Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
50-State HQT Definition and HOUSSE Report (Secondary)
Alabama : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
HQT Definition for New Secondary School Teachers Teachers New to the Profession (a new teacher is one who has taught in a public school for less than two full academic years):

New Middle/Secondary Teacher A new middle/secondary teacher, including a teacher of students with disabilities whose special education certificate spans one or more grades above Grade 6, who teaches a "core academic subject" - English, reading, language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography - holds at least a valid Class B Professional Educator Certificate, Alternative Baccalaureate-Level Certificate, Special Alternative Certificate, or Preliminary Certificate for every core academic subject the teacher teaches. AND

  • Has passed an Alabama-approved subject-specific test in each of the academic subjects s/he teaches (See #5.b under Background Information. A basic skills test may not be used to satisfy this option. A test of special education knowledge and skills may not be used to satisfy this option.) OR
  • Has completed, in each of the subjects taught, an undergraduate academic major as verified on a regionally accredited college/university transcript. (The academic major must be in mathematics, for example, rather than in mathematics education.) OR
  • Has earned a graduate degree in each of the subjects taught; (again, not a degree in education). OR
  • Has completed coursework equivalent to an undergraduate academic major - 32 semester hours in the academic area with at least 19 upper division hours - in each subject she/he teaches. OR
  • Holds a Class A or Class AA Professional Educator Certificate endorsed in each subject taught. OR
  • Holds English language arts certification, has an academic major or the equivalent (32 semester hours in the academic area with at least 19 upper division hours) in the broad area of English language arts or in an area included in English language arts and is teaching courses in another area of English language arts for which the teacher has earned credit. OR
  • Holds certification in General Science, has an academic major or the equivalent (32 semester hours in the academic area with at least 19 upper division hours) in the broad area of General Science or in an area of science and is teaching courses in another area of science for which the teacher has earned credit. OR
  • Holds certification in General Social Science, has an academic major or the equivalent (32 semester hours in the academic area with at least 19 upper division hours) in the broad area of General Social Science or in an area of social science and is teaching courses in another area of social science for which the teacher has earned credit. OR
  • IDEA 2004 added another option for properly certified middle/secondary special education teachers who are (1) new to the profession, (2) teach exclusively students with disabilities, and (3) teach multiple subjects. A "new to the profession" middle/secondary special education teacher who teaches multiple subjects and who is highly qualified in language arts, mathematics, or science, at the time of being hired for the first time in a public school may meet the highly qualified teacher requirement in other core academic subjects taught through the state's HOUSSE option, not later than two (2) years after the date of initial employment. (The two-year period may extend beyond the end of the 2005-2006 school year.) [NOTE: Highly qualified status in general social science at the time of initial hiring does not establish eligibility for a new middle/secondary teacher to use the HOUSSE option.]
  • A special education teacher (Grades 7-12) who teaches exclusively students functioning as though they have a significant cognitive impairment, i.e., IQ equal to or less than 55, and participating in the Alabama Alternate Assessment may meet highly qualified teacher requirements based on any applicable option in the Alabama Model-2006 for a general education elementary teacher who is new or not new to the profession, or for a general education middle/secondary teacher who is new or not new to the profession.
    1. If a middle/secondary option is used, the teacher must adhere to the content-specific requirements, and must indicate the subject area(s) being taught when submitting a "checklist" or HOUSSE portfolio application.
    2. If an elementary option is used for a middle/secondary special education teacher (Grades 7- 12), the LEA must submit a cover memorandum, signed by the local superintendent or authorized designee, and certifying that the teacher teaches core academic subjects exclusively to students functioning as though they have a significant cognitive impairment, i.e., IQ equal to or less than 55, and who will be assessed against alternate achievement standards.

Source: Alabama State Board of Education and Department of Education, Alabama Model for Highly Qualified Teachers-Revised 2006

HQT Definition for Existing Secondary Teachers Teachers Not New to the Profession (a “not new” or veteran teacher is one who has taught in a public school for two or more full academic years):

A not-new middle/secondary teacher, including a teacher of students with disabilities whose special education certificate spans one or more grades above Grade 6, who teaches a "core academic subject" ("English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography") holds at least a valid Class B Professional Educator Certificate, Alternative Baccalaureate-Level Certificate, Special Alternative Certificate, or Preliminary Certificate for every core academic subject the teacher teaches; AND

  • Has passed an appropriate state academic subject test (See #3.b under Background Information. A basic skills test may not be used to satisfy this option in each of the academic subjects she/he teaches. A special education test may not be used to satisfy this option.); OR
  • Has completed, in each of the subjects she/he teaches, an undergraduate academic major as verified on a college/university transcript (must be in mathematics, for example, rather than in mathematics education); OR
  • Has earned a graduate degree in each of the subjects she/he teaches (again, not a degree in education); OR
  • Has completed coursework equivalent to an undergraduate academic major (32 semester hours in the academic area with at least 19 upper division hours) in each subject she/he teacher teaches; OR
  • Holds a Class A or Class AA Professional Educator Certificate endorsed in each subject she/he teaches; OR
  • Holds Class A or Class AA certification in an area closely related to the subject(s) she/he teaches and has ten or more years of full-time teaching experience in the teacher's assignment area, as indicated on pages 12-14 of this document; OR
  • Has 5 years of full-time teaching experience in the teacher's assignment area and holds a valid National Board for Professional Teaching Standards Certificate appropriate to the teacher's assignment area, as indicated on pages 12-14 of this document. (National Board certification in Exceptional Needs may not be used to satisfy this option.); OR
  • Holds English language arts (ELA) certification, has an academic major or the equivalent (32 semester hours in the academic area with at least 19 upper division hours) in an area included in ELA and is teaching courses in another area of ELA for which the teacher has earned credit; OR
  • Holds certification in General Science, has an academic major or the equivalent (32 semester hours in the academic area with at least 19 upper division hours) in an area of science and is teaching courses in another area of science for which the teacher has earned credit; OR
  • Holds certification in General Social Science, has an academic major or the equivalent (32 semester hours in the academic area with at least 19 upper division hours) in an area of social science and is teaching courses in another area of social science for which the teacher has earned credit; OR
  • Has satisfied the requirements of Alabama's "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 the 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 is not 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; OR
    8. A special education teacher (Grades 7-12) who teaches exclusively students functioning as though they have a significant cognitive impairment, i.e., IQ equal to or less than 55, and participating in the Alabama Alternate Assessment may meet highly qualified teacher requirements based on any applicable option in the Alabama Model - Revised for a general education elementary teacher who is new or not new to the profession, or for a general education middle/secondary teacher who is new or not new to the profession.
      1. If a middle/secondary option is used, the teacher must adhere to the content-specific requirements, and must indicate the subject area(s) being taught when submitting a "checklist" or HOUSSE application.
      2. If an elementary option is used for a middle/secondary special education teacher (Grades 7-12), the LEA must submit a cover memorandum, signed by the local superintendent or authorized designee, and certifying that the teacher teaches core academic subjects exclusively to students functioning as though they have a significant cognitive impairment, i.e., IQ equal to or less than 55, and who will be assessed against alternate achievement standards.

Source: Alabama State Board of Education and Department of Education, Alabama Model for Highly Qualified Teachers-Revised 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


Alaska : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
HQT Definition for New Secondary School Teachers Highly Qualified Middle and High School Teachers

A teacher is highly qualified to teach a core academic subject in a high school or middle school if the teacher holds a valid teaching certificate issued under AS 14.20.015, AS 14.20.017, AS 14.20.020, or AS 14.20.022, and:

  • Has a bachelor's or graduate degree in that subject from a regionally accredited institution of higher education;
  • Has completed 30 semester hours or equivalent in that subject from regionally accredited institutions of higher education;
  • Has obtained certification from the National Board for Professional Teaching Standards in that subject;
  • Taught that subject in middle or high school in another state and was designated as highly qualified to teach that subject in middle or high school by that state, and if the designation was not revoked or withdrawn;
  • Meets the objective uniform standard set out in 4 AAC 04.212(b) for a highly qualified middle or high school teacher in that subject, if applicable;
  • If a middle school teacher, has achieved the required score or higher on the Praxis II examination for that subject:
    1. Middle School English Language Arts-0049 (passing score of 154)
    2. Middle School Mathematics-0069 (passing score of 145)
    3. Middle School Science-0439 (passing score of 136)
    4. Middle School Social Studies-0089 (passing score of 147); or
  • If a middle or high school teacher, has achieved the required score or higher on the Praxis II examination for that subject:
    1. Art Content Knowledge-0133 (passing score of 155)
    2. Biology Content Knowledge-0235 (passing score of 139)
    3. Chemistry Content Knowledge-0245 (passing score of 139)
    4. Earth Science Content Knowledge-0571 (passing score of 144)
    5. Economics-0910 (passing score of 460)
    6. English Content Knowledge-0041 (passing score of 158)
    7. French Content Knowledge-0173 (passing score of 157)
    8. General Science Content Knowledge-0435 (passing score of 149)
    9. General Science Content Knowledge, Part1-0431 and Part 2-0432 (passing score for part 1 is 146 and for part 2 is 138)
    10. Geography-0920 (passing score of 590)
    11. German Content Knowledge-0181 (passing score of 158)
    12. Government/Political Science-0930 (passing score of 610)
    13. Math Content Knowledge-0061 (passing score of 119)
    14. Musical Content Knowledge-0113 (passing score of 148)
    15. Physical Science Content Knowledge-0481 (passing score of 145)
    16. Physics Content Knowledge-0265 (passing score of 129)
    17. Social Studies Content Knowledge-0081 (passing score of 150)
    18. Spanish-0191 (passing score of 152)
    19. Speech Communication-0220 (passing score of 560)
    20. Theatre-0640 (passing score of 560)
    21. World and U.S. History-0940 (passing score of 440)
    22. World and U.S. History-0941 (passing score of 141).

Source: Alaska Administrative Code AAC 04.210 (c-d)

HQT Definition for Existing Secondary Teachers Highly Qualified Middle and High School Teachers

A teacher is highly qualified to teach a core academic subject in a high school or middle school if the teacher holds a valid teaching certificate issued under AS 14.20.015, AS 14.20.017, AS 14.20.020, or AS 14.20.022, and:

  • Has a bachelor's or graduate degree in that subject from a regionally accredited institution of higher education;
  • Has completed 30 semester hours or equivalent in that subject from regionally accredited institutions of higher education;
  • Has obtained certification from the National Board for Professional Teaching Standards in that subject;
  • Taught that subject in middle or high school in another state and was designated as highly qualified to teach that subject in middle or high school by that state, and if the designation was not revoked or withdrawn;
  • Meets the objective uniform standard set out in 4 AAC 04.212(b) for a highly qualified middle or high school teacher in that subject, if applicable;
  • If a middle school teacher, has achieved the required score or higher on the Praxis II examination for that subject:
    1. Middle School English Language Arts-0049 (passing score of 154)
    2. Middle School Mathematics-0069 (passing score of 145)
    3. Middle School Science-0439 (passing score of 136)
    4. Middle School Social Studies-0089 (passing score of 147); or
  • If a middle or high school teacher, has achieved the required score or higher on the Praxis II examination for that subject:
    1. Art Content Knowledge-0133 (passing score of 155)
    2. Biology Content Knowledge-0235 (passing score of 139)
    3. Chemistry Content Knowledge-0245 (passing score of 139)
    4. Earth Science Content Knowledge-0571 (passing score of 144)
    5. Economics-0910 (passing score of 460)
    6. English Content Knowledge-0041 (passing score of 158)
    7. French Content Knowledge-0173 (passing score of 157)
    8. General Science Content Knowledge-0435 (passing score of 149)
    9. General Science Content Knowledge, Part1-0431 and Part 2-0432 (passing score for part 1 is 146 and for part 2 is 138)
    10. Geography-0920 (passing score of 590)
    11. German Content Knowledge-0181 (passing score of 158)
    12. Government/Political Science-0930 (passing score of 610)
    13. Math Content Knowledge-0061 (passing score of 119)
    14. Musical Content Knowledge-0113 (passing score of 148)
    15. Physical Science Content Knowledge-0481 (passing score of 145)
    16. Physics Content Knowledge-0265 (passing score of 129)
    17. Social Studies Content Knowledge-0081 (passing score of 150)
    18. Spanish-0191 (passing score of 152)
    19. Speech Communication-0220 (passing score of 560)
    20. Theatre-0640 (passing score of 560)
    21. World and U.S. History-0940 (passing score of 440)
    22. World and U.S. History-0941 (passing score of 141).

Source: Alaska Administrative Code AAC 04.210 (c-d)

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


Arizona : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
HQT Definition for New Secondary School Teachers

New Highly Qualified Middle/Junior High/High School Teachers:

  • Hold a bachelor’s degree; and
  • Hold a valid Arizona teaching certificate – intern, provisional, or standard Special Education Certificate; and
  • Passed the AEPA Subject Knowledge Test (first available in 1999) in the core academic subject area; or
  • Hold an advanced degree in the core academic subject area; or
  • Hold National Board Certification in the core academic subject area (Generalist Certificates are not acceptable); or
  • A major or 24 credit hours in the core academic subject area.

Source: Arizona Highly Qualified Teacher Attestation - Middle, Junior High, High School, Visual Arts, and Music

rev. 05/2007

HQT Definition for Existing Secondary Teachers

Existing Highly Qualified Middle/Junior High/High School Teachers

  • Hold a bachelor’s degree; and
  • Hold a valid Arizona teaching certificate – intern, provisional, or standard Special Education Certificate; and
  • Passed the AEPA Subject Knowledge Test (first available in 1999) in the core academic subject area; or
  • Hold an advanced degree in the core academic subject area; or
  • Hold National Board Certification in the core academic subject area (Generalist Certificates are not acceptable); or
  • A major or 24 credit hours in the core academic subject area; or
  • Earned at least 100 points on the AZ HOUSSE for Middle, Junior High, High School, Visual Arts, and Music Teachers.

Source: Arizona Highly Qualified Teacher Attestation - Middle, Junior High, High School, Visual Arts, and Music

rev. 05/2007

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


Arkansas : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
HQT Definition for New Secondary School Teachers Highly Qualified Teacher (HQT)

A teacher who holds at least a Bachelor’s Degree, holds full state licensure (AR Initial, AR Standard, AR NTLP Provisional, or any license issued for teachers who have completed all requirements except Arkansas History for Standard Licensure through reciprocity) and has demonstrated subject area competence in each of the core academic subjects in which the teacher teaches.

A new teacher (a teacher new to the profession) is defined as a licensed teacher employed by an Arkansas public school after the beginning of the 2002-2003 school year, who was not previously employed as a licensed teacher in any public or private school.

A highly qualified new middle childhood or secondary teacher is a teacher who possesses or exhibits each of the following:

  • Have at least a Bachelor’s Degree,
  • Hold an Initial or Standard Arkansas teaching license, or be enrolled in, and progressing towards successful completion of the Non-Traditional Licensure Program for middle childhood or secondary, or have completed all requirements except Arkansas History for Standard Licensure through reciprocity,
  • Demonstrate subject area competence by:
    1. Passing the state licensure ETS Praxis II content assessment(s) in the area the teacher teaches or other content exam taken and passed in another state which was accepted as demonstration of content knowledge for a teaching license in that state and is acceptable through reciprocity for an Arkansas teaching license, or
    2. Having an undergraduate major in the area the teacher teaches, or
    3. Having coursework equivalent to an undergraduate major (24 hours) in the area the teacher teaches, or
    4. Having a graduate degree in the area the teacher teaches, or
    5. Having National Board Certification in the area the teacher teaches.

Source: Arkansas Department of Education: Rules Governing Highly Qualified; 3.05.1.2

HQT Definition for Existing Secondary Teachers Highly Qualified Teacher (HQT)

A teacher who holds at least a Bachelor’s Degree, holds full state licensure (AR Initial, AR Standard, AR NTLP Provisional, or any license issued for teachers who have completed all requirements except Arkansas History for Standard Licensure through reciprocity) and has demonstrated subject area competence in each of the core academic subjects in which the teacher teaches.

A veteran teacher (a teacher not new to the profession) is defined as a licensed teacher who was previously employed as a licensed teacher in any public or private school before the beginning of the 2002-2003 school year.

A highly qualified veteran middle childhood or secondary teacher is a teacher who possesses or exhibits each of the following:

  • Have at least a Bachelor’s Degree,
  • Hold an Initial or Standard Arkansas teaching license or have completed all requirements except Arkansas History for Standard Licensure through reciprocity,
  • Demonstrate subject area competence by:
    1. Passing the state licensure ETS Praxis II content assessment(s) in the area the teacher teaches, or other content exam taken and passed in another state which was accepted as demonstration of content knowledge for a teaching license in that state and is acceptable through reciprocity for an Arkansas teaching license, or
    2. Having an undergraduate major in the area the teacher teaches, or
    3. Having coursework equivalent to an undergraduate major (24 credit hours) in the area the teacher teaches, or
    4. Having a graduate degree in the area the teacher teaches, or
    5. Having National Board Certification in the area the teacher teaches, or
    6. By accumulating at least 100 points on ARHOUSSE.

Source: Arkansas Department of Education: Rules Governing Highly Qualified; 3.05.2.2

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


California : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
HQT Definition for New Secondary School Teachers Middle and High School Teachers New to the Profession

A teacher who meets NCLB requirements and is new to the profession at the middle and high school levels, in addition to having at least a bachelor's degree and either being currently enrolled in an approved intern program for less than three years or holding a credential in the subject taught, must have passed or completed one of the following for every core subject currently assigned:

  1. A validated statewide subject matter examination certified by the Commission on Teacher Credentialing,
  2. University subject matter program approved by the Commission on Teacher Credentialing,
  3. Undergraduate major in the subject taught,
  4. Graduate degree in the subject taught, or
  5. Coursework equivalent to undergraduate major.

Source: California Administrative Code; title 5, § 6111

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.
HQT Definition for Existing Secondary Teachers Middle and High School Teachers

A teacher who meets NCLB requirements at the middle and secondary levels is one who:

  • Holds at least a bachelor's degree, and
  • Is currently enrolled in an approved intern program for less than three years or has a full credential, and
  • Meets the applicable requirements in California Administrative Code, Title 5, Section 6111 or 6112.

Teachers not new to the profession: Section 6112

A teacher who meets NCLB requirements and is not new to the profession at the middle and high school levels, in addition to having at least a bachelor's degree and either being currently enrolled in an approved intern program for less than three years or holding a credential, must have passed or completed one of the following for every core subject currently assigned:

  1. A validated statewide subject matter examination that the Commission on Teacher Credentialing has utilized to determine subject matter competence for credentialing purposes.
  2. University subject matter program approved by the Commission on Teacher Credentialing,
  3. Undergraduate major in the subject taught,
  4. Graduate degree in the subject taught,
  5. Coursework equivalent to undergrad major,
  6. Advanced certification or credentialing (National Board Certification), or
  7. The high objective uniform state standard evaluation pursuant to Article 2, Section 6104.

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.
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)


Colorado : NCLB Highly Qualified Teachers and Paraprofessionals
Highly Qualified Teacher - Secondary (Updated July 2006)
HQT Definition for New Secondary School Teachers “Highly Qualified” HIGH SCHOOL Teacher

A “Highly Qualified” High School teacher (9-12), is one who holds a current valid Colorado teaching license and is teaching in an endorsed content area.

The “Highly Qualified” Colorado High School teacher:

  • Holds a Bachelor’s, or higher, degree,
  • Has completed: o an approved teacher preparation program, at a accepted institution of higher education, or o is participating in a approved Alternative Licensing Teacher preparation program, and:
  • Has passed the adopted content-area assessment, based on the adopted content-area teacher preparation standards. A high school teacher (9-12), teaching outside of an endorsed area, may be considered to be “Highly Qualified” to teach in a content area if the teacher:
  • holds a bachelor’s degree, or higher, from an accepted institution of higher education; • has demonstrated competency in each content area assigned, by having passed the appropriate adopted content-area test (PLACE or Praxis), OR
  • has completed 24-semester hours of content-area coursework in the content area being taught, or its equivalent; OR
  • has passed a national certification organization exam in the content area. h

    Source: CDE Guidance for Highly Qualified Teachers in Colorado, page 11

HQT Definition for Existing Secondary Teachers “Highly Qualified” HIGH SCHOOL Teacher

A “Highly Qualified” High School teacher (9-12), is one who holds a current valid Colorado teaching license and is teaching in an endorsed content area.

The “Highly Qualified” Colorado High School teacher:

  • Holds a Bachelor’s, or higher, degree,
  • Has completed: o an approved teacher preparation program, at a accepted institution of higher education, or o is participating in a approved Alternative Licensing Teacher preparation program, and:
  • Has passed the adopted content-area assessment, based on the adopted content-area teacher preparation standards. A high school teacher (9-12), teaching outside of an endorsed area, may be considered to be “Highly Qualified” to teach in a content area if the teacher:
  • holds a bachelor’s degree, or higher, from an accepted institution of higher education; • has demonstrated competency in each content area assigned, by having passed the appropriate adopted content-area test (PLACE or Praxis), OR
  • has completed 24-semester hours of content-area coursework in the content area being taught, or its equivalent; OR
  • has passed a national certification organization exam in the content area. h

    Source: CDE Guidance for Highly Qualified Teachers in Colorado, page 11

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


    Connecticut : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Those teachers new to the profession (no public school teaching experience), who are teaching core academic subjects, must:
    • Hold at least a bachelor's degree; and
    • At the elementary level, demonstrate by passing a state test on subject knowledge and teaching skills in reading/language arts, writing, mathematics and other areas of the basic elementary school curriculum (in Connecticut, this is PRAXIS I in reading, writing and mathematics and PRAXIS II elementary tests);
    • At the middle and high school levels, demonstrate a high level of competency by: passing a state test in each academic subject in which the teacher teaches (Middle School PRAXIS or PRAXIS II or the American Council on the Teaching of Foreign Languages [ACTFL]); or
    • Have successfully completed, in each academic subject in which the teacher teaches an undergraduate major or a graduate degree or coursework equivalent to an undergraduate major or advanced certification or credentials.

    Source: Letter Connecticut Commissioner of Education; Series 2003-2004, Circular Letter C–10

    HQT Definition for Existing Secondary Teachers Beginning in school year 2006-2007, all teachers teaching a core academic subject area must be “highly qualified.”

    To be considered “highly qualified,” individuals who are currently employed must:

    • Hold full state certification; and
    • Hold a bachelor’s degree; and
    • Demonstrate competency in the core academic subject area(s) they teach using one of the following four methods:
      • Holds a major in the core academic subject area(s) that they teach; or
      • Holds a master’s degree in the core academic subject area(s) that they teach; or
      • Has successfully completed the Praxis II exam in the core academic subject area(s) that they teach; or
      • Has successfully demonstrated competency in the core academic subject area(s) using the district’s High Objective Uniform State Standard of Evaluation (HOUSSE).

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

    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


    Delaware : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers

    New Middle and High School Teachers of One Core Academic Subject

    New middle and high school teachers are those with less than one full year of teaching experience (that is, new to the profession). The options are:

    • Praxis II in the academic subject taught, OR
    • An academic major in the academic subject taught, OR
    • The equivalent of an academic major (30 credit/semester hours) in the academic subject taught, OR
    • A graduate degree in the academic subject taught. These options apply to both regular and special education teachers of core academic subjects and to teachers who teach core academic subjects to English language learners.

    Source: Deleware Department of Education; What Are The Options For Meeting the NCLB Teaching Quality Requirements?

    HQT Definition for Existing Secondary Teachers FOR MIDDLE SCHOOL (GRADES 6 - 8) AND HIGH SCHOOL TEACHERS (GRADES 9 - 12) ONLY
    1. AN ACADEMIC MAJOR, GRADUATE DEGREE, OR COURSE WORK EQUIVALENT TO AN ACADEMIC MAJOR (30 CREDIT HOURS) in the content area(s)/field currently taught.

      Rationale: One of the Highly Qualified Teacher options available to middle and high school teachers of core academic content areas.

      Objective and Uniform Verification: Transcripts, records in DEEDS.

      OR

    2. NATIONAL BOARD CERTIFICATION, only if it matches the content area/field and grade(s) currently taught.

      Rationale: Certification through the National Board for Professional Teaching Standards provides teachers with another opportunity to meet the Highly Qualified Teacher requirements.

      Objective and Uniform Verification: Copy of the certificate or letter from the National Board and/or listing on the National Board's website as a National Board Certified Teacher.

      OR

    3. PRAXIS II in the content area(s)/field currently taught.

      Rationale: Provides teachers with another opportunity to meet the Highly Qualified Teacher requirements.

      Objective and Uniform Verification: Scores in DEEDS from ETS.

      OR

      HOUSSE

      Rationale: States have the option of developing a method by which currently employed teachers can demonstrate competency in each subject they teach on the basis of a "High Objective Uniform State Standard of Evaluation" (HOUSSE). This standard must be one that, among other requirements, "provides objective coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches."

      Objective and Uniform Verification: Each option under HOUSSE has guidelines for verification.

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

    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


    District of Columbia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers
  • No information found.
  • HQT Definition for Existing Secondary Teachers
  • No information found.
  • Secondary HOUSSE Text
  • No information found.

  • Florida : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers No Child Left Behind Updated Chart for Highly Qualified Teacher Requirements-Middle and Secondary Teachers

    Note: All new teachers of core academic subjects hired after the first day of school in the 2002-2003 school year in Title I school-wide or targeted assistance programs must meet the highly qualified requirements. All other teachers of core academic subjects must meet highly qualified requirements no later than June 30, 2006.

    There are three basic requirements in NCLB for the HQT designation:

    • A bachelor’s or higher degree from an accredited or approved institution
    • A valid Florida three-year Temporary or five-year Professional Certificate
    • Subject matter competency for each core academic subject assigned:
      • A valid Temporary or Professional Certificate appropriate for the subject(s) and grade level(s) assigned.

    Source: Florida Department of Education; No Child Left Behind Updated Chart for Highly Qualified Teacher Requirements-Middle and Secondary Teachers

    HQT Definition for Existing Secondary Teachers Updated Charts for Highly Qualified (HQ) Teacher Requirements

    Note: All new teachers of core academic subjects hired after the first day of school in the 2002-2003 school year in Title I school-wide or targeted assistance programs must meet the highly qualified requirements. All other teachers of core academic subjects must meet highly qualified requirements no later than June 30, 2006.

    The three basic NCLB requirements for the highly qualified designation are:

    • An acceptable bachelor's or higher degree,
    • State licensure/certification (no requirements waived), and
    • Demonstration of subject competency for the subject(s) and grade level(s) taught.

    In Florida, subject requirements for certification are met on the basis of an undergraduate or graduate academic major, subject content courses equivalent to a major as specified in State Board of Education rule, a passing score on the appropriate Florida subject area test, a valid standard certificate in the subject area issued by another state, or a valid advanced national certificate in the subject area issued by the National Board for Professional Teaching Standards (NBPTS) or American Board for Certification of Teacher Excellence (ABCTE).

    Source: Florida Department of Education; No Child Left Behind Updated Chart for Highly Qualified Teacher Requirements-Middle and Secondary Teachers

    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


  • Georgia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A teacher who is new to the profession is a beginning teacher, defined as a teacher in a public school who has been teaching less than a total of three complete school years [Title IX, Part A, Section 9101(3)].

    A middle grades or secondary teacher who is participating in an alternative route to certification may also be considered “highly qualified” if he/she meets the requirements stated in Section 5.02. 7.02

    A “highly qualified” teacher at the middle grades or secondary level who is new to the profession must meet the stated requirements, that is:

    • Hold a 4-year college degree,
    • Hold a Georgia clear renewable professional teaching certificate,
    • Have a major or equivalent in the subject/s they teach and pass the state teacher certification examinations (Praxis II) in the appropriate field/content areas, and
    • Be assigned to teach in the area of certification.
    The teacher must demonstrate a high level of competency in each of the academic subjects in which the teacher teaches by:
    • Passing a rigorous state academic content test in each of the academic subjects in which the teacher teaches. In Georgia, this test is the Praxis II examination for the respective subject/s and level; or
    • Successfully completing, in each of the academic subjects that the teacher teaches, an academic major, a graduate degree, coursework equivalent to an undergraduate academic major.
      • An academic major for secondary teachers is defined as a program of study in which the student completes a designated number and sequence of courses within a specific discipline as verified on a college/university transcript,
      • Coursework equivalent to an undergraduate academic major for secondary teachers is 21 semester hours in the content area at the upper division or graduate levels as verified on a college transcript,
      • An academic major in a middle grades concentration area is defined as a minimum of 15 semester hours,
      • A graduate degree in the academic subject area will satisfy the requirement of an academic major. This does not include initial preparation programs at the graduate level (e.g. MAT programs) that are pedagogy-based and not content-based.

    Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (7.01-7.02)

    HQT Definition for Existing Secondary Teachers A veteran teacher is one who is not new to the profession and is defined as a teacher in a public school who has been teaching a total of three or more complete school years.

    A “highly qualified” teacher at the middle grades or secondary level who is not new to the profession (a veteran teacher) must meet the requirements in this section.

    Veteran teachers who are teaching in Georgia and who are either fully certified to teach in Georgia or fully certified to teach in another state must demonstrate competence in all the academic subjects in which the teacher teaches by:

    • Passing the appropriate teacher certification examination, or
    • Through the “high objective uniform state standard of evaluation” (HOUSSE), as developed for use in Georgia.

    The HOUSSE evaluation will assess the competency of middle grades and secondary teachers who are not new to the profession in the grade appropriate academic subject-matter knowledge and teaching skills. Veteran teachers who were issued a middle grades certificate and passed the Praxis II middle grades generalist or the TCT middle childhood examination prior to 2002 are “highly qualified” to teach social studies, science, language arts, reading, and mathematics until 2006. After July 1, 2006, veteran teachers who were issued a middle grades certificate must have established concentrations through coursework, passed Praxis II content test in the appropriate middle grades field, or met the HOUSSE requirement in order to be considered “highly qualified,provided the teachers’ assignments are appropriate for their certification areas and levels. One of the options for teachers to become “highly qualified” to teach middle grades reading is for them to complete the middle grades reading endorsement.

    Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (7.03)

    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


    Hawaii : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers The Federal No Child Left Behind Act, reauthorized in 2001, requires that all teachers in the NCLB core areas be or become highly qualified by the July 1, 2006.

    The NCLB core areas include English, Reading & Language Arts, Mathematics, Science, Foreign Languages, Fine Arts, Civics & Government, Economics, History and Geography. Additionally, respective teachers must also be highly qualified in Elementary and Special Education. By school year 2006-2007 all new hires must already be highly qualified. All teachers need to meet the highly qualified teacher definition via the TEACHER QUALIFICATION or HOUSSE forms.

    The TEACHER QUALIFICATION assesses an existing teacher’s subject-matter competency by examination, major, major equivalency, graduate degree or advanced certification. The HOUSSE is an alternative for teachers who do not yet meet the highly qualified teacher definition using the TEACHER QUALIFICATION form.

    To be highly qualified for a subject you must be licensed to teach in Hawaii or enrolled in a STATE APPROVED TEACHER EDUCATION PROGRAM (SATEP) and:

    • Have an undergraduate or graduate major in that subject, or
    • Passed the state content required PRAXIS exams in that subject, or
    • Passed the PRAXIS I exam and the subject is English, Language Arts or Mathematics, or
    • Passed the Graduate Record Exam (GRE) and the subject is English, Language Arts, Mathematics, or Elementary, or
    • Passed the NTE content requirement for certification in that subject, or
    • Passed the National Boards certification in that subject, or
    • Met subject competency according to HOUSSE.

    Source: Hawaii Department of Education; Guidance for the NCLB Highly Qualified Teacher Requirements

    HQT Definition for Existing Secondary Teachers The Federal No Child Left Behind Act, reauthorized in 2001, requires that all veteran teachers in the NCLB core areas be or become highly qualified by July 1, 2006. Veteran teachers are those hired before September 1985 and did not take the NTE for certification or the PRAXIS for licensure.

    The NCLB core areas include English, reading & language arts, mathematics, science, foreign languages, fine arts, civics & government, economics, history and geography. All new hires must already be highly qualified. Veterans must be be highly qualified through HOUSSE. Veteran teachers fall into the following groups:

    • Licensed in Hawaii and have passed the required content PRAXIS tests needed for licensure.
    • Licensed in Hawaii and passed the NTE content requirement for certification.
    • National Board Certified in the area they are teaching.
    • Undergraduate or graduate major in the area they are teaching.
    • Licensed but have not passed the required content PRAXIS tests needed for licensure.

    All Veteran Core Area Teacher in groups 1, 2, 3 and 4 need to complete the "HAWAII HOUSSE Form - Veteran 1-2-3-4". (Link is broken on Hawaii DOE site)

    All Veteran Core Area Teachers in group 5 need to complete the "HAWAII HOUSSE FORM - Veteran 5".

    Source: Hawaii State Department of Education; HOUSSE Qualification Site, General Education

    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


  • Idaho : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Teachers in Idaho who hold endorsements on valid Idaho teaching certificates issued by the State of Idaho are considered highly qualified to teach in those endorsement areas.
    • A new teacher seeking an Idaho certificate to teach in a core academic subject area must meet the definition of a NCLB Highly Qualified Teacher. All teachers must have a bachelor’s degree.
    • The core academic subjects are English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.
    • New teachers must complete a state-approved teacher preparation program or an Idaho state-approved alternative certification program.
    • New middle school or secondary academic core teachers must meet one of the following:
      • Earn a major in the subject area they are to teach, or
      • Earn credits equal to a major in the subject area, or
      • Earn an advanced degree in the subject area, or
      • Earn an advanced certificate in the subject area, and
      • Pass the Idaho state-approved subject area test. (Effective 9/1/04)

    Source: Idaho State Department of Education, Highly Qualified Teachers

    HQT Definition for Existing Secondary Teachers The State of Idaho continues to define for itself many aspects of the No Child Left Behind Act of 2001(NCLB). Many definitions, as they are developed, are forwarded to the U.S. Department of Education for review. One of the key elements the State has taken a position on is the “Highly Qualified Teacher” definition. Idaho’s definition for determining if an existing teacher is highly qualified under NCLB is outlined in item one below.

    • Teachers in Idaho who hold endorsements on valid Idaho teaching certificates issued by the State of Idaho are considered highly qualified to teach in those endorsement areas.

    There is some anxiety about Highly Qualified Teachers under the NCLB and how that portion of the Act impacts local school districts. After discussing the regulations, conducting several reviews with stakeholder representatives, and discussing the guidelines with representatives from the U.S. Department of Education, and with final State Board of Education approval, Idaho has taken the following position. Idaho’s plan for implementing all facets of NCLB continues to be subject to federal review.

    Source: Idaho State Department of Education, Highly Qualified Teachers

    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


    Illinois : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Secondary Grades (9-12)

    A teacher who has primary responsibility for teaching content in core academic subjects will be considered “highly qualified” if he or she holds a special preschool-age 21 certificate endorsed for the student population served or an elementary, secondary, or special K-12 certificate, as applicable to the grade levels of the assignment and endorsed for the student population served; and, for each core subject area taught:

    • Has passed the content-area test specific to the subject taught; or
    • Holds a master’s or higher degree in a field directly related to the area of assignment; or
    • Holds NBPTS certification or an Illinois master certificate.

    Secondary Teachers Providing Instruction at the Primary or Middle-Grades Level

    A teacher who provides instruction at the primary level or the middle-grades level to students of secondary school age whose performance is assessed against alternate achievement standards will be considered “highly qualified” if he or she meets the criteria for either new or veteran special education teachers at either the secondary level or the level at which instruction is provided, whether the teacher is a veteran or new to the profession.

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

    HQT Definition for Existing Secondary Teachers Requirements for “Current” Teachers

    A teacher who received his or her first Illinois certificate on or before June 30, 2002, will be considered “highly qualified” with respect to each core academic area of assignment for which he or she holds a certificate that is valid for that assignment and:

    • has passed the relevant content-area test for the area of assignment, which may include the Elementary/Middle Grades Test as applicable; or
    • has completed a major or coursework equivalent to a major; or
    • holds a graduate degree in a field directly related to the area of assignment; or
    • has been certified in a comparable field by the National Board for Professional Teaching Standards (NBPTS); or
    • holds an endorsement or the coursework that, prior to June 1, 2004, was considered the “minimum requirements” for the assignment, or holds special education teaching approval, and either:
      • has five years’ teaching experience in the area of assignment; or
      • has accumulated 100 points based on completion of any combination of the following requirements, for which purpose special education shall be considered the “subject area” or the “area of teaching assignment”, as applicable.

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

    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


    Indiana : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Highly Qualified NEW Teacher Requirements

    A new teacher is a teacher who has taught with a valid teaching license for less than one year.

    Public school teachers must meet both Indiana licensing requirements and the highly qualified requirements.

    Per No Child Left Behind, the HOUSSE rubric is not a highly qualified option for new teachers.

    Highly Qualified NEW Secondary School Teacher (Grades 9-12):

    • Must hold a valid Indiana secondary education teaching license or a special education license (grades 9-12); and
    • Must have accomplished at least one of the following in the core academic subject the teacher teaches:
      • Passed the required PRAXIS II licensing exam; or
      • Bachelor's degree or earned 24 credit hours; or
      • Earned a master’s degree.
    Source: Indiana Department of Education, Identifying Indiana’s Highly Qualified Teachers
    HQT Definition for Existing Secondary Teachers Highly Qualified VETERAN Secondary School Teacher (Grades 9-12)
    • Must hold a valid Indiana secondary education teaching license or a special education teaching license (grades 9-12); and
    • Must have accomplished at least one of the following in the core academic subject the teacher teaches:
      1. Passed the required PRAXIS II exam; or
      2. Achieved NBPTS certification; or
      3. Completed 24 credit hours or earned a bachelor's degree; or
      4. Earned a master's degree; or
      5. Earned 100 points on the HOUSSE.

    Source: Indiana Department of Education, Identifying Indiana’s Highly Qualified Teachers

    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


    Iowa : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Teachers Applying for an Initial Iowa License

    To be highly qualified teachers in the core academic subjects must satisfy the following requirements:

    • Degree
      Hold a valid baccalaureate degree with an endorsement (equivalent to a major) in specific content areas required for licensure to teach in the state of Iowa,
    • State License
      All teachers must complete a full academic major or the equivalent for specific content areas required by the state of Iowa. An initial teaching license is issued to all individuals who are new to the profession,
    • Subject Matter Competency:
      • Complete an Iowa approved practitioner preparation program that requires candidates to:
        1. Pass a standardized, test on Language Arts and Math as a condition for pre-admission to a teacher education program.
        2. Complete at least one teaching area major or the equivalent.
        3. Complete a rigorous performance based preparation program that uses multiple assessments to verify competence in:
          • Subject matter knowledge at the appropriate level
          • Pedagogical knowledge at the appropriate level
          • Ability to apply knowledge of content and pedagogy to practice at the appropriate level
      • Complete a criminal background check.
      • Receive higher education institutions’ recommendation for state licensure.
    OR
      • Complete an out-of-state practitioner program, and
      • Receive out-of-state licensure/certification, and
      • Meet any Iowa standards that are deficient with the out-of-state preparation and/or licensure.
    Source: Iowa Department of Education; NCLB Requirements For HQT Or HOUSSE
    HQT Definition for Existing Secondary Teachers Iowa Criteria For Meeting the NCLB Requirements For Highly Qualified Teachers Or HOUSSE (High Objective Uniform State Standard of Evaluation)

    All Iowa teachers must meet requirements of the Iowa Administrative Code for their specific teaching assignment. No teacher may be employed by a school district unless they hold a beginning or standard license to teach. Iowa does not grant emergency licensure to individuals who have not completed their baccalaureate degree in a State Board of Education approved practitioner preparation program. To meet NCLB requirements, teachers who were first certified to teach in Iowa on or before June 30, 2002, and who retain a valid license are considered highly qualified in the area of teaching responsibility if they meet the requirements listed below for each level. These requirements represent the Iowa “High Objective Uniform State Standard of Evaluation” or “HOUSSE” as authorized by the federal program, No Child Left Behind (NCLB).

    TO BE HIGHLY QUALIFIED, TEACHERS IN CORE ACADEMIC SUBJECTS MUST SATISFY THE FOLLOWING REQUIREMENTS

    • Hold a valid baccalaureate degree with an endorsement (equivalent to a major) in specific content areas required for licensure to teach in the state of Iowa.
    • State License. In order to receive a Standard Teaching License, beginning teachers must participate in a two-year mentoring and induction program and be evaluated by a trained and licensed evaluator who must certify that the teacher is competent on all eight of the Iowa Teaching Standards. Career teachers (those who have successfully completed their first two years of teaching) must complete six units of continued training to renew their license to teach. These units may be gained through approved professional development programs that emphasize research-based strategies.
    • Subject Matter Competency
      1. Beginning Teachers (1st and 2nd year) a) Mentoring and Induction: Complete a state approved two-year, sequential mentoring program based on the Iowa Teaching Standards. Iowa Teaching Standard #2 focuses on subject matter content knowledge. b) Evaluation by Approved Teacher Evaluators: Trained and state licensed evaluators evaluate all beginning teachers on the Iowa Teaching Standards. Iowa Teaching Standard #2 focuses on subject matter content knowledge, OR
      2. Career Teachers (more than two years of teaching): a) Evaluation by Approved Teacher Evaluators by July 2005, career teachers will be evaluated on the Iowa Teaching Standards. Iowa Standard #2 focuses on subject matter content. Evaluations must be conducted by trained and Iowa licensed evaluators. b) Career Development Plans: Beginning in July 2005, career teachers will develop individual career development plans that are aligned with the district’s long-range student learning goals and the Iowa Teaching Standards. Iowa Standard #2 focuses on subject matter content. Additionally, each district must include a career development plan in their CSIP. This plan must be aligned with the Iowa Teaching Standards (Standard #2 focuses on subject matter content knowledge), student achievement goals, and the needs of the district’s teachers. The Iowa Department of Education must approve the district CSIP plans.
    Source: Iowa Department of Education; NCLB Requirements For HQT Or HOUSSE
    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


    Kansas : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers The federal No Child Left Behind Act, reauthorized in 2001, requires that all teachers be or become highly qualified by the end of 2005-2006. There are differing qualifications for those teachers who are new to the profession (in their first year of teaching) and those who are not new or are veteran teachers.

    By regulation, all "new" teachers assigned to teach in their area of certification will meet the highly qualified criteria beginning July 1, 2003. To be considered highly qualified a teacher must:

    • Hold a bachelor's degree from a regionally accredited institution of higher education, and
    • Hold a valid standard Kansas teaching certificate, and
    • The teaching assignments must be appropriate for the endorsement listed on the teaching certificate.

    Source: Kansas State Department of Education; Highly Qualified

    HQT Definition for Existing Secondary Teachers To be considered highly qualified a veteran teacher must:
    • Hold a bachelor's degree from a regionally accredited institution of higher education, and
    • Hold a valid standard Kansas teaching certificate, and
    • The teaching assignments must be appropriate for the endorsement listed on the teaching certificate,

      PLUS ONE OF THE FOLLOWING
    • Hold National Board Certification in the content area of the teaching assignment, OR
    • Achieve 100 points or more on the "Kansas Content Area Rubric".

    Elementary K-9 teachers teaching 9th grade core content subjects must either achieve 100 points or more on the "9th Grade Rubric" or add the appropriate content endorsement to be considered "highly qualified".

    NCLB requires KSDE to collect "highly qualified" teacher data annually on core content teaching assignments. Teachers with fewer than 100 points in collaboration with designated building or district leadership must develop a "plan" to reach 100 points on the rubric as soon as possible. The "plan" may be as simple as attending a content area workshop or taking a summer course at a nearby college or university. Opportunities may also be available within the district to serve on curriculum committees or take more responsibility for students with special needs. Districts need to keep track of the "plans". Do not send the "plans" to KSDE.

    Teachers may return their completed rubric to Teacher Education and Licensure at the Kansas State Department of Education, 120 SE 10th Avenue, Topeka, KS 66612. The completed rubrics will be reviewed by KSDE staff and entered in our database. If and/or when a teaching assignment changes the teacher may be asked to complete a new rubric. If a rubric score is less than 100 points, the teacher is asked to develop a "plan" of action to reach the minimum requirement. Once the "plan" is complete, resubmit the rubric for review and the HQ status will be entered in our database.

    Aggregated data on teacher quality must be reported annually (NCLB) on the building report card. Individual information on teachers, their credentials and their teaching assignments must be made available upon request at the building level. Individuals may confirm their "Highly Qualified" status by using the license look-up section on our website at www.ksde.org.

    Source: Kansas State Department of Education; Highly Qualified

    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


    Kentucky : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers MIDDLE AND SECONDARY TEACHERS NEW TO THE PROFESSION

    A "highly qualified" (as defined in NCLB) middle or secondary teacher who is new to the profession shall:

    1. Hold at least a baccalaureate-level degree; AND
    2. Hold full Kentucky certification for a teacher new to the profession, i.e.:
      • A one-year "provisional internship certificate," OR
      • A two-year "temporary provisional certificate" (university-based alternative route); AND
    3. Have passed the state certification test(s) in each core academic subject the teacher teaches in accordance with 16 KAR 6:010 (PRAXIS II), OR
    4. Have completed an undergraduate major in each core academic subject the teacher teaches as shown on the face of the college or university transcript, OR
    5. Have completed a graduate degree in each core academic subject the teacher teaches as shown on the face of the college or university transcript, OR
    6. Have completed coursework equivalent to an undergraduate major in each core academic subject the teacher teaches as verified by the EPSB and printed on the face of the teacher's state certificate.

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

    HQT Definition for Existing Secondary Teachers A "highly qualified" (as defined in NCLB) middle or secondary teacher who is not new to the profession shall:
    • Hold at least a baccalaureate-level degree; AND
    • Hold Kentucky certification, issued for at least Rank III, for a teacher not new to the profession, i.e.:
      1. A "professional certificate," OR
      2. A "provisional certificate" or "standard certificate" issued prior to 2000 (see footnote #12, page 8); AND
    • Have met one of the following requirements;
      1. Have passed the state certification test(s) in each core academic subject the teacher teaches in accordance with 16 KAR 6:010 (PRAXIS II), OR
      2. Have completed an undergraduate major in each core academic subject the teacher teaches as shown on the face of the college or university transcript, OR
      3. Have completed a graduate degree in each core academic subject the teacher teaches as shown on the face of the college or university transcript, OR
      4. Have completed coursework equivalent to an undergraduate major in each core academic subject the teacher teaches as verified by the EPSB and printed on the face of the teacher's certificate, OR
      5. Hold a Rank II or Rank I Kentucky certificate in the core academic subject(s) the teacher teaches, OR
      6. Hold valid National Board for Professional Teaching Standards certification in middle childhood, early adolescence, or adolescence and young adulthood education, OR
      7. Have met the HOUSSE requirements.

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

    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


    Louisiana : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers New SECONDARY Teacher (Grades 9-12)
    • Must hold a valid secondary education teaching certificate for every core academic subject the individual teaches (with no emergency, temporary, or provisional waivers); and
    • Must have accomplished at least one of the following:
      • Passed the state subject-specific licensing examination for a secondary academic content area for every core academic subject the individual teaches; or
      • Completed coursework equivalent to an academic major in a content area for every core academic subject the individual teaches; or
      • Earned a master's degree in a content area for every core academic subject the individual teaches.

    Source: Louisiana Department of Education; HQT Definition for NEW Teachers

    HQT Definition for Existing Secondary Teachers Not-New (Experienced) SECONDARY Teacher (Grades 9-12)
    • Must hold a valid secondary education teaching certificate (with no emergency, temporary, or provisional waivers); and
    • Must have accomplished at least one of the following:
      1. Passed the state subject-specific licensing examination for a secondary academic content area for every core academic subject the individual teaches; or
      2. Achieved National Board certification in the content area of assignment; or
      3. Completed coursework equivalent to an academic major in a content area for every core academic subject the individual teaches; or
      4. Earned a master’s degree in a content area for every core academic subject the individual teaches; or
      5. Met the HOUSSE definition [90 Continuing Learning Units (CLUs) by end of SY 2005-2006].

    Source: Lousiana Department of Education; HQT Definition for NOT NEW Teachers

    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


    Maine : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers 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.

    HQT Definition for Existing Secondary Teachers 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 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.


    Maryland : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers NEW Middle, Secondary, and PreK-12 Teachers(Art, Music, Dance & Theatre):
    • Hold at least a bachelor’s degree from a regionally accredited institution of higher education (IHE);
    • Hold a valid Standard Professional Certificate or Advanced Professional Certificate or Resident Teacher Certificate; AND,
    • Demonstrate high level of competency in each of the core academic subjects in which the teacher teaches by:
      • Passing the applicable state content test in each of the core academic subjects in which the teacher teaches;
      • Completing an academic major, coursework equivalent to an academic major3, a graduate degree, or advanced certification4, in each of the core academic subjects in which the teacher teaches.

    Source: Maryland Department of Education; Highly Qualified Teacher Status

    HQT Definition for Existing Secondary Teachers

    Middle, secondary teachers, or PreK-12 teachers (Art, Music, Dance & Theatre) NOT NEW to the profession must:

    • Hold at least a bachelor’s degree from a regionally accredited institution of higher education (IHE);
    • Hold a valid Standard Professional Certificate or Advanced Professional Certificate or Resident Teacher Certificate; AND,
    • Satisfy the applicable requirements listed below:
      • Demonstrate high level of competency in each of the core academic subjects in which the teacher teaches by
        1. Passing the applicable state content test in each of the core academic subjects in which the teacher teaches; OR
        2. Completing an academic major, coursework equivalent to an academic major, a graduate degree, or advanced certification, in each of the core academic subjects in which the teacher teaches.
      • Demonstrate competency in each of the core academic subjects in which the teacher teaches based on a High Objective Uniform State Standard of Evaluation (HOUSSE)

    Core Academic Subjects (CAS) include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts (art, dance, music, & theatre), history, and geography. Special Education and English for Speakers of Other Languages (ESOL) are not core academic subject areas; however, special education and ESOL teachers must be highly qualified in every CAS for which they plan and implement instruction and assess student performance.

    Coursework equivalent to an academic major means 30 credit hours from a regionally accredited institution of higher education with 50 percent of the coursework at the upper division level.

    Advanced certification means certification issued by the National Board for Professional Teaching Standards and/or an Advanced Professional Certificate issued by the Maryland State Department of Education.

    Source: Maryland Department of Education; Highly Qualified Teacher Status

    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


    Massachusetts : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Massachusetts middle and secondary school teachers must possess a valid Massachusetts teaching license at either the preliminary, initial, or professional level (formerly known as the provisional, provisional with advanced standing, and standard level) AND demonstrate subject matter competence in each of the areas they are teaching through one of the following:
    • Passing the Massachusetts Test for Educator Licensure (MTEL) appropriate Subject Matter Test;
    • Completion of an appropriate academic major;
    • Completion of an appropriate graduate degree;
    • Completion of comparable coursework equivalent to an undergraduate academic major;
    • Advanced certification or credentialing.
    Source: Massachusetts Department of Education; Highly Qualified Teachers and Paraprofessionals
    HQT Definition for Existing Secondary Teachers Massachusetts middle and secondary school teachers must possess a valid Massachusetts teaching license at either the preliminary, initial, or professional level (formerly known as the provisional, provisional with advanced standing, and standard level) AND demonstrate subject matter competence in each of the areas they are teaching through one of the following:
    • Passing the Massachusetts Test for Educator Licensure (MTEL) appropriate Subject Matter Test;
    • Completion of an appropriate academic major;
    • Completion of an appropriate graduate degree;
    • Completion of comparable coursework equivalent to an undergraduate academic major;
    • Advanced certification or credentialing; or,
    • Massachusetts High Objective Uniform State Standard of Evaluation (HOUSSE) - (an approved Individual Professional Development Plan (IPDP) aligned with HOUSSE requirements.)
    Source: Massachusetts Department of Education; Highly Qualified Teachers and Paraprofessionals
    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


    Michigan : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A highly qualified teacher at the middle and secondary levels (grades 7-12) who is new to the profession must hold at least a bachelor’s degree and full state certification, including passage of the MTTC basic skills test and subject area major and minor examinations, as required by Section 1531 of the Michigan Revised School Code.

    Source: Michigan State Board of Education; The Michigan Definition for Highly Qualified Teachers

    HQT Definition for Existing Secondary Teachers A highly qualified teacher at the middle and secondary level who is not new to the profession and was issued a Michigan teaching certificate prior to implementation of the MTTC; in addition to holding at least a bachelor’s degree and full state certification, each teacher will need to provide evidence of meeting one of the following options for each subject in which he/she teaches:
    • The MTTC subject area examinations (other than those in which the teacher holds a subject area major) for which the teacher is endorsed and is, or will be, teaching in grades 7-12. Individuals who hold the old 7-8 “all subjects” (no longer issued after September 1, 1988) designation on their secondary teaching certificates may elect to take and pass the MTTC subject area examination for each subject that he/she is assigned to teach in grades 7-8 if they do not hold a major in the subject(s), OR

    • A graduate degree or coursework that is equivalent to an undergraduate major in the teaching field, OR

    • Achieve National Board Certification or credentialing in the subjects(s) at an appropriate developmental level(s) that he/she teaches, OR

    • The high objective uniform state standard of evaluation (HOUSSE).
    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 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

    Minnesota : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Middle and Secondary Teachers

    To meet the federal “highly qualified” criteria, middle school and secondary teachers of core academic subjects who are new to the profession must meet the following requirements:

    • Hold a bachelor’s degree;
    • Be licensed by the state; and
    • Demonstrate subject competence through a rigorous state test of subject knowledge and teaching skills (Praxis II content test); or
    • Complete an undergraduate academic major, graduate degree or coursework equivalent to an undergraduate academic major in each core academic subject they teach.

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

    HQT Definition for Existing Secondary Teachers The Minnesota definition of a “highly qualified teacher” in a core academic area requires all three of the following:
    1. The teacher holds a valid full state teacher license (a five-year Professional or Continuing license) for the core academic subject he/she is teaching AND;
    2. The teacher has a minimum of a bachelor’s degree AND;
    3. The teacher has a major (for secondary teachers), or sufficient subject matter competency for the assignment (for elementary and middle level teachers), in the core academic subject area(s); OR, has taken and passed the Praxis II content test in the core academic subject area; OR, has demonstrated subject matter competence via the Minnesota HOUSSE Process. Minnesota requires Praxis II content tests for all core area licenses.

    The only teachers who will be able to use the HOUSSE after the June 30, 2006 are special education teachers teaching multiple subjects who are already highly qualified in language arts, math or science upon hire and general education teachers hired in a school district officially identified as an “eligible rural district” in accordance with the federal guidelines received May 12.

    Source: Minnesota Department of Education http://education.state.mn.us/content/060052.pdf

    NCLB “Highly Qualified” Requirements for General Education Teachers

    To meet the federal “highly qualified” criteria, teachers of core academic subjects must meet the following requirements:

    1. Hold a bachelor’s degree;
    2. Be licensed by the state; and
    3. Demonstrate subject competence through a bachelor’s degree in the teaching subject, a rigorous state test, or “high objective and uniform state system of evaluation” (also called HOUSSE) process.

    The only teachers who will be able to use the HOUSSE after the June 30, 2006 are special education teachers teaching multiple subjects who are already highly qualified in language arts, math or science upon hire and general education teachers hired in a school district officially identified as an “eligible rural district” in accordance with the federal guidelines received May 12.

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

    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


    Mississippi : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers

    The No Child Left Behind Act of 2001 (NCLB Act) Mandates that Teachers New to the Profession (employed for the first time in a Mississippi public school after the first day of school, 2002 -2003) meet the highly qualified definition:

    A new middle (7-8)/ secondary teacher who teaches a "core academic subject (English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography) holds at least a bachelor's degree and at least a Class A Educator License with an endorsement for every core academic subject the teacher teaches.

    The initial license is obtained by:

    • Holding a baccalaureate degree: and
    • Acquiring the necessary pedagogical skills by completing one of the following:
      • An approved pre-service teacher preparation program for middle/secondary education from a regionally/nationally-accredited Institution of Higher Learning, (Number ten outlines the new requirements for middle school teachers) OR
      • An approved alternate route certification program for middle/secondary education; And,
    • Demonstrating content knowledge by passing rigorous State approved tests (PRAXIS).

    Source: Mississippi Department of Education; Highly Qualified Teacher Criteria

    HQT Definition for Existing Secondary Teachers The No Child Left Behind Act of 2001 (NCLB Act) Mandates that Teachers Not New to the Profession (employed in a Mississippi public school before or on the first day of school, 2002-2003) have until the end of the 2005-2006 school year to meet the highly qualified definition:

    A veteran secondary school teacher (9-12) who teaches a "core academic subject," (English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography) holds at least a bachelor's degree, and at least a Class A Educator License with an endorsement for every core academic subject the teacher teaches meets the "highly qualified" definition.

    Teachers who do not meet the highly qualified requirement(s) may achieve "highly qualified" status by:

    • Passing the PRAXIS II (specialty-area assessment), OR
    • Passing the PRAXIS II specialty-area assessments for middle school teachers (tentatively available in September 2004), OR
    • Being National Board Certified in each core academic subject area taught, OR
    • Having a master's degree in each of the core academic subjects the teacher teaches, OR
    • Taking the additional hours to fulfill the content requirement for a major (a minimum of 21 hours with a grade of "C' or higher).

    Source: Mississippi Department of Education; Highly Qualified Teacher Criteria

    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


    Missouri : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers The term “highly qualified”, when used with respect to a middle or secondary school teacher who is new to the profession, means that the teacher holds at least a bachelor’s degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches.

    Source: Missouri Department of Elementary and Secondary Education; NCLB Companion

    HQT Definition for Existing Secondary Teachers The term “highly qualified”, when used with respect to any public elementary school or secondary school teacher teaching in a state means that the teacher has obtained full state certification as a teacher.

    When used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that the teacher holds at least a bachelor’s degree, is fully state certified, and demonstrates competence in all the academic subjects in which the teacher teaches.

    Source: Missouri Department of Elementary and Secondary Education; NCLB Companion

    Secondary HOUSSE Text
  • No HOUSSE

  • Montana : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers
  • No information found.
  • HQT Definition for Existing Secondary Teachers Highly Qualified Teacher – Secondary

    Highly Qualified Definition for Secondary Teachers Not New to the Profession

    Teachers currently teaching in Montana public schools who are licensed and endorsed in the areas they teach are highly qualified and meet the requirements of President Bush’s No Child Left Behind Act.

    Source: School Laws of Montana and Administrative Rules of Montana; www.opi.state.mt.us

    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

    Nebraska : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers New to the Profession Highly Qualified Secondary Teachers

    A highly qualified secondary teacher who is new to the profession, in addition to holding at least a baccalaureate degree and an Initial certificate, must have passed a standardized competency examination in reading, writing, and mathematics; had at least a 2.5 GPA in all coursework, and holds endorsements which are equivalent to academic majors for the area(s) of assignment.

    Source: Nebraska Department of Education; Nebraska Response to NCLB

    HQT Definition for Existing Secondary Teachers Veteran Highly Qualified Elementary Teacher

    Teachers not new to the profession are those who have been teaching on a regular certificate for at least one year must:

    • Meet the criteria for new teachers or:
    • Demonstrate competency in all of the academic subjects which the teacher teaches based on a high objective uniform State standard of evaluation (HOUSSE) 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 is not 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: Nebraska Department of Education; Nebraska Response to NCLB

    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


    Nevada : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers NEW to the profession teachers refers to teachers that were hired after July 1, 2003. (Note: If teachers new to the profession were hired before the 03-04 school year and will have three years of full time teaching experience, they may be eligible to use the HOUSSE requirement)

    The timeline for teachers teaching in core academic subjects to meet the requirements of a "highly qualified" teacher is contingent upon whether the teacher is working in a school supported by Title 1 funds (school-wide or targeted assistance).

    Teachers in Title I Schools Hired After Start of the 2002-2003 School Year

    Middle School and Secondary Teachers
    Middle school and secondary teachersmust have demonstrated competency in each of the subjects they teach in the following ways:

    • Passed the Praxis II - Core Subject Assessments OR successfully completed one of the following…
      • An academic major
      • Coursework equivalent to an undergraduate academic major
      • A graduate degree in the subject being taught
      • A professional license in the subject being taught issued by Nevada licensing
      • National Board Certification in the subject being taught.

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

    HQT Definition for Existing Secondary Teachers A highly qualified teacher at the middle and secondary level who is NOT NEW to the profession, in addition to holding at least a bachelor's degree and state licensure, must demonstrate competence in each of the core academic subjects in which the teacher teaches by either:
    • Passing the Praxis II - Core Subject Assessments, OR
    • Successful completion of,
      • an academic major: defined as 36 semester hours for a comprehensive major and 30 semester hours for a single-subject major, or one of the authorized equivalent:
      • coursework equivalent to an undergraduate academic major - which is 30 semester hours in content that was declared or undeclared as a major
      • a graduate degree in the subject (masters or higher)
      • a Professional License issued by Nevada State licensing in the subject
      • National Board Certification in the subject area the teacher is teaching - OR meet the criteria of the high objective uniform State standard of evaluation (refer to "HOUSSE").

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

    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


    New Hampshire : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers What a Highly Qualified Teacher looks like in New Hampshire:
    1. The teacher is certified in each of the core academic content area(s) taught (through Alternatives I through V.), OR
    2. The teacher is an intern holding a bachelor’s degree making progress in Alternative Certification IV or V in the core academic content area(s) taught, OR
    3. The teacher is certified but not in the core academic content area(s) taught, and the teacher has accomplished one of the following for each core academic subject taught:
      Demonstration of Competency Options:
      • Successfully demonstrated competency by passing a rigorous State academic subject test in each of the core academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or test in each of the academic subjects in which the teacher teaches); [Tests: Praxis II Content Area, GRE Content Area] OR
      • Successfully completed, in each of the core academic subjects in which the teacher teaches, an academic major at the undergraduate or graduate level, coursework equivalent to an undergraduate academic major (30 credit hours in core academic subject), or advanced certification or credentialing such as Master Teacher; OR
      • Successfully demonstrated competence in all core academic subjects in which the teacher teaches based on (a) a self-assessment component of a High Objective Uniform State Standard of Evaluation (HOUSSE), or (b) by demonstrating progress toward competency in a core academic content area on a Highly Qualified Teacher Plan (HQT plan) incorporated into the Individual Professional Development Plan prescribed by the local Professional Development Master Plan(ED 512).

    Source: New Hampshire Department of Education, Highly Qualified Teacher

    HQT Definition for Existing Secondary Teachers What a Highly Qualified Teacher looks like in New Hampshire:
    1. The teacher is certified in each of the core academic content area(s) taught. OR
    2. The teacher is an intern holding a bachelor’s degree making progress in Alternative Certification IV or V in the core academic content area(s) taught. OR
    3. The teacher is certified but not in the core academic content area(s) taught, and the teacher has accomplished one of the following for each core academic subject taught:
      • Successfully demonstrated competency by passing a rigorous State academic subject test in each of the core academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or test in each of the academic subjects in which the teacher teaches); [Tests: Praxis II Content Area, GRE Content Area] OR
      • Successfully completed, in each of the core academic subjects in which the teacher teaches, an academic major at the undergraduate or graduate level, coursework equivalent to an undergraduate academic major (30 credit hours in core academic subject), or advanced certification or credentialing such as Master Teacher; OR
      • Successfully demonstrated competence in all core academic subjects in which the teacher teaches based on (a) a self-assessment component of a High Objective Uniform State Standard of Evaluation (HOUSSE), or (b) by demonstrating progress toward competency in a core academic content area on a Highly Qualified Teacher Plan (HQT plan) incorporated into the Individual Professional Development Plan prescribed by the local Professional Development Master Plan(ED 512).

    Source: New Hampshire Department of Education, Highly Qualified Teacher

    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


    New Jersey : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Middle and Secondary Teachers

    To satisfy the federal definition of a Highly Qualified Teacher, middle and secondary teachers working in departmentalized settings (grade 5 and above) must:

    • Hold at least a bachelor’s degree from a regionally accredited institution of higher education;
    • Hold a valid New Jersey teaching certificate for which no requirements have been waived (i.e., no emergency certification);
    • Demonstrate their content preparation/expertise for each core academic subject they teach by either:
      • Passing a rigorous state test in each core academic content area the teacher teaches (i.e., the Praxis II content knowledge exam(s) for middle or secondary grades; or
      • Having an undergraduate major in the core academic content area(s) they teach; or
      • Having 30 credits equivalent to a major (at least 12 credits at the upper division level) in the core academic content area(s) they teach; or
      • Having a graduate degree in the core academic content area(s) they teach; or
      • Holding National Board certification in the core academic content area(s) they teach; or
      • Accruing ten points on the NJ HOUSE Standard Content Knowledge Matrix for each core academic content area they teach. First-year teachers in Title I schools may not use the NJ HOUSE Standard to qualify, unless they are special education teachers with multiple content teaching assignments exercising flexibility provided by IDEA legislation.

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

    HQT Definition for Existing Secondary Teachers Middle and Secondary Teachers

    To satisfy the federal definition of a Highly Qualified Teacher, middle and secondary teachers working in departmentalized settings (grade 5 and above) must:

    • Hold at least a bachelor’s degree from a regionally accredited institution of higher education;
    • Hold a valid New Jersey teaching certificate for which no requirements have been waived (i.e., no emergency certification);
    • Demonstrate their content preparation/expertise for each core academic subject they teach by either:
      • Passing a rigorous state test in each core academic content area the teacher teaches (i.e., the Praxis II content knowledge exam(s) for middle or secondary grades; or
      • Having an undergraduate major in the core academic content area(s) they teach; or
      • Having 30 credits equivalent to a major (at least 12 credits at the upper division level) in the core academic content area(s) they teach; or
      • Having a graduate degree in the core academic content area(s) they teach; or
      • Holding National Board certification in the core academic content area(s) they teach; or
      • Accruing ten points on the NJ HOUSE Standard Content Knowledge Matrix for each core academic content area they teach. First-year teachers in Title I schools may not use the NJ HOUSE Standard to qualify, unless they are special education teachers with multiple content teaching assignments exercising flexibility provided by IDEA legislation.

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

    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


    New Mexico : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers “A highly qualified middle level (5-9), secondary (7-12), or K-12 specialty area teacher, ” under this rule, means a teacher who is fully qualified to teach the core academic subjects, and who:
    • Meets all of the requirements for his/her license; and
    • Has no licensure requirements waived on an emergency or temporary basis, or for any other reason; and
    • Has demonstrated competency in the core academic subjects the teacher teaches by:
      • Passing the content knowledge test(s) of the New Mexico teacher assessments or predecessor New Mexico teacher licensure examinations, or accepted comparable licensure tests from another state in each subject area the teacher teaches; or
      • Successfully completing an undergraduate academic major (24-36 semester hours), or coursework equivalent to an undergraduate major, or a graduate degree in each subject area the teacher teaches; or
      • Obtaining advanced credentials, which means certification by the national board for professional teaching standards for the appropriate grade level and type; or
      • Demonstrating competence in all of the core academic subjects the teacher teaches based on the state’s high objective uniform standard of evaluation for subject area competence as provided in 6.69.4.9. (Not an option for new teachers)

    Source: New Mexico Administrative Code 6.69.4.8 (D)

    HQT Definition for Existing Secondary Teachers “A highly qualified middle level (5-9), secondary (7-12), or K-12 specialty area teacher, ” under this rule, means a teacher who is fully qualified to teach the core academic subjects, and who:
    • Meets all of the requirements for his/her license; and
    • Has no licensure requirements waived on an emergency or temporary basis, or for any other reason; and
    • Has demonstrated competency in the core academic subjects the teacher teaches by:
      • Passing the content knowledge test(s) of the New Mexico teacher assessments or predecessor New Mexico teacher licensure examinations, or accepted comparable licensure tests from another state in each subject area the teacher teaches; or
      • Successfully completing an undergraduate academic major (24-36 semester hours), or coursework equivalent to an undergraduate major, or a graduate degree in each subject area the teacher teaches; or
      • Obtaining advanced credentials, which means certification by the national board for professional teaching standards for the appropriate grade level and type; or
      • Demonstrating competence in all of the core academic subjects the teacher teaches based on the state’s high objective uniform standard of evaluation for subject area competence as provided in 6.69.4.9. (Not an option for new teachers)

    Source: New Mexico Administrative Code 6.69.4.8 (D)

    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


    New York : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Teachers with middle and secondary assignments who are new to the profession (in the first year of their first certification) are "highly qualified" if they:
    • Have a bachelor's or higher degree; and
    • Meet State certification standards* for their teaching assignments; and
    • Demonstrate subject matter competency for each core subject they teach with one of the following:
      1. Passing a New York State Teacher Certification Examination (NYSTCE) Content Specialty Test (CST) in the subject or, for grades 7-9, passing the Multi-Subject CST **; or
      2. Completing an undergraduate major in the subject; or
      3. Completing coursework equivalent to a major (30 credits) in the subject; or
      4. Having a New York State permanent certificate in the subject; or
      5. Having a graduate degree in the subject.
    * See Item A12 for further information about meeting State certification standards.
    ** Teachers with conditional initial certificates obtained as a result of interstate reciprocity may use a subject-specific middle-secondary certification examination from their former state to demonstrate subject matter competency until they have passed the CST during the two year validity period of their conditional initial certificates.

    "Newness" to the profession of teaching is either:

    1. NEW TO THE PROFESSION, defined as the first year following the effective date of a teacher's first teaching certificate, except with respect to charter school teachers who are not certified as permitted by Education Law § 2854(3)(a-1); or
    2. NOT NEW TO THE PROFESSION, defined as after the first year following the effective date of a teacher's first teaching certificate, except with respect to charter school teachers who are not certified as permitted by Education Law § 2854(3)(a-1).

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

    HQT Definition for Existing Secondary Teachers Teachers with middle and secondary assignments who are not new to the profession (beyond the first year of their first certification) are "highly qualified" if they meet the qualifications for new teachers, but they have two additional options for demonstrating their subject matter competency:
    • Have a bachelor's or higher degree; and
    • Meet State certification standards* for their teaching assignments; and
    • Demonstrate subject matter competency for each core subject they teach with one of the following:
      1. Passing a New York State Teacher Certification Examination (NYSTCE) Content Specialty Test (CST) in the subject or, for grades 7-9, passing the Multi-Subject CST **; or
      2. Completing an undergraduate major in the subject; or
      3. Completing coursework equivalent to a major (30 credits) in the subject; or
      4. Having a New York State permanent certificate in the subject; or
      5. Having a graduate degree in the subject,or
      6. Having passed examinations comparable to the CST that qualified them for certification or licensure, as shown in Part G; or
      7. If hired on or before June 30, 2006, or if eligible for rural, IDEA or international flexibility explained in Item A13, passing the HOUSSE, as explained in Item A13.
    * See Item A12 for further information about meeting State certification standards.
    ** Teachers with conditional initial certificates obtained as a result of interstate reciprocity may use a subject-specific middle-secondary certification examination from their former state to demonstrate subject matter competency until they have passed the CST during the two year validity period of their conditional initial certificates.

    "Newness" to the profession of teaching is either:

    1. NEW TO THE PROFESSION, defined as the first year following the effective date of a teacher's first teaching certificate, except with respect to charter school teachers who are not certified as permitted by Education Law § 2854(3)(a-1); or
    2. NOT NEW TO THE PROFESSION, defined as after the first year following the effective date of a teacher's first teaching certificate, except with respect to charter school teachers who are not certified as permitted by Education Law § 2854(3)(a-1).

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


    North Carolina : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers To be designated “Highly Qualified,” new middle school, high school, and special subject teachers (e.g., art, music, second languages, etc.) can be designated “Highly Qualified” by passing a rigorous state test (currently PRAXIS II), or by having an academic major or the equivalent in the content area, or by having a graduate degree in the content area, or by having National Board Certification in the area.

    Source: North Carolina Public Schools; HQT FAQ

    HQT Definition for Existing Secondary Teachers
    1. Fully certified and/or licensed by the state;
    2. Holds at least a bachelor’s degree from a four-year institution; and
    3. Demonstrates competence in each core academic subject in which the teacher teaches by:
      • Passing the required PRAXIS II test; or
      • Holding an undergraduate degree in the core subject area; or
      • Having coursework equivalent to an undergraduate major (24 semester hours) in the core subject area; or
      • Holding a graduate degree in the core subject area; or
      • Having master’s level licensure or above in the core subject area; or
      • Holding National Board of Professional Teaching Standards (NBPTS) certification in the core subject area.
      • HOUSSE

    Source: North Carolina Public Schools; HQT FAQ

    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


    North Dakota : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Highly Qualified Definition for New Secondary Teachers

    Major equivalency endorsement for secondary school teachers grades 7-12: In addition to all ND teacher licensure requirements (administrative rule 67.1-02-02-02), beginning July 1, 2006:

    • To be considered highly qualified, secondary teachers must hold a major or major equivalency in the core content areas and complete a content test in the initial licensure area.
    • Teachers must demonstrate a major equivalency in their subject areas through the options described below:
      • Undergraduate and/or graduate coursework equivalent to a major and aligned with the North Dakota Program Approval Standards; (see website www.nduso.org/nclb.teacher.html) or
      • An advanced degree in the major area which by itself, or in combination with other graduate or undergraduate coursework which meets or exceeds the requirements for preparation in the major at the undergraduate level; or
      • A minor or minor equivalency in the area with successful completion of a content test which meets or exceeds the minimum scores determined by the Education Standards and Practices Board; or
      • National Board for Professional Teaching Standards Certification in the major area.
    • New secondary teachers in non-core areas: Teachers must have a major, major equivalency, minor, or minor equivalency in non-core areas in which they are teaching. Noncore areas include physical education, health, agriculture, marketing, family consumer science, business education, vocational trade, technical, industry, technology education, library, media and health occupations.
    • Not new secondary teachers in core areas: To be considered highly qualified, secondary teachers must hold a major or major equivalency in the core content areas in which they are teaching. Teachers must demonstrate a major equivalency in their subject areas through the options described below:
      • Undergraduate and/or graduate coursework equivalent to a major and aligned with the North Dakota Program Approval Standards; or
      • An advanced degree in the major area which by itself, or in combination with other graduate or undergraduate coursework, meets or exceeds the requirements for preparation in the major at the undergraduate level; or
      • A minor or minor equivalency in the area with successful completion of a portfolio (until June 30, 2006), which may include, but not consist entirely of, evidence of successful teaching experience in the area; or
      • A minor or minor equivalency in the area with successful completion of a content test meeting or exceeding the minimum scores determined by the Education Standards and Practices Board; or
      • Existing North Dakota licensure with a minimum of three years of successful teaching experience in the content area, and successful completion of a portfolio (until June 30, 2006) documenting competency; or
      • Existing North Dakota licensure in the content area with a minimum of one year of successful teaching experience in the content area, and successful completion of a content-based competency test approved by the Education Standards and Practices Board; or
      • National Board for Professional Teaching Standards Certification in the major area.

    Source: North Dakota Education Standards and Practices Board; Toolkit for North Dakota's Major Equivalency Teacher Requirements

    HQT Definition for Existing Secondary Teachers Highly Qualified Definition for Secondary Teachers

    Major equivalency endorsement for secondary school teachers grades 7-12: In addition to all ND teacher licensure requirements (administrative rule 67.1-02-02-02), beginning July 1, 2006:

    Not new secondary teachers in core areas: To be considered highly qualified, secondary teachers must hold a major or major equivalency in the core content areas in which they are teaching. Teachers must demonstrate a major equivalency in their subject areas through the options described below:

    • Undergraduate and/or graduate coursework equivalent to a major and aligned with the North Dakota Program Approval Standards; or
    • An advanced degree in the major area which by itself, or in combination with other graduate or undergraduate coursework, meets or exceeds the requirements for preparation in the major at the undergraduate level; or
    • A minor or minor equivalency in the area with successful completion of a portfolio (until June 30, 2006), which may include, but not consist entirely of, evidence of successful teaching experience in the area; or
    • A minor or minor equivalency in the area with successful completion of a content test meeting or exceeding the minimum scores determined by the Education Standards and Practices Board; or
    • Existing North Dakota licensure with a minimum of three years of successful teaching experience in the content area, and successful completion of a portfolio (until June 30, 2006) documenting competency; or 5
    • Existing North Dakota licensure in the content area with a minimum of one year of successful teaching experience in the content area, and successful completion of a content-based competency test approved by the Education Standards and Practices Board; or
    • National Board for Professional Teaching Standards Certification in the major area.

    Source: North Dakota Education Standards and Practices Board; Toolkit for North Dakota's Major Equivalency Teacher Requirements

    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


    Ohio : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers In order to meet the highly qualified teacher requirements, new secondary school teachers must:
    • Have at least a bachelor’s degree, and
    • Hold full state certification/licensure in the teaching area, and
    • Meet one of the following requirements:
      • Passed Ohio’s StateContent Area Licensing Exam (NTE or Praxis II) and receive initial certification/licensure in Ohio in 1991 or later, or
      • Have an Academic Major or the equivalent in the content area, or
      • Have a Master’s Degree in the content area.

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

    HQT Definition for Existing Secondary Teachers A highly qualified teacher NOT NEW to the profession at the middle and secondary levels (grades 7-12), in addition to holding at least a bachelor’s degree and full state certification, must have completed:
    • the examination approved by the State Board of Education (Ohio Administrative Code 3301-24-0) OR
    • an academic major or coursework equivalent to an academic major (defined as 30 semester hours of upper level courses) in the teaching assignment OR
    • a graduate degree in the teaching assignment, OR
    • advanced certification defined as a professional or permanent certificate with at least 30 hours in the content area in the teaching assignment OR
    • advanced credentialing defined as National Board Certification in the teaching assignment OR
    • HOUSSE

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

    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


    Oklahoma : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A "highly qualified” middle school or secondary teacher is one who:
    1. Holds at least a bachelor's degree; AND

    2. Has a license/certificate in the subject(s) taught; AND

    3. Has demonstrated subject area competence in each of the academic subjects in which the teacher teaches by having:
      • Passed a state certification test in level/subject taught, or
      • Completed an undergraduate academic major or coursework equivalent to an undergraduate academic major (24 semester hour of subject-specific coursework) in subject taught as documented by the teacher's official transcript, or
      • Completed a graduate degree in subject taught, or
      • Holds certification through National Board for Professional Teaching Standards in subject taught, or
      • Demonstrated competency in each subject taught based on a high objective uniform state standard of evaluation (HOUSSE).
    Source: Oklahoma State Department of Education, Oklahoma Highly Qualified Teacher Definition
    HQT Definition for Existing Secondary Teachers A "highly qualified” middle school or secondary teacher is one who:
    1. Holds at least a bachelor's degree; AND

    2. Has a license/certificate in the subject(s) taught; AND

    3. Has demonstrated subject area competence in each of the academic subjects in which the teacher teaches by having:
      • Passed a state certification test in level/subject taught, or
      • Completed an undergraduate academic major or coursework equivalent to an undergraduate academic major (24 semester hour of subject-specific coursework) in subject taught as documented by the teacher's official transcript, or
      • Completed a graduate degree in subject taught, or
      • Holds certification through National Board for Professional Teaching Standards in subject taught, or
      • Demonstrated competency in each subject taught based on a high objective uniform state standard of evaluation (HOUSSE).
    Source: Oklahoma State Department of Education, Oklahoma Highly Qualified Teacher Definition
    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

    Oregon : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A teacher is “new” to the profession if the teacher has been teaching on an approved license in any state, in a public or regionally accredited private school less than three complete school years.

    Oregon Definition of Highly Qualified Secondary (grades 9-12) Teacher New to the Profession:

    1. Must hold basic or initial; OR
    2. Must hold Approved NCLB Alternative Route Teaching License AND
    3. Must hold Bachelor’s Degree; AND
    4. Must have passed the Praxis Test in each core academic subject in which the teacher teaches; OR
    5. Must have successfully completed in each academic subject in which the teacher teaches either:
      • An undergraduate major;
      • A graduate degree;
      • Coursework equivalent to an undergraduate major; OR
      • Advanced certification or credentialing; AND
    6. Must hold the appropriate endorsement for the subject-matter area; AND
    7. Must be properly assigned.

    Applying this definition to new secondary teachers in core academic subjects:

    1. Must hold basic, standard, initial, continuing, or Approved NCLB Alternative Route Teaching License; AND
    2. Must hold subject-matter endorsement in the subject.

    Source: Teacher Standards and Practices Commission of Oregon; NCLB

    HQT Definition for Existing Secondary Teachers Secondary Teacher Not New to the Profession:
    1. Must hold basic, standard, initial, continuing or five-year secondary teaching license; AND
    2. Must hold Bachelor’s Degree; AND
    3. Must have passed the Praxis Test in each academic core subject in which the teacher teachers; OR
    4. Must have successfully completed in each academic subject in which the teacher teaches either:
      • An undergraduate major;
      • A graduate degree;
      • Coursework equivalent to an undergraduate major; OR
      • Advanced certification or credentialing; AND
    5. Must be properly assigned.
    NOT NEW secondary teachers in core academic subjects:
    1. Must hold basic, standard, initial, continuing, or five-year secondary teaching license; AND
    2. Must hold subject-matter endorsement in the subject.

    Source: Teacher Standards and Practices Commission of Oregon; NCLB

    Secondary HOUSSE Text
  • No information found.

  • Pennsylvania : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A highly qualified teacher, according to the U. S. Department of Education, is fully certified, has a bachelor’s degree and has completed a content area major OR has passed a content area test in the subject he/she is assigned to teach. In Pennsylvania, a fully certified teacher must have a bachelor’s degree, a content area major AND have passed a content area test. In addition, fully certified teachers in Pennsylvania have completed pedagogical course work in education, including student teaching. For reporting purposes, the Department is using the word “assignments” in lieu of “classes” so that all instructional periods reported by the school entities are matched against the Pennsylvania certificate held by each classroom teacher.

    Source: Pennsylvania Department of Education; Highly Qualified Teachers in Pennsylvania

    HQT Definition for Existing Secondary Teachers A highly qualified teacher, according to the U. S. Department of Education, is fully certified, has a bachelor’s degree and has completed a content area major OR has passed a content area test in the subject he/she is assigned to teach. In Pennsylvania, a fully certified teacher must have a bachelor’s degree, a content area major AND have passed a content area test. In addition, fully certified teachers in Pennsylvania have completed pedagogical course work in education, including student teaching. For reporting purposes, the Department is using the word “assignments” in lieu of “classes” so that all instructional periods reported by the school entities are matched against the Pennsylvania certificate held by each classroom teacher.

    Source: Pennsylvania Department of Education; Highly Qualified Teachers in Pennsylvania

    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


    Puerto Rico : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers
  • No information found.
  • HQT Definition for Existing Secondary Teachers
  • No information found.
  • Secondary HOUSSE Text
  • No information found.

  • Rhode Island : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers 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.

    HQT Definition for Existing Secondary Teachers 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.

    TO BE “HIGHLY QUALIFIED” YOU MUST MEET ALL OF THE FOLLOWING THREE CRITERIA

    • Hold a bachelor’s degree from a regionally accredited institution of higher education, AND
    • Hold a Rhode Island provisional, professional, or life professional teaching certificate, AND
    • Hold appropriate certificate(s) for the current teaching assignment(s)
    • AND VERIFY YOU ARE QUALIFIED IN THE CONTENT AREA BY MEETING THE CRITERIA FOR EITHER OPTION #1 (ACADEMIC PREPARATION OR TESTING) OR OPTION #2 (PRIOR EXPERIENCE AND RECOGNITION OF ACHIEVEMENT) OF THE RHODE ISLAND HOUSSE.

    Source: Rhode Island Verification of “Highly Qualified” Teacher; http://www.ridoe.net/Certification_PD/Highly_Qualified/Documents/Rhode%20Island%20Verification%20of%20Highly%20Qualified%20Teacher.pdf

    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


    South Carolina : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Definition of Highly Qualified Teacher

    Highly qualified teachers are those teachers that have earned at least a bachelor's degree, demonstrated content knowledge in each core content area he/she teaches, do not have any waivers of the requirements for full state certification.

    A teacher is considered to meet the certification requirements for being highly qualified if he/she has one of the following certificates:

    • Initial
    • Critical Need (PACE)
    • Professional (including Regular/Grade A certificates issued prior to 1970)
    • International
    • Intern
    • Restricted

    Source: South Carolina Division of Educator Quality and Leadership; HQT Definitions

    HQT Definition for Existing Secondary Teachers Definition of Highly Qualified Teacher

    Highly qualified teachers are those teachers that have earned at least a bachelor's degree, demonstrated content knowledge in each core content area he/she teaches, do not have any waivers of the requirements for full state certification.

    A teacher is considered to meet the certification requirements for being highly qualified if he/she has one of the following certificates:

    • Initial
    • Critical Need (PACE)
    • Professional (including Regular/Grade A certificates issued prior to 1970)
    • International
    • Intern
    • Restricted

    Source: South Carolina Division of Educator Quality and Leadership; HQT Definitions

    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


    South Dakota : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers New Middle & High School Teachers
    • Full State Certification, and
    • Bachelor's Degree, and
    • One of the following:
      • State Test, or
      • Major in Content Area , or
      • Graduate Degree in Content Area.

    Source: South Dakota Department of Education; NCLB

    HQT Definition for Existing Secondary Teachers Veteran Middle School Teachers
    • Full State Certification, and
    • Bachelor's Degree, and
    • One of the following:
      • State Test, or
      • Major in content area, or
      • Graduate Degree in content area, or
      • National Board Certification in content area, or
      • Meets HOUSSE requirements.

    Source: South Dakota Department of Education; NCLB

    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


    Tennessee : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A highly qualified middle or secondary teacher (7-12) who is new to the profession is one who is fully licensed to teach in Tennessee (including the specified alternative routes) with no licensure requirements waived, holds at least a bachelor’s degree, and has demonstrated competency in each core academic subject assigned to teach by having:
    • Passed one of the NTE or Praxis teacher licensure tests designated on the test options list in Appendix A, or
    • An academic major in the core subject area, or
    • The coursework equivalent of an academic major (24 semester hours), or
    • A graduate degree in the core subject area.

    Source: Tennessee Department of Education; Tennessee Plan

    HQT Definition for Existing Secondary Teachers A highly qualified existing middle or secondary teacher (7-12) who is not new to the profession is one who is fully licensed to teach in Tennessee (including the specified alternative routes) with no licensure requirements waived, holds at least a bachelor’s degree and has demonstrated competency in each core academic subject assigned to teach by having:
    • Passed one of the NTE or Praxis teacher licensure tests designated on the test options list; or
    • An academic major in the core subject area; or
    • The coursework equivalent of an academic major (24 semester hours); or
    • A graduate degree in the core subject area; or
    • National Board Certification in the subject area; or
    • Demonstrated competence in all core academic subject areas via a highly objective uniform state standard of evaluation (HOUSSE).

    Source: Tennessee Department of Education; Tennessee Plan

    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


    Texas : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers The requirement that teachers be highly qualified applies to all public elementary or secondary school teachers employed by a local educational agency who teach a core academic subject

    “Highly qualified” means that the teacher:

    • Has obtained full Texas teacher certification, including appropriate special education certification for special education teachers, and has not had certification requirements waived on an emergency, temporary, or provisional basis
    • Holds a minimum of a bachelor’s degree
    • Has demonstrated subject matter competency in each of the academic subjects in which the teacher teaches, in a manner determined by TEA and in compliance with Section 9101(23) of ESEA.

    The statutory definition includes additional elements that apply somewhat differently to new and experienced teachers, and to elementary and secondary school teachers.

    For NCLB highly qualified purposes in Texas, the following definitions are applicable:

    • Core Academic Subject Areas: English, reading or language arts, mathematics, science, foreign languages (languages other than English), civics and government, economics, arts (includes theater arts, dance, music, and art), history, and geography.
    • Coursework equivalent to an academic major: 24 semester hours in the subject area, with 12 of those hours being upper-division (junior- and senior-level) coursework
    • Elementary: EC-6th grades. This definition is based on the degree of rigor and technicality of the subject matter that the teacher will need to know in relation to the Texas’ content standards and academic achievement standards for the subjects that will be taught.
    • Existing Teacher: A teacher who has previously taught elementary, middle, or high school.
    • Experienced Teacher: A teacher who has one or more creditable years of teaching experience. For practical purposes, the term “experienced” teacher does not have a different meaning than the term “veteran teacher” or “teacher who is not new to the profession.” The term experienced teacher is used rather than veteran teacher in this context only because we do not want to imply that such a teacher must have extensive teaching experience. Experience is defined as employment as a teacher; therefore, documented employment as a teacher—in an accredited public school, charter school, or private school—is required. Experience does not include student teaching or its equivalent or employment as a substitute; however, teachers may count their alternative certification program internship if they were the teacher of record. The time requirement associated with experience is at least one creditable year of employment is defined in the Texas Administrative Code, Chapter 153, Subchapter CC. One year of creditable employment is a minimum of 90 full-time instructional days as a teacher in a school year.
    • Full State Certification: A person who holds a valid Texas standard teacher’s certificate, lifetime teacher’s certificate, or Texas temporary teaching certificate is considered to have full state certification. In addition, “full State certification” means that the teacher must not have had certification or licensure requirements waived on an emergency, temporary, or provisional basis. The Texas temporary teaching certificate is allowed for purposes of highly qualified determinations because the teacher has met the certification requirements and has not had certification requirements waived on any basis. However, a degreed individual who holds a probationary certificate, and is participating in an acceptable alternate route to certification program may be considered “fully certified” under the “highly qualified” requirements.

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

    HQT Definition for Existing Secondary Teachers The requirement that teachers be highly qualified applies to all public elementary or secondary school teachers employed by a local educational agency who teach a core academic subject

    “Highly qualified” means that the teacher:

    • Has obtained full Texas teacher certification, including appropriate special education certification for special education teachers, and has not had certification requirements waived on an emergency, temporary, or provisional basis
    • Holds a minimum of a bachelor’s degree
    • Has demonstrated subject matter competency in each of the academic subjects in which the teacher teaches, in a manner determined by TEA and in compliance with Section 9101(23) of ESEA.

    The statutory definition includes additional elements that apply somewhat differently to new and experienced teachers, and to elementary and secondary school teachers.

    For NCLB highly qualified purposes in Texas, the following definitions are applicable:

    • Core Academic Subject Areas: English, reading or language arts, mathematics, science, foreign languages (languages other than English), civics and government, economics, arts (includes theater arts, dance, music, and art), history, and geography.
    • Coursework equivalent to an academic major: 24 semester hours in the subject area, with 12 of those hours being upper-division (junior- and senior-level) coursework
    • Elementary: EC-6th grades. This definition is based on the degree of rigor and technicality of the subject matter that the teacher will need to know in relation to the Texas’ content standards and academic achievement standards for the subjects that will be taught.
    • Existing Teacher: A teacher who has previously taught elementary, middle, or high school.
    • Experienced Teacher: A teacher who has one or more creditable years of teaching experience. For practical purposes, the term “experienced” teacher does not have a different meaning than the term “veteran teacher” or “teacher who is not new to the profession.” The term experienced teacher is used rather than veteran teacher in this context only because we do not want to imply that such a teacher must have extensive teaching experience. Experience is defined as employment as a teacher; therefore, documented employment as a teacher—in an accredited public school, charter school, or private school—is required. Experience does not include student teaching or its equivalent or employment as a substitute; however, teachers may count their alternative certification program internship if they were the teacher of record. The time requirement associated with experience is at least one creditable year of employment is defined in the Texas Administrative Code, Chapter 153, Subchapter CC. One year of creditable employment is a minimum of 90 full-time instructional days as a teacher in a school year.
    • Full State Certification: A person who holds a valid Texas standard teacher’s certificate, lifetime teacher’s certificate, or Texas temporary teaching certificate is considered to have full state certification. In addition, “full State certification” means that the teacher must not have had certification or licensure requirements waived on an emergency, temporary, or provisional basis. The Texas temporary teaching certificate is allowed for purposes of highly qualified determinations because the teacher has met the certification requirements and has not had certification requirements waived on any basis. However, a degreed individual who holds a probationary certificate, and is participating in an acceptable alternate route to certification program may be considered “fully certified” under the “highly qualified” requirements.

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

    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


    Utah : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Highly Qualified Secondary Teachers (6-12)

    If you have a bachelor’s degree, a teaching license, and meet one of the following you are “Highly Qualified” (HQ) in each NCLB subject assignment:

    • Major, Advanced Degree, or National Board Certification, OR
    • Passed Subject Area Test.

      Source: Utah State Board of Education; Highly Qualified

    HQT Definition for Existing Secondary Teachers Highly Qualified Secondary Teachers (6-12)

    If you have a bachelor’s degree, a teaching license, and meet one of the following you are “Highly Qualified” (HQ) in each NCLB subject assignment:

    • Major, Advanced Degree, or National Board Certification, OR
    • Passed Subject Area Test, OR
    • Meet the High Objective Uniform State System of Evaluation (HOUSSE)

    Source: UTAC R277-520-7

    Source: Utah State Board of Education; HOUSSE

    Teachers Who Satisfy HOUSSE Rules

    • A teacher has a Utah Level 1, 2 or 3 license or a district-specific competency-based license.
    • A teacher has an appropriate area of concentration.
    • A teacher in grades 6-12 has the required endorsement for the course(s) the teacher is teaching by means of:
      1. An academic teaching major from an accredited postsecondary institution, or a passing score on content test(s) and pedagogy test(s), if available, or USOE-approved pedagogy courses; or
      2. An academic major or minor from an accredited postsecondary institution; or
      3. Completion of a personal development plan under an SAEP in the appropriate subject area(s) as explained under R277-520-10 with approval from the USOE specialist(s) in the endorsement subject areas.
    • On an annual basis, local boards/charter school boards shall request letters of authorization for teachers who are teaching classes for which they are not endorsed.

    Source: UTAC R277-520-6

    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

    Vermont : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers To be HQT for his/her assignment, an educator must carry an endorsement appropriate to the assignment AND must have the required content knowledge for the endorsement used in the assignment.

    New teachers meet HQT requirements for their endorsements through content knowledge exams (see the link below for a complete list of test requirements by endorsement) or through 30 credits in the subject area, with the required discipline credit distribution for Science and Social Studies endorsements (see the link below for more information on distribution requirements).

    Source: Vermont Department of Education; HQT Licensure & Content Knowledge Requirements for Classroom Teachers

    HQT Definition for Existing Secondary Teachers Teachers endorsed in a core academic area prior to 7/1/06 may meet the HQT content knowledge requirements of an "experienced" teacher for that core academic content area.
    Secondary HOUSSE Text Vermont is no longer using the HOUSSE for endorsements issued after July 1, 2006.

    Virgin Islands : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers
  • No information found.
  • HQT Definition for Existing Secondary Teachers
  • No information found.
  • Secondary HOUSSE Text
  • No information found.

  • Virginia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers A New Middle or High School Teacher Who is “Highly Qualified”:
    • Holds at least a bachelor’s degree; and
    • Is licensed by the state; and
    • Demonstrates his or her competence in each of the core academic subjects he or she teaches by
      • Completing an academic major,
      • A graduate degree,
      • Coursework equivalent to an academic major, or
      • Advanced certification or credentialing; or
      • Passing a rigorous state test.

    Source: Virginia Department of Education; Highly Qualified Teachers Under the No Child Left Behind Act of 2001 ppt

    HQT Definition for Existing Secondary Teachers Experienced Secondary School Teachers

    Experienced secondary (6-12) teachers who are fully licensed in a secondary endorsement area with an active five-year, renewable license may meet the “highly qualified” definition required in the NCLB Act by completing one of the following requirements on or before July 1, 2006:

    1. Passed a rigorous state-approved academic subject test in each of the academic subjects in which the teacher teachers [Section 9101(23)(B)(ii)]; OR
    2. Have an academic major or coursework equivalent to an undergraduate academic major in the subject area(s) the teacher teaches [Section 9101(23)(B)(ii)]; OR
    3. Earned an advanced degree in a content area (master’s, education specialist, or doctorate) in the teaching area
    4. [Section 9101(23)(B)(ii)]; OR
    5. Completed a nationally recognized certification program in the teaching area or a certificate of advanced graduate studies in the teaching area [Section 9101(23)(B)(ii)]; OR
    6. Met the High Objective Uniform State Standard of Evaluation (HOUSSE) definition.

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

    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


    Washington : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Highly Qualified New Middle and High School Teacher

    A highly qualified new middle or high school teacher:

    • Has earned at least a bachelor’s degree, and
    • Holds full state certification, and
    • Has demonstrated subject matter knowledge and teaching skills through one of the following:
      • Passed the Praxis II, or
      • Have a Washington endorsement, or
      • Have an academic major, or
      • Have a graduate degree, or
      • Have National Board Certification, or
      • Have 45 quarter credits.

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

    HQT Definition for Existing Secondary Teachers Highly Qualified Veteran Middle and High School Teacher

    A highly qualified veteran middle or high school teacher:

    • Has earned at least a bachelor’s degree, and
    • Holds full state certification, and
    • Has demonstrated subject matter knowledge and teaching skills through one of the following:
      • Passed the Praxis II, or
      • Have a Washington endorsement, or
      • Have an academic major, or
      • Have a graduate degree, or
      • Have National Board Certification, or
      • Have 45 quarter credits, or
      • Meets one of the following HOUSSE Options:
        1. HOUSSE Evaluation for Pre-87 Certificated Teacher, or
        2. Points-Based HOUSSE.

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

    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


    West Virginia : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Highly Qualified Teacher Definition (§126CSR136)

    A school teacher is considered highly qualified if s/he:

    • Has a bachelor's degree or higher; AND
    • Meets state certification requirements, including those certified through a WVBE-approved alternative route to certification program, with an endorsement(s) in the core academic subject(s) being taught; AND
    • Demonstrates subject matter competency by:
      • Passing the state competency test for which a state minimum score was established by the WVBE in the content area(s); OR
      • Having an academic major or advanced credential(s) in the subject taught as defined in §126-136-4.4 and §126-136-4.6, respectively; OR
      • Satisfying West Virginia's HOUSSE definition as defined in §126-136-4.35.

    Source: West Virginia Department of Education; § 126-136.4

    HQT Definition for Existing Secondary Teachers Highly Qualified Teacher Definition (§126CSR136)

    A school teacher is considered highly qualified if s/he:

    • Has a bachelor's degree or higher; AND
    • Meets state certification requirements, including those certified through a WVBE-approved alternative route to certification program, with an endorsement(s) in the core academic subject(s) being taught; AND
    • Demonstrates subject matter competency by:
      • Passing the state competency test for which a state minimum score was established by the WVBE in the content area(s); OR
      • Having an academic major or advanced credential(s) in the subject taught as defined in §126-136-4.4 and §126-136-4.6, respectively; OR
      • Satisfying West Virginia's HOUSSE definition as defined in §126-136-4.35.

    Source: West Virginia Department of Education; § 126-136.4

    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


    Wisconsin : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers Middle and secondary teachers new to the profession

    This includes those hired after the first day of school in 2002- 2003. In order to be “highly qualified” the teacher must hold at least a bachelor’s degree and have demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by “passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or tests in each of the academic subjects in which the teacher teaches); or successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing.”

    PI 34 requires that middle and secondary teachers take a content test in the subject or subjects they intend to teach beginning in 2004-2005.

    Source: State of Wisconsin Department of Public Instruction; Highly Qualified Teachers in Wisconsin

    HQT Definition for Existing Secondary Teachers Middle and secondary teachers not new to the profession

    Middle and secondary teachers not new to the profession. Middle school and high school teachers teaching now are considered “highly qualified” since they hold at least a bachelor’s degree and they are able to demonstrate “competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation that…is set by the State for both grade appropriate academic subject matter knowledge and teaching skills.” This last qualifier for teachers is the HOUSE option (i.e. “high objective uniform State Standards of evaluation”). ”). Wisconsin standards that meet the HOUSE criteria are in the program approval requirements. All teachers licensed in Wisconsin must have completed an approved program at a college or university, either in this state or in another state. All current middle and high school teachers who teach core academic subjects are in the HOUSE.

    Source: State of Wisconsin Department of Public Instruction; Highly Qualified Teachers in Wisconsin

    Secondary HOUSSE Text Although Wisconsin does have a HOUSSE option, ECS could not locate the HOUSE form on-line.

    Wyoming : NCLB Highly Qualified Teachers and Paraprofessionals
    Highly Qualified Teacher - Secondary (Updated July 2006)
    HQT Definition for New Secondary School Teachers The Professional Teaching Standards Board (PTSB) defines new teachers as those who began teaching in a licensed position on or after July 1, 2002. The PTSB has adopted the following definitions for new secondary and middle level teachers to be highly qualified:
    • Teachers who graduated with an education degree and a major subject area OR a major subject area with an education preparation program from a college or university whose program was accredited and who meet the following additional criteria:
      • Graduated with an education degree;
      • Completed a major in the subject area or the equivalency;
      • Were recommended for licensure/certification by that institution;
      • Have a current Wyoming Certificate;
      • Are appropriately assigned.
    • Teachers who graduated with an education degree major and a major subject area OR a major subject area with an education preparation program from a college or university whose program was accredited and who meet the following additional criteria:
      • Graduated with an education degree with a major in the subject area or the equivalency;
      • Were recommended for licensure/certification by that institution;
      • Have scored a passing score on a content test from another state;
      • Have a current Wyoming Certificate;
      • Are appropriately assigned.
    • Teachers who meet Wyoming certification requirements and have been designated highly qualified from another state.

    Source: Wyoming Professional Teaching Standards Board; New Secondary/Middle Level Teachers

    HQT Definition for Existing Secondary Teachers The Federal Law No Child Left Behind provides for each state to develop a definition of highly qualified for individuals currently working in a school district. The Professional Teaching Standards Board has developed a draft for comment for these individuals. The law states under Section 9101: "when used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that the teacher holds at least a bachelor's degree and:
    • Has obtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in such State (ii) the teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis. OR
    • Demonstrates competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation (HOUSSE) that :
      • Is set by the State for both grade appropriate academic subject matter knowledge and teaching skills;
      • 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;
      • Provides objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches; is applied uniformly to all teachers in the same academic subject and the same grade level throughout the state;
      • Takes into consideration, but not be based primarily on the academic subject; is made available to the public upon request and may involve multiple, objective measures of teacher competency."

    The PTSB defines existing teachers, or teachers not new to the profession, as those who began their teaching career prior to July 1, 2002. The PTSB has adopted the following HOUSSE definitions for existing secondary and middle level teachers to be highly qualified under the No Child Left Behind legislation:

    I. Teachers who graduated with an education degree and a major subject area OR a major subject area with an education preparation program from a college or university whose program was accredited and who meet the following additional criteria:

    • Graduated with an education degree;
    • Completed a major in the subject area or the equivalency of a second major;
    • Were recommended for licensure/certification by that institution;
    • Have a current Wyoming Certificate;
    • Are appropriately assigned.
    II. Wyoming teachers with other degree majors must meet one of the following criteria to earn Highly Qualified status under the No Child Left Behind legislation:

    Criteria 1:
    • Have completed the highly qualified qualifications from another state;
    • Have completed at least three years of teaching with successful evaluations;
    • Have a current Wyoming Certificate;
    • Are appropriately assigned.
    Criteria 2:
    • Have passed a Content Test required from another state;
    • Have a current Wyoming Certificate;
    • Are appropriately assigned.
    Criteria 3:
    • Completed the Wyoming HOUSSE Content Rubric;
    • Have a current Wyoming Certificate;
    • Are appropriately assigned.

    Source: Wyoming Professional Teaching Standards Board; Wyoming No Child Left Behind Highly Qualified DEfinition
    Source: Wyoming Professional Teaching Standards Board; Not-New Secondary/Middle Level Teachers Wyoming HOUSSE

    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




    © 2013 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education.

    To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail ecs@ecs.org.

    Helping State Leaders Shape Education Policy