

  • Must be specific to the content/subject assignment area
  • Serves on a committee that developed, selected or evaluated content standards, curriculum, alignment, or content assessments.
  • Completed assessment section of NBPTS

    Service to the Content Area
    (5 points per YEA-per documented activity. Recency: Completed subsequent to Jan 2001.)

  • Must be specific to the content/subject assignment area
  • Department or grade level chair or team leader.
  • Mentor teacher, Observation and Participation teachers, cooperating teacher for student teacher, Cognitive and academic coaches.
  • Teachers who serve as content area experts for an IEP.
  • Officer in a regional, state, or national professional content organization. Content instructor at an IHE.
  • Content presenter at a district, complex, state or national level.

    Awards, Presentations, Publications in the Content Area
    (5 points per YEAR-per documented activity with a 30 point maximum)

  • Must be specific to the content/subject assignment area
  • Teacher of the Year-district, state and national.
  • National and state teacher awards.
  • Content article in regional, state, or national journal.

    Source: Hawaii State Department of Education, Hawaii HOUSSE Forms

  • Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Secondary HOUSSE Status
  • Final

  • Idaho : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Idaho’s Highly Objective Uniform State Standard of Evaluation (HOUSSE): Highly Qualified Teacher Rubric

    Directions

    • Idaho’s HOUSSE rubric is a tool Idaho school districts may use in determining the highly qualified status of their existing teachers.
    • It is suggested that all K-12 teachers complete a rubric for each of their assigned content teaching areas, sign the assurance form, and submit them to his/her school/district administrator for signature. Special Education teachers only need to fill HOUSSE once for all of their assigned core academic content teaching areas (English, reading or language arts; mathematics; science; foreign languages; civics and government; economics; arts; history; and geography).
    • The district maintains the rubrics and assurance forms for their records.

    HOUSSE Requirements and Point Structure
    (Minimum of 100 + points = Highly Qualified)

    1. Bachelor’s Degree (Required of ALL teachers)
    2. State-Approved Teacher Preparation Program or Alternative Certification Program
    3. Current Valid Idaho and/or Out-of-State Certificate(s) for Assigned Teaching Area
    4. Endorsement(s) in Assigned Teaching Area
    5. Advanced Degree/National Board Certification in Assigned Teaching Area (100 points for advanced degree or NBCT)
    6. Credits Earned in Assigned Teaching Area (40 points)
    7. Idaho Educator Technology Assessment Course (20 points)
    8. Idaho Comprehensive Literacy Exam (20 points)
      • required for elementary and special education
    9. Ongoing Professional Development (15 clock hours/1 semester credit = 9 points per year Maximum = 45 points)
    10. One Year of Contracted Teaching Experience in Assigned Teaching Area (9 points per year of experience Maximum = 45 points)
    11. Related Work Experience (3 points per year of experience Maximum = 30 points)
    12. Advanced Degree Related to Assigned Teaching Area(s) (25 points per degree Maximum = 25 points)

    Source: Idaho Department of Education, HOUSSE Rubric

    Secondary HOUSSE Evaluation Process Idaho’s HOUSSE rubric is a tool Idaho school districts may use in determining the highly qualified status of their existing teachers. It is suggested that all K-12 teachers complete a rubric for each of their assigned content teaching areas, sign the assurance form, and submit them to his/her school/district administrator for signature. Special Education teachers only need to fill HOUSSE once for all of their assigned core academic content teaching areas (English, reading or language arts; mathematics; science; foreign languages; civics and government; economics; arts; history; and geography). The district maintains the rubrics and assurance forms for their records. Source: Idaho Department of Education, HOUSSE Rubric
    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Professional development in content area
  • Graduate degree
  • Endorsement(s)
  • Teacher Examination
  • NBTS Certification
  • Content test taken for licensure in another state
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • Illinois : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Points Available Under the Illinois HOUSSE

    The activities listed in this Appendix D shall be eligible for counting by teachers in general education, bilingual education, and special education. In the case of special education, a given activity, other than teaching experience, may be counted only if it relates to the core academic subject taught rather than special education as the “area of assignment”.

    • Teaching experience in the subject area of assignment: 12.5 points per semester, up to a maximum of 50 points.
    • Completion of college coursework in the core academic subject area of assignment: 5 points per semester hour.
    • Possession of NBPTS certification or an Illinois master certificate applicable to the area of assignment: 100 points for a general education teacher in grades below 6 or a special education teacher.
    • Completion of the required content-area coursework within the context of completing an Illinois approved preparation program in elementary education or an approved out-of-state elementary education preparation program offered by an institution that was accredited by NCATE at the time: 75 points for a teacher in a self-contained general education classroom through Grade 8. Completion of the required content-area coursework within the context of completing an Illinois approved early childhood education preparation program or an approved out-ofstate early childhood preparation program offered by an institution that was accredited by NCATE at the time: 75 points for a teacher in a self-contained general education classroom through Grade 3.
    • Participation in conference sessions, workshops, institutes, seminars, symposia, or other similar training events that are directly related to the area of teaching assignment: 1 point per full hour of participation.
    • Presenting at conference sessions, workshops, institutes, seminars, symposia, or other similar training events: 8 or 3 points.
    • Work experience (non-teaching) directly related to the area of teaching assignment (e.g., experience in a chemical laboratory on the part of an individual teaching chemistry): 10 points per year of experience, up to a maximum of 50 points.
    • Supervising a student teacher in the subject area of assignment: 10 points per student teacher, applicable to all subjects.
    • Peer review or peer coaching.
    • Mentoring a new teacher in the subject area of assignment.
    • Participation in site-based management or decision-making teams, relevant committees, boards, or task forces directly related to school improvement plans and focused on the core academic subject of assignment: 8 or 11 points per semester.
    • Teaching a college course: 20 points.
    • Participating in action research and inquiry projects.
    • Approved travel related to the area of teaching assignment.
    • Participation in a study group directly related to the area of teaching assignment: 6 or 8 points per semester.
    • Participation in an internship directly related to the area of teaching assignment: points in relation to contact hours per semester.
    • Participation in curriculum development or assessment activities: 8 or 11 points per semester.
    • Publication of educational articles, columns, or books that are directly related to the subject area of assignment.
    • Teacher-to-teacher consultation that includes activities such as observation, meetings, and exchange of information (whether face to face or via communications technology) and that relates to topics such as materials, curriculum, evidence-based practices, and techniques and strategies aligned to the State Goals for Learning (see 23 Ill. Adm. Code 1, Appendix D): 1 point per hour of interaction with a teacher who is “highly qualified” in the relevant core academic subject area, up to a maximum of 50 points.
    • Possession of NBPTS certification or an Illinois master teaching certificate in an area other than in the area of assignment: 15 points.
    • Possession of an Illinois standard teaching certificate in an area other than in the area of assignment: 10 points.
    • Completion of a major or an approved program in special education with at least 15 points in each core academic subject taught: 75 points for a special education teacher who teaches two or more academic subjects exclusively to children with disabilities in the primary or middle grades.

    Source: Illinois Administrative Code, Section 25, Appendix D, pages 319-335

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Professional development in content area
  • Endorsement(s)
  • NBTS Certification
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • Indiana : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text For Junior High, Middle and Secondary School Teachers

    List each core academic subject (CAS) to be assessed. Tally points for each CAS in the column titled, “Point Total for Each CAS.” Place the grand total of all points earned for each CAS in the very last row of the rubric titled, “Grand Total.” If the grand total for a CAS is equal to or greater than 100, you have met the highly qualified requirement and are highly qualified to teach that CAS.

    COLLEGE LEVEL COURSE WORK Earned from an accredited college

    • Earned Credit Hours: undergraduate or graduate course work aligned with the core academic subject (CAS).
      • Point Value:1 credit hour = 3 points, # of credit hours x 3, 6 quarter hours = 4.5 semester hours
      • 100 points maximum
    • Masters in Elementary Education
      • 100 points maximum

    EXPERIENCE

    • Years of P-12 teaching experience in the CAS
      • Point Value: # of years x 5
      • 50 points maximum

    PROFESSIONAL DEVELOPMENT

    • Completed the National Board Certification (NBC) and completed the assessment center activities for elementary school setting
      • Point Value: 100 points
      • 100 points maximum
    • Submission of portfolio and completion of assessment center activities for NBC in a CAS or elementary school setting.
      • Point Value: 50 points for completed portfolio
      • 50 points for completed portfolio maximum
    • Participation in the following, must relate to a CAS:
      1. A professional conference/workshop in the CAS
      2. Officer of a professional organization in the CAS
      3. In-Service Experience Aligned with State Academic Standards (SAS) in the CAS
      4. Credit generating, online or distance education module, or workshop in the CAS
      5. Study groups, case discussions, action research in the CAS
      • Point Value: 2 clock hours = 1 point, # of 2-clock hour blocks x 1
      • 45 points maximum

    CURRICULUM DEVELOPMENT

    • Served on a local, state, or national committee that developed, selected, evaluated, or aligned school accreditation activities, or reviewed and revised content standards for a CAS
      • Point Value: 2 clock hours = 1 point, # of 2-clock hour blocks x 1
      • 50 points maximum
    • Primarily responsible for developing individualized education programs (IEPs), or individualized service plans (ISPs) in the CAS
      • Point Value: 1 point per plan, # of eligible plans x 1
      • 5 points maximum
    • Developed or implemented standards based, authentic community, or business-based service learning projects in the CAS
      • Point Value: 1 point per service project, # of eligible service projects x 1
      • 5 points maximum

    SERVICE

    • Served as an officer of a state professional organization based on Indiana's academic standards in the CAS
      • Point Value: 1 point per service activity, # of eligible meetings x 1
      • 10 points maximum
    • Served as an after school, remediation, enrichment, tutoring, or homebound teacher in the CAS
      • Point Value: 2 points per experience, # of eligible experiences x 2
      • 20 points maximum
    • Served as a "new teacher mentor", peer coach, mentor trainer, mentor faculty trainer, portfolio scorer, cooperating teacher, school improvement team member in the CAS
      • Point Value: 4 points per experience, # of eligible experiences x 4
      • 20 points maximum
    • Served as department chair in the CAS, or special education chairperson
      • Point Value: 1 point per year, # of eligible services x 1
      • 10 points maximum
    • Secured (grant must be awarded) and implemented a grant in the CAS. Served as a member of a review team for a grant application in the CAS
      • Point Value: 1 point per documented grant, # of eligible grants x 1
      • 5 points maximum
    • Served as a coach of a national, state, or local student interscholastic academic competition (e.g. spell bowl, math pentathlon, band competitions) in the CAS
      • Point Value: 1 point per documented service, # of eligible services x 1
      • 5 points maximum

    SCHOLARSHIP

    • Published article, in a textbook or a refereed (peer review) state, regional, or national journal (educational publications) in the CAS. Acted as Principal or Co-principal Investigator in educational research in the CAS
      • Point Value: 3 points per article or project, # of eligible articles or projects x 3
      • 30 points maximum
    • Presented in the CAS at a conference
      • Point Value: 1 point per presentation, # of eligible presentations x 1
      • 10 points maximum
    • Served as a member of a review or edit team for a scholarly peer-review publication in the CAS
      • Point Value: 1 point per documented activity, # of eligible activities x 1
      • 5 points maximum

    OTHER

    • Earned a Teacher Award/Fellowship at the local (including building level), state, or national level.
      • Point Value: 5 points per documented award, # of eligible awards x 5
      • 15 points maximum

    Source: Indiana Department of Education, Indiana's HOUSSE

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • NBTS Certification
  • Secondary HOUSSE Status
  • Planning to Phase Out the General Education HOUSSE Option

  • Iowa : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text By July 1, 2005, career teachers will be evaluated on the Iowa Teaching Standards. Teachers must continue to demonstrate competence through performance evaluations conducted at least once every three years. Career teachers will develop an individual career development plan that is aligned with the district’s long-range student learning goals and the Iowa Teaching Standards by July 1, 2005. Each district must include a career development plan in their comprehensive school improvement plan (CSIP) on file with the Iowa Department of Education. This career plan must align with the Iowa Teaching Standards, student achievement goals, and support the development needs of the district’s teachers.

    Iowa Teaching Standards (and model criteria)

    Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.
    1. Provides evidence of student learning to students, families, and staff.
    2. Implements strategies supporting student, building, and district goals.
    3. Uses student performance data as a guide for decision making.
    4. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
    5. Creates an environment of mutual respect, rapport, and fairness.
    6. Participates in and contributes to a school culture that focuses on improved student learning.
    7. Communicates with students, families, colleagues, and communities effectively and accurately.
    Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position.
    1. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
    2. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
    3. Relates ideas and information within and across content areas.
    4. Understands and uses instructional strategies that are appropriate to the content area.
    Standard 3: Demonstrates competence in planning and preparing for instruction.
    1. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
    2. Sets and communicates high expectations for social, behavioral, and academic success of all students.
    3. Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
    4. Selects strategies to engage all students in learning.
    5. Uses available resources, including technologies, in the development and sequencing of instruction.
    Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
    1. Aligns classroom instruction with local standards and district curriculum.
    2. Uses research-based instructional strategies that address the full range of cognitive levels.
    3. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
    4. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
    5. Connects students’ prior knowledge, life experiences, and interests in the instructional process.
    6. Uses available resources, including technologies, in the delivery of instruction.
    Standard 5: Uses a variety of methods to monitor student learning.
    1. Aligns classroom assessment with instruction.
    2. Communicates assessment criteria and standards to all students and parents.
    3. Understands and uses the results of multiple assessments to guide planning and instruction.
    4. Guides students in goal setting and assessing their own learning.
    5. Provides substantive, timely, and constructive feedback to students and parents.
    6. Works with other staff and building and district leadership in analysis of student progress.
    Standard 6: Demonstrates competence in classroom management.
    1. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
    2. Establishes, communicates, models, and maintains standards of responsible student behavior.
    3. Develops and implements classroom procedures and routines that support high expectations for student learning.
    4. Uses instructional time effectively to maximize student achievement.
    5. Creates a safe and purposeful learning environment.
    Standard 7: Engages in professional growth.
    1. Demonstrates habits and skills of continuous inquiry and learning.
    2. Works collaboratively to improve professional practice and student learning.
    3. Applies research, knowledge, and skills from professional development opportunities to improve practice.
    4. Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.
    Standard 8: Fulfills professional responsibilities established by the school district.
    1. Adheres to board policies, district procedures, and contractual obligations.
    2. Demonstrates professional and ethical conduct as defined by state law and district policy.
    3. Contributes to efforts to achieve district and building goals.
    4. Demonstrates an understanding of and respect for all learners and staff.
    5. Collaborates with students, families, colleagues, and communities to enhance student learning.

    Source: Iowa Department of Education; NCLB Requirements For HQT Or HOUSSE

    Secondary HOUSSE Evaluation Process By July 1, 2005, career teachers will be evaluated on the Iowa Teaching Standards. Teachers must continue to demonstrate competence through performance evaluations conducted at least once every three years. Career teachers will develop an individual career development plan that is aligned with the district’s long-range student learning goals and the Iowa Teaching Standards by July 1, 2005. Each district must include a career development plan in their comprehensive school improvement plan (CSIP) on file with the Iowa Department of Education. This career plan must align with the Iowa Teaching Standards, student achievement goals, and support the development needs of the district’s teachers.

    Source: Iowa Department of Education; NCLB Requirements For HQT Or HOUSSE

    Secondary HOUSSE Type
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Performance evaluations
  • Secondary HOUSSE Status
  • Final

  • Kansas : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Kansas Content Area Rubric

    To be completed for EACH endorsement area. All areas must be Content Specific to the endorsement.

    Years of Experience in an Accredited School
    Maximum=45 points, 9 points per year

    College Level Course Work in the Content Area
    Minimum=15 Credit Hours or 45 points, 3 hour content course equals 9 points, 3 points per credit hour

    • EDU prefix courses must be content related, i.e. methods courses and reading courses are acceptable.
    • A course in Exceptional Child will be accepted
    Documented Extended Workshops specific to the assignment/ content area
    Formula: 15 hours of attendance equals 3 points

    Activities related to the Content Area
    5 points per year per documented activity, 6 year recency limit
    • Served on a committee that developed, selected or evaluated content standards
    • Served on a committee that developed, selected or evaluated content curriculum
    • Served on a committee that aligned local content standards with state content standards
    • Served on a committee that developed, aligned, validated or evaluated content assessments
    • Attendance at district (LEA), regional, state or national professional conferences/ seminars/ workshops
    • Completed assessment section of NBPTS
    • Content activities approved by PDC
    • Previous content activities acceptable to PDC (points not awarded/recorded)
    Service to the Content Area
    5 points per year per documented service, 6 year recency limit
    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for student teacher
    • Lead content teacher on IEP for students with special needs
    • Officer in a regional, state, or national professional content organization
    • Content instructor at an IHE
    • Content presentations at the district level
    Awards, Presentations, Publications in Content Area
    Maximum=30 points, 5 points each per activity
    • Nominated for teacher of the year
    • Kansas Exemplary Educator Network recipient
    • Content presentations at regional, state or national professional content organization meetings
    • Content article in regional, state, or national journal

    Source: Kansas State Department of Education; Highly Qualified

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Secondary HOUSSE Status
  • Final

  • Kentucky : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Middle or secondary teachers can meet Kentucky’s HOUSSE requirements if they:
    • Have successfully completed KTIP at the middle or secondary level in the core content the teacher teaches, OR
    • Accumulate at least 90 points on the HOUSSE Index for Middle/Secondary Teachers
    HOUSSE Index for Middle/Secondary Teachers
    If the index total for all four categories below is 90 or more, an existing teacher is “highly qualified” (as defined in NCLB).

    College-Level Coursework: Maximum=87 points
    Must be documented by official college transcript and specific to the teaching assignment listed above. Must be coursework in core content – i.e., not pedagogy. May be coursework taken prior to or after initial certification.
    3 points per credit hour earned

    Teaching Experience: Maximum=45 points
    Must be in the teaching assignment and in an accredited school
    3 points per year

    Professional Development: Maximum=45 points
    Must be consistent with the definition of "high quality professional development" delineated in Section 9101 of NCLB
    5 points per documented activity during the past 10 years

    Achievements/Awards: Maximum=35 points
    Must be specific to the teaching assignment listed above (e.g., department chair; cooperating teacher for student teacher; KTIP resource teacher; documented student learning as demonstrated via state/ national test scores; teaching awards).
    5 points per documented activity during the past 10 years

    Source: Kentucky Educational Professional Standards Board; Identifying Highly Qualified Teachers

    Secondary HOUSSE Evaluation Process The EPSB developed a “walk-through” instrument that teachers and administrators may use to guide them in deciding whether individual Kentucky teachers meet the NCLB “highly qualified” definition.

    Source: Kentucky Educational Professional Standards Board; Identifying Highly Qualified Teachers

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Honors/awards/publications/presentations
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Louisiana : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text In Louisiana, a teacher choosing the HOUSSE option must complete a total of 90 CLUs that are specific to his/her teaching assignment(s) and area(s) of certification. The HOUSSE option also allows for a teacher’s previous work experience as a fully certified teacher to be credited as CLUs at the rate of three (3) CLUs for each year of successful experience in the content area, with a maximum of 45 CLUs earned through work experience.

    CLUs for HOUSSE are content-focused.

    • The NCLB Act requires that teachers demonstrate content knowledge and content mastery to be considered highly qualified. Therefore, teachers must focus on professional development that broadens the depth and scope of their content knowledge in their assigned content area(s).
    • CLUs for meeting the HOUSSE option:
      • Must be of high quality as defined in the Louisiana Professional Development Guidance;
      • Must focus on the subject/content area or areas in which the teacher is demonstrating mastery;
      • Must be aligned with the educator's individual growth plan;
      • May be of a "pure" content nature and/or content-focused instructional practices; and
      • May be delivered face-to-face, online, or through videoconferencing.
      • Examples of the types of professional development experiences that could qualify for CLUs that meet the definition of highly qualified under HOUSSE include:
      • Professional development related to state or diagnostic assessments in the content area or academic content standards
      • University courses (subject-specific or content methodology-specific)
      • Workshops, institutes, seminars, conferences in the targeted content areas
      • Participation in the LINCS program in the targeted content area
      • National Board for Professional Teaching Standards in the targeted content area
      • Curriculum Mapping, Curriculum Alignment, and Curriculum Auditing
    • One component of the highly qualified definition requires that a teacher demonstrate content mastery. Demonstration of content mastery can be done in a number of ways (e.g., coursework equivalent to a major, National Board Certification in the content area, a Master's degree in the content area, or passing the PRAXIS content area exam). If a teacher is unable to demonstrate content mastery using one of the listed ways, then the teacher may use the Louisiana HOUSSE option, which requires the earning of 90 content-focused CLUs by the end of the 2005-2006 school year. A teacher should work with the Human Resources department of his/her school district to make such determinations.

    Source: Lousiana Department of Education; HOUSSE

    Secondary HOUSSE Evaluation Process A Continuing Learning Unit (CLU) is a professional development activity that builds capacity for effective, research-based, content-focused teaching and learning that positively impacts student achievement. A CLU quantifies an educator's participation in high quality professional development aligned with an educator's individual professional growth plan. Educators may earn one CLU for each hour of active engagement in high quality professional development.

    90 CLUs are required to be considered highly qualified.

    Source: Lousiana Department of Education; HOUSSE

    Secondary HOUSSE Type
  • Professional Development
  • Secondary HOUSSE Criteria Options
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Maine : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements.

    ECS will post updated information as it is made available.

    Secondary HOUSSE Evaluation Process The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements.

    ECS will post updated information as it is made available.

    Secondary HOUSSE Type
  • No information found.
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • No information found.

  • Maryland : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text

    Maryland Core Academic Subject (CAS) Area Competency Rubric
    For Middle, Secondary, and PreK-12 (Art, Music, Dance, & Theatre) Teachers

    Note: Middle, secondary, and PreK-12 (art, music, dance & theatre) teachers who have not achieved National Board Certification or who do not hold an Advanced Professional Certificate issued by MSDE must obtain 100 points, with a minimum of 30 points in the Course Work in the CAS section, in order to be highly qualified.

    AC and/or NBC
    100 points allowed

    • Hold Advanced Professional Certificate (APC) issued by MSDE in CAS being taught (Elementary APC acceptable for middle school level) and/or
    • Achieve certification from the National Board for Professional Teaching Standards in CAS being taught.

    Course Work in the CAS
    1 point per credit earned or taught. Minimum 30 points required.

    • Earn semester hours of content course work* with a grade of "C" or better or MSDE CPD credit
    • Teach a content course at an IHE.

    *Course work (other than reading courses) from a department, school or college of education with an EDU prefix is not acceptable for content course work. Credits earned using CLEP are acceptable if they are reflected on the official transcript.

    Years of Satisfactory Teaching Experience
    4 points per year. Maximum 50 points.

    Must be full-time (not less than 9 consecutive mos. for 50% or more of the school week or the equiv.) and assigned in middle, secondary or Prek-12 (art, dance, music & theatre)

    Continuing Professional Development
    1 point per credit earned or taught. Maximum 10 points.

    • Earn semester hours of graduate education course work w/grade "B" or better.
    • Earn MSDE CPD credits for education related workshops.
    • Teach an education related course at an IHE or at a local school.

    Activities, Service, Awards, and Presentations related to the CAS
    (The items below are examples only, not a comprehensive list.)
    1 point per documented activity, service, award, or presentation. Maximum 10 points.

    Documented service on a local, state or national committee to:

    • Develop, select or evaluate content standards
    • Develop, select or evaluate content curriculum
    • Align local content standards with state standards
    • Develop, validate or evaluate content assessments

    Refereed Publications:

    • Publish content article in a textbook or a refereed state, regional, or national journal

    Documented service as a:

    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for intern
    • School Improvement Team member
    • Or other locally approved leadership role

    Or:

    • Local Teacher of the Year
    • State Teacher of the Year
    • Milken Award winner
    • Present academic content at local, state, regional or national professional meeting
    • Performance (artistic) in field of teaching

    Source: Maryland Department of Education; Highly Qualified Teacher Status

    Secondary HOUSSE Evaluation Process After a HOUSSE rubric is completed, it is sent by the teacher to the local school system’s human resources or personnel office.

    Source: Maryland Department of Education; Highly Qualified Teacher Status

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Massachusetts : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Massachusetts High Objective Uniform State Standard of Evaluation (MA HOUSSE)

    Veteran educators, who have not demonstrated subject matter competency through the Massachusetts Test for Educator Licensure (MTEL) or other options defined in NCLB, may demonstrate subject matter competency through an approved Individual Professional Development Plan (IPDP). Educators must align their IPDP with school and district improvement goals, complete eligible professional development programs and activities designed to support and increase student learning, and demonstrate proficiency through an end-of-course assessment or product.

    Teachers who want to use the HOUSSE option need to have an approved individual professional development plan that has a total of 120 PDPs in it; 80% of those PDPs (96 PDPs) need to be focused on the content or pedagogy related to the content of the core academic subject or subjects that the teacher is teaching.

    Eligible Professional Development Activities

    Undergraduate and Graduate Courses, Seminars or Institutes: Upper-level (except where otherwise noted) or equivalent or lower-level undergraduate course, 1 semester hour = 15 PDPs; Upper-level undergraduate course or approved equivalent (only when substantially new to the educator), 1 semester hour = 22.5 PDPs; Graduate-level course or approved equivalent, 1 semester hour = 22.5 PDPs. Audited Courses - Undergraduate or graduate course or equivalent audits, 1 semester hour = 7.5 PDPs

    Instructor of a Graduate-level Course or Approved Equivalent for Educators

    Department-Sponsored Initiatives: The Department of Education will offer 1.5 PDPs per clock hour for professional development programs it sponsors that: total at least 10 hours; include a product or pre- and post-content assessment; and include a follow-up component.

    Initiatives sponsored by Districts, Collaboratives or Registered Providers: Educators who participate in school- and district-based inservice programs that focus on strengthening professional knowledge and skills in content areas are eligible to receive 1 PDP per clock hour.

    Activities included (and maximum points per year): Mentoring, 15 PDPs from districts that have submitted a mentoring plan to the Department of Education; Peer Coaching, 15 PDPs; Peer Assistance and Review Programs, 15 PDPs; Cooperating Teacher, 15 PDPs; National Board of Professional Teaching Standards, 120 PDPs for successful completion. Team for Accreditation or Inspection Team activities: Team member, 30 PDPs in five year cycle; School faculty member preparing for visit, 30 PDPs in five year cycle.

    Educator-Designed Activities: Educators may earn PDPs from a district, collaborative or registered provider through an educator designed professional development activity that results in a professional product.

    Professional Conference : While PDPs are not awarded for attendance at a professional conference, educators are eligible to receive 30 PDPs from the sponsoring organization for the first time they make a presentation at a professional conference in a five-year cycle.

    School-Based Activity: Educators may earn PDPs from a district, collaborative or registered provider for developing and implementing an activity for students, parents or teachers that incorporates the learning standards of the curriculum frameworks. Educators may earn 1 PDP per clock hour with a maximum of 30 points in all in a five-year cycle when the school-based activity is distributed or implemented within a local school, district or university. Educators may count PDPs from school-based activities toward content requirements when the activity is directly related to the subject area of the IPDP.

    Presenters/Trainers: Teachers who develop and present professional development sessions or courses that are given at the graduate level and that focus on strengthening content knowledge and skills are eligible to receive PDPs. Registered professional development providers, school districts and collaboratives, and institutions of higher education may grant trainers, presenters and instructors twice the number of PDPs granted to participants. These points may be counted the first time the training is provided in a five-year cycle.

    Curriculum Development: Educators who author a new curriculum unit that is published in a school or district guide or formally shared in other ways, including software, student text book or professional resource may earn, from a district, collaborative or registered provider, 15 points per curriculum unit and may accrue up to 60 points in five years.

    Published Written Materials: Doctoral dissertation, 90 PDPs in five years; Master's or CAGS thesis, 45 PDPs in five years; Book(s), 90 PDPs per book; Professional journal articles or chapters in a professional book, 30 PDPs per chapter or article in a book or journal; Published results of action research, 30 PDPs in five years.

    Continuing Education Credits: Courses provided by professional development providers that meet specific standards are often measured in Continuing Education Units (CEUs) as defined by the International Association for Continuing Education. CEU = 10 PDPs

    Source: Massachusetts Department of Education; HOUSSE

    Secondary HOUSSE Evaluation Process Professional Development Points

    Professional development points may be earned in the following ways:

    • PDPs may be awarded by registered providers to educators who complete a professional development activity and demonstrate proficiency in the relevant subject area or skill through an appropriate end-of-course assessment that satisfies Department guidelines.
    • PDPs may be awarded by, or under the auspices of, the Department, school districts or educational collaboratives upon an educator's completion and demonstration of proficiency in the relevant subject area or skill through an appropriate end-of-course assessment that satisfies Department guidelines.
    • Educators may accrue PDPs through an educator-designed professional development activity that satisfies Department guidelines for the demonstration of learning in the relevant content or skill area.

    Source: Massachusetts Department of Education; HOUSSE

    Secondary HOUSSE Type
  • Professional Development
  • Secondary HOUSSE Criteria Options
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Michigan : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
    1. Have at least 3 years of teaching experience at the secondary level and have completed, since the issuance of the Provisional teaching certificate, a minimum of 18 semester credit hours in a planned standards-based SBE-approved endorsement program or a master’s or higher degree in an area appropriate for secondary education, OR

    2. Have at least 3 years of teaching experience and, before the end of the 2005-06 school year, have completed an individual professional development plan approved by the local school improvement team, including completion of professional development activities that that are aligned with the state professional development standards and consisting of at least 90 contact hours or 6 semester hours of coursework in a standards-based (in accordance with the SBE-approved standards that are aligned with the applicable Michigan Curriculum Frameworks) subject/content subject area program related to the current teaching assignment, and documented with the local district on a form approved by the MDE, OR

    3. Demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the Entry-Level Standards for Michigan Teachers approved by the State Board of Education. The performance assessment must be conducted by a local professional development review team/school improvement team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.
    Source: Michigan State Board of Education
    The Michigan Definition for Highly Qualified Teachers (Note: This web page does not consistently work.), http://www.michigan.gov/mde/0,1607,7-140-5234_5683---,00.html
    Secondary HOUSSE Evaluation Process A teacher who selects the portfolio assessment option must have the portfolio reviewed by the local professional development assessment team/school improvement team. It is a local decision to determine the appropriate composition of the local assessment team. The assessment team must determine the teacher's subject matter content competency based on the Michigan portfolio guidelines. The teacher must demonstrate competency in each of the following categories:
    • Years of successful teaching experience
    • College level coursework in the content area
    • Content specific professional development activities
    The content specific professional development activities section of the portfolio must also include a reflection on how the combination of professional activities has been translated into improvement of teaching practice and/or classroom instructional strategies.

    The portfolio, the team assessment, and the portfolio assessment report must be filed with the local district by June 30, 2006.

    Source: Michigan Department of Education; HQT Content Area Portfolio Guidelines

    Secondary HOUSSE Type
  • Portfolio
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Services to the profession
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Minnesota : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Minnesota HOUSSE

    A teacher using HOUSSE must demonstrate a minimum of 100 points to be deemed HQ.

    Student Achievement

    • Documentation is required demonstrating at least 1 year of academic growth in the subject. Evidence must be objective, valid, and reliable; i.e. norm-referenced or user-normed test results given annually in the district. Examples would include the Iowa Test of Basic Skills (ITBS), Stanford Achievement Test (SAT 10), MN Comprehensive Assessment, Measures of Academic Progress (MAP), etc.
    • Up to 50 points possible:
      1 year growth = 20 points
      1.5 years growth = 35 points
      2 years growth = 50 points

    Awards and Recognition

    • Provide evidence of local, state or national activities/awards indicating professional contribution to achievement in the subject. These must have been earned while teaching in the subject content and within the last 10 years.
    • Up to 50 points possible:
      Local awards = 5 points
      State awards = 10 points
      National awards = 15 points

    Teaching Experience

    • Describe teaching experience in the subject for which approval is being requested. Teaching experience may have occurred while under a special education or English as a Second Language license, or any variance, waiver, limited license, related exception; or in a private or post secondary setting.
    • Up to 50 points:
      1 year = 10 points
      2 years = 20 points
      3 years = 30 points
      4 years = 40 points
      5 years plus = 50 points

    Praxis II Content Test

    • The Praxis II Content Tests are offered through Educational Testing Service (ETS). A test must be taken in the subject for which approval is being requested. See Appendix B for list of adopted tests.
    • 50 points

    Advanced Certification

    • Advanced certifications from the National Board for Professional Teaching Standards (NBPTS): National Board Certification.
    • 50 points

    Course Work

    • Include course work or pedagogy courses in the subject for which approval is being requested. Include copies of transcripts showing courses with file.
    • Up to 50 points possible
      5 points per semester credit
      3 points per quarter credit

    Professional Activities

    • Include professional development activities in the subject. and in accordance with “high quality” activities as defined in Appendix D.
    • Up to 50 points possible:
      Coursework:
      5 points per semester credit
      (15 hours per semester credit)
      3 points per quarter credit
      (9 hours per quarter credit)
      Professional development activity:
      *1 point for every 3 hours of “high quality” professional development

    Source: Minnesota Department of Education; Minnesota State Plan For Federal “Highly Qualified” Teacher Requirements-Revised

    Secondary HOUSSE Evaluation Process School districts are responsible for designating a school or district administrator to serve as the school district’s State Plan administrator. The administrator is responsible for determining the “highly qualified” status of teachers of core academic subjects and will meet with teachers, including special education teachers, to help in completing the HOUSSE application when appropriate.

    Source: Minnesota Department of Education; Minnesota State Plan For Federal “Highly Qualified” Teacher Requirements-Revised

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Honors/awards/publications/presentations
  • Professional development in content area
  • Graduate degree
  • Teacher Examination
  • Student achievement data
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • Mississippi : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Mississippi Highly Qualified Teacher Application HOUSSE Option

    This application form and the worksheets that follow should be completed by teachers who are seeking Highly Qualified Teacher status through the High Objective Uniform State Standard of Evaluation (HOUSSE) option. The signed application, worksheets and documentation should be submitted to your building administrator. Teachers applying for the HOUSSE option must have a minimum of 12 coursework hours in the content area to be eligible for this option. Teachers who earn 100 points through this option will meet the federal Highly Qualified definition for this content subject area.

    College Coursework in Content Area

    • Semester hours 30 hours maximum
    • 2 points for each semester hour
    • 60 points maximum

    College Coursework in Professional Studies Related to Content Area

    • Semester hours 15 hours maximum
    • 1 point for each semester hour
    • 15 points maximum

    Professional Development Related to Content Area

    • No limit on the Number of activities
    • 1 point for each Continuing Education Unit or 1 point for 10 hours of Professional Development
    • 30 points maximum

    Professional Activities Related to Content Area

    • Number of activities 5 activities maximum
    • 2 points for each activity
    • 10 points maximum

    Years of Teaching Experience

    • Years of teaching experience regardless of subject
    • 1 point for each year
    • 20 points maximum

    Years of Teaching Experience in the Content Area in MDE Accredited schools

    • Years of public school experience in content area
    • 2 points for each year in most recent 10 yrs. 1 point for each year over 10 years
    • 30 points maximum

    Recognition in Content Area

    • Number of recognitions 5 maximum
    • 2 points for each recognition
    • 10 points maximum

    Source: Mississippi Department of Education; HOUSSE

    Secondary HOUSSE Evaluation Process Candidates who choose the HOUSSE option are required to submit to their school administrator:
    • Documentation of teaching experience from applicable school systems (letter/memorandum from personnel officer or superintendent)
    • Sealed copies of all college transcripts
    • Documentation of professional development and professional activities related to the candidate’s teaching assignment during the last ten years (syllabi, agenda, certificates of attendance, etc.)
    • Documentation of awards, recognition, and/or publications.

    Source: Mississippi Department of Education; Highly Qualified Teacher Criteria

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Professional development in content area
  • Valid subject area license in another state/highly qualified in another state
  • Secondary HOUSSE Status
  • Planning to Phase Out the General Education HOUSSE Option

  • Missouri : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
  • No HOUSSE
  • Secondary HOUSSE Evaluation Process
  • No HOUSSE
  • Secondary HOUSSE Type
  • No HOUSSE
  • Secondary HOUSSE Criteria Options
  • No HOUSSE
  • Secondary HOUSSE Status
  • Not Yet Under Development

  • Montana : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Policies of the Montana Superintendent of Public Instruction and the Board of Public Education require teachers not new to the profession to demonstrate competence and are considered highly qualified by meeting a high objective uniform state standard of evaluation that:
    1. Is set by the State for both grade appropriate academic subject matter knowledge and teaching skills;
    2. Is aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;
    3. Provides objective, coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teacher teaches;
    4. Is applied uniformly to all teachers in the same academic subject and the same grade level throughout the State;
    5. Takes into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject;
    6. Is made available to the public upon request; and
    7. May involve multiple, objective measures of teacher competency.

    Source: www.opi.state.mt.us
    Administrative Rules of Montana 10.57.201 General Provisions to Issue Licenses; 10.57.215 Renewal Requirements; 10.55.714 Professional Development
    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • No information found.
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • Pending Approval

  • Nebraska : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Nebraska HOUSSE Description

    A minimum of 100 points is required to achieve the designation of NCLB qualified teacher.

    National Board for Professional Teaching standards (NBPTS) in assigned content area: 100 points

    Passed a related content area test required in another state for certification or NCLB requirements: 100 points

    Holds advanced degree in an area related to the assigned content area, or supports instruction in the assigned content area=50 Points
    The majority of the coursework for the degree must clearly have a relationship to the assigned content area, e.g. Master of Education in Curriculum and Instruction or a Physics degree for the mathematics content area. This would not include Educational Administration degrees.

    Teaching experience in the assigned content area: 15 points per year (within the last 10 years) and can not exceed 45 points
    Teaching assignment must be in the assigned content area and SPED Teachers can also utilize these options:

    • Teaching in this content area to individuals with disabilities during supervised student teaching or practicum experiences
    • This may include collaborative models that involve teaching in this content area with a qualified teacher, e.g. co-teaching, cooperative teaching, consultative teaching, or team teaching.

    Teaching experience in a related field (within the last 10 years) and can not exceed 45 points
    Teaching experience in a content area that is under the same field endorsement as an endorsement you hold, e.g. history assignment with a geography endorsement.

    Content-based college credit from an accredited institution: 5 points per credit hour (credits within the last 10 years)
    Content-based courses may include, but are not limited to: Education courses that were content-based Content-based graduate or undergraduate courses, including courses toward an added endorsement or an advanced degree that were not counted in the previous section under advanced degree. Community college courses that would be transferable to a teacher preparation program may be included.

    Content-related college credit from an accredited institution: 3 points per credit hour (within the last 10 years), Maximum=30 points.
    Content-related courses may include, but are not limited to: Graduate or undergraduate courses, including courses toward an added endorsement or an advanced degree that were not counted under the advanced degree section, which relate to the content area (or support instruction) such as assessment literacy, English Language Learner (ELL) classes. Community college credits transferable to a teacher preparation program may be included. Non-SPED teachers may include one course related to working with diverse/exceptional students.

    Documented content–based professional development at the district, Educational Service Unit (ESU), regional, state or national level: 1 point per 4 hours of participation (with the last 10 years).
    Activities that support content-related professional growth may include, but are not limited to: Content workshops in the area of assignment, data retreats, School-based Teacher-led Assessment and Reporting (STARS), six trait writing, assessment literacy, classroom management/instructional strategies in the assigned content area, strategies for working with diverse student populations, online or other technology-based content modules, action research/innovative projects approved by the district, and activities identified in an individual professional growth plan (§79-830) or to expand a knowledge base to meet district goals.

    Activities can only be counted in one category. If the workshop also resulted in college credit, you can only include the activity once on the form.

    Professional development activities must meet the NCLB definition of high-quality professional development (Section 9101-34) in order to be counted in this category. This includes the requirement that professional development activities are of high quality and sustained, supportive of state content standards for students and teachers, and improve the teacher’s instructional performance.

    Professional activities related to the assigned content area
    Activities may include, but are not limited to:

    • Served on a committee that developed, selected or evaluated standards, curriculum, or textbooks/instructional materials in this content area
    • Served on a committee that aligned local content standards with state content standards
    • Served on a committee that developed, aligned, validated or evaluated content assessments, including alternate assessments
    • Served on a committee that completed school-based data collection and analysis relative to student achievement in the content area
    • Leadership/presenter at district, regional, state or national professional conferences, seminars, or workshops
    • Participated in content related learning circles/peer-learning activities
    • Completed the assessment portion of National Board for Professional Teaching Standards (NBPTS) for this content area but did not receive certification
    • Other content related activities approved by the local district to meet district goals.

    Service related to the assigned content area
    Activities may include, but are not limited to:

    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for student teachers
    • Lead content teacher on IEP team
    • School Improvement Team leadership
    • Officer or committee member in a regional, state, or national professional content organization
    • Instructor at an Institution of Higher Education (content, or pedagogy-related to content, assessment, working with special needs students) or adult education/community education classes directly related to the content area
    • Content or research-based presentations at district, state or national level.

    Source: Nebraska Department of Education; NEBRASKA NCLB QUALIFIED TEACHER APPLICATION INFORMATION

    Secondary HOUSSE Evaluation Process Teachers complete a NCLB Qualified Teacher Application for the assignment for which they are not endorsed. The ‘Non-Endorsed Report’ sent from the Nebraska Department of Education to each school administrator during the summer identifies some of the teachers who are not appropriately endorsed for their assignments. The school administrator enters additional information about teachers who are not endorsed for their assignments on the current Fall Personnel Report. SPED, ELL/ESL and High Ability teachers who are teaching academic content and assigning grades are included in the NCLB requirement.

    Source: Nebraska Department of Education; NEBRASKA NCLB QUALIFIED TEACHER APPLICATION INFORMATION

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Graduate degree
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Nevada : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Nevada HOUSSE Option Requirements
    STATE BOARD APPROVED 5-17-03

    REVISIONS FOR SPECIAL EDUCATION TEACHERS APPROVED 4-29-05

    A teacher who is NOT NEW to the profession who chooses the HOUSSE option for demonstrating competency must:

    • VERIFIED FULL TIME TEACHING EXPERIENCE (3 years) by the end of the 2005-2006 school year in the subject area(s) in the appropriate grade span in which the teacher needs to meet the highly qualified requirements, and meet an additional requirement as outlined under B or C ,
    • ADVANCED LICENSING OR CERTIFICATION - one of the criteria listed
      • a Graduate Degree (masters or higher)
      • OR - a "Professional License" issued by Nevada State licensing - Masters Degree (renewed every 6 years) - Education Specialist Degree (renewed every 8 years) - Doctorate Degree (renewed every 10 years)
      • Or - National Board Certification,
    • PROFESSIONAL DEVELOPMENT
      This requires the equivalent of 150 contact hours of approved coursework (1 semester credit or licensure renewal credit is equivalent to 15 contact hours)
      • You do not need 150 contact hours of professional development for each academic subject taught. The total of 150 hours of professional development must, however, be distributed over the areas of subject knowledge in which the teacher teaches and/or grade appropriate teaching skills. Coursework can include the equivalent to a minor area of endorsement recognized by the state, and use of data and assessments to help students meet the State academic standards. Coursework can be obtained through one of the following options - or - a combination of credit sources as verified by certificates, transcripts, or official documentation by the providing agency.
      Note: the 150 contact hours of professional development has to be after initial licensure - except for the equivalent to a minor area of endorsement which can be recognized by the state at the time of initial licensure or after initial licensure.
      • Nevada Department of Education Inservice Credits Courses the Nevada State Department of Education recognizes for licensure renewal (that the district approves) The Nevada HOUSSE Option Requirements (continued)
      • District Approved Credit Including District Approved Graduate Equivalent Program Courses recognized for licensure renewal or movement on the salary schedule, e.g., Professional Development Education in Clark County School District
      • Coursework at a college or university accredited by a regional accrediting association earned after initial licensure
      • Professional Development - provided by site based (school), district, or regional (multi-district) programs including Regional Professional Development Programs (RPDP)

    Source: Nevada Department of Education; NCLB "Highly Qualified" Teacher Requirements, Meeting the "Highly Qualified" Definition

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Professional Development
  • Advanced Certification
  • Graduate Degree
  • Secondary HOUSSE Criteria Options
  • Professional development in content area
  • Graduate degree
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • New Hampshire : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text HOUSSE - Option #3C

    Self Assessment

    1. Teacher establishes a partner credentialed (Experienced Educator Certificate) in the content area being assessed (principal, supervisor, consultant, and/or colleague) to support self assessment and plan development.
      • Teacher reviews the criteria for the core academic content area as specified in ED 500 and State Curriculum Frameworks with a teacher certified (Experienced Educator Certificate) in the same core content area. Local districts will decide what is appropriate for the grade level assignment in their district but will use the State Content Standards & State Curriculum Frameworks to determine this.
      • Teacher and principal (and partner—optional) review documentation such as coursework grades, portfolio artifacts, test scores, professional development records, including student outcomes, to determine the degree to which the required standards are met. If all content standards are met, the candidate meets the criteria for being highly qualified. The Principal then approves the documentation and submits it to the Superintendent. To maintain highly qualified status, candidates must engage in ongoing professional development under the local Professional Development Master Plan.

    General Criteria for Satisfactory Self Assessment of Content Standards

    • Self assessment shows that the teacher has met all competencies for content knowledge.
    • The teacher can document subject area knowledge equivalent to or greater than an undergraduate major.
    The self assessment indicates that the teacher has in-depth and accurate knowledge of how students learn the subject.

    Source: New Hampshire Department of Education, Highly Qualified Teacher

    Secondary HOUSSE Evaluation Process Implementation and Evaluation of HQT (HOUSSE) Plan:
    1. Teacher participates in professional development activities to reach benchmarks and attain goals.
    2. Teacher reviews plan with administrator on a regular basis and modifies when necessary.
    3. Principal reports progress on plan annually to district office.
    4. District reports progress on plan to NH Department of Education.
    5. Final review of plan done with Principal to determine successful completion of activities.
    6. Principal submits evidence (coursework grades, portfolio artifacts, test, or transcripts) of plan completion to Superintendent.
    7. Superintendent completes form to notify NH Department of Education, of plan status: acceptable progress, no progress, plan completed.

    Source: New Hampshire Department of Education, Highly Qualified Teacher

    Secondary HOUSSE Type
  • Portfolio
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Professional development in content area
  • Student achievement data
  • Secondary HOUSSE Status
  • Final

  • New Jersey : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text

    The NJ HOUSE Standard: Content Knowledge Matrix

    Teachers who document 10 points on the Content Knowledge Matrix satisfy the definition of a Highly Qualified Teacher. Teachers who do not have 10 points on the Content Knowledge Matrix have until the end of the 2005-2006 school year to either pass a state test of content knowledge for core academic subject(s) and level(s) they teach; or accumulate 10 points for each core academic subject/level by participating in activities listed on the Content Knowledge Matrix:

    Content Area College Coursework
    Courses must be at least 3 credits, 2 points per course, 4 points required in this category; no upper limit

    Content Area Professional Activities
    6 point limit in this category, 1 point per documented activity in any area in this category per year. Activities must have been completed within the last 4 years.

    Content Area Teaching Activities
    1 point per year, within the last 4 years

    NBPTS Certification
    4 points

    Successful Content Area Teaching Performance
    8-15 years = 2 points
    16+ years = 3 points

    Source: New Jersey Department of Education; The New Jersey Model for Identifying Highly Qualified Teachers

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • New Mexico : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
    • Have successful annual evaluations for the prior two school years

    • Have two complete school years of teaching experience.

    • Fulfill the requirements of either (A) or (B) below:

      1. For 7-12 secondary, 5-9 middle level, and K-12 specialty area licensed teachers teaching in a middle school or junior high school, 18 credit hours, 12 of which must be upper division in each core academic subject the teacher teaches; OR
      2. Complete at least 12 semester hours in the subject area being evaluated and demonstrate competence in the instructional strand of the state board’s teacher competencies and indicators for the level of licensure the candidate holds to a local panel.

        The local panel shall consist of two teachers:

        • One teacher will be appointed by the principal in the school where the teacher seeking to demonstrate that he/she is highly qualified is teaching. The second teacher will be appointed by the candidate.
        • Panelists must be highly qualified in the content area being evaluated, as defined in Public Education Department rules, and hold a current Level II or III-A license, and, if applicable, hold an endorsement in the subject area to be evaluated.
        • Panelists may be from the candidate’s same school, or same district, or from another school or district in New Mexico

      The candidate must gather and submit to the panel evidence demonstrating how he/she meets the competencies in the instructional strand of the Public Education Department's teacher competencies and indicators. Evidence must include:

      • Documentation from student data, assessment techniques, instructional plans, information about student work, and implementation of state curriculum standards, as provided in 6.69.4.11. E (1) NMAC, and
      • Observation summaries, by each panel member, of the candidate teaching in the area for which he or she is applying. Observations by the panel members may be done in person or by video, and
      • At least two observation summaries, completed by the candidate, of a teacher(s) teaching in the subject area for which the candidate is seeking to be highly qualified.

      Both teachers on the panel must agree that the candidate has met, or exceeds, the competencies and indicators for the level of licensure the teacher being evaluated holds.

      The panel shall submit their recommendation to the Public Education Department in a form acceptable to the department.

      The Public Education Department will verify that the teacher has met the requirements set forth in this rule and if permitted in the state board’s rules governing the subject area, the candidate may be issued an endorsement in the evaluated subject area. It is possible to add licensure endorsements through this process in all of the content areas. Note that the bilingual education endorsement is not included in the Subject Area Competency HOUSSE option.

    Source: New Mexico Administrative Code 6.69.4.9

    Secondary HOUSSE Evaluation Process Every public school teacher must have an annual performance evaluation based on an annual professional development plan that meets the requirements of the state’s high objective uniform standard of evaluation as provided in 6.69.4.10 NMAC. The format for this evaluation is established by the department and is uniform throughout the state in all public school districts.

    Source: New Mexico Administrative Code 6.69.4.8 (D)

    Secondary HOUSSE Type
  • Coursework
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Secondary HOUSSE Status
  • Final

  • New York : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text NEW YORK STATE HOUSSE RUBRIC - Part 2

    This rubric is for teachers with MIDDLE/SECONDARY ASSIGNMENTS, defined as classes in grades 7-12 in core academic subjects; classes in grades K-12 in the arts, languages other than English and reading; and "special classes" in core academic subjects for students with disabilities in grades 7-12 or the age equivalent..

    • Teachers of the above classes who are beyond the first year of their first certification (or permitted to use IDEA flexibility) and who have not demonstrated their subject matter competency for each core academic subject they teach in one of the ways permitted by the NCLB may demonstrate their subject matter competency using a "high objective uniform State standard of evaluation" (HOUSSE). The other ways that teachers may demonstrate their competency in a core academic subject are: (1) passing a NYSTCE Content Specialty Test (CST) in the subjects or a comparable test accepted by SED when they were certified; (2) completing an undergraduate major in the subjects; (3) completing coursework equivalent to a major (30 credits) in the subjects; (4) completing a graduate degree in the subjects; or (5) having a NYS permanent or professional certificate in the subjects.
    • To use the HOUSSE to demonstrate subject matter competency in each core academic subject they teach, teachers described above must earn at least 100 points using this checklist as part of either (1) a pre-employment review or (2) an Annual Professional Performance Review conducted after August 1, 2003. Points may be earned on every line below. Please refer to Part 3 for definitions.

    For teachers of core academic subjects in grades 7 through 12; specially designed instruction deemed equivalent to the general curriculum in grades 7 through 12; and the arts, foreign languages and reading at all grade levels:

    Teachers of the above classes who are beyond the first year of their first certification and who have not demonstrated their subject matter competency for each core academic subject they teach in one of the ways permitted by the NCLB may demonstrate their subject matter competency using a “high objective uniform State standard of evaluation” (HOUSSE). The other ways that teachers may demonstrate their competency in a core academic subject are: (1) passing a NYSTCE Content Specialty Test (CST) in the subjects or a comparable test accepted by SED when they were certified; (2) completing an undergraduate major in the subjects; (3) completing coursework equivalent to a major (30 credits) in the subjects; (4) completing a graduate degree in the subjects; or (5) having a NYS permanent or professional certificate in the subjects.

    To use the HOUSSE to demonstrate subject matter competency in each core academic subject they teach, teachers described above must earn at least 100 points using this checklist as part of either (1) a pre-employment review or (2) an Annual Professional Performance Review conducted after August 1, 2003.

    EDUCATION AND CREDENTIALS

    • Successful completion of (a) a bachelor’s degree program with a general education component or (b) the Liberal Arts and Sciences Test (LAST) (30 points)
    • Successful completion of a State-approved program leading to a certificate in the subject or a State transcript review or individual evaluation leading to a certificate in the subject (30 points)
    • Successful completion of graduate courses in the subject (Up to 50 points, 10 points for every 3 graduate credits)
    • Licensure in a recognized profession that is related to the subject. (70 points)
    • Passing a federal or industry-standard exam in an occupational field related to the subject. (70 points)
    • Certification in the subject by the National Board of Professional Teaching Standards. (100 points)
    PROFESSIONAL EXPERIENCE AND DEVELOPMENT
    • Teaching experience in the subject in grades 7-12, including specially designed instruction deemed equivalent to the general education curriculum in grades 7-12. (Up to 50 points, 10 points per year, 15 points per year after school year 1998-1999)
    • Successful completion of professional development in the subject, pursuant to an employer’s professional development plan, that is aligned with the Regents learning standards. (Up to 50 points, 10 points for every 5 contact hours)
    • Supervision of a student teacher in a State-approved program leading to certification in the subject or to certification in special education in a setting in which specially designed instruction deemed to be equivalent to the general education curriculum in grades 7 through 12 is provided. (30 points)
    • Professional service related to the subject. (Up to 50 points, 10 points for each instance of professional service.)
    • Formal review of subject knowledge. (50 points)

    Source: New York State Education Department; Field Memo #03- 2006

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • Services to the profession
  • Professional development in content area
  • Graduate degree
  • NBTS Certification
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • North Carolina : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text To be eligible, teachers must have taught with a North Carolina or equivalent license from another state, full time for not less than six successive calendar months in one district, charter school or non-public institution. They must have taught in the same subject area as the NC HOUSSE certification area they plan to complete. To establish competency in a core subject area by utilizing the NC HOUSSE:

    1. All content standards must be met.
      (A teacher must be judged to have met 80 percent of content indicators with an indication of evidence[s] used for making judgments.)
      • Experience in the specific content area.
      • Evaluation(s)
      • Content competencies (IHE licensure standards)
      • College course (content specific)
      • Activities specific to the content area
      • Honors/awards/publications/presentations
      • Services to the profession
      • Staff/professional development in the specific content area
      • Student achievement/AYP

    2. Valid subject area license in another state/highly qualified in another state.

    3. A teacher must receive a satisfactory rating on the district’s validated performance evaluation.

    The NC HOUSSE is available in the following areas of certification: elementary education; 6-9 language arts; 9-12 English; 6-9, 9-12 mathematics; 6-9, 9-12 science; 6-9, 9-12 social studies; K-12 visual arts; K-12 music; K-12 theatre arts; K-12 dance; K-12 foreign languages.

    Source: North Carolina Public Schools; HQT FAQ

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Student achievement data
  • Valid subject area license in another state/highly qualified in another state
  • Secondary HOUSSE Status
  • Final

  • North Dakota : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text PORTFOLIO SCORING RUBRIC

    High, Objective, Uniform State Standard of Evaluation: College transcripted majors, the major equivalency licensure options described in this section, and alternative licenses issued in compliance with chapter 67.1-02-04 will be aligned with the North Dakota standards for program approval (67.1-02-01-05) as the state of North Dakota criterion-based measure of assurance that all teachers are highly qualified.

    Years of Experience in Accredited School

    • Experience must be subject specific.
    • Minimum of three (3) years experience.
    • 3 points for each year

    College Level Course Work in Subject

    • List graduate & undergraduate courses.
      (Convert quarter credits to semester credits by multiplying # times 2/3
    • # Under-Grad Credits X 3
      # Graduate Credits X 4

    Continuing Education Course/ Workshop/ Training in Subject

    • Must be subject specific.
    • 2 points for each 15 hour workshop
      2 points for each credit

    Curriculum Development, including activities, related to Subject (May use multiple occurrences of activity)

    • Attend regional, state, national professional conferences
    • Develop classroom curriculum projects /activities, such as:
      • Curriculum Mapping
      • TWT
      • Project Wet/Wild
      • Food/Land/People
    • Serve on committees, such as:
      • Content standards committee
      • Standards alignment committee
      • NCA / School Improvement
    • 2 points for each documented activity

    Service to Subject (May use multiple occurrences of service throughout career)

    • Department chair or team leader
    • Mentor teacher for subject area
    • Cooperating student teacher (each semester)
    • Cooperating practicum teacher (for each 20 hours)
    • Subject presenter at district or state professional meetings
    • Member of regional, state, or national content organizations
    • Officer in regional, state, or national professional content organization.
    • 2 points for each local /state service
      4 points for each regional /national service

    Advanced Degree, Publications, Presentations, Awards, and in Content Area (Throughout career)

    • Advanced degree in education
    • Recipient of state or national teaching award in content area
    • Content article in regional, state, or national journal
    • Content instructor at higher education institution
    • Content presenter at regional or national professional meetings
    • Complete National Board process
    • 5 points for each documented activity

    Source: North Dakota Education Standards and Practices Boards; Portfolio Scoring Rubric

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Graduate degree
  • Secondary HOUSSE Status
  • Final

  • Ohio : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
    • A graduate degree in the teaching assignment, OR
    • Advanced certification defined as a professional or permanent certificate; OR
    • Advanced credentialing defined as National Board Certification OR
    • Achieve 100 points on the Ohio Highly Qualified Teacher Rubric OR
    • Meet the following requirements by 2006:
      1. Have an individual professional development plan approved by the local professional development committee that includes a plan to complete by 2006 at least ninety (90) clock hours of high quality professional development(as defined in No Child Left Behind, Section 9101) well distributed over the following areas: grade appropriate academic subject matter knowledge, teaching skills, and state academic content standards.
      2. Upon completion of the 90 clock hours submit documentation to the Local Professional Development Committee that includes a description of the content of the activities, the contact hours, and documentation of attainment of learning by the teacher.
        (The Local Professional Development Committee (authorized by Senate Bill 230 to be established in every Ohio school district) has a membership of at least three classroom teachers, one principal, and one other employee appointed by the district superintendent. The LPDC will determine if the individual professional development plan includes appropriate professional development activities consistent with the highly qualified teacher definition and the definition of high quality professional development.)
      3. Convert to a five-year professional license by 2006.

    Source: Ohio Department of Education; 2005-2006 Highly Qualified Teacher

    Secondary HOUSSE Evaluation Process Completed forms are submitted for review to the building administrator.

    Source: Ohio Department of Education; 2005-2006 Highly Qualified Teacher

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Professional development in content area
  • Graduate degree
  • NBTS Certification
  • Secondary HOUSSE Status
  • Phasing Out the General Education HOUSSE Option

  • Oklahoma : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Middle (Grades 6,7, & 8) and Secondary Level (Grades 9-12)
    100 Points = Highly Qualified

    National Board Certification
    100 points

    Coursework in the Core Academic Subject Area
    Semester hours of content coursework with a grade of "C" or better. An EDUC/CIED prefix or any other education prefix is not acceptable except for reading hours. Credits using the College-Level Examination Program (CLEP) are acceptable provided they are reflected on the official transcript. Semester hours of coursework taught in an institution of higher education are acceptable.

    4 points per semester hour earned or taught. No maximum.

    Years of Satisfactory Teaching Experience in an Accredited School
    Must be employed as a full-time teacher, teaching the core academic subjects any portion of the day.
    • State-mandated professional development, 1981: Fall 1981-Spring 1986, 1 point per year
    • State-mandated uniform teacher evaluation system, 1986: Fall 1986-Spring 1986, 2 points per year
    • State-implemented PASS Objectives, 1993: Fall 1993-Spring 2004, 3 points per year

    Maximum 49 points.

    Service in Content in the Core Academic Subject Area
    Must be content specific to core academic subject area.

    • Department chair/team leader
    • Mentor teacher
    • Cooperating teacher for intern/student teacher
    • Academic club sponsor
    • Academic judge
    • Membership in a regional, state, or national professional content organization
    • Officer in a regional, state, or national professional content organization
    • Serve on a local, state, or national committee to develop, select, evaluate, or validate content standards, curriculum, or assessments
    • Other
    10 points for any one item. 20 points for two or more items. Maximum 20 points.

    Awards, Presentations, and Publications in Content (Early Childhood Education or Elementary Education) Area
    Must be content specific to core academic subject area.
    • District teacher of the year
    • State teacher of the year finalist
    • State teacher of the year
    • Milken Family Foundation National Educator Award
    • Present academic content at local, state, regional or national professional meetings,
    • Published a content article in regional, state, or national journal
    • Presidential Awards for Excellence in Mathematics and Science Teaching
    • Outstanding Educator Awards from content professional organizations

    10 points for any one item. 20 points two or more items. Maximum 20 points.

    Legislative Authorized Academic Institutes* or Professional Development
    Must be content specific to core academic subject area (one point per clock area).

    • Professional Development Institute - Math: 30 points*
    • Professional Development Institute - Science: 30 points*
    • Professional development (1 point per clock hour)
      • Algebra for All (College Board model)
      • Pre AP/AP training in subject area
      • Professional development related to Priority Academic Student Skills (PASS) - 1993
    Maximum 30 points.

    Achievement of Students Taught (Optional)
    • First, second, or third place in student academic competition such as collegiate interscholastic meet
    • Documented increase in student test scores

    10 points for any one item. 20 points maximum for two or more items. Maximum 20 points.

    Source: Oklahoma State Department of Education, Oklahoma HOUSSE for Middle and Secondary Level
    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Student achievement data
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Oregon : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
  • No information found.
  • Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Advanced Certification
  • Graduate Degree
  • Secondary HOUSSE Criteria Options
  • Graduate degree
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Pennsylvania : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text The new HOUSSE program provides that experienced Pennsylvania teachers or new special education teachers who teach multiple core academic subjects in middle and secondary settings and who qualify for the additional flexibility under IDEA may demonstrate subject matter competency and be designated as “highly qualified” upon the obtainment of 100 points, documented through achievements in the following areas:
    • Years of satisfactory teaching experience in the core academic subject,
      (5 points per year, minimum of 5 points required, maximum of 45 points)
    • College and graduate coursework in the core academic subject, verified by a transcript from a regionally accredited college/university with each course passed at a 2.0 level or above,
      (5 points for every 1 semester credit in core academic subject, maximum of 95 points)
    • Professional education courses in core academic subject and/or in related teaching, curriculum instruction or assessment courses related to the core academic subject,
      (5 points for every 30 professional development hours)
    • Advanced degree in teaching, curriculum instruction or assessment related to the core academic subject,
      (25 points)
    • Academic scholarship and awards related to core academic subject, examples include: teacher awards, authored journal articles or textbooks, instructor of college course,
      (5 to 50 points)
    • Pennsylvania Instructional II, Special Education Certificate.
      (25 points)
    Teachers successfully completing Pennsylvania’s HOUSSE program by documenting 100 points in the above categories have demonstrated subject matter competency through Pennsylvania’s high objective state standard of evaluation and are highly qualified under NCLB.

    Source: Pennsylvania Department of Education; HOUSSE

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Honors/awards/publications/presentations
  • Graduate degree
  • Secondary HOUSSE Status
  • Final

  • Puerto Rico : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
  • No information found.
  • Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • No information found.
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • No information found.

  • Rhode Island : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text The Rhode Island Department of Education Website was offline during the update of this data.

    ECS will post updated information as it is made available.

    Prior Experience HOUSSE Rubric - Secondary

    Experience must be demonstrated in at least 3 of the 5 categories, and specific to the area of certification.

    A. Years of Experience in an accredited school

    Multiply the number of years teaching elementary school by 2 (points for each year). The maximum for this category is 24 points. Divide the total points by four.

    2 points per year ; maximum 24 points

    B. College Level Course Work in the Content Area

    Courses must be in content area; courses with an EDU or comparable prefix offered through education programs are not acceptable, with the exception of courses in reading. Each credit is worth three points (e.g., a three credit content course equals nine points)

    3 points per credit (no recency requirement); no maximum

    C. Professional Development Activities related to the Content Area

    • Served on a committee that:
      • Developed, selected or evaluated content standards
      • Selected or evaluated content curriculum
      • Aligned local content standards with state standards
      • Developed, validated or evaluated content assessments
    • Attended a local/regional, state or national professional conference/ seminar/ workshop in the content area
    • Participated in activities awarded PDC/CEU credits in content area
    • Participated on site visit team to education institution (PK-16)
    • Served as a content instructor at a university, college or regional collaborative
    5 points for each activity for each year, all activities must have occurred within the last five years; no maximum

    D. Service to the Content Area

    • Served as:
      • Department chair or team leader
      • Mentor teacher in the content area
      • Cooperating/Practicum teacher for student teacher
      • Officer in a regional, state, or national professional content organization
    • Membership in regional, state, or national professional content organization
    • Made a content presentation at a regional, state or national professional content organization meeting
    • Published a content article in regional, state, or national journal
    5 points for each documented service for each year, all activities must have occurred within the last five years; no maximum

    E. Awards

    Teacher awards:

    • District, state, or professional association teacher of the year award
    • National Recognition such as: Presidential Award Winner for Excellence in Mathematics or Science; Milken Distinguished Educator Award Winner; Christa McAuliffe Fellowship; Disney Teacher of the Year
    • Rhode Island Regents Fellow in Content Area

    20 points each per activity; maximum 20 points across the four content areas.

    Source: Rhode Island Department of Education http://www.ridoe.net/Certification_PD/Highly_Qualified/Documents/Final%20Secondary%2012%20-%2019%20Highly%20Qualified%20Teacher%20Ver.pdf

    Secondary HOUSSE Evaluation Process The Rhode Island Department of Education Website was offline during the update of this data.

    ECS will post updated information as it is made available.

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • No information found.

  • South Carolina : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text ADEPT Content Area Evaluations

    South Carolina's HOUSSE At-A-Glance

    South Carolina has developed the Content Area Evaluations to serve as one of the options that eligible teachers may elect to use to demonstrate that they have met the content competency requirements for being “highly qualified,” as defined by the No Child Left Behind (NCLB) Act of 2001. These content area evaluations meet the NCLB specifications for a “high objective State standard of evaluation” and are aligned with South Carolina’s system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT).

    Materials

    The following five materials are needed to conduct the ADEPT Content Area Evaluations:

    1. Guidelines (updated October 2005)
      A six-page PDF document that includes the following explanations and requirements:
      • Purpose
      • Intended Use
      • Performance Dimensions and Competency Standards
      • Evaluation Teams
      • Orientation
      • Data Collection
      • Documentation
      • Evaluation Judgments and Conferences
      • Recommended Timeline for Evaluation
    2. Documentation.
      A six-page Microsoft Word document that includes sample key elements for each performance dimension and provides an electronic template for evaluators to record their evidence
    3. Reflection on Student Learning
      A one-page Microsoft Word document that includes questions for teachers and provides an electronic template that teachers may use to complete their written responses.
    4. Evaluation Summary
      A two-page Microsoft Word document that provides an electronic template for evaluators to summarize their judgments.
    5. District Requirements
      In implementing the ADEPT Content Area Evaluations, districts will need to comply with all ADEPT Content Area Evaluation Guidelines; provide training for all evaluators. This training must include, but need not be limited to (1) training in the district’s approved ADEPT formal evaluation model, and (2) written and oral explanations of all content area standards (i.e., performance dimensions) and procedural requirements, as specified in the ADEPT Content Area Evaluation Guidelines; and submit the evaluation results to the Division of Teacher Quality via the ADEPT Data System (ADS). Information on teachers who have met all five performance dimension competency standards in one or more content areas will automatically be transferred from the ADS to the certification database to document that these teachers have successfully completed the requirements for being “highly qualified” in the subject area(s).

    Source: South Carolina Department of Education; HOUSSE

    Secondary HOUSSE Evaluation Process An evaluation team rates whether or not a teacher has met the five competency standards and is considered "highly qualified" in this content area.

    Source: South Carolina Department of Education; ADEPT Content Area Evaluation SUMMARY REPORT

    Secondary HOUSSE Type
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Performance evaluations
  • Secondary HOUSSE Status
  • Final

  • South Dakota : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Veteran teachers are considered highly qualified if they meet one of the following South Dakota HOUSSE rules:
    • Fully authorized by State of SD for teaching elementary and have at least 3 years of teaching experience, or
    • Fully authorized by State of SD for teaching elementary and graduate degree, or
    • Pass subject specific state test in content & pedagogy, or
    • Reading Specialist, or
    • Hold National Board Certification in a specific or broad discipline.

    Source: South Dakota Department of Education; NCLB

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Classroom Experience
  • Advanced Certification
  • Graduate Degree
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • Graduate degree
  • Teacher Examination
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Tennessee : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text HOUSSE Options

    The NCLB Act allows existing teachers (elementary and secondary) the option to demonstrate competency in all core academic subject areas via a highly objective uniform state standard of evaluation (HOUSSE). The state has completed development of the specific criteria for two HOUSSE options and is still developing the criteria for a third option that will meet the content requirement. The following describes each option and the status of the development efforts. (Projected date for presentation of this option to the schools = July, 2004.)

    Professional Matrix

    The Professional Matrix enables teachers to accumulate “points” for a variety of professional activities and accomplishments related to the content area and teaching skills as a means to achieve highly qualified status. Using a 100-point scale, teachers may earn points in the following general areas of professional endeavor in the content area:

    • National Board Certification
    • Experience in the specific content area
    • Positive evaluations
    • College coursework
    • Honors/awards/publications
    • Professional leadership
    • Staff/professional development.
    The matrix includes recency requirements for some areas with maximum point limits for each of the above broad categories. See the Documents Section of this plan for a copy the Professional Matrix and detailed instructions for its completion. The Professional Matrix was approved by the SBE on August 22, 2003.

    Teacher Effect Data

    Teacher effect data which is a statistical means of estimating the teacher’s impact (effect), or lack of impact on student achievement or learning, has been produced as a component of the Tennessee Value-Added Assessment System (TVAAS) since 1996. The analysis of teacher effect data uses three-year average gain comparisons: teacher vs. norm, teacher vs. state, and teacher vs. system as an estimated measure of the teacher’s effect on student learning.

    By state statute (TCA 49-1-606), teacher effect data is confidential. Therefore, if a teacher elects to use this option to achieve highly qualified status, the teacher must provide a copy of the report to the LEA for documentation and federal/state monitoring purposes. Otherwise the confidentiality of the data must be maintained. The appropriate school administrator(s) will assure the SDE that the teacher has met the criteria as outlined herein.

    The following criteria for teacher effect data will determine highly qualified status:

    • Most recent 3-year average gain comparison using the teacher vs. state.
    • At the high school level (9-12), teacher effect reports are single year reports. Therefore, three consecutive single year reports are required in the same content area.
    • The teacher vs. state gain comparison level must be NDD from the mean or Above the mean for the state.
    • Teachers in self-contained classrooms (K-6) must score NDD or Above in all five subject areas to use this option. If the teacher scores Below the mean in any one subject area, teacher effect data may not be used for broad-field elementary highly qualified status.
    • Elementary teachers in grades 4-6 who teach in a departmentalized setting, who choose to use this option, must score NDD or Above in all applicable subjects. In this instance, the teacher is highly qualified only in the specific subject area(s).
    • Middle grades (7-8) and high school (9-12) teachers must meet NDD or Above in each applicable subject area. If the teacher scores Below the mean in any subject area, teacher effect data may not be used for highly qualified status in that subject area.
    • A 3-year average gain comparison that meets the above criteria at one elementary grade, satisfies the highly qualified requirement for all elementary grades (K-6) in the same content areas. The same applies to the middle grades (7-8).
    The Teacher Effect option was approved by the SBE on August 22, 2003.

    Framework for Evaluation and Professional Growth

    Language within the domains and various components of the Framework has been strengthened to direct more focus on the evaluation of the teacher’s subject-matter knowledge in the content area as well as a more focused assessment of their teaching skills related to the content area. Additionally, the modified Framework addresses a teacher’s efforts to remain current in the subject content area. The modified Framework became available in July, 2004. This component was incorporated into the state plan by approval of the SBE on June 18, 2004.

    Source: Tennessee Department of Education; Tennessee Plan

    Secondary HOUSSE Evaluation Process See HOUSSE text indicator.

    Source: Tennessee Department of Education; Tennessee Plan

    Secondary HOUSSE Type
  • Rubric/Point System
  • Student Achievement Data
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Honors/awards/publications/presentations
  • Services to the profession
  • Professional development in content area
  • Student achievement data
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Texas : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text HOUSE FOR EXPERIENCED SECONDARY TEACHERS

    Competency is demonstrated by meeting both of the following criteria:

    • The teacher has at least one creditable year of teaching experience in the subject to be taught or in a closely related field
    • The teacher has a minimum of 24 points (at least 6 of which represent the specific subject to be taught) derived from
      1. Experience teaching at the secondary level in the subject to be taught or in a closely related field
        [ 1 year = 1 point (maximum of 12 points) ]
      2. College coursework in the subject to be taught or in a closely related field
        [ 1 college hour = 1 point ]; and/or
      3. Professional development in the subject to be taught or in a closely related field that meets the standards for Continuing Professional Education (CPE) credit established by SBEC rules as codified in the Texas Administrative Code, Title 19, Part 7, Chapter 232, Subchapter R
        [ 15 CPE clock hours = 1 point ].

    Source: Texas Education Agency; Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Professional development in content area
  • Graduate degree
  • Secondary HOUSSE Status
  • Final

  • Utah : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Route 1

    Major in Field (Area) and teacher has a Subject Specific Endorsement or is participating in “State Approved Endorsement Plan” (SAEP) for the subject they are teaching.

    Route 2

    Major outside of Field (Area) and teacher has a Subject Specific Endorsement PLUS 10 additional “HOUSSE points”.

    • One “HOUSSE point” for each semester credit of (post-endorsement) approved college/university course work in subject specific content area (Supported with transcripts or CACTUS records).
    • One “HOUSSE point” for each semester credit in approved professional development (e.g., Subject Area Academies or Learning Communities).
    • One “HOUSSE point” for each year of successful teaching in subject (supported with a satisfactory evaluation and/or CACTUS records)
    Source: Utah State Board of Education HOUSSE
    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • Vermont : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Vermont is no longer using the HOUSSE for endorsements issued after July 1, 2006.
    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • N/A - HOUSSE Phased for General Education Teachers
  • Secondary HOUSSE Criteria Options
  • N/A - HOUSSE Phased for General Education Teachers
  • Secondary HOUSSE Status
  • Phased Out the General Education HOUSSE Option

  • Virgin Islands : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text
  • No information found.
  • Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • No information found.
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • Under Development

  • Virginia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text A Virginia secondary school teacher (6-12) can meet the HOUSSE requirements by:
    • Completion of an earned advanced degree from an accredited college or university; OR
    • Completion of an institute(s) in the content area(s) in which the teacher teaches that meets high quality professional development criteria established by the Department of Education; OR
    • Completion of 180 professional development points from the eight options of college credit, professional conference, curriculum development, publication of article, publication of book, mentorship/supervision, educational project, and professional development activity within the most recent five-year period as outlined in Virginia’s Licensure Renewal Manual and based on the NCLB Act’s definition of high quality professional development; OR
    • Completion of three years of successful teaching experience and a minimum of 24 semester hours in the area(s) taught.

    Source: Virginia Board of Education; Virginia HQT Requirements for Teachers Not New to the Profession

    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • Professional Development
  • Classroom Experience
  • Advanced Certification
  • Graduate Degree
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Professional development in content area
  • Graduate degree
  • NBTS Certification
  • Secondary HOUSSE Status
  • Final

  • Washington : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Teachers with more than one year of experience have two HOUSSE options to meet HQT requirements. Option 1 is an annual process, either the HOUSSE Evaluation for pre-’87 certificated teachers or the HOUSSE Plan of Assistance for post-’87 certificated teachers. Option 2, the Points-Based HOUSSE, involves a one-time-only process for each teaching assignment.

    HOUSSE Evaluation for Pre-87 and HOUSSE Evaluation for Post-87 Certificated Teacher

    HOUSSE Evaluation for Pre-1987 (Unendorsed) Teachers:

    Teachers first certificated before 1987, who hold a Lifetime Unendorsed certificate, may meet the HQT requirement through the HOUSSE evaluation process.

    1. Use Form 1A, NCLB HOUSSE Evaluation for pre-’87 (unendorsed) certificate holders,
    2. Fill in the heading, identifying the teacher, the assignment and grade level, the observation date and year, and the core academic subject(s) being observed,
    3. Identify the GLEs or EALRs. If GLEs are available, they are to be used. Teachers for 11th and 12th grades should use GLEs if available, or 10th grade EALRs.
    4. Upon successful demonstration of understanding of the GLEs/EALRs, complete the form, file completed form in the school district HR/Personnel office, and retain for seven years for auditing purposes.

    HOUSSE Plan of Assistance for Post-1987 (Endorsed) Teachers:

    1. Use: Form 1B, NCLB HOUSSE Plan of Assistance for Post-’87 (Endorsed) Certificate Holders.
    2. Fill in the heading, identifying the teacher, the assignment and grade level, the plan date and year, and the core academic subject(s) to which the teacher is assigned.
    3. Identify the GLEs or EALRs in the plan of assistance. If GLEs are available, they are to be used. Teachers for 11th and 12th grades should use 10th grade GLEs if available, or 10th grade EALRs.
    4. Upon successful completion of the plan of assistance which cites the applicable GLEs/EALRs, complete the form, file completed form in the school district HR/Personnel office, and retain for seven years for auditing purposes.

    Points-Based HOUSSE

    This option involves a Points-Based inventory of education, experience, professional development, and other qualifying factors in the teacher’s background.

    The six-page Washington Points-Based HOUSSE Content Knowledge Matrix assigns point values to various factors obtained from transcripts, certificates, employment records, clock hour transcripts/in-service forms, and other forms of documentation.

    The Points-Based HOUSSE worksheets are used to tally points that are earned in the six categories of the Points-Based matrix:

    1. Category 1—College Credit Coursework for Certification
    2. Category 2—Teaching Experience
    3. Category 3—Professional Development
    4. Category 4—Internships and Work Experiences
    5. Category 5—Leadership
    6. Category 6—Awards/Honors/Publications

    Note that points can only be awarded for such criteria if they are in the particular core academic area identified at the top of the worksheet under “content area.”

    Source: Washington Superintendent of Public Instruction; NCLB Highly Qualified Teacher Workbook

    Secondary HOUSSE Evaluation Process

    NCLB HOUSSE Evaluation for Pre-’87 (Unendorsed) Certificate Holders

    The Washington HOUSSE Evaluation for pre-’87 (Unendorsed) Certificate Holders is one of two HOUSSE options for teachers holding an unendorsed Washington teaching certificate, or pre-’87 Certificate, to meet NCLB highly qualified teacher requirements.

    Directions: The Washington HOUSSE Evaluation for pre-’87 (unendorsed) certificate holders uses the following procedures to complete this process, which is through the observation component (or plan as described in the locally bargained professional growth option) of the teacher’s annual evaluation process:

    1. Identify Grade Level Expectations (GLEs), in subject areas that have GLEs, or
    2. Identify Essential Academic Learning Requirements (EALRs), in subject areas for which no GLEs exist, and
    3. Use 10th grade GLEs, if available, or 10th grade EALRs, if no GLEs are available for Grades 11-12.
    Upon completion of observation (or plan for professional growth) in which teacher successfully demonstrates subject area knowledge:
    1. Retain completed form in Human Resource/Personnel office for current school year, and
    2. Keep records for seven years for auditing purposes.

    NCLB HOUSSE Plan of Assistance for Post-’87 (Endorsed) Certificate Holders

    The Washington HOUSSE Plan of Assistance for Post-’87 (Endorsed) Certificate Holders is one of two HOUSSE options for teachers holding an endorsed Washington teaching certificate, or Post-’87 Certificate, to meet NCLB highly qualified teacher requirements.

    Directions: The Washington HOUSSE Plan of Assistance for Post-’87 (Endorsed) Certificate Holders is based on the procedures found in WAC 181-82-110. The procedures require that a mutually developed written plan be developed by a representative of the district and the teacher that includes:

    1. Necessary assistance to the teacher, and
    2. Reasonable amount of planning and study time associated specifically with the out-of-endorsement assignment, and for HQT requirements includes:
      • Focus on subject area knowledge aligned with the Grade Level Expectations (GLEs), in available subject areas, or
      • Use Essential Academic Learning Requirements (EALRs), in subject areas in which no GLEs exist, and
      • Use 10th grade GLEs, where available, and 10th grade EALRs, where no GLEs are available for grades 11-12.
    Upon completion of the mutually developed written plan, the following procedures should be followed:
    1. Retain completed form in Human Resource/Personnel office for current school year, and
    2. Keep records for seven years for auditing purposes.

    Source: Washington Office of Superintendent of Public Instruction; NCLB Highly Qualified Teacher Workbook

    Secondary HOUSSE Type
  • Rubric/Point System
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Performance evaluations
  • Honors/awards/publications/presentations
  • Professional development in content area
  • Secondary HOUSSE Status
  • Final

  • West Virginia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text

    Policy 5310, Performance Evaluation of School Personnel, is currently pending approval and is available on the West Virginia Website.

    High Objective Uniform State Standard of Evaluation (HOUSSE)

    Educators, regardless of the number of years teaching experience, wanting to use the HOUSSE option to demonstrate subject matter competence, must:

    • Educators must first be eligible to use the HOUSSE option to demonstrate subject matter competence as specified in §126-136-8.2.a-C-c. AND
    • Educators must request in writing that the administrator conduct an observation and evaluation in each content area for which subject matter competence must be demonstrated:
      • Elementary Educators assigned to teach at the elementary level must have one observation and one evaluation for one content area.
      • Secondary Educators assigned to teach at the middle or high school level must have one observation in each content area assigned but only one evaluation.

    Source: West Virginia Department of Education; §126-142-9

    Secondary HOUSSE Evaluation Process

    Policy 5310, Performance Evaluation of School Personnel, is currently pending approval and is available on the West Virginia Website.

    Classroom teachers who are in their first, second, or third year of teaching shall be evaluated a minimum of two (2) times per year using performance criteria as set forth in this policy. Classroom teachers in their fourth or fifth year of teaching shall be evaluated a minimum of one (1) time per year using performance criteria. For Classroom teachers with five (5) or more years of experience, who have not received an unsatisfactory rating, an evaluation shall be conducted or professional growth and development plan required only when the immediate supervisor determines it to be necessary for a particular classroom teacher, or when a classroom teacher exercises the option of being evaluated at more frequent intervals.

    Observation of classroom teachers

    Teachers who are in their first, second, or third year of teaching will be observed a minimum of three (3) times for each written performance evaluation. Two (2) observations shall cover a minimum of thirty (30) minutes each and shall be conducted during an instructional activity. One (1) of the two (2) instructional observations shall be scheduled with the teacher. Other observations shall be conducted at the discretion of the supervisor and may include noninstructional activities. The first observation shall occur on or before November 1.

    Teachers in their fourth or fifth year of teaching will be observed a minimum of two (2) times for each written performance evaluation. One (1) of the two (2) observations shall cover a minimum of thirty (30) minutes and shall be conducted during an instructional activity. The supervisor shall schedule one (1) of the two (2) observations with the teacher. Other observations may be conducted at the discretion of the supervisor and may include non-instructional activities. The first observation shall occur on or before November 1.

    Source: West Virginia Department of Education; §126-142-9

    Secondary HOUSSE Type
  • Performance Evaluation
  • Secondary HOUSSE Criteria Options
  • Performance evaluations
  • Secondary HOUSSE Status
  • Pending Approval

  • Wisconsin : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text Although Wisconsin does have a HOUSSE option, ECS could not locate the HOUSE form on-line.
    Secondary HOUSSE Evaluation Process
  • No information found.
  • Secondary HOUSSE Type
  • No information found.
  • Secondary HOUSSE Criteria Options
  • No information found.
  • Secondary HOUSSE Status
  • No information found.

  • Wyoming : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    Secondary HOUSSE Text WYOMING CONTENT AREA RUBRIC

    To Be Completed for EACH Endorsement/Subject Assignment Area
    All activities must be Content Specific to the endorsement or assignment.

    Years of Experience in an accredited school
    5 points per year - maximum 50 points

    College Level Course Work in the Content Area
    3 hour content course equals 15 points
    EDU prefix not acceptable- except reading hours
    5 points per credit hour. No Limit.

    Activities related to the Content Area
    Service to the Content Area
    Awards, Presentations, Publications in Content Area

    5 points per activity per year with a maximum of 15 points. Last six years only.
    Must be Content Specific to the endorsement or assignment:
    • Served on a committee that developed, selected or evaluated content standards
    • Served on a committee that developed, selected or evaluated content curriculum
    • Served on a committee that aligned local content standards with state standards
    • Served on a committee that developed, validated or evaluated content assessments
    • Serving on a committee must be over an extended period of time and the amount of time must be at least 15 hours
    • Attendance at regional, state or national professional conferences/seminars/ workshops
    • Using conference/seminars/workshops must include a presentation to a professional group (ie, department, faculty, regional groups)
    • In-service in content area
    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for student teacher
    • Officer in a regional, state, or nation professional content organization
    • Content instructor at an IHE
    • Content presentations at the district level
    • Nominations for teacher of the year
    • National or state award recipient
    • Content presentations at regional, state or national professional content organization meetings
    • Content article in regional, state or national journal

    Source: Wyoming Professional Teaching Standards Board;Wyoming Content Area Rubric

    Secondary HOUSSE Evaluation Process Each teacher, unless they have the specific core subject endorsement, must complete the Wyoming HOUSSE rubric and have an assurance signed by a district administrator. The assurance form requires affirmation of the following statement:

    "I hereby assure the State of Wyoming that I hold a valid Wyoming teaching certificate and I have accurately completed the attached Highly Qualified teacher survey and rubrics as mandated by federal No Child Left Behind legislation."

    Misrepresentation or falsification of information provided in this documentation could result in referral for disciplinary action against the individual's certificate.

    Source: Wyoming No Child Left Behind Definition Cover Sheet
    Source: Assurances Form

    Secondary HOUSSE Type
  • Rubric/Point System
  • Secondary HOUSSE Criteria Options
  • Teaching experience in content area
  • College coursework in content area
  • Activities specific to the content area
  • Honors/awards/publications/presentations
  • Services to the profession
  • Endorsement(s)
  • Valid subject area license in another state/highly qualified in another state
  • Content test taken for licensure in another state
  • Secondary HOUSSE Status
  • Final



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