| Elementary HOUSSE Text |
To activate the HOUSSE option, an elementary teacher (Grades K-6) 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.
Coursework in content area: Maximum=40 points
1 point per semester hour
Coursework in professional studies related to content area: Maximum=35 points
1 point per semester hour
- Includes education courses in methods of teaching in the area of assignment, learning theory, learning styles, differentiating instruction for sub-groups of students, assessment/evaluation, reading, and technology.
Professional development related to content area: Maximum=36 points
3 points for each activity
- Professional development focused on academic content standards.
- Professional development related to state assessments in the content area or academic content standards.
- Data analysis.
- Curriculum mapping, curriculum alignment, and curriculum auditing.
- Differentiating instruction for subgroups and individuals.
- Professional development related to special needs students, i.e., disabilities; gifted; limited English proficient.
- Professional development, appropriate to teaching assignment, related to working with parents.
- Professional development related to improvement of classroom management
Professional activities related to content area: Maximum=20 points
4 points for each activity
- Writing curriculum guides in the content area for your school system.
- Writing assessments for your district.
- Teaching a quarter or semester course in your content area for a local college or university.
- Writing state content standards, curriculum models or assessments in the content area.
- Trainer of curriculum alignment, curriculum mapping or curriculum audits in the content area.
- Clinical faculty in a formal school-university partnership.
- Research-based state, regional, or national presentation selected by the review panel for the state, regional, or national conference.
- Peer mentoring, peer coaching, peer review.
- Any professional activity that is recognized and acknowledged by the school system or state in which the teacher educates, leads or mentors other teachers to advance their professional practice in grade appropriate subject matter, teaching skills, and/or academic content standards.
Public School Experience in content area: Maximum=30 points
2 points per year for most recent 10 years
1 point per year for each year over 10 years
- The number of years of public school experience in the content area as a fully certificated/licensed teacher
- Service of one semester or more in a given year can be counted as one year.
- Short-term substitute teaching, long-term substitute teaching, student teaching, teaching under an Emergency certificate, service of less than one semester during a given year, and summer school do not count.
Recognition in content area (*District awards do not count.): Maximum 4 points
2 points for each recognition
Awards:
- State or National Teacher of the Year.
- Presidential Awards for Excellence in Mathematics and Science Teaching.
- Outstanding educator awards from content professional organizations.
- Other regional, state, and national awards that are based on knowledge and skill in your content area.
- Milken awards.
- ALFA teacher of the month.
- State or national teaching excellence awards in content area.
Publications:
- Research articles accepted for publication in a refereed journal in your content area.
- A book specifically related to the content area for which you are applying (author or co-author).
Source: Alabama State Board of Education and Department of Education,
Alabama Model for Highly Qualified Teachers
HOUSSE for Highly Qualified Teachers: SUPPLEMENT |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
To activate the HOUSSE option, a middle/secondary teacher (Grades 7-12) must have at least 18 semester hours in the content area for which application is made. Coursework in content area: Maximum=40 points
1 point per semester hour Coursework in professional studies related to content area: Maximum=35 points
1 point per semester hour - Includes education courses in methods of teaching in the area of assignment, learning theory, learning styles, differentiating instruction for sub-groups of students, assessment/evaluation, reading, and technology.
Professional development related to content area: Maximum=36 points
3 points for each activity- Professional development focused on academic content standards.
- Professional development related to state assessments in the content area or academic content standards.
- Data analysis.
- Curriculum mapping, curriculum alignment, and curriculum auditing.
- Differentiating instruction for subgroups and individuals.
- Professional development related to special needs students, i.e., disabilities; gifted; limited English proficient.
- Professional development, appropriate to teaching assignment, related to working with parents.
- Professional development related to improvement of classroom management
Professional activities related to content area: Maximum=20 points
4 points for each activity - Writing curriculum guides in the content area for your school system.
- Writing assessments for your district.
- Teaching a quarter or semester course in your content area for a local college or university.
- Writing state content standards, curriculum models or assessments in the content area.
- Trainer of curriculum alignment, curriculum mapping or curriculum audits in the content area.
- Clinical faculty in a formal school-university partnership.
- Research-based state, regional, or national presentation selected by the review panel for the state, regional, or national conference.
- Peer mentoring, peer coaching, peer review.
- Any professional activity that is recognized and acknowledged by the school system or state in which the teacher educates, leads or mentors other teachers to advance their professional practice in grade appropriate subject matter, teaching skills, and/or academic content standards.
Public School Experience in content area: Maximum=30 points
2 points per year for most recent 10 years
1 point per year for each year over 10 years - The number of years of public school experience in the content area as a fully certificated/licensed teacher
- Service of one semester or more in a given year can be counted as one year.
- Short-term substitute teaching, long-term substitute teaching, student teaching, teaching under an Emergency certificate, service of less than one semester during a given year, and summer school do not count.
Recognition in content area (*District awards do not count.): Maximum 4 points
2 points for each recognition Awards: - State or National Teacher of the Year.
- Presidential Awards for Excellence in Mathematics and Science Teaching.
- Outstanding educator awards from content professional organizations.
- Other regional, state, and national awards that are based on knowledge and skill in your content area.
- Milken awards.
- ALFA teacher of the month.
- State or national teaching excellence awards in content area.
Publications: - Research articles accepted for publication in a refereed journal in your content area.
- A book specifically related to the content area for which you are applying (author or co-author).
Source: Alabama State Board of Education and Department of Education, Alabama
Model for Highly Qualified TeachersHOUSSE for Highly Qualified Teachers: SUPPLEMENT |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
To activate the HOUSSE option, a middle/secondary teacher (Grades 7-12) must have at least 18 semester hours in the content area for which application is made. Coursework in content area: Maximum=40 points
1 point per semester hour Coursework in professional studies related to content area: Maximum=35 points
1 point per semester hour - Includes education courses in methods of teaching in the area of assignment, learning theory, learning styles, differentiating instruction for sub-groups of students, assessment/evaluation, reading, and technology.
Professional development related to content area: Maximum=36 points
3 points for each activity- Professional development focused on academic content standards.
- Professional development related to state assessments in the content area or academic content standards.
- Data analysis.
- Curriculum mapping, curriculum alignment, and curriculum auditing.
- Differentiating instruction for subgroups and individuals.
- Professional development related to special needs students, i.e., disabilities; gifted; limited English proficient.
- Professional development, appropriate to teaching assignment, related to working with parents.
- Professional development related to improvement of classroom management
Professional activities related to content area: Maximum=20 points
4 points for each activity - Writing curriculum guides in the content area for your school system.
- Writing assessments for your district.
- Teaching a quarter or semester course in your content area for a local college or university.
- Writing state content standards, curriculum models or assessments in the content area.
- Trainer of curriculum alignment, curriculum mapping or curriculum audits in the content area.
- Clinical faculty in a formal school-university partnership.
- Research-based state, regional, or national presentation selected by the review panel for the state, regional, or national conference.
- Peer mentoring, peer coaching, peer review.
- Any professional activity that is recognized and acknowledged by the school system or state in which the teacher educates, leads or mentors other teachers to advance their professional practice in grade appropriate subject matter, teaching skills, and/or academic content standards.
Public School Experience in content area: Maximum=30 points
2 points per year for most recent 10 years
1 point per year for each year over 10 years - The number of years of public school experience in the content area as a fully certificated/licensed teacher
- Service of one semester or more in a given year can be counted as one year.
- Short-term substitute teaching, long-term substitute teaching, student teaching, teaching under an Emergency certificate, service of less than one semester during a given year, and summer school do not count.
Recognition in content area (*District awards do not count.): Maximum 4 points
2 points for each recognition Awards: - State or National Teacher of the Year.
- Presidential Awards for Excellence in Mathematics and Science Teaching.
- Outstanding educator awards from content professional organizations.
- Other regional, state, and national awards that are based on knowledge and skill in your content area.
- Milken awards.
- ALFA teacher of the month.
- State or national teaching excellence awards in content area.
Publications: - Research articles accepted for publication in a refereed journal in your content area.
- A book specifically related to the content area for which you are applying (author or co-author).
Source: Alabama State Board of Education and Department of Education, Alabama
Model for Highly Qualified TeachersHOUSSE for Highly Qualified Teachers: SUPPLEMENT |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
An elementary teacher who was employed as a teacher before July 1, 2002, will be considered highly qualified 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: - Five points per year of teaching elementary school, up to a maximum of 50 points;
- 10 points for holding an endorsement in elementary education under 4 AAC 12.060;
- 10 points for having a posted minor from a regionally accredited institution of higher education;
- 10 points for completion of a graduate degree from a regionally accredited institution of higher education;
- Three points per semester credit hour or equivalent, earned
- Five points for having passed the former National Teachers Examination: Teaching Area Examination in the Elementary School when it was still administered;
- after completion of a teacher education program accepted under 4 AAC 12.020(a) (1);
- in education or in a subject that is taught in elementary school; and
- from regionally accredited institutions of higher education;
- Five points for each documented participation in a qualified professional development activity related to elementary education, whether as an instructor, presenter, or participant;
- Five points for each documented qualified service activity in elementary education;
- Five points for each documented qualified award, grant, presentation, or publication related to elementary education;
- 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:
- Been for more than one day;
- Provided information or skills related to classroom instruction;
- Been taught by a person who held credentials to instruct the professional development;
- Required the teacher to study or participate outside the time set aside for the in-service training activity; and
- 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.
4AAC 04.212. http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[group+!274+aac+04!2E212!27!3A]/doc/{@1}/hits_only? |
| Elementary HOUSSE Status |
Final |
| Middle School 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:
- Five points per year of teaching the subject, up to a maximum of 50 points;
- 10 points for holding an endorsement in the subject under 4 AAC 12.060;
- 10 points for having a posted minor in the subject from a regionally accredited institution of higher education;
- 10 points for completion of a graduate degree from a regionally accredited institution of higher education;
- 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;
- Five points for having passed the former National Teachers Examination in the subject when that examination was still administered;
- Five points for each documented participation in a qualified professional development activity related to the subject, whether as an instructor, presenter, or participant;
- Five points for each documented qualified service activity in the subject;
- Five points for each documented qualified award, grant, presentation, or publication related to the subject;
- 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:
- Been for more than one day;
- Provided information or skills related to classroom instruction;
- Been taught by a person who held credentials to instruct the professional development;
- Required the teacher to study or participate outside the time set aside for the in-service training activity; and
- 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.
4AAC 04.212. http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[group+!274+aac+04!2E212!27!3A]/doc/{@1}/hits_only? |
| Middle School HOUSSE Status |
Final |
| 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:
- Five points per year of teaching the subject, up to a maximum of 50 points;
- 10 points for holding an endorsement in the subject under 4 AAC 12.060;
- 10 points for having a posted minor in the subject from a regionally accredited institution of higher education;
- 10 points for completion of a graduate degree from a regionally accredited institution of higher education;
- 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;
- Five points for having passed the former National Teachers Examination in the subject when that examination was still administered;
- Five points for each documented participation in a qualified professional development activity related to the subject, whether as an instructor, presenter, or participant;
- Five points for each documented qualified service activity in the subject;
- Five points for each documented qualified award, grant, presentation, or publication related to the subject;
- 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:
- Been for more than one day;
- Provided information or skills related to classroom instruction;
- Been taught by a person who held credentials to instruct the professional development;
- Required the teacher to study or participate outside the time set aside for the in-service training activity; and
- 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.
4AAC 04.212. http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[group+!274+aac+04!2E212!27!3A]/doc/{@1}/hits_only? |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
ECS has been unable to locate. |
| Elementary HOUSSE Status |
Unknown |
| Middle School HOUSSE Text |
ECS has been unable to locate. |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Text |
ECS has been unable to locate. |
| Secondary HOUSSE Status |
Pending Approval |
| Elementary HOUSSE Text |
In order to activate the HOUSSE option, elementary teachers who have at least one year of teaching experience must show 100 (or more) points on the Arizona HOUSSE rubric with elementary education as the content area. Points are given for
- The number of years of K-8 self-contained teaching experience
- 10 points per year, Maximum=50 points
- Elementary level includes teaching experience in an elementary classroom
- College coursework in the elementary content area
- 4 points per credit hour and/or 50 points for a relevant advanced degree
Elementary
Coursework in the elementary content areas:
- Mathematics
- Reading/English/Language Arts
- Science
- Social Studies (Geography, History, Civics & Government, and Economics),
AND/OR
An Advanced Degree relevant to Elementary Education:
Examples: Elementary Education, Curriculum and Instruction
The advanced degree is worth 50 points ALONE. Do not double-count
coursework earned under the advanced degree towards the count of coursework
completed in the content areas.
- Professional Development and Activities in the Content Area (completed
in last ten years)
- Service related to the Content Area
- Awards, Presentations, Publications related to the Content Area
- 5 points per documented activity, Maximum=30 points
Can include:
- Recipients of State or National Award
- Presenters at regional, state or national professional organization meetings
- Publishing articles in regional, state, or national journal
Source: Arizona Department
of Education, Arizona
Highly Qualified Teacher Evaluation and Elementary HOUSSE Rubric
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
In order to activate the HOUSSE option, middle school teachers who have at
least one year of teaching experience must show 100 (or more) points on the
Arizona HOUSSE rubric with middle school education as the content area.
Points are given for
- Years of Experience Teaching in the Core Academic Subject Area:
- 10 points
per year, Maximum=50 points.
- Middle and High School teaching includes departmentalized experience in the
core academic subject area.
- College Coursework in the Core Academic Subject Area:
- Professional Development and Activities in the Core Academic Subject Area
- Service related to the Core Academic Subject Area
- 5 points per year per documented service, Maximum=30 pts
Services can include:
- 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 content area
- Presentations at the school/ district level in areas related to the content area
- Awards, Presentations, Publications related to the Core Academic Subject Area
- 5 points per documented activity, Maximum=30 points
These can include:
- Recipient of a State or National Award
- Presentations at regional, state or national professional organization meetings
- Article in regional, state, or national journal
Source: Arizona Department of Education, Middle – High School, Art and Music Evaluation/HOUSSE Rubric |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
In order to activate the HOUSSE option, secondary teachers who have at
least one year of teaching experience must show 100 (or more) points on the
Arizona HOUSSE rubric with middle school education as the content area.
Points are given for
- Years of Experience Teaching in the Core Academic Subject Area:
- 10 points
per year, Maximum=50 points.
- Middle and High School teaching includes departmentalized experience in the
core academic subject area.
- College Coursework in the Core Academic Subject Area:
- Professional Development and Activities in the Core Academic Subject Area
- Service related to the Core Academic Subject Area
- 5 points per year per documented service, Maximum=30 pts
Services can include:
- 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 content area
- Presentations at the school/ district level in areas related to the content area
- Awards, Presentations, Publications related to the Core Academic Subject Area
- 5 points per documented activity, Maximum=30 points
These can include:
- Recipient of a State or National Award
- Presentations at regional, state or national professional organization meetings
- Article in regional, state, or national journal
Source: Arizona Department of Education, Middle – High School, Art and Music Evaluation/HOUSSE Rubric |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
ARHOUSSE
National Teacher Exam Content Area Assessment(s) for this content area
50 points [or NBPTS Certification 100 pts]
Years of teaching experience in this subject area within the last five years
8 pts per year (40 pts max)
Content-based Professional Development* - consistent with the definition
of high quality PD delineated in Section 9101 of NCLB
5 pts per year (25 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
5 pts per paper (15 pts max)
Presentations made at content-area or specialty-area association conferences
in the last five years
5 pts per pres'n (15 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)
*As per the ADE Rules for Professional Development (PD, Rev. June 12, 2000)
all approved PD activities, whether individual or school-wide, shall be based
on the improvement of student achievement on State criterion-referenced examinations
and other related indicators as defined by the ACTAAP.
Arkansas Department
of Education Rules
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
ARHOUSSE
National Teacher Exam Content Area Assessment(s) for this content area
50 points [or NBPTS Certification 100 pts]
Years of teaching experience in this subject area within the last five years
8 pts per year (40 pts max)
Content-based Professional Development* - consistent with the definition
of high quality PD delineated in Section 9101 of NCLB
5 pts per year (25 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
5 pts per paper (15 pts max)
Presentations made at content-area or specialty-area association conferences
in the last five years
5 pts per pres'n (15 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)
*As per the ADE Rules for Professional Development (PD, Rev. June 12, 2000)
all approved PD activities, whether individual or school-wide, shall be based
on the improvement of student achievement on State criterion-referenced examinations
and other related indicators as defined by the ACTAAP.
Arkansas Department
of Education Rules
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
ARHOUSSE
National Teacher Exam Content Area Assessment(s) for this content area
50 points [or NBPTS Certification 100 pts]
Years of teaching experience in this subject area within the last five years
8 pts per year (40 pts max)
Content-based Professional Development* - consistent with the definition
of high quality PD delineated in Section 9101 of NCLB
5 pts per year (25 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
5 pts per paper (15 pts max)
Presentations made at content-area or specialty-area association conferences
in the last five years
5 pts per pres'n (15 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)
*As per the ADE Rules for Professional Development (PD, Rev. June 12, 2000)
all approved PD activities, whether individual or school-wide, shall be based
on the improvement of student achievement on State criterion-referenced examinations
and other related indicators as defined by the ACTAAP.
Arkansas Department
of Education Rules
|
| Secondary HOUSSE Status |
Final |
| Elementary 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
- Completed 18 semester units in each of four core areas: 1) Reading/ Language Arts, 2) Mathematics and Science, 3) History and Social Sciences and 4) the Arts. - 50 pts, or
- Completed a CCTC approved Liberal Studies Waiver Program - 50 pts, or
- National Board Certification in grade span - 60 pts, or
- Completed an advanced degree in teaching, curriculum instruction, or 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 tudent 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 Department of Education NCLB Teacher Requirements Resource Guide (pages 22-24) |
| Elementary HOUSSE Status |
Final |
| Middle School 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
- Completed CCTC-Supplementary Authorization – 50 pts., or
- Completed 15-21 Units of Core – 30 pts., or
- Completed 22-30 Units of Core – 50 pts., or
- 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 Department of Education NCLB Teacher Requirements Resource Guide (pages 22-24) |
| Middle School HOUSSE Status |
Final |
| 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
- Completed CCTC-Supplementary Authorization – 50 pts., or
- Completed 15-21 Units of Core – 30 pts., or
- Completed 22-30 Units of Core – 50 pts., or
- 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 Department of Education NCLB Teacher Requirements Resource Guide (pages 22-24) |
| Secondary HOUSSE Status |
Under Development |
| Elementary HOUSSE Text |
There is no HOUSSE in place for Colorado. A pilot project was proposed that
would enact the following policy: If a teacher can show (in 3 consecutive
years) that his/her students increase achievement on a standardized, validated,
normed test, then that teacher should be considered highly qualified in the
subject being taught. This pilot was not funded and is not currently in place as
a policy, although it is still under discussion.
Some districts and groups, including representatives from higher education,
have requested that a more extensive HOUSSE be reconsidered. Those with
questions or comments regarding the issue should contact Deputy
Commissioner Dorothy Gotlieb at the CDE. |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
There is no HOUSSE in place for Colorado. A pilot project was proposed that
would enact the following policy: If a teacher can show (in 3 consecutive
years) that his/her students increase achievement on a standardized, validated,
normed test, then that teacher should be considered highly qualified in the
subject being taught. This pilot was not funded and is not currently in place as
a policy, although it is still under discussion.
Some districts and groups, including representatives from higher education,
have requested that a more extensive HOUSSE be reconsidered. Those with
questions or comments regarding the issue should contact Deputy
Commissioner Dorothy Gotlieb at the CDE. |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
There is no HOUSSE in place for Colorado. A pilot project was proposed that
would enact the following policy: If a teacher can show (in 3 consecutive
years) that his/her students increase achievement on a standardized, validated,
normed test, then that teacher should be considered highly qualified in the
subject being taught. This pilot was not funded and is not currently in place as
a policy, although it is still under discussion.
Some districts and groups, including representatives from higher education,
have requested that a more extensive HOUSSE be reconsidered. Those with
questions or comments regarding the issue should contact Deputy
Commissioner Dorothy Gotlieb at the CDE. |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Since the district teacher evaluation system is based on the Connecticut teacher evaluation and professional development guidelines, and was reviewed and critiqued using the Department's Peer Review process in 2001, and the evaluation includes subject matter knowledge assessment, then this standard has been met
(pending the United States Department of Education approval). Districts would particularly need to evaluate the subject matter competence, based on the Common Core of Teaching, using both the: 1) foundational skills and competencies; and 2) the discipline-based professional standards, of teachers teaching core academic subjects who are working under a 1-8, pre-K-8, 4-8 middle school, TESOL, Bilingual or Special Education endorsement.
Source: Connecticut State Department of Education http://www.state.ct.us/sde/circ/circ03-04/C-10.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
Since the district teacher evaluation system is based on the Connecticut teacher evaluation and professional development guidelines, and was reviewed and critiqued using the Department's Peer Review process in 2001, and the evaluation includes subject matter knowledge assessment, then this standard has been met
(pending the United States Department of Education approval). Districts would particularly need to evaluate the subject matter competence, based on the Common Core of Teaching, using both the: 1) foundational skills and competencies; and 2) the discipline-based professional standards, of teachers teaching core academic subjects who are working under a 1-8, pre-K-8, 4-8 middle school, TESOL, Bilingual or Special Education endorsement.
Source: Connecticut State Department of Education http://www.state.ct.us/sde/circ/circ03-04/C-10.pdf
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
Since the district teacher evaluation system is based on the Connecticut teacher evaluation and professional development guidelines, and was reviewed and critiqued using the Department's Peer Review process in 2001, and the evaluation includes subject matter knowledge assessment, then this standard has been met
(pending the United States Department of Education approval). Districts would particularly need to evaluate the subject matter competence, based on the Common Core of Teaching, using both the: 1) foundational skills and competencies; and 2) the discipline-based professional standards, of teachers teaching core academic subjects who are working under a 1-8, pre-K-8, 4-8 middle school, TESOL, Bilingual or Special Education endorsement.
Source: Connecticut State Department of Education http://www.state.ct.us/sde/circ/circ03-04/C-10.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
100 POINTS REQUIRED TO BE CONSIDERED HIGHLY QUALIFIED- 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.
- 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.
- 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.
- 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.
- 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.
- 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 |
| Elementary HOUSSE Status |
Unknown |
| Middle School HOUSSE Text |
100 POINTS REQUIRED TO BE CONSIDERED HIGHLY QUALIFIED- 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.
- 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.
- 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.
- 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.
- 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.
- 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 |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Text |
100 POINTS REQUIRED TO BE CONSIDERED HIGHLY QUALIFIED- 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.
- 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.
- 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.
- 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.
- 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.
- RECOGNITION OR PROFESSIONAL CONTRIBUTION related to the content area/field currently taught and completed after June 30, 1995. Elementary and special education teachers can count all recognitions or professional contributions in the core academic subjects that they are currently teaching, that is, in English/language arts, mathematics, science, social studies, art, music, and/or world languages. Teachers may use all documented recognitions and professional contributions related to the content area/field currently taught and completed after June 30, 1995. 15 points maximum.
Source: Delaware Department of Education, DELAWARE'S
HIGHLY QUALIFIED TEACHER OPTIONS |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
ECS has not been able to locate. |
| Elementary HOUSSE Status |
Unknown |
| Middle School HOUSSE Text |
ECS has not been able to locate. |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Text |
ECS has not been able to locate. |
| Secondary HOUSSE Status |
Pending Approval |
| Elementary 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 yearTeaching 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 |
| Elementary HOUSSE Status |
Final |
| Middle School 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 yearTeaching 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 |
| Middle School HOUSSE Status |
Final |
| 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 yearTeaching experience must be earned as a full-time
teachers-50 points maximum. Classroom Observation and Performance Evaluation
in Subject Content Area Classroom observation and performance evaluation conducted
by the supervisor within the past year using the state-approved district performance
assessment system. A satisfactory or higher evaluation equals 30 points. No
points for below satisfactory rating. Approved Professional Development in Subject
Content Professional development training must be training that increases the
teacher's knowledge of the core academic subject, is aligned to state standards,
and is intensive and classroom-focused, not short-term or workshops. Must be
completed within the last 5 years. Each subject competency component of 60 in-service
points equals 20 points. 60 points maximum College Level Courses in Subject
Content College level course(s) in subject area-3 semester hours equals 20 points-60 points maximum. School, District, State or National Level Activities or Service
Related to the Teaching of a Core Subject Supervising teacher for an intern
Recipient of school, district, state, or national teacher of the year award
Presentations at the district, state or national level Officer of a regional,
state, or national professional teachers organization Contributor to the publication
of an article, materials, or a chapter, section, or book, Other appropriate
related activity as determined by the school district. 10 points for each activity-50
points maximum Student Achievement Learning Gains, if applicable, for English/language
arts and mathematics teachers, grades 4-10 Gains are for a full year; minimum
student group of 15; minimum of 90% of student group makes gains; gains are
totaled for the most recent three years of teaching 15 points for one year 30
points for two years 50 points for three years 50 points maximum per subject
English/language arts or mathematics.
Source: Florda Department of Education, HOUSSE Plan |
| Secondary HOUSSE Status |
Final |
| Elementary 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 http://www.gapsc.com/nclb/Admin/Files/HOUSSE.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 http://www.gapsc.com/nclb/Admin/Files/HOUSSE.pdf
|
| Middle School HOUSSE Status |
Final |
| 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 http://www.gapsc.com/nclb/Admin/Files/HOUSSE.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary 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
|
| Elementary HOUSSE Status |
Final |
| Middle School 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
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
HAWAII HOUSSE FORM -Veteran 1-2-3-4
(link on Hawaii DOE site is broken: https://fms-web2.k12.hi.us/housse/HOUSSE/Hawaii%20HOUSSE%20FORM-Veteran%201-2-3-4.pdf)
HAWAII HOUSSE FORM -Veteran 5
To be considered
highly qualified, a Veteran 5 teacher must achieve 100 points or more on the
form for each area they are teaching. Teachers accumulate points by reporting
the number of years in service, number of semester credit hours, one's participation
in various activities and services, and/or number of awards, presentations and
publications.
Years of Experience
(9 points per year with a 45 point maximum)
Experience and satisfactory performance must be in content/ subject assignment area.
Course Work in the Content Area
(3 points per Academic CREDIT HOURS, 4 points per PDERI CREDIT, 1 point per WORKSHOP of 5 instructional hours. Teachers must have a MINIMUM of 45 points in this area to become highly qualified.)
Must be specific to content/subject assignment area.
All content credits for bachelor and graduate degrees can count as course work in the content area.
Credits must be from an accredited university and must be allowed for a degree program.
Each Academic credit in a content area equals 3 points.
Each DOE approved professional development credit (PDERI) in a content area equals 4 points.
Attendance at documented extended workshops, inservices, and conferences related to content area. 1 point per workshop of 5 instructional hours
Activities related to the Content Area
(5 points per YEAR- per documented activity. Recency:
Completed subsequent to Jan 2001.)
Must be specific to the content/subject assignment area
Serves on a committee that developed, selected or evaluated content standards, curriculum, alignment, or content assessments.
Completed assessment section of NBPTS
Service to the Content Area
(5 points per YEA-per documented activity. Recency:
Completed subsequent to Jan 2001.)
Must be specific to the content/subject assignment area
Department or grade level chair or team leader.
Mentor teacher, Observation and Participation teachers, cooperating teacher
for student teacher, Cognitive and academic coaches.
Teachers who serve as content area experts for an IEP.
Officer in a regional, state, or national professional content organization.
Content instructor at an IHE.
Content presenter at a district, complex, state or national level.
Awards, Presentations, Publications in the
Content Area
(5 points per YEAR-per documented activity with a 30 point maximum)
Must be specific to the content/subject assignment area
Teacher of the Year-district, state and national.
National and state teacher awards.
Content article in regional, state, or national journal.
Source: Hawaii State Department of Education, Hawaii HOUSSE Forms
|
| Secondary HOUSSE Status |
Final |
| Elementary 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)
- Bachelor’s Degree (Required of ALL teachers)
- State-Approved Teacher Preparation Program or Alternative Certification Program
- Current Valid Idaho and/or Out-of-State Certificate(s) for Assigned Teaching Area
- Endorsement(s) in Assigned Teaching Area
- Advanced Degree/National Board Certification in Assigned Teaching Area (100 points for advanced degree or NBCT)
- Credits Earned in Assigned Teaching Area (40 points)
- Idaho Educator Technology Assessment Course (20 points)
- Idaho Comprehensive Literacy Exam (20 points)
- required for elementary and special education
- Ongoing Professional Development (15 clock hours/1 semester credit = 9 points per year Maximum = 45 points)
- One Year of Contracted Teaching Experience in Assigned Teaching Area (9 points per year of experience Maximum = 45 points)
- Related Work Experience (3 points per year of experience Maximum = 30 points)
- Advanced Degree Related to Assigned Teaching Area(s) (25 points per degree Maximum = 25 points)
Source: Idaho Department of Education, HOUSSE Rubric |
| Elementary HOUSSE Status |
Final |
| Middle School 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)
- Bachelor’s Degree (Required of ALL teachers)
- State-Approved Teacher Preparation Program or Alternative Certification Program
- Current Valid Idaho and/or Out-of-State Certificate(s) for Assigned Teaching Area
- Endorsement(s) in Assigned Teaching Area
- Advanced Degree/National Board Certification in Assigned Teaching Area (100 points for advanced degree or NBCT)
- Credits Earned in Assigned Teaching Area (40 points)
- Idaho Educator Technology Assessment Course (20 points)
- Idaho Comprehensive Literacy Exam (20 points)
- required for elementary and special education
- Ongoing Professional Development (15 clock hours/1 semester credit = 9 points per year Maximum = 45 points)
- One Year of Contracted Teaching Experience in Assigned Teaching Area (9 points per year of experience Maximum = 45 points)
- Related Work Experience (3 points per year of experience Maximum = 30 points)
- Advanced Degree Related to Assigned Teaching Area(s) (25 points per degree Maximum = 25 points)
Source: Idaho Department of Education, HOUSSE Rubric |
| Middle School HOUSSE Status |
Final |
| 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)
- Bachelor’s Degree (Required of ALL teachers)
- State-Approved Teacher Preparation Program or Alternative Certification Program
- Current Valid Idaho and/or Out-of-State Certificate(s) for Assigned Teaching Area
- Endorsement(s) in Assigned Teaching Area
- Advanced Degree/National Board Certification in Assigned Teaching Area (100 points for advanced degree or NBCT)
- Credits Earned in Assigned Teaching Area (40 points)
- Idaho Educator Technology Assessment Course (20 points)
- Idaho Comprehensive Literacy Exam (20 points)
- required for elementary and special education
- Ongoing Professional Development (15 clock hours/1 semester credit = 9 points per year Maximum = 45 points)
- One Year of Contracted Teaching Experience in Assigned Teaching Area (9 points per year of experience Maximum = 45 points)
- Related Work Experience (3 points per year of experience Maximum = 30 points)
- Advanced Degree Related to Assigned Teaching Area(s) (25 points per degree Maximum = 25 points)
Source: Idaho Department of Education, HOUSSE Rubric |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Illinois HOUSSE 100 PD Points as Described in Appendix D of Section 25 of Illinois School Code
- Completion of semester hours of graduate or undergraduate credit in the subject area in addition to the number required for the endorsement: 10 points per semester hour.
- Teaching experience, regardless of subject: five points per year, up to a maximum of 25 points.
- Teaching experience in the subject area: 15 points per year, up to a maximum of 60 points.
- Completion of professional development activities.
- Participation in conference sessions, workshops, institutes, seminars, symposia, or other similar training events, each at least three hours in length and directly related to the area of teaching assignment: 15 points per activity (no maximum).
- Approved travel related to the area of teaching assignment and meeting the requirements of Section 25.875(p) of this Part: 12 or 15 points, in accordance with Section 25.875(p)(2) of this Part.
- Participation in a study group directly related to the area of teaching assignment: six or eight points, in accordance with Section 25.875(q) of this Part.
- Participation in an internship directly related to the area of teaching assignment that meets the requirements of Section 25.875(s) of this Part: points shall accrue in relation to contact hours as set forth in Section 25.875(s)(2) of this Part.
- Work experience 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.
Source: Illinois Administrative Code, Section 25, Appendix D, page 318 |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
Illinois HOUSSE 100 PD Points as Described in Appendix D of Section 25 of Illinois School Code
- Completion of semester hours of graduate or undergraduate credit in the subject area in addition to the number required for the endorsement: 10 points per semester hour.
- Teaching experience, regardless of subject: five points per year, up to a maximum of 25 points.
- Teaching experience in the subject area: 15 points per year, up to a maximum of 60 points.
- Completion of professional development activities.
- Participation in conference sessions, workshops, institutes, seminars, symposia, or other similar training events, each at least three hours in length and directly related to the area of teaching assignment: 15 points per activity (no maximum).
- Approved travel related to the area of teaching assignment and meeting the requirements of Section 25.875(p) of this Part: 12 or 15 points, in accordance with Section 25.875(p)(2) of this Part.
- Participation in a study group directly related to the area of teaching assignment: six or eight points, in accordance with Section 25.875(q) of this Part.
- Participation in an internship directly related to the area of teaching assignment that meets the requirements of Section 25.875(s) of this Part: points shall accrue in relation to contact hours as set forth in Section 25.875(s)(2) of this Part.
- Work experience 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.
Source: Illinois Administrative Code, Section 25, Appendix D, page 318 |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
Illinois HOUSSE 100 PD Points as Described in Appendix D of Section 25 of Illinois School Code
- Completion of semester hours of graduate or undergraduate credit in the subject area in addition to the number required for the endorsement: 10 points per semester hour.
- Teaching experience, regardless of subject: five points per year, up to a maximum of 25 points.
- Teaching experience in the subject area: 15 points per year, up to a maximum of 60 points.
- Completion of professional development activities.
- Participation in conference sessions, workshops, institutes, seminars, symposia, or other similar training events, each at least three hours in length and directly related to the area of teaching assignment: 15 points per activity (no maximum).
- Approved travel related to the area of teaching assignment and meeting the requirements of Section 25.875(p) of this Part: 12 or 15 points, in accordance with Section 25.875(p)(2) of this Part.
- Participation in a study group directly related to the area of teaching assignment: six or eight points, in accordance with Section 25.875(q) of this Part.
- Participation in an internship directly related to the area of teaching assignment that meets the requirements of Section 25.875(s) of this Part: points shall accrue in relation to contact hours as set forth in Section 25.875(s)(2) of this Part.
- Work experience 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.
Source: Illinois Administrative Code, Section 25, Appendix D, page 318 |
| Secondary HOUSSE Status |
Final |
| Elementary 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
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:
- A professional conference/workshop in the CAS
- Officer of a professional organization in the CAS
- In-Service Experience Aligned with State Academic Standards (SAS) in
the CAS
- Credit generating, online or distance education module, or workshop
in the CAS
- 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 |
| Elementary HOUSSE Status |
Final |
| Middle School 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
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:
- A professional conference/workshop in the CAS
- Officer of a professional organization in the CAS
- In-Service Experience Aligned with State Academic Standards (SAS) in
the CAS
- Credit generating, online or distance education module, or workshop
in the CAS
- 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 |
| Middle School HOUSSE Status |
Final |
| 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
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:
- A professional conference/workshop in the CAS
- Officer of a professional organization in the CAS
- In-Service Experience Aligned with State Academic Standards (SAS) in
the CAS
- Credit generating, online or distance education module, or workshop
in the CAS
- Study groups, case discussions, action research in the CAS
- Point Value: 2 clock hours = 1 point, # of 2-clock hour blocks x 1
- 45 points maximum
CURRICULUM DEVELOPMENT
- Served on a local, state, or national committee that developed, selected, evaluated, or aligned school accreditation activities, or reviewed and revised content standards for a CAS
- Point Value: 2 clock hours = 1 point, # of 2-clock hour blocks x 1
- 50 points maximum
- Primarily responsible for developing individualized education programs (IEPs), or individualized service plans (ISPs) in the CAS
- Point Value: 1 point per plan, # of eligible plans x 1
- 5 points maximum
- Developed or implemented standards based, authentic community, or business-based service learning projects in the CAS
- Point Value: 1 point per service project, # of eligible service projects x 1
- 5 points maximum
SERVICE
- Served as an officer of a state professional organization based on Indiana's academic standards in the CAS
- Point Value: 1 point per service activity, # of eligible meetings x 1
- 10 points maximum
- Served as an after school, remediation, enrichment, tutoring, or homebound teacher in the CAS
- Point Value: 2 points per experience, # of eligible experiences x 2
- 20 points maximum
-
Served as a "new teacher mentor", peer coach, mentor trainer, mentor faculty trainer, portfolio scorer, cooperating teacher, school improvement team member in the CAS
- Point Value: 4 points per experience, # of eligible experiences x 4
- 20 points maximum
-
Served as department chair in the CAS, or special education chairperson
- Point Value:
1 point per year,
# of eligible services x 1
- 10 points maximum
-
Secured (grant must be awarded) and implemented a grant in the CAS. Served as a member of a review team for a grant application in the CAS
- Point Value:
1 point per documented grant,
# of eligible grants x 1
- 5 points maximum
-
Served as a coach of a national, state, or local student interscholastic academic competition (e.g. spell bowl, math pentathlon, band competitions) in the CAS
- Point Value:
1 point per documented service,
# of eligible services x 1
- 5 points maximum
SCHOLARSHIP
-
Published article, in a textbook or a refereed (peer review) state, regional, or national journal (educational publications) in the CAS. Acted as Principal or Co-principal Investigator in educational research in the CAS
- Point Value:
3 points per article or project,
# of eligible articles or projects x 3
- 30 points maximum
-
Presented in the CAS at a conference
- Point Value:
1 point per presentation, # of eligible presentations x 1
- 10 points maximum
-
Served as a member of a review or edit team for a scholarly peer-review publication in the CAS
- Point Value:
1 point per documented activity,
# of eligible activities x 1
- 5 points maximum
OTHER
-
Earned a Teacher Award/Fellowship at the local (including building level), state, or national level.
- Point Value:
5 points per documented award,
# of eligible awards x 5
- 15 points maximum
Source: Indiana Department of Education, Indiana's HOUSSE |
| Secondary HOUSSE Status |
Final |
| Elementary 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.
- Provides evidence of student learning to students, families, and staff.
- Implements strategies supporting student, building, and district goals.
- Uses student performance data as a guide for decision making.
- Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
- Creates an environment of mutual respect, rapport, and fairness.
- Participates in and contributes to a school culture that focuses on improved student learning.
- Communicates with students, families, colleagues, and communities effectively and accurately.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position.
- Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
- Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
- Relates ideas and information within and across content areas.
- Understands and uses instructional strategies that are appropriate to the content area.
Standard 3: Demonstrates competence in planning and preparing for instruction.
- Uses student achievement data, local standards, and the district curriculum in planning for instruction.
- Sets and communicates high expectations for social, behavioral, and academic success of all students.
- Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
- Selects strategies to engage all students in learning.
- 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.
- Aligns classroom instruction with local standards and district curriculum.
- Uses research-based instructional strategies that address the full range of cognitive levels.
- Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
- Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
- Connects students’ prior knowledge, life experiences, and interests in the instructional process.
- Uses available resources, including technologies, in the delivery of instruction.
Standard 5: Uses a variety of methods to monitor student learning.
- Aligns classroom assessment with instruction.
- Communicates assessment criteria and standards to all students and parents.
- Understands and uses the results of multiple assessments to guide planning and instruction.
- Guides students in goal setting and assessing their own learning.
- Provides substantive, timely, and constructive feedback to students and parents.
- Works with other staff and building and district leadership in analysis of student progress.
Standard 6: Demonstrates competence in classroom management.
- Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
- Establishes, communicates, models, and maintains standards of responsible student behavior.
- Develops and implements classroom procedures and routines that support high expectations for student learning.
- Uses instructional time effectively to maximize student achievement.
- Creates a safe and purposeful learning environment.
Standard 7: Engages in professional growth.
- Demonstrates habits and skills of continuous inquiry and learning.
- Works collaboratively to improve professional practice and student learning.
- Applies research, knowledge, and skills from professional development opportunities to improve practice.
- 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.
- Adheres to board policies, district procedures, and contractual obligations.
- Demonstrates professional and ethical conduct as defined by state law and district policy.
- Contributes to efforts to achieve district and building goals.
- Demonstrates an understanding of and respect for all learners and staff.
- Collaborates with students, families, colleagues, and communities to enhance student learning.
|
| Elementary HOUSSE Status |
Unknown |
| Middle School 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.
- Provides evidence of student learning to students, families, and staff.
- Implements strategies supporting student, building, and district goals.
- Uses student performance data as a guide for decision making.
- Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
- Creates an environment of mutual respect, rapport, and fairness.
- Participates in and contributes to a school culture that focuses on improved student learning.
- Communicates with students, families, colleagues, and communities effectively and accurately.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position.
- Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
- Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
- Relates ideas and information within and across content areas.
- Understands and uses instructional strategies that are appropriate to the content area.
Standard 3: Demonstrates competence in planning and preparing for instruction.
- Uses student achievement data, local standards, and the district curriculum in planning for instruction.
- Sets and communicates high expectations for social, behavioral, and academic success of all students.
- Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
- Selects strategies to engage all students in learning.
- 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.
- Aligns classroom instruction with local standards and district curriculum.
- Uses research-based instructional strategies that address the full range of cognitive levels.
- Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
- Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
- Connects students’ prior knowledge, life experiences, and interests in the instructional process.
- Uses available resources, including technologies, in the delivery of instruction.
Standard 5: Uses a variety of methods to monitor student learning.
- Aligns classroom assessment with instruction.
- Communicates assessment criteria and standards to all students and parents.
- Understands and uses the results of multiple assessments to guide planning and instruction.
- Guides students in goal setting and assessing their own learning.
- Provides substantive, timely, and constructive feedback to students and parents.
- Works with other staff and building and district leadership in analysis of student progress.
Standard 6: Demonstrates competence in classroom management.
- Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
- Establishes, communicates, models, and maintains standards of responsible student behavior.
- Develops and implements classroom procedures and routines that support high expectations for student learning.
- Uses instructional time effectively to maximize student achievement.
- Creates a safe and purposeful learning environment.
Standard 7: Engages in professional growth.
- Demonstrates habits and skills of continuous inquiry and learning.
- Works collaboratively to improve professional practice and student learning.
- Applies research, knowledge, and skills from professional development opportunities to improve practice.
- 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.
- Adheres to board policies, district procedures, and contractual obligations.
- Demonstrates professional and ethical conduct as defined by state law and district policy.
- Contributes to efforts to achieve district and building goals.
- Demonstrates an understanding of and respect for all learners and staff.
- Collaborates with students, families, colleagues, and communities to enhance student learning.
|
| Middle School HOUSSE Status |
Unknown |
| 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.
- Provides evidence of student learning to students, families, and staff.
- Implements strategies supporting student, building, and district goals.
- Uses student performance data as a guide for decision making.
- Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
- Creates an environment of mutual respect, rapport, and fairness.
- Participates in and contributes to a school culture that focuses on improved student learning.
- Communicates with students, families, colleagues, and communities effectively and accurately.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position.
- Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
- Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
- Relates ideas and information within and across content areas.
- Understands and uses instructional strategies that are appropriate to the content area.
Standard 3: Demonstrates competence in planning and preparing for instruction.
- Uses student achievement data, local standards, and the district curriculum in planning for instruction.
- Sets and communicates high expectations for social, behavioral, and academic success of all students.
- Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
- Selects strategies to engage all students in learning.
- 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.
- Aligns classroom instruction with local standards and district curriculum.
- Uses research-based instructional strategies that address the full range of cognitive levels.
- Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
- Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
- Connects students’ prior knowledge, life experiences, and interests in the instructional process.
- Uses available resources, including technologies, in the delivery of instruction.
Standard 5: Uses a variety of methods to monitor student learning.
- Aligns classroom assessment with instruction.
- Communicates assessment criteria and standards to all students and parents.
- Understands and uses the results of multiple assessments to guide planning and instruction.
- Guides students in goal setting and assessing their own learning.
- Provides substantive, timely, and constructive feedback to students and parents.
- Works with other staff and building and district leadership in analysis of student progress.
Standard 6: Demonstrates competence in classroom management.
- Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
- Establishes, communicates, models, and maintains standards of responsible student behavior.
- Develops and implements classroom procedures and routines that support high expectations for student learning.
- Uses instructional time effectively to maximize student achievement.
- Creates a safe and purposeful learning environment.
Standard 7: Engages in professional growth.
- Demonstrates habits and skills of continuous inquiry and learning.
- Works collaboratively to improve professional practice and student learning.
- Applies research, knowledge, and skills from professional development opportunities to improve practice.
- 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.
- Adheres to board policies, district procedures, and contractual obligations.
- Demonstrates professional and ethical conduct as defined by state law and district policy.
- Contributes to efforts to achieve district and building goals.
- Demonstrates an understanding of and respect for all learners and staff.
- Collaborates with students, families, colleagues, and communities to enhance student learning.
|
| Secondary HOUSSE Status |
Pending Approval |
| Elementary 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 http://www.ksde.org/cert/HQrubric.doc
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 http://www.ksde.org/cert/HQrubric.doc
|
| Middle School HOUSSE Status |
Final |
| 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 http://www.ksde.org/cert/HQrubric.doc
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Elementary teachers can meet Kentucky’s HOUSSE requirements if they:
- Have successfully completed KTIP at the elementary level, OR
- Hold Rank II or Rank I Kentucky certification in elementary education (or P-12 in the core academic subject[s] they teach), OR
- Hold valid National Board for Professional Teaching Standards (NBPTS) certification in early or middle childhood education, OR
- Accumulate at least 90 points on the HOUSSE Index for Elementary Teachers.
HOUSSE Index for Elementary 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, http://www.education.ky.gov/SISI_Toolkit/Standard%208/Documents/HighlyQualifiedChecklist.doc |
| Elementary HOUSSE Status |
Final |
| Middle School 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, http://www.education.ky.gov/SISI_Toolkit/Standard%208/Documents/HighlyQualifiedChecklist.doc |
| Middle School HOUSSE Status |
Final |
| 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, http://www.education.ky.gov/SISI_Toolkit/Standard%208/Documents/HighlyQualifiedChecklist.doc |
| Secondary HOUSSE Status |
Final |
| Elementary 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; http://www.doe.state.la.us/lde/uploads/4650.pdf |
| Elementary HOUSSE Status |
Final |
| Middle School 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; http://www.doe.state.la.us/lde/uploads/4650.pdf |
| Middle School HOUSSE Status |
Final |
| 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; http://www.doe.state.la.us/lde/uploads/4650.pdf |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
MAINE HOUSSE RUBRIC #1
High Objective Uniform State Standard of Evaluation
You must achieve 100 points total for EACH rubric
you complete in order to meet the “Highly Qualified” requirement.
Elementary Self-contained and Elementary Special Education (K-8)
Years
of Teaching Experience in the Content Area
Experience must
be in core
academic subject
area
10 points per year
Maximum 50
points
College Level Coursework
in the Content Area and
Content Assessments
Specifications
- Courses must be content
specific in: reading/language arts, mathematics,
science,
social studies
- Courses may have an EDU,
SED, liberal arts or
appropriate content area
prefix
- Courses must be specific to
content and may include
content methods courses
- Courses can be from an
accredited 2-year and/or 4-
year college or university
- Student teaching in Early
Childhood, Elementary or
Special Education -
5 points
- National Teacher Exam in the
content area - 10 points
- Advanced credential
(master teacher certification)
- 3 points
- Institutes - math/science;
reading/writing, etc. -
3 points
1 point
per credit hour,
unless otherwise noted
Professional Development Activities related to the Content taught
Must be content area specific.
- Academic Club Sponsor - 3 points
- Participation with on-site
accreditation visitation team to
educational institution (K-16) -
3 points
- Work with mentor/support team
(mentee) - 3 points
- Curriculum-specific training,
internships, study trips, research,
fellowships, content specific IEP
and student plans training -
3 points
- Attendance at regional, state, or
national conferences - 2 points
- Participation in local or state
content area workshops (Maine
Learning Results, Common Core,
Networks, Maine Learning
Technology Initiative, Maine
Support Network) - 2 points
- Maine Educational Assessment or
PAAP scorer, table leader, content
development committee - 2 points
- Independent study (school
improvement/re-certification -
2 points
- Sabbaticals - 2 points
- Local grant writer, recipient or
reviewer - 2 points
- Membership in regional, state or
national professional (content area)
organization - 1 point per
organization membership
1, 2 or 3 points
per documented activity
Service to the Content Area and Presentations
Must be content specific to
endorsement:
- Team leader/Dept. chair
- Mentor teacher
- Cooperating teacher for student
teacher
- Officer in a regional, state or
national professional educational
organization (content area)
- Content area instructor at a center
for higher learning
- Serve on a local, state, or national
committee to develop, select,
evaluate or validate content
standards, curriculum or
assessments
- Content area presentations at
district level
- Conference workshop presenter
(local, regional, national)
- Participant in state or national
level stakeholders group
- Local, regional, state school
improvement committee
- Statewide Coalition
- State or national grant writer,
recipient or reviewer
- Webmaster, writer, editor or
reviewer of professional
publication or textbooks
- Community service to the content
- Maine Learning Technology
Initiative content trainer (local,
regional or statewide)
- Academic competition judge
- After school program teacher/tutor
- Academic coaching, advising
and/or enrichment
- Service on council/governance
boards
- Member Praxis II standard writing
panel
5 point
per documented service
Awards, Recognition and Scholarship in the Content Area
Must be content specific to
endorsement:
- Teacher awards:
District, state or professional
association Teacher of the
Year award (or finalist)
- National Recognition:
Presidential Award Winner
for Excellence in
Mathematics or Science;
Milken Distinguished
Educator Award Winner;
Christa McAuliffe
Fellowship; Disney Teacher
of the Year, Fulbright, or
other (or finalist)
- Advanced degree (education
related)
- Juried publication in
regional, state or national
journal
- DOE Distinguished Educator
10 points each
per activity
Source: Maine Department of Education; http://mainegov-images.informe.org/education/HQTP/HOUSSE-Rubrics%20and%20Worksheets.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
MAINE HOUSSE RUBRIC #2
High Objective Uniform State Standard of Evaluation
You must achieve 100 points total for EACH rubric
you complete in order to meet the “Highly Qualified” requirement.
Middle/Secondary Departmentalized and Middle/Secondary Special Education (5-12)
Years
of Teaching Experience in the Content Area
Experience must
be in core
academic subject
area
10 points per year
Maximum 50
points
College Level Coursework
in the Content Area and
Content Assessments
Specifications
- Courses must be content specific to the subject area and may include content
methods courses
- Courses may have an EDU, SED, liberal arts or appropriate content area
prefix
- Courses can be from an accredited 2-year and/or 4- year college or university
- Student teaching in the content area or Special Education - 5 points
- National Teacher Exam in the content area - 10 points
- Advanced credential (masters teacher certification – 3 points
- Institutes, Advanced Placement, Middle level content, Math/Science, Writing,
etc. - 3 points
- National Content Knowledge Proficiency Test - 10 points
- 1 point per credit hour, unless otherwise noted
Professional Development Activities related to the Content taught
Must be content area specific.
- Academic Club Sponsor - 3 points
- Participation with on-site
accreditation visitation team to
educational institution (K-16) -
3 points
- Work with mentor/support team
(mentee) - 3 points
- Curriculum specific training,
internships, study trips, research
and fellowships, content specific
IEP and Student Plan training -
3 points
- Advanced Placement training -
3 points
- Attendance at regional, state, or
national conferences - 2 points
- Participation in content area
workshops (Maine Learning
Results, Common Core, Networks,
Maine Learning Technology
Initiative, Maine Support Network,
Advanced Placement, Promising
Futures) - 2 points
- Maine Educational Assessment or
PAAP scorer, table leader, content
development committee - 2 points
- Independent study (school
improvement/re-certification) -
2 points
- Sabbaticals - 2 points
- Local grant writer, recipient,
reviewer - 2 points
- Membership in regional, state or
national professional (content
area) organization - 1 point per
organization membership
1, 2 or 3 points
per documented activity
Service to the Content Area and Presentations
Must be content specific to
endorsement:
- Team leader/Dept. chair
- Mentor teacher
- Cooperating teacher for student
teacher
- Officer in a regional, state or
national professional educational
organization (content area)
- Content area instructor at a center
for higher learning
- Serve on a local, state, or national
committee to develop, select,
evaluate or validate content
standards, curriculum or
assessments
- Content area presentations at
district level
- Conference workshop presenter
(local, regional, national)
- Participant in state or national
level stakeholders group
- Local, regional, state school
improvement committee
- Statewide Coalition
- State or national grant writer,
recipient or reviewer
- Webmaster, writer, editor or
reviewer of professional
publication or textbooks
- Community service to the content
- Maine Learning Technology
Initiative content trainer (local,
regional or statewide)
- Academic competition judge
- After school program teacher/tutor
- Academic coaching, advising
and/or enrichment
- Service on council/governance
boards
- Member Praxis II standard writing
panel
5 point
per documented service
Awards, Recognition and Scholarship in the Content Area
Must be content specific to
endorsement:
- Teacher awards:
District, state or professional
association Teacher of the
Year award (or finalist)
- National Recognition:
Presidential Award Winner
for Excellence in
Mathematics or Science;
Milken Distinguished
Educator Award Winner;
Christa McAuliffe
Fellowship; Disney Teacher
of the Year, Fulbright, or
other (or finalist)
- Advanced degree (education
related)
- Juried publication in
regional, state or national
journal
- DOE Distinguished Educator
10 points each
per activity
Source: Maine Department of Education; http://mainegov-images.informe.org/education/HQTP/HOUSSE-Rubrics%20and%20Worksheets.pdf |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
MAINE HOUSSE RUBRIC #2
High Objective Uniform State Standard of Evaluation
You must achieve 100 points total for EACH rubric
you complete in order to meet the “Highly Qualified” requirement.
Middle/Secondary Departmentalized and Middle/Secondary Special Education (5-12)
Years
of Teaching Experience in the Content Area
Experience must
be in core
academic subject
area
10 points per year
Maximum 50
points
College Level Coursework
in the Content Area and
Content Assessments
Specifications
- Courses must be content specific to the subject area and may include content
methods courses
- Courses may have an EDU, SED, liberal arts or appropriate content area
prefix
- Courses can be from an accredited 2-year and/or 4- year college or university
- Student teaching in the content area or Special Education - 5 points
- National Teacher Exam in the content area - 10 points
- Advanced credential (masters teacher certification – 3 points
- Institutes, Advanced Placement, Middle level content, Math/Science, Writing,
etc. - 3 points
- National Content Knowledge Proficiency Test - 10 points
- 1 point per credit hour, unless otherwise noted
Professional Development Activities related to the Content taught
Must be content area specific.
- Academic Club Sponsor - 3 points
- Participation with on-site
accreditation visitation team to
educational institution (K-16) -
3 points
- Work with mentor/support team
(mentee) - 3 points
- Curriculum specific training,
internships, study trips, research
and fellowships, content specific
IEP and Student Plan training -
3 points
- Advanced Placement training -
3 points
- Attendance at regional, state, or
national conferences - 2 points
- Participation in content area
workshops (Maine Learning
Results, Common Core, Networks,
Maine Learning Technology
Initiative, Maine Support Network,
Advanced Placement, Promising
Futures) - 2 points
- Maine Educational Assessment or
PAAP scorer, table leader, content
development committee - 2 points
- Independent study (school
improvement/re-certification) -
2 points
- Sabbaticals - 2 points
- Local grant writer, recipient,
reviewer - 2 points
- Membership in regional, state or
national professional (content
area) organization - 1 point per
organization membership
1, 2 or 3 points
per documented activity
Service to the Content Area and Presentations
Must be content specific to
endorsement:
- Team leader/Dept. chair
- Mentor teacher
- Cooperating teacher for student
teacher
- Officer in a regional, state or
national professional educational
organization (content area)
- Content area instructor at a center
for higher learning
- Serve on a local, state, or national
committee to develop, select,
evaluate or validate content
standards, curriculum or
assessments
- Content area presentations at
district level
- Conference workshop presenter
(local, regional, national)
- Participant in state or national
level stakeholders group
- Local, regional, state school
improvement committee
- Statewide Coalition
- State or national grant writer,
recipient or reviewer
- Webmaster, writer, editor or
reviewer of professional
publication or textbooks
- Community service to the content
- Maine Learning Technology
Initiative content trainer (local,
regional or statewide)
- Academic competition judge
- After school program teacher/tutor
- Academic coaching, advising
and/or enrichment
- Service on council/governance
boards
- Member Praxis II standard writing
panel
5 point
per documented service
Awards, Recognition and Scholarship in the Content Area
Must be content specific to
endorsement:
- Teacher awards:
District, state or professional
association Teacher of the
Year award (or finalist)
- National Recognition:
Presidential Award Winner
for Excellence in
Mathematics or Science;
Milken Distinguished
Educator Award Winner;
Christa McAuliffe
Fellowship; Disney Teacher
of the Year, Fulbright, or
other (or finalist)
- Advanced degree (education
related)
- Juried publication in
regional, state or national
journal
- DOE Distinguished Educator
10 points each
per activity
Source: Maine Department of Education; http://mainegov-images.informe.org/education/HQTP/HOUSSE-Rubrics%20and%20Worksheets.pdf |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Maryland Core Academic Subject (CAS)Area Competency Rubric
For Early Childhood
(ECE) Or Elementary Teachers Working In Elementary Schools
AC and/or NBC
100 points allowed
- Hold Advanced Professional Certificate (APC) issued by MSDE in early
childhood or elementary education and/or
- Achieve certification from the National Board for Professional Teaching
Standards in early childhood (EC/GEN) or elementary education (MC/GEN)
Course Work in the CAS for ECE or Elementary Teachers
1 point per credit earned or taught. Minimum 40 points required with
9 points each in math & science.
Earn semester hours of content course work* with a grade of "C" or
better or MSDE CPD credit in:
- Math min.9 (college math, algebra, geometry, finite math, trigonometry,
statistics, calculus, etc.)
- Science min.9 (biology, botany, physics, chemistry, physical science, earth
science, astronomy, etc.)
- English
- LA/rdg
- Soc.Stu. (history, political science, geography, sociology, economics, anthropology)
- Arts (music, art, drama, theatre)
- 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 early childhood or elementary education.
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 Early Childhood
or Elementary Education
(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 State Department of Education, http://www.marylandpublicschools.org/NR/rdonlyres/2359BC2D-06A6-49F1-AE2D-B810B039AC89/5317/HOUSSEInstructionsRevMarch2005_Final.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 State Department of Education, http://www.marylandpublicschools.org/NR/rdonlyres/2359BC2D-06A6-49F1-AE2D-B810B039AC89/5317/HOUSSEInstructionsRevMarch2005_Final.pdf
|
| Middle School HOUSSE Status |
Final |
| 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 State Department of Education, http://www.marylandpublicschools.org/NR/rdonlyres/2359BC2D-06A6-49F1-AE2D-B810B039AC89/5317/HOUSSEInstructionsRevMarch2005_Final.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary 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 http://www.doe.mass.edu/nclb/hq/supplementlog_temp.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 http://www.doe.mass.edu/nclb/hq/supplementlog_temp.pdf
|
| Middle School HOUSSE Status |
Final |
| 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 http://www.doe.mass.edu/nclb/hq/supplementlog_temp.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
- Have at least 3 years of teaching experience at the elementary 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 elementary education, OR
- 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 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
- 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 ream/school improvement team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content are 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 |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
- 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
- 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
- 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 |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
- 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
- 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
- Demonstrate competence of subject matter knowledge and teaching skills using a standards-based performance assessment reflecting the Entry-Level Standards for Michigan Teachers approved by the State Board of Education. The performance assessment must be conducted by a local professional development review team/school improvement team and may include classroom observation, and/or videotaped lessons, and/or an individual portfolio using the Michigan content area portfolio guidelines. The performance assessment plan, standards, and evaluation instrument must be submitted to the Michigan Department of Education for approval prior to implementation.
Source: Michigan State Board of Education
The Michigan Definition for Highly Qualified Teachers (Note: This web page does not consistently work.), http://www.michigan.gov/mde/0,1607,7-140-5234_5683---,00.html |
| Secondary HOUSSE Status |
Final |
| Elementary 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 experi- ence
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”
- 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; http://education.state.mn.us/mde/static/002948.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 experi- ence
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”
- 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; http://education.state.mn.us/mde/static/002948.pdf
|
| Middle School HOUSSE Status |
Final |
| 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 experi- ence
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”
- 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; http://education.state.mn.us/mde/static/002948.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary 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; http://www.mde.k12.ms.us/ed_licensure/pdf/HOUSSE_application_packet.pdf |
| Elementary HOUSSE Status |
Final |
| Middle School 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; http://www.mde.k12.ms.us/ed_licensure/pdf/HOUSSE_application_packet.pdf |
| Middle School HOUSSE Status |
Final |
| 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; http://www.mde.k12.ms.us/ed_licensure/pdf/HOUSSE_application_packet.pdf |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Highly Qualified Teachers
Missouri does not use the HOUSSE standards at this time but anticipates doing so (must receive
State Board approval).
http://www.dese.mo.gov/divspeced/Administration/AdvisoryPanel/APM2_05.pdf |
| Elementary HOUSSE Status |
Unknown |
| Middle School HOUSSE Text |
Highly Qualified Teachers
Missouri does not use the HOUSSE standards at this time but anticipates doing so (must receive
State Board approval).
http://www.dese.mo.gov/divspeced/Administration/AdvisoryPanel/APM2_05.pdf |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Text |
Highly Qualified Teachers
Missouri does not use the HOUSSE standards at this time but anticipates doing so (must receive
State Board approval).
http://www.dese.mo.gov/divspeced/Administration/AdvisoryPanel/APM2_05.pdf |
| Secondary HOUSSE Status |
Pending Approval |
| Elementary 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:
- 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 time the teacher
has been teaching in the academic subject;
- Is made available to the public upon request; and
- 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
|
| Elementary HOUSSE Status |
Unknown |
| Middle School 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:
- 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 time the teacher
has been teaching in the academic subject;
- Is made available to the public upon request; and
- 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
|
| Middle School HOUSSE Status |
Unknown |
| 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:
- 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 time the teacher
has been teaching in the academic subject;
- Is made available to the public upon request; and
- May involve multiple, objective measures of teacher competency.
Source: www.opi.state.mt.us
Administrative Rules of Montana 10.57.201 General Provisions to Issue Licenses;
10.57.215 Renewal Requirements; 10.55.714 Professional Development
|
| Secondary HOUSSE Status |
Pending Approval |
| Elementary HOUSSE Text |
Elementary grades in Nebraska schools include those grades designated by the school system as elementary, but not to include above grade eight.
HOUSSE Standard: A highly qualified elementary teacher who is not new to the profession is one who holds at least an Initial or Standard certificate, with an Elementary Education (K-6 or K-8) or Early Childhood Education endorsement (Pre-K through Grade 3), or a K-12 or K-6 endorsement to teach specialty areas to elementary students, or valid certification from the National Board for Professional Teaching Standards in the specific discipline or in a broad category appropriate to the specific discipline.
Nebraska Department of Education http://www.nde.state.ne.us/title1/fedprgm/NEBRASKARESPONSE.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
Middle grades in Nebraska schools include those grades designated as middle level by the school system and may include any grades from four through nine.
HOUSSE Standard: A highly qualified middle grades teacher who is not new to the profession (as provided in Rule 10) is one who holds at least an Initial or Standard certificate, with endorsements equivalent to an academic major in the teaching assignments or valid certification from the National Board for Professional Teaching Standards in the specific discipline or in a broad category appropriate to the specific discipline, and is assigned in the following ways:
- In grades seven and eight, the teacher holds a middle grades endorsement or appropriate secondary education endorsement(s).
Teachers holding an elementary endorsement may teach in grades seven and eight if they acquire six credit hours per year toward the middle grades endorsement or participate in staff development in accordance with a local mission and plan for education of middle grade students.
- In grades four through six, the teacher holds an elementary endorsement or middle grades endorsement.
- In grade nine, the teacher holds a middle grades or appropriate secondary education endorsement(s).
- Teachers not holding an appropriate endorsement may be assigned to the middle grades if they acquire six credit hours per year toward a middle grades endorsement.
- Secondary teachers assigned to integrated courses or curriculum in grades seven through nine are considered appropriately endorsed if they hold an endorsement for any of the subjects or fields included in the integrated course or curriculum.
Nebraska Department of Education http://www.nde.state.ne.us/title1/fedprgm/NEBRASKARESPONSE.pdf
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
Secondary grades in Nebraska schools are those grades designated by the school system as secondary, but do not include any below grade seven.
HOUSSE Standard: A highly qualified secondary teacher who is not new to the profession is one who holds at least an Initial or Standard certificate, with endorsements equivalent to an academic major in the teaching assignments, or valid certification from the National Board for Professional Teaching Standards in the specific discipline or in a broad category appropriate to the specific discipline.
According to Rule 10, teachers holding a subject endorsement (e.g. Biology) are considered appropriately endorsed for any other subject within the broad field (e.g. Natural Science) if they annually acquire, prior to the opening of school, six credit hours toward the other subject endorsement(s) or the broad field endorsement.
Nebraska Department of Education http://www.nde.state.ne.us/title1/fedprgm/NEBRASKARESPONSE.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary 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:
|
| Elementary HOUSSE Status |
Final |
| Middle School 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:
|
| Middle School HOUSSE Status |
Final |
| 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:
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
New Hampshire HOUSSE
Need to achieve 100 points to be considered highly qualified
Teaching Experience
- 10 points for each
year of teaching
Advanced Degree
- Master’s Degree (10 points)
- Certificate of Advanced Graduate Study (C.A.G.S.) (10 Points)
- Ed.D. or Ph.D. (10 Points)
Coursework
In the Content Areas
- List coursework for each content area
and attach documentation (unofficial
transcripts). Coursework may include
methods courses in each content area.
- Points for coursework:
1credit course=1Pt
2 credit course=3Pts
3-4 credit course=5Pts
Professional Development Activities
- List all significant professional development experiences
you have had specifically related to each content area (e.g.
Workshops, seminars, institutes, observations, study
groups, job-embedded projects, peer coaching, mentoring,
and/or curriculum development.)
- Points for
Professional
Development
1-6 Hrs=2Pts
7-14 Hrs=4Pts
>15 Hrs=6Pts
Source: New Hampshire Department of Education; http://www.ed.state.nh.us/education/doe/organization/instruction/HQT/RubricK-6.pdf |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
HOUSSE - Option #3C Self Assessment - 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, New Hampshire Highly Qualified Teacher Descriptors & HOUSSE Process |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
HOUSSE - Option #3C Self Assessment - 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, New Hampshire Highly Qualified Teacher Descriptors & HOUSSE Process |
| Secondary HOUSSE Status |
Final |
| Elementary 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 Elementary Generalist Certification
4 points
Successful Content Area Teaching Performance
8-15 years = 2 points
16+ years = 3 points
Source: New Jersey Department of Education http://www.state.nj.us/njded/profdev/hqt/house.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 Elementary Generalist Certification
4 points
Successful Content Area Teaching Performance
8-15 years = 2 points
16+ years = 3 points
Source: New Jersey Department of Education http://www.state.nj.us/njded/profdev/hqt/house.pdf
|
| Middle School HOUSSE Status |
Final |
| 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 Elementary Generalist Certification
4 points
Successful Content Area Teaching Performance
8-15 years = 2 points
16+ years = 3 points
Source: New Jersey Department of Education http://www.state.nj.us/njded/profdev/hqt/house.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
- Have successful annual evaluations for the prior two school years
- Have five complete school years of teaching experience.
- Complete at least 12 semester hours in the subject area being evaluated
- 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 State Board of Education 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 state board’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 State Department of Education in a form acceptable to the department.
The State Department of Education 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 HOUSE option.
Source: New Mexico Administrative Code http://www.nmcpr.state.nm.us/nmac/parts/title06/06.069.0004.htm, New Mexico Public Education Department http://www.ped.state.nm.us/div/ais/lic/dl/3.tiered.licensure.public.hearing.presentation.pdf |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
- Have successful annual evaluations for the prior two school years
- Have five complete school years of teaching experience.
- Complete at least 12 semester hours in the subject area being evaluated
- 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 State Board of Education 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 state board’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 State Department of Education in a form acceptable to the department.
The State Department of Education 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 HOUSE option.
Source: New Mexico Administrative Code http://www.nmcpr.state.nm.us/nmac/parts/title06/06.069.0004.htm, New Mexico Public Education Department http://www.ped.state.nm.us/div/ais/lic/dl/3.tiered.licensure.public.hearing.presentation.pdf |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
- Have successful annual evaluations for the prior two school years
- Have five complete school years of teaching experience.
- Complete at least 12 semester hours in the subject area being evaluated
- 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 State Board of Education 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 state board’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 State Department of Education in a form acceptable to the department.
The State Department of Education 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 HOUSE option.
Source: New Mexico Administrative Code http://www.nmcpr.state.nm.us/nmac/parts/title06/06.069.0004.htm, New Mexico Public Education Department http://www.ped.state.nm.us/div/ais/lic/dl/3.tiered.licensure.public.hearing.presentation.pdf |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
For teachers of common branch classes in grades K through 6 and special education classes with grades K through 6 instructional content:
Teachers of the above classes who are beyond the first year of their first certification and who have not passed both the New York State Teacher Certification Examination ( NYSTCE) Liberal Arts and Sciences Test (LAST) and the NYSTCE Assessment of Teaching Skills – Written (ATS-W) -- or comparable tests accepted by SED when they were certified -- may demonstrate their subject matter competency and teaching skills using a “high objective uniform State standard of evaluation” (HOUSSE).
To use the HOUSSE to demonstrate subject matter competency and teaching skills, teachers described above must earn at least 100 points 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 common branch or special education certificate or successful completion of a State transcript review or individual evaluation leading to a common branch or special education certificate or possession of an extension to teach common branch classes on a 7–12 subject matter certificate.(30 points)
- Successful completion of a State-approved graduate program or 30 graduate credits in elementary education, special education, reading or a related field.(30 points)
- Certification by the National Board of Professional Teaching Standards in elementary education or special education. (100 points)
PROFESSIONAL EXPERIENCE AND DEVELOPMENT
- Teaching experience in common branch or special education classes. (Up to 50 points, 10 points per year, 15 points per year after school year 1998-1999)
- Successful completion of professional development, 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 elementary or special education certification. (30 points)
- Professional service in elementary or special education. (Up to 50 points, 10 points for each instance of professional service)
- A formal review of subject knowledge and teaching skills. (50 points)
Source: New York State Education Department http://www.highered.nysed.gov/pdf/nclb052003rev.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
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 http://www.highered.nysed.gov/pdf/nclb052003rev.pdf
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
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 http://www.highered.nysed.gov/pdf/nclb052003rev.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary 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:- 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
- Valid subject area license in another state/highly qualified in another state.
- 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; http://www.ncpublicschools.org/nclb/faqs/highly/ |
| Elementary HOUSSE Status |
Final |
| Middle School 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:- 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
- Valid subject area license in another state/highly qualified in another state.
- 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; http://www.ncpublicschools.org/nclb/faqs/highly/ |
| Middle School HOUSSE Status |
Final |
| 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:- 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
- Valid subject area license in another state/highly qualified in another state.
- 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; http://www.ncpublicschools.org/nclb/faqs/highly/ |
| Secondary HOUSSE Status |
Final |
| Elementary 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
|
| Elementary HOUSSE Status |
Final |
| Middle School 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
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
PORTFOLIO SCORING RUBRIC
High, Objective, Uniform State Standard of Evaluation: College transcripted majors, the major equivalency licensure options described in this section, and alternative licenses issued in compliance with chapter 67.1-02-04 will be aligned with the North Dakota standards for program approval (67.1-02-01-05) as the state of North Dakota criterion-based measure of assurance that all teachers are highly qualified.
Years of Experience in Accredited School
- Experience must be subject specific.
- Minimum of three (3) years experience.
- 3 points for each year
College Level Course Work in Subject
- .List graduate & undergraduate courses.
(Convert quarter credits to semester credits by multiplying # times 2/3
- # Under-Grad Credits X 3
# Graduate Credits X 4
Continuing Education Course/ Workshop/ Training in Subject
- Must be subject specific.
- 2 points for each 15 hour workshop
2 points for each credit
Curriculum Development, including activities, related to Subject (May use multiple occurrences of activity)
- Attend regional, state, national professional conferences
- Develop classroom curriculum projects /activities, such as:
- Curriculum Mapping
- TWT
- Project Wet/Wild
- Food/Land/People
- Serve on committees, such as:
- Content standards committee
- Standards alignment committee
- NCA / School Improvement
- 2 points for each documented activity
Service to Subject (May use multiple occurrences of service throughout career)
- Department chair or team leader
- Mentor teacher for subject area
- Cooperating student teacher (each semester)
- Cooperating practicum teacher (for each 20 hours)
- Subject presenter at district or state professional meetings
- Member of regional, state, or national content organizations
- Officer in regional, state, or national professional content organization.
- 2 points for each local /state service
4 points for each regional /national service
Advanced Degree, Publications, Presentations, Awards, and in Content Area (Throughout career)
- Advanced degree in education
- Recipient of state or national teaching award in content area
- Content article in regional, state, or national journal
- Content instructor at higher education institution
- Content presenter at regional or national professional meetings
- Complete National Board process
- 5 points for each documented activity
Source: North Dakota Education Standards and Practices Boards; Portfolio Scoring Rubric
|
| Secondary HOUSSE Status |
Final |
| Elementary 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 http://www.ode.state.oh.us/teaching-profession/PDF/HighlyQualifiedTeachers20Oct.pdf
- Years Experience in Content Area (3 pts per yr to 8 yrs; 24 pts
max)
- College Coursework Related to Content Area (1 pt per sem hr in
content; 27 pts max; 1 pt per sem hr in pedagogy; 27 pts max)
- Professional Development in Content Area (3 pts per activity;
24 pts max)
- Professional Activities in Content Area (5 pts per activity;
25 pts max)
- Recognition in Content Area (2 pts per recognition; 6 pts max),
OR
- Meet the following requirements by 2006:
- 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.
- 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.) - Convert to a five-year professional license by 2006.
Source: Ohio Department of Education http://www.ode.state.oh.us/teaching-profession/PDF/HighlyQualifiedTeachers20Oct.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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 (http://www.ode.state.oh.us/teaching-profession/PDF/HighlyQualifiedTeachers20Oct.pdf) OR
- Meet the following requirements by 2006:
- 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.
- 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.) - Convert to a five-year professional license by 2006.
Source: Ohio Department of Education http://www.ode.state.oh.us/teaching-profession/PDF/HighlyQualifiedTeachers20Oct.pdf |
| Middle School HOUSSE Status |
Final |
| 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:
- 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.
- 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.) - Convert to a five-year professional license by 2006.
Source: Ohio Department of Education http://www.ode.state.oh.us/teaching-profession/PDF/HighlyQualifiedTeachers20Oct.pdf |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Early Childhood (Grades Pk-3) and Elementary Education (Grades 1-8)
100 Points = Highly Qualified
National Board Certification
100 points
Coursework in the Core Academic Subject Area for Early Childhood and Elementary
Teachers on Official Transcript
Semester hours of coursework with a grade of "C" or better in:
- English
- Reading/Language Arts
- Mathematics
- Science
- Foreign Language
- Social Studies
- Art
- Music
An EDUC 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 (Early Childhood Education or Elementary Education) 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 Institute* or Professional Development
Must be content specific to core academic subject area (one point per clock area)
- Institute for special early childhood kindergarten certification*: 30
Points
- Professional development related to Priority Academic Student Skills (PASS)
– 1993: 1 point per professional development clock hour, OR
- Professional Development Institute Math: 30 points (Applies only to Grades
6, 7, or 8 math teachers)
Maximum 30 points.
Achievement of Students Taught (Optional)
- First, second, or third place in student academic competition
- 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 Early Childhood Education and Elementary Education |
| Elementary HOUSSE Status |
Final |
| Middle School 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
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
Middle (Grades 6,7, & 8) and Secondary Level (Grades 9-12)
100 Points = Highly Qualified
National Board Certification
100 points
Coursework in the Core Academic Subject Area
Semester hours of content coursework with a grade of "C" or better. An EDUC/CIED
prefix or any other education prefix is not acceptable except for reading hours.
Credits using the College-Level Examination Program (CLEP) are acceptable provided
they are reflected on the official transcript. Semester hours of coursework taught
in an institution of higher education are acceptable.
4 points per semester hour earned or taught. No maximum.
Years of Satisfactory Teaching Experience in an Accredited School
Must be employed as a full-time teacher, teaching the core academic subjects any
portion of the day.
- State-mandated professional development, 1981: Fall 1981-Spring 1986,
1 point per year
- State-mandated uniform teacher evaluation system, 1986: Fall 1986-Spring
1986, 2 points per year
- State-implemented PASS Objectives, 1993: Fall 1993-Spring 2004, 3 points
per year
Maximum 49 points.
Service in Content in the Core Academic Subject Area
Must be content specific to core academic subject area.
- Department chair/team leader
- Mentor teacher
- Cooperating teacher for intern/student teacher
- Academic club sponsor
- Academic judge
- Membership in a regional, state, or national professional content organization
- Officer in a regional, state, or national professional content organization
- Serve on a local, state, or national committee to develop, select, evaluate, or validate content standards, curriculum, or assessments
- Other
10 points for any one item. 20 points for two or more items. Maximum 20 points.
Awards, Presentations, and Publications in Content (Early Childhood Education
or Elementary Education) Area
Must be content specific to core academic subject area.
- District teacher of the year
- State teacher of the year finalist
- State teacher of the year
- Milken Family Foundation National Educator Award
- Present academic content at local, state, regional or national professional meetings,
- Published a content article in regional, state, or national journal
- Presidential Awards for Excellence in Mathematics and Science Teaching
- Outstanding Educator Awards from content professional organizations
10 points for any one item. 20 points two or more items. Maximum 20 points.
Legislative Authorized Academic Institutes* or Professional Development
Must be content specific to core academic subject area (one point per clock
area).
- Professional Development Institute - Math: 30 points*
- Professional Development Institute - Science: 30 points*
- Professional development (1 point per clock hour)
- Algebra for All (College Board model)
- Pre AP/AP training in subject area
- Professional development related to Priority Academic Student Skills
(PASS) - 1993
Maximum 30 points.
Achievement of Students Taught (Optional)
- First, second, or third place in student academic competition such as collegiate
interscholastic meet
- Documented increase in student test scores
10 points for any one item. 20 points maximum for two or more items. Maximum
20 points.
Source: Oklahoma State Department of Education, Oklahoma
HOUSSE for Middle and Secondary Level
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
- Complete an approved elementary teacher education program or the coursework equivalent to sixty quarter hours distributed as follows:
- Eighteen quarter hours of language arts;
- Twelve quarter hours of mathematics;
- Nine quarter hours in science;
- Nine quarter hours in U.S. history, cultural geography, and other social sciences;
- Three quarter hours in health education;
- Three quarter hours in physical education;
- Three quarter hours in music education; and
- Three quarter hours in art education; OR
- Complete the TSPC Alternative Assessment procedure; OR
- Obtain a certificate as Early Childhood Generalist, Early Childhood Art, Early Childhood Music, or Early Childhood ESOL from the National Board for Professional Teaching Standards; OR
- Hold a Standard Elementary License; OR
- Hold a master’s degree.
Source: Teacher Standards and Practices Commission http://www.tspc.state.or.us/div100.htm
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
Middle-Level (grades 5-8) Teachers Not New to the Profession: (Applies to Middle-Level only)
- Have taught on an approved license in the subject area for a total of three or more complete school years; AND
- Have completed twenty-four quarter or sixteen semester hours from a regionally accredited college or university in the subject area.
Source: Teacher Standards and Practices Commission http://www.tspc.state.or.us/div100.htm
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
A HOUSSE option does not appear to be available to Oregon secondary teachers. |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
From the Pennsylvania Department of Education: "Elementary education teachers assigned to grades K-6 are not eligible to participate in the Bridge Certificate Program because they are already highly qualified by virtue of the fact that they hold valid Instructional certificates. Foreign-language
and arts teachers who currently hold K-12 Pennsylvania certificates are not
eligible to participate because they already satisfy HQT provisions so long
as they are assigned to teach in their certificate areas."
Bureau of Teacher Certification and Preparation, Pennsylvania Department of
Education, Guidelines
and Procedures For Meeting Pennsylvania’s Highly Qualified Teacher Requirements
Through the Bridge Certificate Program |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
The Pennsylvania Bridge Certificate Program
Only elementary certified middle level, special education, ESL, and alternative
education teachers having primary responsibility for providing core content
to students working on the secondary level who do not presently hold content
certification in said area(s)* need to obtain content certification and
are eligible for the Bridge Certificate. The eligible teacher is or will be
employed during the 2004-2005 school year as the teacher of record and primary
instructor -
- In grade 7, 8, or 9 in a middle school or junior high school;
- In a school-district-based Alternative Education Program; or
- On the secondary level with a certificate to teach either special education
or English as a second language.
* English, reading, mathematics, science (including either general science
or a specific science discipline for which Pennsylvania certification is required),
social studies, a foreign language, or art.
Phase I
12 points required to qualify for the Bridge Certificate
An eligible teacher may enter the Bridge Certificate Program by providing documenting
a minimum of twelve points through satisfaction of the following areas:
Satisfactory Service in the Content Area:
Number of years x 2 points (1 year minimum/6 point maximum)
Act 48 Professional Development Hours in the Content Area:
Number of hours (1 point per 30 hours/6 points maximum)
Regionally Approved College/University Credits in the Content Area (Passed
with at least a 2.0 grade):
Number of semester hours x 1 point per hour (maximum of 10 points)
Academic Scholarship - Related to Content Area:
- District/State Teacher of the Year (1 point)
- State/National Teaching Award (2 points)
Authorship of article in peer reviewed journal (2 points)
- Authorship of textbook (6 points)
- Instructor of college course (Credit bearing course and as teacher of record,
not "guest" lecturer) (2 points/semester hour - 6 points maximum)
PDE Approved Tutoring in the Content Area:
Educational Assistance Program (30 hours = 2 points)
Other program(s) (30 hours = 1 point) (3 points maximum for this category)
Phase II
18 points required to qualify for the Bridge Certificate (30 Points total
with Phase 1)
The Bridge Certificate holder has three years to amass the points necessary
for successful completion of the program. A minimum of three points must be
earned each year. A teacher who amasses no less than thirty points (a minimum
of twelve during Phase 1 and a minimum of eighteen during Phase 2) will be deemed
highly qualified under NCLB.
Satisfactory Service in the Content Area (During the Bridge period):
Number of years x 2 points (1 year minimum/6 point maximum)
Act 48 Professional Development Hours in the Content Area (New Work Completed
During the Bridge period):
Number of hours (1 point per 30 hours/6 points maximum)
Regionally Approved College/University Credits in the Content Area (Course
work not counted to qualify for Stage 1):
Number of semester hours x 1 point per hour (maximum of 12 points)
Academic Scholarship - Related to Content Area:
- District/State Teacher of the Year (1 point)
- State/National Teaching Award (2 points)
- Authorship of article in peer reviewed journal (2 points)
- Authorship of textbook (6 points)
- Instructor of college course (2 points/semester hour - 6 points maximum)
National Certification
A teacher who earns certification in his or her content area from the National
Board for Professional Teaching Standards, either before or during the three-year
period, receives 18 points.
Bureau of Teacher Certification and Preparation, Pennsylvania Department of
Education, Guidelines
and Procedures For Meeting Pennsylvania’s Highly Qualified Teacher Requirements
Through the Bridge Certificate Program |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
The Pennsylvania Bridge Certificate Program
Only elementary certified middle level, special education, ESL, and alternative
education teachers having primary responsibility for providing core content
to students working on the secondary level who do not presently hold content
certification in said area(s)* need to obtain content certification and
are eligible for the Bridge Certificate. The eligible teacher is or will be
employed during the 2004-2005 school year as the teacher of record and primary
instructor -
- In grade 7, 8, or 9 in a middle school or junior high school;
- In a school-district-based Alternative Education Program; or
- On the secondary level with a certificate to teach either special education
or English as a second language.
* English, reading, mathematics, science (including either general science
or a specific science discipline for which Pennsylvania certification is required),
social studies, a foreign language, or art.
Phase I
12 points required to qualify for the Bridge Certificate
An eligible teacher may enter the Bridge Certificate Program by providing documenting
a minimum of twelve points through satisfaction of the following areas:
Satisfactory Service in the Content Area:
Number of years x 2 points (1 year minimum/6 point maximum)
Act 48 Professional Development Hours in the Content Area:
Number of hours (1 point per 30 hours/6 points maximum)
Regionally Approved College/University Credits in the Content Area (Passed
with at least a 2.0 grade):
Number of semester hours x 1 point per hour (maximum of 10 points)
Academic Scholarship - Related to Content Area:
- District/State Teacher of the Year (1 point)
- State/National Teaching Award (2 points)
Authorship of article in peer reviewed journal (2 points)
- Authorship of textbook (6 points)
- Instructor of college course (Credit bearing course and as teacher of record,
not "guest" lecturer) (2 points/semester hour - 6 points maximum)
PDE Approved Tutoring in the Content Area:
Educational Assistance Program (30 hours = 2 points)
Other program(s) (30 hours = 1 point) (3 points maximum for this category)
Phase II
18 points required to qualify for the Bridge Certificate (30 Points total
with Phase 1)
The Bridge Certificate holder has three years to amass the points necessary
for successful completion of the program. A minimum of three points must be
earned each year. A teacher who amasses no less than thirty points (a minimum
of twelve during Phase 1 and a minimum of eighteen during Phase 2) will be deemed
highly qualified under NCLB.
Satisfactory Service in the Content Area (During the Bridge period):
Number of years x 2 points (1 year minimum/6 point maximum)
Act 48 Professional Development Hours in the Content Area (New Work Completed
During the Bridge period):
Number of hours (1 point per 30 hours/6 points maximum)
Regionally Approved College/University Credits in the Content Area (Course
work not counted to qualify for Stage 1):
Number of semester hours x 1 point per hour (maximum of 12 points)
Academic Scholarship - Related to Content Area:
- District/State Teacher of the Year (1 point)
- State/National Teaching Award (2 points)
- Authorship of article in peer reviewed journal (2 points)
- Authorship of textbook (6 points)
- Instructor of college course (2 points/semester hour - 6 points maximum)
National Certification
A teacher who earns certification in his or her content area from the National
Board for Professional Teaching Standards, either before or during the three-year
period, receives 18 points.
Bureau of Teacher Certification and Preparation, Pennsylvania Department of
Education, Guidelines
and Procedures For Meeting Pennsylvania’s Highly Qualified Teacher Requirements
Through the Bridge Certificate Program |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
ECS has not been able to locate. |
| Elementary HOUSSE Status |
Unknown |
| Middle School HOUSSE Text |
ECS has not been able to locate. |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Text |
ECS has not been able to locate. |
| Secondary HOUSSE Status |
Pending Approval |
| Elementary HOUSSE Text |
Prior Experience HOUSSE Rubric - Elementary
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 for each content area; maximum 6 points for each content area
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%20Elementary%20%2012%20-%2019%20HIGHLY%20QUALIFIED%20TEACHER%20V.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
ECS was not able to locate. |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Text |
Prior Experience HOUSSE Rubric - Secondary
Experience must be demonstrated in at least 3 of the 5 categories, and specific to the area of certification.
A. Years of Experience in an accredited school
Multiply the number of years teaching elementary school by 2 (points for each year).
The maximum for this category is 24 points.
Divide the total points by four.
2 points per year ; maximum 24 points
B. College Level Course Work in the Content Area
Courses must be in content area; courses with an EDU or comparable prefix offered through education programs are not acceptable, with the exception of courses in reading. Each credit is worth three points (e.g., a three credit content course equals nine points)
3 points per credit (no recency requirement); no maximum
C. Professional Development Activities related to the Content Area
- Served on a committee that:
- Developed, selected or evaluated content standards
- Selected or evaluated content curriculum
- Aligned local content standards with state standards
- Developed, validated or evaluated content assessments
- Attended a local/regional, state or national professional conference/ seminar/ workshop in the content area
- Participated in activities awarded PDC/CEU credits in content area
- Participated on site visit team to education institution (PK-16)
- Served as a content instructor at a university, college or regional collaborative
5 points for each activity for each year, all activities must have occurred within the last five years; no maximum
D. Service to the Content Area
- Served as:
- Department chair or team leader
- Mentor teacher in the content area
- Cooperating/Practicum teacher for student teacher
- Officer in a regional, state, or national professional content organization
- Membership in regional, state, or national professional content organization
- Made a content presentation at a regional, state or national professional content organization meeting
- Published a content article in regional, state, or national journal
5 points for each documented service for each year,
all activities must have occurred within the last five years; no maximum
E. Awards
Teacher awards:
- District, state, or professional association teacher of the year award
- National Recognition such as: Presidential Award Winner for Excellence in Mathematics or Science; Milken Distinguished Educator Award Winner; Christa McAuliffe Fellowship; Disney Teacher of the Year
- Rhode Island Regents Fellow in Content Area
20 points each per activity; maximum 20 points across the four content areas.
Source: Rhode Island Department of Education http://www.ridoe.net/Certification_PD/Highly_Qualified/Documents/Final%20Secondary%2012%20-%2019%20Highly%20Qualified%20Teacher%20Ver.pdf
|
| Secondary HOUSSE Status |
Final |
| Elementary 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:
- 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
- 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
- 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.
- Evaluation Summary
A two-page Microsoft Word document that
provides an electronic template for evaluators to summarize their judgments.
- 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 Division of Educator Quality and Leaderhsip; http://www.scteachers.org/adept/housse.cfm |
| Elementary HOUSSE Status |
Final |
| Middle School 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:
- 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
- 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
- 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.
- Evaluation Summary
A two-page Microsoft Word document that
provides an electronic template for evaluators to summarize their judgments.
- 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 Division of Educator Quality and Leaderhsip; http://www.scteachers.org/adept/housse.cfm |
| Middle School HOUSSE Status |
Final |
| 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:
- 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
- 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
- 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.
- Evaluation Summary
A two-page Microsoft Word document that
provides an electronic template for evaluators to summarize their judgments.
- 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 Division of Educator Quality and Leaderhsip; http://www.scteachers.org/adept/housse.cfm |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
- 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
- Passes subject specific state test in content & pedagogy OR
- Reading Specialist OR
- Holds National Board Certification in a specific or broad discipline
Source: South Dakota Department of Education http://www.state.sd.us/DECA/NCLB/requirements.htm,
http://www.usd.edu/ed/nclb/reference/HOUSE_rules_SD_FINAL4.doc
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
- Fully authorized by State of SD for all teaching assignments in core content areas AND have at least 3 years of teaching experience OR
- Fully authorized by State of SD for all teaching assignments in core content areas AND graduate degree OR
- Passes subject specific state test in content & pedagogy OR
- Reading Specialist OR
- Holds National Board Certification in a specific or broad discipline
Source: South Dakota Department of Education http://www.state.sd.us/DECA/NCLB/requirements.htm,
http://www.usd.edu/ed/nclb/reference/HOUSE_rules_SD_FINAL4.doc |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
- Fully authorized by State of SD for all teaching assignments in core content areas AND have at least 3 years of teaching experience OR
- Fully authorized by State of SD for all teaching assignments in core content areas AND graduate degree OR
- Passes subject specific state test in content & pedagogy OR
- Reading Specialist OR
- Holds National Board Certification in a specific or broad discipline
Source: South Dakota Department of Education http://www.state.sd.us/DECA/NCLB/requirements.htm,
http://www.usd.edu/ed/nclb/reference/HOUSE_rules_SD_FINAL4.doc |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
HOUSSE OPTION FOR DETERMINING HIGHLY QUALIFIED TEACHERS
At least 100 points required for highly qualified status
National Board
Certification in
assigned core
teaching area:
- Verification of being awarded
Advanced Certification from the
National Board for Professional
Teaching Standards
- 100 Point Credit
- 100 Point Limit
Experience teaching
in the specific
content area
- Verification of teaching experience
by LEA/LEAs
- Must be within the last 10 years
- 5 Point Credit
- 40 Point Limit
- Content instructor at IHE (Institution
of Higher Education)
- Must be within the last 10 years
- 2 Points per semester
- 12 Point Limit
Positive evaluations
- Positive evaluation consistent with
scoring at/above standards of
Comprehensive Assessment, or
meeting/exceeding expectations for
Focused Assessment in the
Framework for Evaluation and
Professional Growth
- Must be within the last 10 years
- 10 points per evaluation
- 20 point limit
- Career Ladder II
- 5 point credit
- 5 point limit
- Career Ladder III
- 5 point credit
- 5 point limit
College coursework
- Content/subject area
- 2 points per semester hour
- 40 point limit
- Subject area pedagogy (methods)
- 2 points per semester hour
- 40 point limit
- Reading/writing for K-12 teachers in
all subjects
- 2 points per semester hour
- 40 point limit
- Students with disabilities
- 2 points per semester hour
- 40 point limit
- English Language Learners
- 2 points per semester hour
- 40 point limit
- Students in poverty
- 2 points per semester hour
- 40 point limit
Honors/awards/
publications
- Each content article in regional, state,
or national electronic or print journal
- Must be within the last 10 years
- 2 points per article
- 10 point limit
- Annual educational/professional
awards including school, district,
regional, state, national
- Must be within the last 10 years
- 2 points per award
- 10 point limit
Professional
leadership
- Trained mentor of new teachers
- Must be within the last 10 years
- 2 points per year
- 30 point limit
- Department/grade/team chair
- Must be within the last 10 years
- 2 points per year
- 30 point limit
- SIP/SACS Committee Member
- Must be within the last 10 years
- 1 point per year
- 30 point limit
- SIP/SACS Chair (in addition to
membership above) or Board of
Examiners Team Member
- Must be within the last 10 years
- 1 point per year
- 30 point limit
- Cooperating teacher for student
teachers/interns
- Must be within the last 10 years
- 1 point per semester
- 30 point limit
- Curriculum/standards/assessment
committees (including curriculum
mapping)
- Must be within the last 10 years
- 2 per committee
- 30 point limit
- Textbook adoption committee
- Must be within the last 10 years
- 2 per committee
- 30 point limit
- Coordinator/facilitator/instructional
coach
- Must be within the last 10 years
- 2 per year
- 30 point limit
- Consultant to state or national
initiatives (e.g., AP, ETS, Academic
Decathlon, ACT)
- Must be within the last 10 years
- 2 per year
- 30 point limit
Staff/professional
development
- Participation in professional
development pertaining to content
area or addressing needs of NCLB
- Must be within the last 10 years
- 2 points per six hour event
- 40 point limit
- Presenter/facilitator of professional
development pertaining to content
area or addressing needs of NCLB
- Must be within the last 10 years
- 3 points per six hour event
- 40 point limit
- Membership in regional, state, or
national content-specific organization
- Must be within the last 10 years
- 1 per year
- 40 point limit
- Officer in content-specific
professional organization
- Must be within the last 10 years
- 2 per year
- 40 point limit
- Attendance at conference of contentspecific
professional organization
- Must be within the last 10 years
- 1 per year
- 40 point limit
- Presentation at conference of
content-specific organization
- Must be within the last 10 years
- 2 per year
- 40 point limit
SOURCE: Tennessee.gov; http://tennessee.gov/education/nclb/pdfs/NCLB_ImpPlan_08_18_05.pdf, page 21
|
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
HOUSSE OPTION FOR DETERMINING HIGHLY QUALIFIED TEACHERS
At least 100 points required for highly qualified status
National Board
Certification in
assigned core
teaching area:
- Verification of being awarded
Advanced Certification from the
National Board for Professional
Teaching Standards
- 100 Point Credit
- 100 Point Limit
Experience teaching
in the specific
content area
- Verification of teaching experience
by LEA/LEAs
- Must be within the last 10 years
- 5 Point Credit
- 40 Point Limit
- Content instructor at IHE (Institution
of Higher Education)
- Must be within the last 10 years
- 2 Points per semester
- 12 Point Limit
Positive evaluations
- Positive evaluation consistent with
scoring at/above standards of
Comprehensive Assessment, or
meeting/exceeding expectations for
Focused Assessment in the
Framework for Evaluation and
Professional Growth
- Must be within the last 10 years
- 10 points per evaluation
- 20 point limit
- Career Ladder II
- 5 point credit
- 5 point limit
- Career Ladder III
- 5 point credit
- 5 point limit
College coursework
- Content/subject area
- 2 points per semester hour
- 40 point limit
- Subject area pedagogy (methods)
- 2 points per semester hour
- 40 point limit
- Reading/writing for K-12 teachers in
all subjects
- 2 points per semester hour
- 40 point limit
- Students with disabilities
- 2 points per semester hour
- 40 point limit
- English Language Learners
- 2 points per semester hour
- 40 point limit
- Students in poverty
- 2 points per semester hour
- 40 point limit
Honors/awards/
publications
- Each content article in regional, state,
or national electronic or print journal
- Must be within the last 10 years
- 2 points per article
- 10 point limit
- Annual educational/professional
awards including school, district,
regional, state, national
- Must be within the last 10 years
- 2 points per award
- 10 point limit
Professional
leadership
- Trained mentor of new teachers
- Must be within the last 10 years
- 2 points per year
- 30 point limit
- Department/grade/team chair
- Must be within the last 10 years
- 2 points per year
- 30 point limit
- SIP/SACS Committee Member
- Must be within the last 10 years
- 1 point per year
- 30 point limit
- SIP/SACS Chair (in addition to
membership above) or Board of
Examiners Team Member
- Must be within the last 10 years
- 1 point per year
- 30 point limit
- Cooperating teacher for student
teachers/interns
- Must be within the last 10 years
- 1 point per semester
- 30 point limit
- Curriculum/standards/assessment
committees (including curriculum
mapping)
- Must be within the last 10 years
- 2 per committee
- 30 point limit
- Textbook adoption committee
- Must be within the last 10 years
- 2 per committee
- 30 point limit
- Coordinator/facilitator/instructional
coach
- Must be within the last 10 years
- 2 per year
- 30 point limit
- Consultant to state or national
initiatives (e.g., AP, ETS, Academic
Decathlon, ACT)
- Must be within the last 10 years
- 2 per year
- 30 point limit
Staff/professional
development
- Participation in professional
development pertaining to content
area or addressing needs of NCLB
- Must be within the last 10 years
- 2 points per six hour event
- 40 point limit
- Presenter/facilitator of professional
development pertaining to content
area or addressing needs of NCLB
- Must be within the last 10 years
- 3 points per six hour event
- 40 point limit
- Membership in regional, state, or
national content-specific organization
- Must be within the last 10 years
- 1 per year
- 40 point limit
- Officer in content-specific
professional organization
- Must be within the last 10 years
- 2 per year
- 40 point limit
- Attendance at conference of contentspecific
professional organization
- Must be within the last 10 years
- 1 per year
- 40 point limit
- Presentation at conference of
content-specific organization
- Must be within the last 10 years
- 2 per year
- 40 point limit
SOURCE: Tennessee.gov; http://tennessee.gov/education/nclb/pdfs/NCLB_ImpPlan_08_18_05.pdf, page 21
|
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
HOUSSE OPTION FOR DETERMINING HIGHLY QUALIFIED TEACHERS
At least 100 points required for highly qualified status
National Board
Certification in
assigned core
teaching area:
- Verification of being awarded
Advanced Certification from the
National Board for Professional
Teaching Standards
- 100 Point Credit
- 100 Point Limit
Experience teaching
in the specific
content area
- Verification of teaching experience
by LEA/LEAs
- Must be within the last 10 years
- 5 Point Credit
- 40 Point Limit
- Content instructor at IHE (Institution
of Higher Education)
- Must be within the last 10 years
- 2 Points per semester
- 12 Point Limit
Positive evaluations
- Positive evaluation consistent with
scoring at/above standards of
Comprehensive Assessment, or
meeting/exceeding expectations for
Focused Assessment in the
Framework for Evaluation and
Professional Growth
- Must be within the last 10 years
- 10 points per evaluation
- 20 point limit
- Career Ladder II
- 5 point credit
- 5 point limit
- Career Ladder III
- 5 point credit
- 5 point limit
College coursework
- Content/subject area
- 2 points per semester hour
- 40 point limit
- Subject area pedagogy (methods)
- 2 points per semester hour
- 40 point limit
- Reading/writing for K-12 teachers in
all subjects
- 2 points per semester hour
- 40 point limit
- Students with disabilities
- 2 points per semester hour
- 40 point limit
- English Language Learners
- 2 points per semester hour
- 40 point limit
- Students in poverty
- 2 points per semester hour
- 40 point limit
Honors/awards/
publications
- Each content article in regional, state,
or national electronic or print journal
- Must be within the last 10 years
- 2 points per article
- 10 point limit
- Annual educational/professional
awards including school, district,
regional, state, national
- Must be within the last 10 years
- 2 points per award
- 10 point limit
Professional
leadership
- Trained mentor of new teachers
- Must be within the last 10 years
- 2 points per year
- 30 point limit
- Department/grade/team chair
- Must be within the last 10 years
- 2 points per year
- 30 point limit
- SIP/SACS Committee Member
- Must be within the last 10 years
- 1 point per year
- 30 point limit
- SIP/SACS Chair (in addition to
membership above) or Board of
Examiners Team Member
- Must be within the last 10 years
- 1 point per year
- 30 point limit
- Cooperating teacher for student
teachers/interns
- Must be within the last 10 years
- 1 point per semester
- 30 point limit
- Curriculum/standards/assessment
committees (including curriculum
mapping)
- Must be within the last 10 years
- 2 per committee
- 30 point limit
- Textbook adoption committee
- Must be within the last 10 years
- 2 per committee
- 30 point limit
- Coordinator/facilitator/instructional
coach
- Must be within the last 10 years
- 2 per year
- 30 point limit
- Consultant to state or national
initiatives (e.g., AP, ETS, Academic
Decathlon, ACT)
- Must be within the last 10 years
- 2 per year
- 30 point limit
Staff/professional
development
- Participation in professional
development pertaining to content
area or addressing needs of NCLB
- Must be within the last 10 years
- 2 points per six hour event
- 40 point limit
- Presenter/facilitator of professional
development pertaining to content
area or addressing needs of NCLB
- Must be within the last 10 years
- 3 points per six hour event
- 40 point limit
- Membership in regional, state, or
national content-specific organization
- Must be within the last 10 years
- 1 per year
- 40 point limit
- Officer in content-specific
professional organization
- Must be within the last 10 years
- 2 per year
- 40 point limit
- Attendance at conference of contentspecific
professional organization
- Must be within the last 10 years
- 1 per year
- 40 point limit
- Presentation at conference of
content-specific organization
- Must be within the last 10 years
- 2 per year
- 40 point limit
SOURCE: Tennessee.gov; http://tennessee.gov/education/nclb/pdfs/NCLB_ImpPlan_08_18_05.pdf, page 21
|
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
HOUSE FOR EXPERIENCED ELEMENTARY TEACHERS
HOUSE Option A
Competency is demonstrated by meeting all of the following criteria:
- The teacher has at least one creditable year of teaching experience
- The teacher has a minimum of 24 points derived from;
- Experience teaching at the elementary level
[ 1 year = 1 point (maximum of 12 points) ];
- College coursework in English/Language Arts, Math, Science, and/or Social Studies
[ 1 college hour = 1 point ]; and/or
- Professional development 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 ]
-
Each of the subjects is
represented in the 24 points, whether through experience, college coursework, or
professional development.
HOUSE Option B
Competency is demonstrated by meeting all of the following criteria:
- The teacher has at least one creditable year of teaching experience
- The teacher has college coursework equivalent to a college major in the subject to be taught.
Source: Texas Education Agency;
http://www.tea.state.tx.us/nclb/hq.guidance.070705.web.pdf, Chart 3 |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
For 6th grade teachers see elementary HOUSE options and for 7th and 8th grade teachers see secondary HOUSE option. |
| Middle School HOUSSE Status |
Final |
| 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
- 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) ]
- College coursework in the subject to be taught or in a closely related field
[ 1 college hour = 1 point ]; and/or
- 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;
http://www.tea.state.tx.us/nclb/hq.guidance.070705.web.pdf, Chart 4 |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
HOUSSE Points
- 0-100 Points for years of successful teaching experience
(Recorded on CACTUS or verified by supervisor’s documentation and evaluation(s)), PLUS - Points for college/university semester hours of credit (Must be related to NCLB subject(s) codes and verified by transcript (18 points for each semester hour)), AND/OR
- Points for professional development (18 points for each semester hour) (Must be district approved, related to NCLB subject(s) AND recorded on CACTUS)
Source: Utah State Board of Education http://www.usoe.k12.ut.us/board/summary/HOUSSEELED.htm |
| Elementary HOUSSE Status |
Final |
| Middle School 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 http://www.usoe.k12.ut.us/board/summary/HOUSSESEC.htm |
| Middle School HOUSSE Status |
Final |
| 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 http://www.usoe.k12.ut.us/board/summary/HOUSSESEC.htm |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Vermont included a Content Knowledge Rubric in its September 2003 Consolidated State Application. However, ECS has not been able to locate it publicly. |
| Elementary HOUSSE Status |
Under Development |
| Middle School HOUSSE Text |
Vermont included a Content Knowledge Rubric in its September 2003 Consolidated State Application. However, ECS has not been able to locate it publicly. |
| Middle School HOUSSE Status |
Under Development |
| Secondary HOUSSE Text |
Vermont included a Content Knowledge Rubric in its September 2003 Consolidated State Application. However, ECS has not been able to locate it publicly. |
| Secondary HOUSSE Status |
Under Development |
| Elementary HOUSSE Status |
Unknown |
| Middle School HOUSSE Status |
Unknown |
| Secondary HOUSSE Status |
Pending Approval |
| Elementary HOUSSE Text |
A Virginia elementary teacher can meet the HOUSSE requirements by:- Completion of an earned advanced degree from an accredited college or university;
OR
- Completion of a nationally recognized certification program in the teaching
area or a certificate of advanced graduate studies in the teaching area; OR
- Completion of an institute(s) in the content areas of mathematics, science,
language arts/reading/English, and social studies (history, government, geography,
and economics) 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
- An academic major or equivalent in a subject area the teacher teaches; OR
- An interdisciplinary major (or equivalent); OR
- At least 9 semester hours in each core discipline area of mathematics; science;
language arts/reading/English; and social studies (history, government, geography,
and economics).
Virginia Board of Education
http://www.pen.k12.va.us/VDOE/newvdoe/BOEItemIIonHOUSSE.pdf, http://www.pen.k12.va.us/VDOE/VA_Board/Meetings/2004/feb25min.pdf
|
| Elementary HOUSSE Status |
Under Development |
| Middle School HOUSSE Text |
A Virginia middle school teacher 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 areas of mathematics, science, language arts/reading/English, and social studies (history, government, geography, and economics) 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
- an interdisciplinary major (or equivalent); OR
- a minimum of 18 semester hours in the middle school area(s) taught—mathematics; science; language arts/reading/English; and social studies (history, government, geography, and economics).
NOTE: Middle school teachers who are teaching a federal core academic subject for which students are receiving credit toward high school graduation, such as algebra I or earth science, must meet the highly qualified criteria outlined in the secondary grade level assignment for that teaching area.
Virginia Board of Education
http://www.pen.k12.va.us/VDOE/newvdoe/BOEItemIIonHOUSSE.pdf, http://www.pen.k12.va.us/VDOE/VA_Board/Meetings/2004/feb25min.pdf
|
| Middle School HOUSSE Status |
Under Development |
| 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.
Virginia Board of Education
http://www.pen.k12.va.us/VDOE/newvdoe/BOEItemIIonHOUSSE.pdf, http://www.pen.k12.va.us/VDOE/VA_Board/Meetings/2004/feb25min.pdf
|
| Secondary HOUSSE Status |
Under Development |
| Elementary HOUSSE Text |
Washington's definitions and procedures to meet NCLB highly qualified teacher requirements are currently under revision due to advisement from the U.S. Department of Education (ED) based on a May 2005 monitoring of the Title II program. A HQT stakeholder workgroup, in cooperation with OSPI, is addressing ED's concerns expressed in a September 2005 letter.
Source: Washington Office of Superintendent of Public Instruction; Updated Information on Washington State Procedures,
January 2006
|
| Elementary HOUSSE Status |
Under Development |
| Middle School HOUSSE Text |
Washington's definitions and procedures to meet NCLB highly qualified teacher requirements are currently under revision due to advisement from the U.S. Department of Education (ED) based on a May 2005 monitoring of the Title II program. A HQT stakeholder workgroup, in cooperation with OSPI, is addressing ED's concerns expressed in a September 2005 letter.
Source: Washington Office of Superintendent of Public Instruction; Updated Information on Washington State Procedures,
January 2006
|
| Middle School HOUSSE Status |
Under Development |
| Secondary HOUSSE Text |
Washington's definitions and procedures to meet NCLB highly qualified teacher requirements are currently under revision due to advisement from the U.S. Department of Education (ED) based on a May 2005 monitoring of the Title II program. A HQT stakeholder workgroup, in cooperation with OSPI, is addressing ED's concerns expressed in a September 2005 letter.
Source: Washington Office of Superintendent of Public Instruction; Updated Information on Washington State Procedures,
January 2006
|
| Secondary HOUSSE Status |
Under Development |
| Elementary HOUSSE Text |
High Objective Uniform State Standard of Evaluation (HOUSSE)
HOUSSE is an
optional method of documenting subject matter competency in a core academic subject(s) for a
teacher in order to meet the definition of highly qualified teacher. Section I of the Teacher
Evaluation Form identified in W.Va. 126CSR13 WVBE Policy 5310, Performance Evaluation of
School Personnel, hereinafter Policy 5310, that addresses a teacher's knowledge of the subject has
been designated as West Virginia's HOUSSE. A general education teacher not new to the profession
and a special education teacher eligible to use HOUSSE as defined in §126-136-8.2.2.c may use a
rating of "meets standards" or higher on Section I of the Teacher Evaluation Form ( Policy 5310)
to document his/her subject matter competency in order to meet the definition of highly qualified
teacher in that content area being evaluated that year. Special Education Teachers who must rely
on HOUSSE to demonstrate subject matter competence may use WVBE-approved professional
development for the purpose of demonstrating subject matter competence.
Source: West Virginia Department of Education; http://wvde.state.wv.us/policies/p5202.pdf |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
High Objective Uniform State Standard of Evaluation (HOUSSE)
HOUSSE is an
optional method of documenting subject matter competency in a core academic subject(s) for a
teacher in order to meet the definition of highly qualified teacher. Section I of the Teacher
Evaluation Form identified in W.Va. 126CSR13 WVBE Policy 5310, Performance Evaluation of
School Personnel, hereinafter Policy 5310, that addresses a teacher's knowledge of the subject has
been designated as West Virginia's HOUSSE. A general education teacher not new to the profession
and a special education teacher eligible to use HOUSSE as defined in §126-136-8.2.2.c may use a
rating of "meets standards" or higher on Section I of the Teacher Evaluation Form ( Policy 5310)
to document his/her subject matter competency in order to meet the definition of highly qualified
teacher in that content area being evaluated that year. Special Education Teachers who must rely
on HOUSSE to demonstrate subject matter competence may use WVBE-approved professional
development for the purpose of demonstrating subject matter competence.
Source: West Virginia Department of Education; http://wvde.state.wv.us/policies/p5202.pdf |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
High Objective Uniform State Standard of Evaluation (HOUSSE)
HOUSSE is an
optional method of documenting subject matter competency in a core academic subject(s) for a
teacher in order to meet the definition of highly qualified teacher. Section I of the Teacher
Evaluation Form identified in W.Va. 126CSR13 WVBE Policy 5310, Performance Evaluation of
School Personnel, hereinafter Policy 5310, that addresses a teacher's knowledge of the subject has
been designated as West Virginia's HOUSSE. A general education teacher not new to the profession
and a special education teacher eligible to use HOUSSE as defined in §126-136-8.2.2.c may use a
rating of "meets standards" or higher on Section I of the Teacher Evaluation Form ( Policy 5310)
to document his/her subject matter competency in order to meet the definition of highly qualified
teacher in that content area being evaluated that year. Special Education Teachers who must rely
on HOUSSE to demonstrate subject matter competence may use WVBE-approved professional
development for the purpose of demonstrating subject matter competence.
Source: West Virginia Department of Education; http://wvde.state.wv.us/policies/p5202.pdf |
| Secondary HOUSSE Status |
Final |
| Elementary HOUSSE Text |
Although Wisconsin does have a HOUSSE option, ECS could not locate the HOUSE form on-line. |
| Elementary HOUSSE Status |
Final |
| Middle School HOUSSE Text |
Although Wisconsin does have a HOUSSE option, ECS could not locate the HOUSE form on-line. |
| Middle School HOUSSE Status |
Final |
| Secondary HOUSSE Text |
Although Wisconsin does have a HOUSSE option, ECS could not locate the HOUSE form on-line. |
| Secondary HOUSSE Status |
Final |
| Elementary 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.
- 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
Wyoming Professional Teaching Standards Board Source; http://ptsb.state.wy.us/pdf/final%20Wyoming%20HOUSSE%20Rubic.pdf
|
| Elementary HOUSSE Status |
Final |
| Middle School 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.
- 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; http://ptsb.state.wy.us/pdf/final%20Wyoming%20HOUSSE%20Rubic2.pdf
|
| Middle School HOUSSE Status |
Final |
| 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.
- 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; http://ptsb.state.wy.us/pdf/final%20Wyoming%20HOUSSE%20Rubic2.pdf
|
| Secondary HOUSSE Status |
Final |